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Inclusive Materials for LGBTI and Family Diversity

© K aty Pa l làs

ALL EQUAL, ALL DIFFERENT, ALL THE SAME Material d’aula adreçat als docents que volen implementar i/o pilotar programes sobre diversitat afectiva-sexual i familiar a centres educatius de primaria i secundaria, des d’una metodologia comunicativa, per tasques o projectes i des del punt de vista de la co-educació. Grup de Creació de Materials Març, 2015 Se’n permet còpia, distribució i comunicació pública sense ús comercial, sempre que se n’esmenti l’autoria i la distribució de les possibles obres derivades es faci amb una llicència igual que la que regula l’obra original.

La llicència completa es pot consultar a

h t tp : / /c rea t ivecommons.org/ l i censes/by-nc-sa/3 .0/es/deed .ca

The Team:

Katy Pa l làs i P icó (cpa l [email protected]) , English teacher Holds a degree in English and a Master's in Linguistics and SLA. She currently works at the public school “Ins Can Peixauet” as Head of English Dept. and as Coordinator of the GEP (Grup Experimental Plurilingüe) developed by the Departament d’Ensenyament de la Generalitat de Catalunya. She used to be an instructor of Bilingual Programmes and develops educational materials for English learners. She has published CLIL materials in different professional journals and university publications and she is a published author of LGBT children's stories. Nowadays she is also training teachers in the use of LGBT learning materials, giving talks and raising awareness on visibility and the importance of dealing with LGBT matters. E l iseo P icó Mas ([email protected]), English teacher Holds a BA and an MA from the University of Barcelona. He has worked in several secondary schools and at the Escola Oficial d'Idiomes de Santa Coloma. He has been Education Advisor at the Embassy of Spain - Education Office in Washington DC. He has taught graduate and post-graduate courses at the University of Barcelona and the Polytechnic University of Barcelona. His areas of interest include Second Language Acquisition, Testing and Evaluation, Technology, and Materials Development. He has given many lectures and presentations. He is retired at the moment.



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▪ Brainstorm ideas about your background knowledge about equality and human Rights

▪ Understand what the video entitled “Kids React” is communicating in order to focus on

ideas people believe about gay and lesbian people.

▪ Relate information and ideas concerning Human Rights for LGBTI people to your own

opinions and beliefs.

▪ Learn specific facts about gay and lesbian people and their history.

▪ Work in pairs and in small groups in order to discuss equality and Social Rights with the

aim to develop critical thinking relating the information to their own opinion.

▪ Interpret feelings and ways to express them in English.

▪ Analyse the three most important Civil Rights movements in order to widen your view on

Civil Rights for freedom and how important they still are in present society.

▪ Use English as much as possible in your team discussions and present your Human

Rights Campaign for our school.

▪ Use research to widen your knowledge about human rights and LGBTI people.

▪ Work in teams providing, organizing ideas and putting forward a school campaign.

Ten tips for learning success



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This episode of Kids React will discuss the sensitive subject of same-sex marriage which continues to be an issue not just in the United States, but around the world. The opinions of children about these issues can give incredibly valuable insights into where our society currently stands and where we are headed as people. It’s important to discuss these topics openly in hopes of a better tomorrow through dialogue and conversation. We interviewed 13 children between the ages of 5 and 13 from California, all of whom are featured in the following episode.

https://www.youtube.com/watch?v=8TJxnYgP6D8

1. Recalling

1. Teacher guides students us ing the fo l lowing quest ions to bra instorm ideas about what they know about C iv i l R ights : Do you know what Civil Rights are?

Do you think we all have the same rights?

How do you feel you are different from the rest?

(You may expect answer such as: coming from a different country, the colour of your skin, the way you are,

your physical appearance …..)

2. Students wi l l watch a short v ideo, ca l led “Kids React” where some k ids a faced wi th a

soc ia l issue and they react to i t . They wi l l be shown a f lash mob where a guy proposes to

Activities

Kids React to gay marriage



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a guy and another one where a g i r l proposes to a g i r l . K ids are faced to

gay marr iage. Students watch the v ideo up to 5:14 m and check whether k ids react ions f rom

the v ideo are GOD or BAD.

K IDS REACTING GOOD BAD KIDS REACTING GOOD BAD



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3 . Watch the v ideo f rom minute 5.14 up to 10.01. Say whether these statements are t rue (T) , fa lse (F) or don’ t know (DK) accord ing to what you have learned f rom the v ideo and/or your own thoughts about the top ic . C IRCLE YOUR OPINION.

STATEMENTS 1. Same-sex re lat ionships have a lways ex is ted

T

F

DK

2. Marr iage is a c iv i l r ight

T

F

DK

3. Gay people l i ve in occ identa l cu l ture only

T

F

DK

4. More than 10% of the populat ion is gay

T

F

DK

5. Being gay is a choice

T

F

DK

6. In the USA only in 14 states are you a l lowed to get marr ied i f you are gay

T

F

DK

7. Anc ient Ind ians ca l led gay people “two sp ir i t”

T

F

DK

1. I t used to be i l lega l for a b lack person to marry a whi te person.

T

F

DK

8. They have the same r ights in our country .

T

F

DK

9. Gay and Lesbian couples cannot have b io log ica l ch i ldren

T

F

DK

10. Gay and Lesbian people are af ra id somet imes to be bul l ied

T

F

DK

2. Understanding

1. D id you know that . . .

LGBT parenting is when lesbian, gay, bisexual, and transgender (LGBT) people are parents to one or more

children, either as biological or non-biological parents. Same-sex male couples face options, which include:

"foster care, variations of domestic and international adoption and diverse forms of surrogacy. LGBT

parents can also include single people who are parenting; to a lesser extent, the term sometimes refers to

families with LGBT children. There is ample evidence to show that children raised by same-gender parents

grow and live as well as those raised by heterosexual parents. More than 25 years of research has

documented that there is no relationship between parents' sexual orientation and any measure of a child's



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emotional, psychosocial, sexual orientation or behavioural adjustment.

Individuals may or may not express their sexual orientation in their behaviours. People in a same-sex

relationship may identify as homosexual, bisexual, or even occasionally heterosexual.

Equally, not all people with a bisexual or homosexual orientation seek same-sex relationships

2. Students get in pa irs and d iscus about the in format ion you have learned in the

statements in act iv i ty 3 and the reading above. Teacher w i l l te l l s tudents not to be

judgementa l o f the opin ions of other students. We l ive in a f ree country , and

everyone is ent i t led to an opin ion.

a- Where do you think does Lucas’ opinion come from? b- Do you agree with the Kids reactions? c- What statements have caught your attention the most? You may use some of the opinions in the box

3 . Students work ind iv idua l ly . Can you name two gay men, one lesb ian woman, one b isexual and one transgender person. ……………………….. …………………………… ……………………. ……………………….. …………………………… ……………………. 4. Students work in smal l groups. Share your answers f rom exerc ise 3 and d iscuss the fo l lowing quest ions. Was it hard to gather those names? Are they seen positively or negatively, in your view? Do all gay men look the same? Do all lesbian women? What about transgender people?

In my opinion …. In my view …….. I don’t think it should …… Not to let them marry is insane ….. That’s what I mean ……. I entirely agree …. I disagree ….. As I see things ....



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3. Applying Histor ica l ly gay, lesb ian, b isexual or t ransgender people have l ived the ir a f fect ions

wi thout any lega l protect ion or respect f rom heteronormat ive cu l ture . C iv i l R ights and

lega l protect ion are the r ights a l l c i t izens should have to l i ve , work and deve lop in a f ree,

democrat ic country , regard less of the i r race, re l ig ion, gender , sexual or ientat ion, etc .

1. H istory of C iv i l R ights in the USA

“F ight fo r C iv i l R ights has become the key po in t fo r democracy . Modern democra t ic countr ies cannot a l low inequa l i t y fo r the i r c i t i zens . Hav ing a vo ice turns out to be the essent ia l too l to f reedom”



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2. PAIR DISCUSSION

Students will now work in pairs in order to talk about civil rights using all the information they have got so far. In pairs take the following decisions:

1. How many civil Rights movements can you see in the pictures? 2. What are their similarities? 3. Have they got their objectives at present time? 4. Name some inequalities that you still can see in the World that surrounds you.

Do the fo l lowing puzz le . F ind the vocabulary re lated to equal marr iage. There are 11 words or express ions.

Revision



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You can learn more about th is top ic just by c l ick ing on these l inks. Choose one and read through the s i te . Then get in groups of four and d iscuss what you have understood. A l l the in format ion you gather might be very usefu l l for your f ina l pro ject . K IDS AGAINST BULLYING: C l ick on the l ink , you wi l l f ind some games to he lp you understand and f ight bu l ly ing at your school . ht tp : / /www.pacerk idsagainstbul ly ing.org/kab/ C IV IL RIGHTS MOVEMENT FOR KIDS ht tp : //www.neok12.com/vocabulary/C iv i l -R ights-Movement-01.htm C IV IL RIGHTS MOVEMENT vocabulary games (subscr ipt ion required) ht tp : //www.neok12.com/vocabulary/C iv i l -R ights-Movement-01.htm WOMEN’S RIGHTS QUIZZ ht tp : //www.bbc.co.uk/h istory/ interact ive/games/v ic tor ian_women/ index_embed.shtml

Extension



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Step 1

Now is your turn to take act ion.

Important things usually start by a little idea. You can make your school a more inclusive and respectful of the

difference just by changing little things such as inclusive language, friendly attitudes towards all people, respect

for diversity etc. Slogans become very useful to promote changes in different environments.

slogan ˈsləәʊɡ(əә)n/ noun noun: slogan; plural noun: slogans 1. a short and striking or memorable phrase used in advertising.

S tep 2

Get in groups of three. You will have to work on PROMOTING HUMAN RIGHTS IN YOUR SCHOOL. You will have to

develop a campaign to promote knowledge and respect for Human Rights in the context of your school. Each

group will deal with a different minority group that have traditionally been discriminated against: women, children,

LGBTI people, and Muslim people. Use a slogan to call people’s attention on discrimination. You may use an

image or a meme or a poster for your campaign.

Project: PROMOTING HUMAN RIGHTS IN MY SCHOOL

SOME CATCHY SLOGANS:

I’m lovin’ it (McDonalds)

Make someone happy. Vote for (insert name of candidate)

For success, choose the best Show you care, lets all be fair. Human Rights for all.



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Instruct ions Snake!

Follow the links and learn about Human Rights and LGBT Rights. http://www.un.org/en/documents/udhr/ http://www.lgbt-ep.eu http://www.ilga-europe.org http://en.wikipedia.org/wiki/Human_rights http://en.wikipedia.org/wiki/Human_rights#Sexual_orientation_and_gender_identity

In your group choose a minority group.

Learn about the group you are going to campaign for.

Learn about your environment. Does your school respect diversity? What are the weak points? Make a list

Use a DIN A4 to draw your design as a draft. It must include an image

and a slogan.

Brainstorm ideas. Think of ways to show how

important it is to respect the difference by using a

SLOGAN

USE IDEAS SUCH AS inclusive language, friendly attitudes towards all people, respect for diversity

Divide the work so everybody in your group has an important task to

do.

Prepare your project in a way that it Nits the

requirements within the time allowed by your teacher. (Two weeks)



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My project: Promoting Human Rights in my School

4 ☺☺☺☺

3 ☺☺☺

2 ☺☺

1 "

Gathering information and resources

I took information on HR from 3 or more sources

I took information on HR from 1 or 2 sources

I took information on HR only from the sources provided

I didn’t take any information on HR

Group cooperation

I participated, discussed and agreed in all the creative process of the project together with my group

I participated, discussed and agreed in most of the creative process of the project together with my group

I participated, discussed and agreed in some parts of the creative process of the project together with my group

I didn’t participate, discuss and agree much in the creative process of the project together with my group

Creativity I find my project extremely creative and original

I find my project very creative and original

I find my project quite creative and original

I find my project similar to other projects

Outcome The final project was a real success

The final project was quite successful

We had some problems with the final project

The final project didn’t work



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ALL EQUAL, ALL DIFFERENT, ALL THE SAME

4 ☺☺☺☺

3 ☺☺☺

2 ☺☺

1 "

Recalling information

You can easily remember and discuss the information in the video “Kids React”

You can easily remember and discuss most of the information in the video “Kids React”

You can remember and talk about some of the information in the video “Kids React”

You can remember and talk very little about the video “Kids React”

Understanding Information

You can understand very well the concept of human rights and LGBTI rights

You can fairly well understand the concept of human rights and LGBTI rights

You can understand somewhat the concept of human rights and LGBTI rights

You find it difficult to understand the concept of human rights and LGBTI rights

Applying Information

You can easily use and apply the information to talk about the importance of human rights and LGBTI rights

You can use most of the information to talk about the importance of human rights and LGBTI rights

You can use some of the information to talk about the importance of human rights and LGBTI rights

You can use little of the information to talk about the importance of human rights and LGBTI rights

Group Work You participated in all the aspects of the unit with your group. You have worked extremely well and solved issues with group members

You participated in most the aspects of the unit with your group. You have worked very well and solved most of the issues with group members

You participated in some of the aspects of the unit with your group. You have worked well and solved some issues with group members

You barely participated in the unit with your group. You have worked little and solved none of the issues with group members

Campaign Project

You participated in all the aspects of the creation of the campaign project to promote human rights in your school.

You participated in most of the aspects of the campaign project to promote human rights in your school.

You participated in some of the aspects of the campaign project to promote human rights in your school.

You barely participated in the campaign project to promote human rights in your school.

Assessment



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In this unit you have…

1. Brainstormed ideas about my background knowledge about equality and Human Rights l i t t le 1 2 3 4 5 qu i te a lot 2. Understood what the video entitled “Kids React” was communicating in order to focus on ideas people believe about gay and lesbian people. l i t t le 1 2 3 4 5 qui te a lot 3. Related information and ideas concerning Human Rights for LGBTI people to our own opinion and beliefs. l i t t le 1 2 3 4 5 qui te a lot 4. Learned specific facts about gay and lesbian people and their history. l i t t le 1 2 3 4 5 qui te a lot

5. Worked in pairs and in small groups in order to discuss about equality and Social Rights with the aim of developing critical thinking relating the information to your own ideas. l i t t le 1 2 3 4 5 qui te a lot 6. Interpreted feelings and ways for students to express them in English l i t t le 1 2 3 4 5 qui te a lot

7. Analysed the three most important civils Rights movements in order to widen our view on Civil Rights for freedom and how important they still are in present society. l i t t le 1 2 3 4 5 qui te a lot

8. Used English as much as possible in our team discussions and when we presented our Human Rights Campaign for our school. l i t t le 1 2 3 4 5 qui te a lot 9. Used research to widen our knowledge about Human Rights and LGBTI people. l i t t le 1 2 3 4 5 qui te a lot 10. Worked in teams providing, organizing ideas and putting forward a school campaign l i t t le 1 2 3 4 5 qui te a lot

Checklist – Circle your opinion



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Applying

In th is ac t iv i t y there are ten p ic tures tha t correspond to the fo l low ing h is tor ica l f igh ts fo r c iv i l r igh ts .

1 , 3 , 5 & 6 dep ic t scenes f rom b lack peop le ’s f igh t fo r C iv i l r igh ts in the EEUU

2 , 7 & 9 dep ic t scenes f rom the women’s movement fo r equa l i t y in the EEUU

4 , 8 & 10 dep ic t scenes f rom the gay r igh ts movement a lso in the EEUU

Revision Key to the puzz le

ADOPTION BEST-FRIENDS BORN-THAT-WAY BULLY CIVIL-RIGHTS FREEDOM GAY LESBIAN MARRIAGE NATURAL PROPOSE

Teacher’s notes

Equaldifferentsame

Documents

Transcript of Equaldifferentsame