DIVERSITY ROLE MODELS HOME LEARNING PACK SECONDARY SCHOOL May 2020 [email protected] | 020 3795 9201 TABLE OF CONTENTS I. HINTS AND TIPS II. TAKING ACTION FOR EQUALITY - Age: 14-18 (Year 10-13) III. STAND UP FOR EQUALITY - Age: 11-16 (Year 7-11) IV. LGBT+ HISTORY - Age: 13-18 (Year 9-13) V. IDENTITY ART - Age: 11-18 (Year 7-13) VI. GLOBAL RIGHTS - Age: 13-18 (Year 9-13) VII. FOUND POETRY ACTIVITY - Age: 11-18 (Year 7-13) I. HINTS AND TIPS Open up the conversation Use these resources, or our suggested books and films, to open up a conversation about LGBT+ identities, relationships and people. Make it clear that you are open to discussing them, that it’s not taboo and that diversity of gender identities and sexual orientation is a reality. Even if the child doesn’t seem engaged, it sends a clear signal that you are open to talking about LGBT+ equality. Use books, films and TV shows Books, films and TV shows have the power to challenge our preconceptions, change our worldviews and empathise with people whose lived experience is totally different to ours. There are plenty of fantastic resources for all ages that represent a range of identities, make sure to encourage your child to read or watch things that center a range of experiences. There are also some interesting tasks you can set to make this learning more active and engaging. Here are a few ideas: • Write a diary entry from a character's perspective. Consider how they felt during certain key scenes. • Write a letter to one of the characters as a supportive friend. Show understanding of the issues they face in certain scenes and their potential impact. • Create a comic strip illustrating some key scenes. • Write a review and discuss the key themes. • Write a sequel or prequel that explores a character’s identity in-depth. • Re-write the story but with characters from a different identity e.g. Titanic as a lesbian romance. Does this change how the characters behave, respond or develop? • Audit how representative a range of books, shows or films are. Whose experiences are being talked about? • Do the Bechdel test on a series of films – do two women talk to each other about something other than a man? Discuss the importance of representation in art and media. • Run a debate or discussion on the key themes raised in the film. • Create a mind map or poster showcasing the key themes. Be led by your child Encourage their passions and interests. If your child has an interest in art, then allow them to pursue this passion and try and use it to open up discussions on LGBT+ issues within art. If they enjoy research, set some research tasks on topics such as LGBT+ rights around the world. If you can bring LGBT+ inclusion into a topic they are already interested in they are much more likely to engage. Language is important We naturally use language that contains a great deal of assumptions. When your child is reading a novel with a female lead, do you ask if she has a boyfriend/husband? Or do you use more neutral words like partner or even challenge these assumptions by asking if she has a wife? Reflect on your language and how you can use small linguistic changes to open up conversations. II. TAKING ACTION FOR EQUALITY Understand the issues facing LGBT+ people and take action to support LGBT+ rights from your own home. Age: 14-18 (Year 10-13) Part 1: What we need to change Research some of the key issues facing LGBT+ people in the UK at the moment and create a mind map of things that need to change. Use the below websites to help find some key issues or watch the documentary with Years and Years’ Olly Alexander: Olly Alexander: Growing up Gay LGBT+ people seeking asylum: Home Office refused thousands of LGBT asylum claims No safe refuge LGBT+ homelessness: Why are so many young LGBT people in Britain homeless? Mental health: LGBT+ mental health Schools: Diversity Role Models Stonewall school report 2017 HIV/AIDS https://www.nat.org.uk/ Hate crime: LGBT in Britain - Hate crime and discrimination Racism in the LGBT+ community: An inclusive Pride flag is the first step in confronting racism in the LGBT+ spaces Racism rife in LGBT community Human Rights Abuses against the LGBT+ Community Across the world: Amnesty - LGBTI rights Human rights watch - LGBT rights Part 2: Choose an issue Choose an issue: From your mind map choose one issue you’d like to take action on. This should be an injustice that you are passionate about challenging and an area you think people need to do more to change. Research: Research what groups are campaigning on your chosen issue and what they are calling on people do. Working together and taking action together is always more powerful than doing it alone. One group taking action on LGBT+ rights is Amnesty International. Taking action: Below are some ideas on how you can take action. Choose one (or more) or think of another idea on how you can take action for equality. • Raise money: Many charities will be struggling to raise money during this time and participating in fundraising can help them stay open so they can continue to take action on equality. • Raise awareness: Run an online information sharing event with your friends and encourage them to take action e.g. share a video with them, share a petition or run an online meeting. • Petition: Start, or share, a petition about the issue. Have a look at All Out, an LGBT+ Petitioning website: https://allout.org/en. • Protest: Stage a home protest – e.g. placing placards and banners in your window and posting them on social media can raise awareness and put pressure on decision makers. Look for inspiration on protesting from home during Coronavirus Twitter - Demands from a Pandemic. • Write: Write to your MP or to a government minister about the issue. Our politicians are elected to represent us, and we can contact them asking them to raise issues and put pressure on them to support your cause. Templates can be found here: How to write to your MP or A Letter to Your New MP Writing Frame. Part 3: Extension ideas • Write a piece of persuasive writing on the topic, why action needs to be taken, what action should be taken and what impact that would have. • Research the impact taking action has had on LGBT+ rights. For example, looking at organisations like ACT UP, The Gay Liberation Front, Lesbians & Gays Support the Miners, Stonewall, Outrage, or Mermaids. III. STAND UP FOR EQUALITY Understand the importance of standing up for equality and taking inspiration from figures who have stood up for the rights of others. Age: 11-16 (Year 7-11) Part 1: Watch this video about standing up: Stand Up! - Don't Stand for Homophobic Bullying Questions to reflect on: Has anyone ever stood up for you, or have you stood up for anyone else? Why is it important to stand up for those facing discrimination? Part 2: Match the person to the quote or statement On the next page match the information and quote to the individual. Check the answers. Discussion Which of these people was most inspiring to you? Are there any other people who have stood up for equality who inspire you? Make a list of the biggest issues facing LGBT+ students at your school. (Hint: think about different forms of bullying, how often LGBT+ issues are discussed, derogatory language etc.) Think about how you could help stop these issues at school. Part 3: Pledge for equality Write down a pledge, something that you promise to do from now on, to stand up for LGBT+ people. Examples: • I pledge to challenge the phrase ‘that’s so gay’ • I pledge to never judge people for being LGBT+ • I pledge to start conversations with my friends so they know I will support them • I pledge to not to make jokes about people for being LGBT+ • I pledge to report or challenge every discriminatory comment I see on social media Part 4: Extension ideas • Research and write a biography of one of the people featured in the matching activity. • Create a quiz on different people who have stood up for equality and share it with your friends and family. You could include some of the people featured in the matching activity. A B C D E Marsha P Johnson | Desmond Tutu | Natalie Keymist | Famah Mohommed | Harvey Milk Put the letter corresponding to the person in the box next to who you think said it. At the age of 14 I started campaigning to end FGM, a process where girls are illegally operated on to remove part of their genitalia. My campaign won its goal of getting compulsory training for teachers, doctors and social workers to help them identify and assist girls at risk. “It was fighting against something people were in denial about, it was hard for people to understand our point of view and for people in the community to be able to come out and say I am against this, too.” I organised protests and campaigns that helped bring an end to Apartheid, a policy of discrimination by the South African government against black people. I won the Nobel Peace Prize and have stood up against poverty, racism, sexism, HIV/AIDS, tuberculosis, homophobia, and transphobia. “Homophobia is a crime against humanity and every bit as unjust as apartheid” I stood up to police harassment of LGBT+ people at the Stonewall Inn, New York 1969 leading to riots which sparked the campaign for LGBT+ rights across the world.