EXCELLENT STUDENT WORK

Jordan Zigler Apr 15, 2014 4:36 PM
I am ashamed to say I went to Anoka High School, a very racist school that I transferred to my junior year. Before this, I was living in California in a suburb and had various friends that were Jewish, Black, Persian, Hispanic, Asian, and White. I had never experienced racism first hand among my peers until moving to Anoka, Minnesota. I had never seen so many teenagers use racist comments and treat people differently depending on their ethnicity. I didn’t understand it. It wasn’t discussed at school and it seems as though it is still left undiscussed, based on the suicides and bullying epidemic that went on years after I had graduated. That being said, I knew it was wrong but as a new student trying to find myself in a large high school I didn’t speak up but I also did not participate in the racism and bullying. I found myself confused about why this school was so different than the last one I had attended in California; it was more open minded and respectful of others and their differences. GLBT was also open and accepted and I never recall having students being bullied based on their sex/gender preference. Looking back, I think having experienced both schools taught me that school community and awareness is vital to the well-being of all students. It is also a reflection of the principal, teachers, and other staff who are essentially role models that portray how we should be treating others and what is deemed acceptable behavior. I found the school's response and the reaction of the staff to the harassment and suicide incidents unethical and inhumane. I am glad that the student's took this to court because many students before them had endured this suffering as well, as I had seen. This also laid the works for future changes. I feel that bullying awareness has become more of a priority, especially beginning in the elementary years. Ithink it’s imperative that we bring attention to tribalism because this is the theme I saw firsthand at Anoka High School. It was not ok to be an outsider, if you were not in a tribe you were teased, and if you were in an unpopular tribe you were bullied or hated on as well. It was a large high school but the cliques were endless and so were the amount of victims to choose from. Lesson: Tribalism in America    Grade: 4 – 12 Objectives: -Students will learn what tribalism means and view examples of this in a PP Presentation. -Students will write their thoughts on being themselves, being in a tribe, and how the two are interconnected by completing a Venn diagram. - Students will make a connection by participating in a discussion on how to allow others to be themselves rather than conforming to a tribe by creating a list of ideas on the Smartboard as a class. Snappy Launch: - Show images of tribalism within America using various tribes: GLBT, political, popularity, sport team, and many various ethnic examples as well. - Ask students what is tribalism? Show a slide show offering the definition of tribalism and article excerpts discussing tribalism to give examples of what it means to be part of a tribe. - I will include the vocabulary words below in the PP to make sure students are aware of the meaning of GLBT and can relate it to racism and tribalism. Vocabulary: Tribalism, Racism, Ethnicity, GLBT Activity: -Students will use a blank Venn diagram to fill in which will depict two thought processes and their connection: Me & My Tribe Side A: Describe Yourself Side B: Describe Your Tribe ( it could be one or many, whatever they feel they fall into the catagory of) Side C: How do these two join or impact one another? - At the bottom of the sheet the students will write a short answer to the question: How does being in a tribe impact others? How does it make me feel about myself? - I will ask the class: What if you don’t fit into a tribe? What are ways all tribes can function together in this country in positive ways? What if we never left our tribe OR attempted to learn from other tribes? -Make a list on the Smart board during our discussion on ways to let others be themselves, accept those that do not belong in your tribe, and why we should learn from those outside your tribe. Assessment: - Students will complete the Venn diagram and answer reflective questions. Criteria: 4- Reflected on question and gave a thorough response. Completed Venn diagram. 3- Shared a simple response to question and completed Venn diagram. 2- Did not answer question. Completed Venn diagram. 1- Did not complete Venn diagram. 0- Did not participate Homework: Find someone that you feel is outside your tribe and interview them! Ask: 1. What do you do when you meet someone who doesn't agree with you or your ideals? 2. Do you think others perceptions of you change or effect the way you act towards them? 3. Give an example of a time when someone made you feel different or an "outsider _________________________________________________________________________________

 Amber Frascone

Lesson:

Grade 4:  Health                               Homophobia

4. Students will demonstrate the ability to use interpersonal communication skills to enhance health and void

or reduce health risks. 1. The student will describe communication skills to build and maintain healthy relationships. · Design a T-shirt or poster that shows a personal and positive way to say “no.”

Objectives: Students will understand the meaning of a phobia, specifically homophobia.

Students will demonstrate how to say NO to homophobia and why their voice matters.

Students will demonstrate at least one idea on how to say No to homophobic bullying on a poster.  

Snappy Launch: 

Show photo. What is arachnophobia? Do you have it? How do you know? What other phobias have you heard of? Do you tease or torment people for being afraid of spiders?

 Activity:  Discuss the meaning of phobia (Vocabulary Word). Phobia: A phobia is an irrational but understandable fear of something, like arachnophobia.  

Ask about homophobia. Who has heard of it? What is it? Definition of homophobia (Vocabulary Word) is a negative attitude and behaviors towards people who are GLBT for no reason. Examples are prejudice, hatred and irrational fear towards someone who is GLBT.  What actions might someone who is homophobic do? (Ex: Harassing either physically or with name calling taunting, teasing and so on of GLBT, Joking around or making jokes about GLBT, saying that’s so gay) Discuss how these types of activities are hurtful and can negatively change the lives of some students.  What is an irrational fear? Definition of irrational fear (vocabulary word) is a persistent, abnormal, and irrational fear of a specific thing or situation that compels one to avoid it, despite the awareness and reassurance that it isNOT dangerous.

Watch the video Stand Up: http://www.youtube.com/watch?v=VzFfTiOSz4U (might be a little edgy for 4^th graders so I might need to adjust for older students). Discuss how being that one person to stand up can make the difference.

Assignment:

Students will journal (for my collection, review and return) on what a phobia is and what homophobia is. Since the fear is irrational they will journal about ideas as to what can they do stop the spread of homophobic bullying or what they would do if they seen it happen (at least 2 ideas). They will also discuss why it matters to them and to the person being bullied.

Finally each student will pair with one other student to create a poster for the school on how to say NO to homophobic bullying.

Assessment:  Journals will be worth 25 points (5 points for each section or entry requirement) graded on a rubric. Posters will be worth 25 points for creativity and thoughtful real responses.

Bonus: Have the local library, museum or store hang your poster and message for viewing. (20 points)

Resources: Photo visited August 1, 2013:http://findfunfacts.appspot.com/animals_plants/spider.html

Definition of irrational fear: http://www.thefreedictionary.com/Irrational+fear

Vingie White Priv

_____________________________________________________________________________

Maari Anderson Fall 2012

Lesson Plan- 

I wanted to try out a lesson that could be taught to younger audience and start by confronting our “gender schemas”, and challenging their validity. Just because boys OFTEN love girls, why is it wrong for boys to love other boys? There is no law against it, which means our country believes it's valid, so why can't we get past it? Just because it may make you uncomfortable, doesn't make it wrong. I think that by seeing how trying to fit into these societal “gender genres” is harmful and limiting for everyone, we will stop torturing those who choose to share their “outlier” characteristics.  Being gay may fall into the “outlier” category TODAY for these gender ideologies, but it hasn’t always- and it hopefully won’t forever.

 3-5 grades

 “Are you a boy or a girl? Pink or blue? Does it matter?”

 Time Allotted: 45 minutes

 Objectives:

• Students will challenge their pre-determined gender ideologies by finding “pink” (girl) and “blue” (boy) characteristics and then using both colored characteristics to describe themselves in a drawing of their head.

• Students will analyze examples of “non-traditionally-gendered” people by reading The Princess Boy and finding both male and female gendered qualities and listing them in a journal.

• Students will discuss how they have both “pink” and “blue” characteristics with their families by writing those characteristics down on a homework-sheet.

Lesson

 Snappy Launch:

• Students will list qualities of a boy, and qualities of a girl on post-its and then place the post-its in the correct column on the board. (The “girl” post-its will be pink, and the “boy” will be blue).
• We will read off the post-its together.

Lesson

• I will describe a person (using boy and girl qualities) and ask the students whether this person is a boy or a girl.
• Does it matter?
• I will explain that I described myself.
• Ask, “Does having the “blue” qualities make me less of a girl? Does it make me a boy? “
• “Sometimes we think it’s “wrong” or “bad” for people to have both “pink” and “blue” qualities, why?
• Read The Princess Boy by Cheryl Kilodavis
• Discuss: What was “wrong” with the boy? Was it really a problem, or just a little “different” for the mom?
• Write list of colored qualities in journals
• What were his “blue” qualities?
• What were his “pink” qualities?
• Do you think we are all a mixture of both? Could there be even more “colored” qualities? What would an orange quality be?
• Draw a picture of your head, and write different words that describe “you” inside the head. Use at least 5 words from our “pink and blue” list, and use at least two words from each color. (If students come up with other words not on the list, add them during the activity).

• Close with discussion on bullying. “Now, we all see that we are all more than just “pink qualities” or “blue qualities”, we probably even have some “green” or “orange” qualities as well. So, why would we tease or exclude someone because they have different colored qualities, or different opinions than us? Is that ok?

• Challenge: next time you think someone is “weird” or “wrong” because YOU think they have qualities or interests that they “shouldn’t”, try and think of at least 2 qualities others may think you “shouldn’t” have.
• Talk with your families at home and list 3 characteristics that you or your family has that don’t fit your “gender color”.
• Does that matter?

Other idea: It would be cool to do the original snappy launch activity with pink post-its for the male qualities and the blue post-its for girls. STudents will inevitably complain/ask why we are using the "wrong" colors- which the teacher could respond, "why is that wrong? Aren't they just colors? Why does it matter". (Just thought of this before submitting.)

Resources

• The Princess Boy by Cheryl Kilodavis

Assessment

15 points for completed drawing including at least 5 characteristics (at least 2 blue and 2 pink)

5 points for completing lists of both “pink” and “blue” qualities of the character in The Princess Boy

3 points for returning homework-sheet with at least 3 characteristics listed that may not fit with other’s “gender” ideas.

           __________________________________________________________-

James Wheeler Jul 30, 2012 8:03 PM 

     What is the root of homosexuality?  Well, I see three explanations: biology, some sort of life trauma, and lifestyle (acceptance in a group).  For those who never saw it as a lifestyle or choice, the overwhelming explanation is that biology was behind it.  There are asexual, bisexual, heterosexual, and homosexual behaviors in creatures all over the world.  And what about hermaphrodites?  It has been suggested that human are only a few chromosomal/genetic variations removed from apes/monkeys.  Don’t we know enough science as a human race to know that it’s possible that people who are homosexual or transgender are simply the result of genetic or chemical (estrogen and testosterone) variations?

     So, in today’s age, why is it that there is still so much resistance to homosexuality and transgender “lifestyles”?  First, many argue that marriage is between a man and a woman and is intended to sanctify the act of sexual intimacy, the purpose of which is to reproduce and start families.  Homosexual couples can’t physically reproduce, which totally contradicts the intention and idea of marriage in many peoples’ minds.  However, there are options out there, such as sperm donation and adoption.  It is possible to have a family.  Those still in denial will argue that this is not the environment for a child to grow up in.  The ridicule and scorn that children of homosexual parents will endure put them at a decided disadvantage.  This argument holds little weight, since there are plenty dysfunctional heterosexual parents/families out there.  Good parenting and healthy families has nothing to do with the sexual orientation of parents.  Secondly, many of the detractors from various religious backgrounds will argue that homosexuality is admonished in scripture.  Interestingly, when I was watching “30 Days” for the marginalized assignment in which a straight man from a religious conservative background moved to San Francisco to live with a gay man, there was an exchange that touched on this.  In the conversation, a woman said to this straight man (paraphrasing here), “The Bible says that thou shalt not kill, yet you served this country and killed people in combat.  You find a way to justify killing even though it goes against the tenets of the Bible.  Why is it that you can’t find a way to justify homosexuality?”

     Hope Burwell’s reflections in “1 in 10” discusses many dilemmas teachers face, not just sexual orientation or personal background.  This passage touches on school politics, freedom of speech (as written in the constitution), and the delicate balance between outspokenness and acceptance.  Yes, taking a stand against what happened in that assembly was justified and pushing her students to think deeper in her curriculum was admirable, but I believe that she wanted too much too soon.  There is the old adage that “You don’t get respect, you gain respect”.  In the process of standing up for what was right she alienated many of her coworkers.  Ultimately, she might have been able to win the respect of her peers, admit her homosexuality, and consequently feel comfortable continuing to teach in the school.  Instead of chipping away and growing on people, she went for it all.  People’s resentment towards her had nothing to do with her homosexuality, since they simply didn’t know of her sexual orientation. 

Middle School (6-8) Special Education Mini-Lesson

Objectives

-       To have a discussion about bullying.

-       To raise awareness among students about the presence and consequences of anti-GLBTQ bias and behavior.

-       To have students reflect on remarks made towards them that have affected them emotionally, academically, their self-esteem, etc.

-       Students will understand how common vernacular can be damaging, even if it is unintended.

Snappy Launch

From ThinkBeforeYouSpeak.com:  “Lesbian, gay, bisexual and transgender (LGBT) teens in the U.S. experience homophobic remarks and harassment throughout the school day, creating an atmosphere where they feel disrespected, unwanted and unsafe. GLSEN’s 2007 National School Climate Survey found that three-quarters of LGBT teens hear slurs such as “faggot” or “dyke” frequently or often at school, and nine in ten report hearing anti-LGBT language frequently or often.”

Activities

*This type of discussion will hopefully be part of an anti-bullying program in the school I work in, but if not, it will be a useful mini-lesson that can be visited and revisited throughout the year.

1. I will show this brief video: Think Before You Speak and a Powerpoint about bullying and the use of homophobic remarks.
2. I will introduce these homophobic words that students use in their vernacular that often has unintentional effects as well as substituted phrases that are unconventionally deragatory in place of the word gay (as in "That's So Gay"):  
3. We will have a class discussion about what these images mean to them.
4. Students will be given an assignment in which they briefly (in bulleted form) discuss 3 or more instances where they have used derogatory language that is offensive to some whether intentional or not.  Students will also be required to provide 3 or more instances where they were the victims of verbal harassment and how that made them feel.  Lastly, they will be required to take the derogatory remarks they discussed and reword them, or change the verbiage completely, to be more appropriate.

Assessment

-       Student provided at least 3 bulleted instances when they have used inappropriate homophobic remarks – 3 points

-       Student provided at least 3 bulleted instances when they have had homophobic remarks directed at them and how that made them feel. – 3 points

-       Student provides “new” ways of saying the same thing in an inoffensive way. – 4 points

*Total Possible = 10 POINTS

_________________________________________________________________________________________________________________________

Lesson from James Wheeler

Middle School (6-8) Special Education Mini-Lesson

Objectives

-       To have a discussion about bullying.

-       To raise awareness among students about the presence and consequences of anti-GLBTQ bias and behavior.

-       To have students reflect on remarks made towards them that have affected them emotionally, academically, their self-esteem, etc.

-       Students will understand how common vernacular can be damaging, even if it is unintended.

Snappy Launch

From ThinkBeforeYouSpeak.com:  “Lesbian, gay, bisexual and transgender (LGBT) teens in the U.S. experience homophobic remarks and harassment throughout the school day, creating an atmosphere where they feel disrespected, unwanted and unsafe. GLSEN’s 2007 National School Climate Survey found that three-quarters of LGBT teens hear slurs such as “faggot” or “dyke” frequently or often at school, and nine in ten report hearing anti-LGBT language frequently or often.”

Activities

*This type of discussion will hopefully be part of an anti-bullying program in the school I work in, but if not, it will be a useful mini-lesson that can be visited and revisited throughout the year.

1. I will show this brief video: Think Before You Speak and a Powerpoint about bullying and the use of homophobic remarks.
2. I will introduce these homophobic words that students use in their vernacular that often has unintentional effects as well as substituted phrases that are unconventionally deragatory in place of the word gay (as in "That's So Gay"):  
3. We will have a class discussion about what these images mean to them.
4. Students will be given an assignment in which they briefly (in bulleted form) discuss 3 or more instances where they have used derogatory language that is offensive to some whether intentional or not.  Students will also be required to provide 3 or more instances where they were the victims of verbal harassment and how that made them feel.  Lastly, they will be required to take the derogatory remarks they discussed and reword them, or change the verbiage completely, to be more appropriate.

Assessment

-       Student provided at least 3 bulleted instances when they have used inappropriate homophobic remarks – 3 points

-       Student provided at least 3 bulleted instances when they have had homophobic remarks directed at them and how that made them feel. – 3 points

-       Student provides “new” ways of saying the same thing in an inoffensive way. – 4 points

*Total Possible = 10 POINTS

The controversial issues surrounding GLBT people’s rights seem endless. Each and every day they struggle with others not accepting them for who they are and pushing for a so called cure, when one is not needed. Scientists do not know what specifically causes homosexuality or heterosexuality alike. Some think it is genetically encoded or hormonally determined, while others believe that all animals, including humans are prone to all deviations of sexual and/ or loving behavior and choose a preference or sexual orientation.

Gays and lesbians alike come in various shapes, colors and sizes as do heterosexuals and any other people on this Earth. Most GLBT people create a relationships based on equality and mutual respect, love and appreciation for who each of them are. It is no wonder they want the same rights and expectations any heterosexual couple has.

Scientifically speaking it is "natural" and expected that all animals will respond to sexual stimuli, including humans, including homosexual stimuli. Homosexuality is virtually unanimous among all species and tends to be more frequent within species of higher intelligences. If one just looks at the history of human civilization, they will see homosexuality within every human culture throughout. “In fact, one anthropological study of non-Western cultures found that 64 percent of their sample considered homosexuality "normal and socially acceptable" for certain members of the society.” (encyclo)

Many churches play a detrimental role in perpetuating the marginalization of those who chose to be happy in a relationship that is outside of the normal heterosexual lifestyle. Since it is against the churches belief to “lie” people tend to not question what the church is saying. Shouldn’t we stop and question the motives behind this type of propaganda? What did any group of people ever do to be treated with such distain? We need to start switching the focus from what causes people to be GLBT, and start looking at accepting and understanding the complexities of sexuality.

Kathryn Bolin Apr 19, 2012 7:15 PM 

When I was growing up, I do not recall knowing anyone who was gay. I don’t know when I found out what being gay was, but I was probably just starting middle school. Now, in 2012, my son comes home from middle school and tells me what the other students have told him about gay people. It is not pleasant. I have a friend that did not tell me he way gay until we had been friends for two years and made me promise not to tell anyone. He would only see his partner if he was at least an hour away from his home. I could not figure out why he would make that choice when they lived in the same town. After the readings and discussions, I realized that that was not necessarily his choice, but the way it had to be for him. I cannot fathom a world where I could not go out in public with my husband.

As I read the article, “One Teacher in Ten”, my disbelief was high. I do not have to live my life worrying about my decision in my mate would affect my career choices. I do not have to prepare what I am going to say about my personal choice of partner when I apply for a teaching job. I really liked her idea about having the books by the population of the United States. And I also thought it was a good idea that she had students read about groups that they do not belong to.

I believe all people deserve to be treated equal, especially in schools. After reading about the 4 students who tragically committed suicide, I realize that this issue needs to be discussed more. A lot more can be done for students who are bullied because of their sexual orientation. A lot more needs to be done in the schools, so LGBT students have equal opportunity to a safe learning environment.

Lesson Plan

10^th to 12^th  Grade

Gay Parents/Straight Schools

Student objectives:

Students will decide if schools are straight by discussion, research and writing a paper.

Snappy Launch: Look at two pictures.

Procedure:

1. Students will discuss the two tv families. (Focus on the family with the two dads and the Cleavers)
1. How are the families different?
2. How are the families the same?
3. Does having two dads change family dynamic?

1. Students will define the following terms
1. Gender identity
2. Gender roles
3. Gender constancy
4. Gender stability
5. Sexual orientation
6. Identification

1. Students will research and write a paper. They will have to defend their position. They must decide if schools are straight.
2. Extension: Should schools be straight?

Assessment:

25pts for defending their answer of the question.

__________________________________________________________________________________

Laura Paulson Apr 19, 2012 7:00 AM 

I was very surprised by some of the information presented in this passage from Hope Burwell. It is sad to admit that I’ve never really thought about the struggles it would be for a GLBT person to get a job in a profession that might have a certain image attached to it. I don’t think applying for a cashier job at Target would be as difficult as applying for other professions, like teaching in this instance. Historically many employers or coworkers do instantly ask you about your family and home life when you meet them.

I know when I interviewed for my current job in January, and I was in the early stages of going through a divorce, I wore my wedding ring to the interview. (I obviously had a little resentment and anger about everything tied to that piece of jewelry as I put it back on my hand.) I know this is slightly off topic, but the fact that I was SO concerned about the image of whether I was married or not with two kids is difficult to deal with. I desperately needed this part-time job to help pay the bills and keep the house, so I was willing to put up a false front to somehow increase my odds. I guess I felt that perhaps they wouldn’t want to deal with the drama of a woman going through a divorce with two young children and also going back to school, which I also didn’t divulge until a month into employment, as they are completely different professions. I guess the reasons for portraying myself this way, was that I was going to be committed to this job and company while I was there, and I could do the things I needed to do personally that wouldn’t drastically affect my job performance. My home life is just that, my personal home life.

This brings us back to the reading and how Hope felt the only way she would get a job in the profession she desired was to pretend to be something else, for the benefit of pleasing others. The demographics in her area painted a pretty clear picture of what type of family life was expected as the norm in their area.

When Hope was striving hard to get her students to read about diverse information I really focused on one section. “There is a world full of people outside of this town, and you must find a way to get to know them. So you’ll read. In some small way, you’ll begin to see that being who we are doesn’t mean we are better; it may not even mean we are different” (Jennings & Burwell, 2005, p. 36). I really wish any/all of my teachers in my high school had taken that approach. The majority of them were male, and typically stuck in their “old ways” of doing everything the same from year to year.

Hope also talked about, “There were gay and lesbian kids deprived of a role model because I’d lied about my identity” (Jennings & Burwell, 2005, p. 37). She obviously felt regret about the first few years of her teaching career and not being able to help someone through the hardest years. Unfortunately, she felt she had to do be someone else to prove her abilities to administration.

In my future classrooms, I want to make sure that all students are comfortable in their own skin. It all comes back to getting to know your students, each and every one of them. You might have the quiet student that tries hard to not get noticed, or perhaps it’s the loud boisterous student that uses humor to offset the pain they have inside. Making connections and building trust are the most important things I can do for my future students.

Works Cited

Jennings, K., & Burwell, H. E. (2005). One Teacher in Ten. Los Angeles, CA: Alyson.

Lesson Plan: What is family?

Grade: 7^th Grade

Objective:

Students will analyze the definition of family by comparing and contrasting how it is seen in a homosexual or heterosexual household.

Snappy Launch:

Ask the students “What makes a family a family?” Brainstorm ideas on the board with the students.

Procedure:

Have the students watch the FX 30 days episode on a gay family that has adopted children. This episode is very eye opening as to how the family functions like anyone else in the world.

After viewing the movie, look at the list we had previously created on what makes a family. Now that we have seen what life is like in a gay household, I would like you all to do a compare/contrast activity. Please put a line down the middle and label the heading as gay family and heterosexual family. Under each column I would like you to write any pros/cons of what makes this family.

Once you have completed the compare/contrast, please write a 1 page summary on what you have learned about what makes a family.

Materials:

TV with dvd player or computer and projection screen. Pencil and paper

Assessment:

This assignment is worth 10 points. Students will receive 5 points for completing and turning in their compare/contrast and 5 points for their written summary.

Glenn D'Amour Apr 16, 2012 10:31 PM 

My beliefs on GLBTs have not changed much as a result of this class. However whether we should deal with it as teachers with our students in school has changed. I believed before class, this was a subject that should be dealt with between the student and their parent, or maybe a counselor in private. But as a result of reading everyone's essays as well as learning so much about where bullying starts and why, and what it does to individuals and families I now believe it's imperative that as teachers we do deal with this in the classroom. By dealing with this in the classroom and discussing it with students, It's not like were introducing students to a new lifestyle, or that the lifestyle is dangerous. The fact is the lifestyle is here and our students are dealing with it every day with or without us. Sometimes they are dealing with it in a mature adult manner maybe more so than us adults. But sometimes they're dealing with it in a dangerous, negative, bullying way and people get hurt, which is why we as adults need to help our students deal with it. Now of course, we need to deal with it between ourselves in a calm mature thoughtful manner before we screw up or student’s lives with negative feedback. I believe each school is a culture unto itself. You may have a school that is heavy Christian or Red Neck in its faculty that deals with the subject in a dangerous way. Or you may have just the opposite end of the spectrum. I can see the importance of educating one's self on this subject so that when they do deal with it with our sensitive students they do it with a thoughtful, caring, intelligent manner.

I found a story by Beth Hawkins | 12/07/11 titled bullying gay and lesbian kids: how a school district became a suicide contagion area. Here is an excerpt from this story that supports my point.

"I think they don't understand that keeping us in the closet and making us hide who we are — that's not protecting us," she says. "As soon as I grew into my own skin, I realized I can't keep living the way I was. I needed to stand up for myself." 'They're letting the bullies get away with it'

References : http://www.minnpost.com/politics-policy/2011/12/bullying-gay-and-lesbian-kids-how-school-district-became-suicide-contagion-a

Beth Hawkins                                    MINNPOST

_____________________________________________________________________________________

Objective: *After reading an article called Bullying gay and lesbian kids: how a school district became a suicide contagion area, from MINNPOST. Students will gain an understanding of the importance of how faculty handles sensitive situations.

*The student will show appreciation for the importance of the subject by discussing their beliefs about the article.

*The student will demonstrate concern for the principal of treating people with respect by articulating their thoughts on the article.

Snappy Launch: http://www.youtube.com/watch?v=cJ0KmAMFgUY

Procedure: When students are ready will show the staff the launch video.

Students will take 20 min. to read the article, and then we will have a discussion for 45 min.

after discussion students will answer these three questions.

1. What did Shelton do to make headlines around the world
2. How did faculty handled the situation
3. How could've faculty handled the situation better

Assessment: Rubric

Title:                                       Field Trip to the MN Zoo

Grade Level’s:                       Middle School

Content Area:                        Life Science Class

Time Frame:                           1 day

Objective:                              

• Students will reflect on their ideas of normal throughout the field trip. This will be done by filling out a worksheet based off of the guided questions.
• Students will then correlate the similarities and differences of their observations to those of humans and will write an essay on it.

Snappy Launch:                     I will create a cd with various fun songs on it, including popular ones regarding tolerance and differences like Pink: Perfect

Overview:                               Students will study various animal species where:

• males take a leading role in raising young (emperor penguins)
•  discussions on different family structures
• same-sex parents;

Each student will be given a handout to jaunt down observations from the various exhibits we will be looking at throughout the visit.

                                                I will be guiding the students around to exhibits and will be initiating discussion questions throughout.

Sample Questions:                 What parental roles do these animals display?

                                                Are they typical for animal species? Why or why not?

What do these species eat?

Where do these species live?

What signs of aggression did you observe?

What signs of affection did you observe?

What does their body language, gestures and facial expressions state?

Are same sex forms of affection normal for this species? Why or why not?

How does this species gestures and facial expressions differ from other species?

The possibilities of these question are endless.

Assessment:                           Students will hand in their worksheet that they made reflections on at the beginning of the next class period.

                                                For homework students will reflect on the animal behavior observations and correlate that with human behaviors.

• 500-700 word essay on observations.
• Reflections on all of the key topics from worksheet
• To be handed in 2 days after the field trip at the beginning of class.