Stage 5 Affirming Diversity Unit

Stage 5 YEAR 10 PDHPE

AFFIRMING DIVERSITY

Unit outline

Unit Duration

The theme of this unit is ‘diversity’. Students will examine and clarify their personal values and attitudes towards people of diverse

backgrounds, challenge negative community attitudes and investigate the impact of discrimination, harassment and vilification. Strong links to sexuality and homophobia are made throughout this unit.

The main objectives of this unit are that students will learn to;

ƒ affirm diversity by valuing and appreciating individual differences ƒ propose actions to challenge negative community attitudes

ƒ create safe and supportive environments for diverse groups within the community

This unit relies heavily on decision making, communication and planning skills as students justify their opinions and ideas and propose actions to address discrimination.

6 hours

Why does this learning matter?

ƒ When students learn more about one another, and recognise and celebrate their differences, they are more likely to feel a sense of community. (Fred Rogers) ƒ 74% of same sex attracted young people experience abuse at school because of their sexuality. (2004 writing themselves in again)

ƒ Discrimination has a profound impact on young people’s health and wellbeing.

Key messages

How can I be more supportive of people of all diversities?

Students learn to make informed decisions about their personal attitudes and behaviours towards people of diverse backgrounds. Students develop necessary knowledge and skills to be more supportive of diverse groups within the community.

How can the community create a safe and supportive environment for people from diverse backgrounds?

Students propose practical ways that the school community can raise awareness and gather support for diversity.

Target outcomes

ƒ 5.3 analyses factors that contribute to positive, inclusive and satisfying relationships

ƒ 5.6 analyses attitudes, behaviours and consequences related to health issues affecting young people

ƒ 5.7 analyses influences on health decision-making and develops strategies to promote health and safe behaviours

What do students need to know? What do students need to be able to do? Students learn about:

• affirming diversity (5.3)

– empathy and understanding

– building inclusion

– appreciating diversity as normal

– valuing individual differences and perspectives

• discrimination, harassment and vilification (5.3)

– Anti-Discrimination Act (1977)

– extent of discrimination in the community

– sources of discrimination

– impact of discrimination, harassment and vilification on individuals and the community

• sexual health (5.6)

– appropriately expressing and exploring sexual feelings

– power, gender and risk-taking

• empowering individuals and communities (5.7)

– individual action

– community action

– developing personal skills, eg advocacy

– developing supportive environments

Students learn to:

• clarify personal values and challenge negative community values and images relating to diversity (5.3)

• design an advocacy strategy that affirms difference and diversity (5.3)

• explore the impact of discrimination and difference on marginalised groups (5.3)

• investigate school, community and workplace policies and practices and evaluate their roles in addressing discrimination, harassment and vilification (5.3)

• examine personal values and attitudes related to sexual health and identify factors that have contributed to their formation (5.6)

• analyse how sexual attitudes, behaviours and sexuality are influenced by gender expectations and assumptions (5.6)

• identify inequities that exist in the local community and propose actions to address them, eg homophobia (5.7)

Assessment for learning opportunities

The following assessment for learning opportunities can be used to collect evidence of student learning throughout this unit of work. It is important that students demonstrate what they know and can do in relation to the target outcomes and are provided feedback of their achievement throughout the unit. These are only suggestions for collecting evidence of learning and not all of them need to be assessed for students to demonstrate achievement of the outcome. It is also important to remember that not all students will demonstrate achievement of the outcomes in the same way. It is suggested that teachers adapt the following statements to reflect what they expect students to be demonstrating at each level of the course performance descriptors.

Outcome 5.3

ƒ students outline the difficulties and challenges faced by individuals within marginalised groups

ƒ students demonstrate knowledge of the social, emotional and physical impact of discrimination on same sex attracted young people

ƒ students describe forms of homophobia within the community

ƒ students explore negative community attitudes relating to sexual diversity and can outline the impact on individual and community wellbeing

ƒ students develop strategies to create more supportive environments for people from diverse backgrounds

Outcome 5.6

ƒ students offer responses to questions that demonstrate knowledge and understanding of the factors that contribute to personal values and attitudes

ƒ students outline the different components of sexuality

ƒ students propose implications of assumptions on the lives of those who do not identify as exclusively opposite sex attracted

ƒ students recognise the influence that gender expectations have on sexual feelings and behaviours

Outcome 5.7

ƒ students propose actions to promote positive attitudes towards sexual diversity

ƒ students recognise how individuals and the community can take action and work together to create supportive environments for people from diverse backgrounds

Skills outcomes

ƒ students communicate opinions and ideas confidently and appreciate the personal opinions and ideas of others (5.11)

Program overview

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Introduce the unit by identifying the main themes that will be covered for example diversity, sexuality, sexual and emotional wellbeing, discrimination, homophobia.

Brainstorm the factors e.g. media, family, peers, gender, culture, religious beliefsthat could contribute to a person’s personal values and attitudes

Discuss how these factors might contribute to forming personal values and attitudes. Ask students to think about how people might treat others because of their differing personal values and attitudes.

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The aim of this activity is for students to develop an understanding of diversity and how that impacts on the way they interact and work with others. Students will learn about a range of diverse backgrounds and experiences and the challenges faced by people within these marginalised groups.

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This activity provides students with the opportunity to appreciate that people hold different views to issues related to sexuality, for a range of reasons. It is important that teachers refer to the teaching considerationsfor this activity before implementing it with students. A class contract or group agreement should be referred to or developed prior to facilitating this activity.

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The aim of this activity is for students to develop a deeper understanding of the diverse nature of sexuality. Students will learn that sexuality is an integral part of life and is not limited by only being anatomically and genetically female or male. This activity allows students to see sexuality in a much broader context than just being about sexual practices and it provides some affirmation for young people who may be struggling with their sexual identity. This activity explores the assumptions that are made about sexuality and how these assumptions may impact on the lives of others.

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‘The power of assumptions about sexuality’

This activity aims to examine links between sexuality, assumptions and negative community attitudes. It is designed so that students can explore common assumptions about same sex attracted men and women and the implications of these assumptions on individuals.

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This activity aims to bring together ideas around values, attitudes, sexuality and assumptions explored in previous activities. This activity enables students to move from acknowledging assumptions made about sexual diversity and how they have developed to looking more closely at the implications of these assumptions. It is important that a safe and supportive environment is established and maintained throughout this activity.

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This activity allows students to explore the concept of discrimination while engaging in physical activity. The activity aims to help students recognise different forms of discrimination and the feelings that are attached to being discriminated against. Students will also examine in more detail discrimination against gay, lesbian, bisexual and transgender (GLBT) people and the implications of discrimination and harassment.

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This activity explores the meaning of homophobia and the diversity of thoughts, feelings and actions within the school community. Students develop a deeper understanding of homophobic attitudes and the impact of these on people who do not identify as exclusively opposite sex attracted. This activity also aims to encourage students to think about the role that they and the community can play to address homophobia and abuse against young people who do not identify as exclusively opposite sex attracted or those perceived to be same sex attracted.

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Program teaching and learning sequence

Teaching and learning sequence

Resources

What do we want students to learn?

(Know, understand or be able to do)

• Appreciate diversity and value the differences and perspectives of others • Explain the challenges people face by having diverse backgrounds/experiences • Identify the factors that contribute to personal values and attitudes

• Explore personal values and attitudes to sexuality

Unit introduction (20 minutes)

Introduce the unit by discussing the main themes that will be covered during the unit e.g. diversity, sexuality, sexual and emotional wellbeing, discrimination, homophobia.

Brainstorm the factors that could contribute to a person’s personal values and attitudes e.g. media, family, peers, gender, culture, religious beliefs

As a whole class, discuss how these factors might contribute to forming personal values and attitudes.

Ask students to think about how people might treat others because of their differing personal values and attitudes.

Affirming diversity (45 minutes)

Inform students that the aim of this activity is to develop an understanding of the diversity of young people and how that impacts on the way you interact and work with others.

Brainstorm the range of diverse groups and backgrounds within the school or local community. If your community appears to lack much diversity ask students to consider experiences or backgrounds seen in the newspaper or on television e.g. socio-economic status, various family groups, diverse language or cultural groups.

Divide the class into groups and ask them to develop a definition of diversity. Ask a few groups to share their definition with the class to develop a whole class definition.

Example definitions:

• all of the ways in which people differ e.g. race, colour, nationality, religion, age, gender, disability, language, socio-economic status, sexual orientation.

• the presence of a wide range of variation in the background or experiences of a person or group of people

Show students the various areas of diversity using the OH ‘Diverse backgrounds and experiences of the people we know’ and point out the specific aspects of each area of diversity. Allocate each group one area of diversity listed on the OH, the teacher may choose to focus on particular areas of diversity, rather than covering all those listed.

Using butchers paper, get each group to compile a table of positive and negative attitudes (thoughts, feelings and actions) that young people in the community might have or show when they interact with people of that diversity. (Refer to the teacher examples sheet for suggestions).

Gallery walk - display each groups work around the room and give the whole class a few minutes to walk around and read the ideas of each group, students can add their own ideas to any of the sheets as they move around.

Select one or two areas of diversity to discuss in more detail with students. Discuss the following questions: • Which aspects of this diversity are recognised and approved more than others?

• What influences whether each aspect is recognised or approved? E.g. religious beliefs, cultural traditions, upbringing, family values, societal attitudes

• Which aspects of this diversity are treated differently than others? For example, are there aspects that are treated in a positive way and ones that are treated in a negative way? If so, which ones?

• Are there any aspects of this diversity that you think are not recognised or valued in the community? How do you think people feel if these aspects of their lives are not recognised or valued?

• Have you ever thought about the way you interact with people of diverse backgrounds? For example do you treat elderly people differently than you do young people?

• Do you think it would be harder or easier for a person with more than one of these aspects of diversity in their lives? For example, a person of low socio-economic status with a physical disability? An elderly person of Non English Speaking Background? A same sex attracted boy living in a country town?

• What challenges do people face by having diverse backgrounds/experiences?

• What support is available for people with diverse backgrounds/experiences? For example, people with disabilities, people from different cultural backgrounds, people who are same sex attracted.

• Are there any strategies or initiatives you know of, that affirm the diverse backgrounds/experiences of people in a positive way? For example, multicultural days, Mardi Gra, Croc Festival.

Taking up a position (25minutes)

It is important to refer to the teaching considerations before undertaking this activity. A class contract or group agreement should be referred to or developed prior to facilitating this activity.

Place the position cards; strongly agree/agree/disagree/strongly disagree around the room or on the floor in correct order. Explain to students that you are going to read out a statement related to sexuality. Inform students that once they have thought about the statement they need to move to the position card that best represents their thoughts about the statement i.e. do you strongly agree/agree/disagree/strongly disagree with the statement?

Inform students that there is no right or wrong answers in this activity and that they are free to change their mind at any time.

Use the following statements to explore student’s personal values and attitudes. • Warm up statement - School uniform should be compulsory

• Warm up statement - You can still be friends with someone who has different opinions to you. • Sexuality is different from sex.

• Young people should experiment with sex.

• It’s hard for gay and lesbian people to come out at school. • I’d feel flattered if someone from the same sex asked me out. • I would support a friend who told me they were same sex attracted.

After each statement is read out and students have positioned themselves, invite students to share their thoughts about the statement. Ensure a range of views are discussed.

Ask students:

• Would anyone like to share their thoughts on this statement?

• What was your thinking when you moved to strongly agree/agree/ disagree/strongly disagree?

To avoid having all students at the one position, invite a small number of students to volunteer to position themselves on the scale from the perspective of;

• a parent or an adult

• someone of the opposite sex

• someone of another age, culture, religion or sexuality (teacher will need to specify)

It is important to debrief the activity by asking students to consider the following questions: • Do you think everyone should share the same values and attitudes? Why/Why not? • What factors do you think contribute to your own personal values and attitudes? • How did other people’s views differ to your own?

• Why do you think people’s values and attitudes differ?

• What factors do you think have the most influence on your values and attitudes? • How did this activity influence your attitude around sex and sexuality?

• In what way did this activity change your way of thinking about issues related to sexuality? • What did you learn from this activity?

What do we want students to learn?

(Know, understand or be able to do)

• Understand the diverse nature of sexuality

• Acknowledge assumptions made about sexual diversity within the wider community • Identify factors that contribute to attitudes and assumptions towards sexual diversity

• Examine the implications of assumptions on the lives of those who do not identify as exclusively opposite sex attracted • Recognise the influence that gender expectations and assumptions have on sexual feelings and behaviours

Opposite ends of the pole (25 minutes)

Inform students that the aim of this activity is to develop a deeper understanding of the diverse nature of sexuality.

Create a temperature continuum by drawing a vertical line on the board and writing the word Temperature as a heading. At one end of the line place the term freezing. Ask students what the opposite of freezing is? E.g. boiling - place the word boiling at the other end of the line. Ask students for ideas that could fill up the continuum, for example; hot, warm, moderate, chilly, cold. Explain to students that often terms can be placed in a continuum to demonstrate the broad spectrum of something, in this case temperature.

In pairs, ask students to create a weather continuum that demonstrates the broad spectrum of weather descriptions. Instruct students to think of one term to place at one end of the continuum and then another term that is the opposite to place at the other end of the continuum. Students then fill in the continuum with terms that fit in between the two extremes. Terms students may use on their continuum may include: hailing, stormy, raining, cloudy, sunny, dry, hot, humid, drought.

Explain to students:

‘Sometimes people think in terms of opposites. This is called binary thinking. For example, people might say that the temperature is either hot or cold or the weather is either dry or wet rather than really thinking about the specific situation.

In most cases where the concept is simple, like the temperature or weather, this is not a problem because it doesn’t affect anyone

Temperature continuum

else. For more complex concepts, like sexuality, binary thinking is not very useful.’

Ask students:

• How would binary thinking define sexuality? How might someone think in terms of opposites? e.g. Straight and Gay. • Why is this not useful when determining someone’s sexuality? e.g. not everyone fits into these labels

‘Binary thinking, or a person who thinks in terms of opposites when referring to sexuality, tends to put labels on people and often makes assumptions about people’s sexuality. Sexuality is made up of many components and it is not useful to think of sexuality in terms of opposites.’

Examine the OH ‘Components of sexuality’ with the whole class. Provide students with an example to demonstrate that the components are interrelated and are not always the same for one person. For example, a person may be attracted to people of the same sex (orientation) but engage in sexual activity with people of the opposite sex (behaviour).

In groups of three or four, ask students to examine the variouscharacter scenarios and complete the opposite ends of the pole worksheet. Groups must indicate how traditional binary or opposite thinking would identify the characters sexuality and determine each character’s sexuality by discussing their sexual orientation, sexual behaviour, and sexual identity. Instruct students to use the terms same sex attracted and/or opposite sex attracted to refer to differences in the character’s sexuality.

Teacher note: Groups may find it difficult to determine the character’s sexuality, don’t worry if students become frustrated as they attempt to determine the character’s sexuality, this is part of the activity.

In their groups students answer the following questions and then discuss as a whole class: • Did the traditional binary thinking provide a clear indication of the character’s sexuality?

• What made it difficult to determine the sexuality of each of the characters? e.g. components of sexuality changed over time, sexual behaviour, orientation and identity were not the same.

• Is defining a person’s sexuality as easy and clear as some people think? Why/Why not?

Debrief the activity with the following questions:

• What assumptions are made when people use labels? e.g. labelling assumes that sexual behaviour, orientation and identity are all the same and don’t change. Teacher note: it is important to recognise that a person’s sexual behaviour, orientation, and/or identity may stay the same for their whole lives while for others these components may change over time.

• How do gender expectations contribute to assumptions made about sexuality? e.g. expectations such as, males are expected to be attracted to females, and females are expected to be attracted to males contributes to the assumption that if you don’t fit this expectation then you must be same sex attracted, or there is an assumption that if you are male and you don’t behave in a masculine way you must be Gay.

• How does labelling sexuality influence a person’s feelings or behaviour? e.g. labelling may make a person feel negatively about themselves or that they are doing something wrong because they don’t fit into one of the labels, labelling may cause a person to behave in a way that is not true to themselves because they don’t want to be labelled, labelling may cause a person to hide their sexuality from others, or it may make a person who does not fit into one of the labels feel like they are ‘abnormal’.

• What are the implications for people who do not exclusively fit into the labels of binary thinking? e.g. emotional distress, confusion, isolation, exclusion, low self worth, harassment, ridicule.

• Why do you think sexuality is made up of so many components? e.g. sexuality is dynamic (constantly changing), sexuality is very diverse, sexuality is different for different people and can vary at different times in a person’s life.

Ask students to identify four things they have learnt from this activity about sexuality. Invite a few students to share their ideas with the rest of the class.

OH ‘Components of sexuality’

Power of assumptions about sexuality (25 minutes)

This activity aims to examine links between sexuality, assumptions and negative community attitudes. It is designed so that students can explore common assumptions about same sex attracted men and women and the implications of these assumptions on

individuals.

Post box each statement and handout five response cardsto each student in the class. Inform students that for this activity they need to circle either strongly agree, agree, disagree, or strongly disagree, depending on their belief about each statement and then place the relevant response card into each of the post boxes.

Divide the class into five groups and hand out one post boxto each group. Instruct each group to tally the responses i.e. what are the results of the class survey in regards to this statement? i.e. 1 strongly agree, 5 agree, 23 disagree.

Copy the following table onto the board and ask each group to fill in the results for their post box statement.

Statement Strongly

agree Agree Disagree Strongly disagree If you have a same sex attracted sexual experience it means that you are gay or

lesbian

You can tell if someone is same sex attracted from how they look or what they do

Same sex attraction is just a phase

Same sex attraction is unnatural/abnormal

Having same sex attracted teachers or parents will make children same sex attracted

Go through the results as a whole class and discuss the following questions. (Refer to the background information sheet for ideas to raise during discussion).

• Where do you think people get these beliefs from?

• What are the implications of these assumptions for the same sex attracted individuals or groups?

State to students that ‘attitudes and assumptions towards people who are same sex attracted or perceived to be same sex attracted are often based on perceptions that they are somehow different from other people in society.’

Ask students:

• Why do you think some people have the perception that same sex attracted people are different from other people in society? What has formed this view?

• What are some of the things that occur within the community that affirm this perception? e.g. derogatory terms, violence, abuse, discrimination, different laws, unfair treatment.

Stepping out (30 minutes)

Complete the ‘Stepping out’activity to bring together ideas around sexuality, values, assumptions, and community attitudes explored in previous activities. This activity enables students to move from acknowledging assumptions made about sexual diversity and how they have developed, to looking more closely at the implications of these assumptions.

Statements Response cards 5 post boxes

A post box is a box with an opening on the side or the top similar to a mail box. A statement or question is attached to the front of each box for students to respond to. Students anonymously place their responses in to the box or boxes placed around the room.

Background information sheet

Teacher note: It is important that a supportive environment is established and maintained throughout this activity.

Photocopy enough charactercards for one per student. Find a large space to complete this activity. Instruct students to find a space and form a line at one end of the room, facing the teacher.

It is important to set some ground rules for this activity by reminding students of the class contract or group agreement developed in previous lessons.

Explain the following to the whole class:

‘This activity is about exploring the lives of others and the implications of community attitudes and assumptions. The character card you are given is purely for the purpose of this activity only. No student should be harassed or made fun of by others at any time because of the character card they have in this activity.’

Handout one character card to each student and instruct students not to show their card to anyone else in the class during this activity.

Teacher note: it is important that the character cards are handed out randomly, so students do not feel like you have purposely given them a specific character.

Explain to students:

‘I am going to ask a series of questions which you will have to decide if you can answer yes or no to, in reference to the character on your card. For each question you answer yes to you take a step forward. For the questions you answer no, you remain where you are. If you answer yes to one question and then no to the next you do not move backwards’

Start activity by saying:

‘Look at the character on your card and think about what their life would be like. Answer each question accordingto what really happens in the community not what you think should happen.’

Select a number of the following questions to ask students. Teachers can ask all questions if time permits. • Can you talk to a parent about your sexuality?

• Could you invite your partner home?

• Is your family likely to support and recognise your lifestyle?

• Would your partner be included in any family gatherings like weddings, New Year’s Eve parties? • Can you go to school without harassment?

• Would people who knew about your relationship feel comfortable? • Would you take your partner to the school dance?

• Could you tell the football team about your sexuality?

• Could you tell your mates what you did on the weekend and with whom? • Would you chat about your love life with a close friend on the bus?

• When you go out in a crowd of friends do you feel you can give your partner a kiss and a hug? • Could you easily find couples like you, if you wanted to go out as a group?

• Can you be fairly confident you won’t get put-down or physically hurt by others because of your relationship?

• Could you talk to the leader of your church youth group, sporting club, music group and so on, if you were having problems with your relationship?

• Do love scenes on TV and the movies commonly show relationships like yours?

• Do you know four famous Australians with the same sexual orientation as you–such as pop stars, sports people, politicians, TV personalities?

• Can you get married when you are 21?

Inform students that you do not want them to reveal their character at this point. Ask the following questions:

• How did you feel about your character and seeing others move ahead of or behind you?

• Were there any questions that you weren’t sure how to answer? If so, what made it difficult to answer the question?

Ask students one at a time from the front to the back of the class to reveal the character on their card. Ask students:

• Are there any characters the same but standing in different positions? Why do you think this is?

• What reasons influenced your decisions to move forward or backwards? e.g. cultural and religious backgrounds/beliefs, character’s sexuality, character’s gender, geographical location, societies attitudes, or having to consider daily throughout their lives if, when, what and to whom they disclose.

• Why do you think you are standing in different positions? What does this mean?

• After doing this activity, which sexuality do you think has the most power in our society? Why do you think this is the case? • In what ways is this power demonstrated in everyday life? E.g. society’s attitudes, bullying, homophobia, laws etc.

• What are the implications for people living in these situations? What impact do you think this has on their physical, social and emotional wellbeing?

• How do you feel about the experiences of the character on your card after being in their shoes? • How could you work with others to be more supportive of people from diverse backgrounds?

Option: Collect all cards and repeat activity ensuring everyone gets a different character than before.

Ask students to return their cards and answer the following questions:

• What could individuals and the community do to create a more supportive environment for individuals who are not exclusively opposite sex attracted?

• What did you learn from your participation in this activity?

Conclude the activity by explaining to students;

‘The character card you had in this activity was for the purpose of the activity only. No one should be harassed or made fun of by others after this lesson or outside of the classroom because of the character card they had in this activity.’

Optional: question box (10 minutes)

Give each student a piece of paper, of the same colour and size, and ask them to write down a question related to anything that you have discussed in the previous lessons about values, attitudes, diversity, assumptions and sexuality. Have students place their question in the question box. If time permits go through some of the questions in class or take all questions away and answer them in the next lesson.

Teacher note: The question box is an anonymous and voluntary activity, students should not have to write their names on the question paper nor should they be forced to write a question, but all students must place their piece of paper into the box.

What do we want students to learn?

(Know, understand or be able to do)

• Examine the impact of discrimination on same sex attracted people • Identify forms of homophobia within the community

Numbers (45 minutes)

This activity explores the concept of discrimination through physical activity.

Take the class outdoors or into a large safe indoor area. Explain the activity to the class:

• I am going to call out a number and when you hear the number you must form groups with of the same number. For example, if I call out 6 then you must form groups of 6 people

• You must jog, run or skip around the space until I call a number

• Those people who do not get into a group will be eliminated

• Groups that have more than the number called will need to eliminate members.

• Individual members of a group that has less than the number called will all be eliminated or must find another group to join.

• I will call out numbers until we are left with two people, who will be ‘the winners’

Teacher note:

• Try to make the first number you call a two, three or five so everyone is able to join a group. For example, if you have 25 in your class call a 5, if you have 28 in your class call out a 2, if you have 27 in your class call out a 3.

• Before calling the next number allow students to move around the space and wait until they have formed some space between each other.

• On two or three occasions during the activity call the number that is one less than the number of people left in, so one person is left out and eliminated on purpose (you will use this situation in the discussion that follows) For example, if you have 15 left in the group call out 14.

Before returning to the classroom, discuss the following questions as a whole class: • What was it like being part of a group? How did it feel?

• Why is it important to be part of a group? • What was it like to be left out of a group? • How did it feel to be eliminated?

• How did it feel to be the only person to get eliminated? (Refer to point three of teacher note above) • Did anyone experience being kicked out of a group, to then be accepted into another? How did this feel?

• Did anyone ever experience being pushed out of a group because there were too many people, and as a result was eliminated? How did this feel?

• How did it feel to be ‘the winners’?

Return to the classroom for the remainder of the activity.

Clarify some important terms to students in order for them to complete the rest of this activity by explaining that ‘people who do not identify as exclusively opposite sex attracted are commonly referred to as either same sex attracted or Gay, Lesbian, Bisexual or Transgender(GLBT).’

Ask students to individually reflect on the numbers activity using the think, pair, and share worksheet.

Students will consider their thoughts on the following questions, then discuss in pairs and then share their ideas with the rest of the class.

• How does the ‘numbers’ activity relate to groups in society? E.g. many people in our society are isolated or discriminated against

Think , pair, share (TPS) worksheet

because of their age, appearance, gender, race, sexuality etc.

• What group in society do you think are perceived as ‘the winners’ with regards to sexuality? Why do you think this is? How can we change this perception or belief? E.g. challenge negative thoughts, feelings and attitudes.

• How does the ‘numbers’ activity reflect what GLBT individuals may experience in their everyday lives? e.g. isolation, discrimination, upset, left out. How do you think this affects the emotional wellbeing of individuals who are GLBT? In what circumstances do you think GLBT individuals might feel included as part of a group? E.g. support groups, same sex attracted friends.

Following discussion ask students:

• When people are not treated equally, left out or excluded because of their age, gender, sexuality, race etc what is this called?

Explain to students:

‘Discrimination is defined as treating someone unfairly because they belong to or are perceived to belong to a particular group of people because of factors such as their gender, race, age, sexuality, disability, and religion. Discrimination is against the law.’

• What can you and the community do to stop discrimination from happening? e.g. treat people equally, respect others differences, celebrate diversity. Is there anything already in place to combat discrimination? E.g. laws, school policies.

What do we want students to learn?

(Know, understand or be able to do)

• Recognise characteristics of homophobia • Examine the impact of homophobia

• Explore negative community attitudes relating to sexual diversity • Recognise positive attitudes that affirm sexual diversity

• Propose actions to address homophobia in the school community

Looking into homophobia (60 minutes)

Variation: teachers may wish to substitute the ‘Looking at homophobia’ activity outlined below with the ‘What does homophobia look like, sound like and feel like?’ activity, using case studies or real life stories. (Refer to the sample activities section of the website for a copy of the ‘What does homophobia look like, sound like and feel like?’ activity).

Explain the term homophobia.

• Homophobia is a form of discrimination.

• Homophobiaisa fear or intolerance of men and women who do not identify exclusively as opposite sex attracted, or individuals

perceived to be gay, lesbian, bisexual or transgender, and is usually linked with hostility towards them.

• Homophobic people don’t really know or care about the sexuality of the people they harass, so opposite sex attracted people can experience homophobic abuse too particularly if they are perceived to be gay, lesbian, bisexual or transgender.

As a whole class discuss the following questions:

• What are some of the reasons why people would experience feelings of homophobia? e.g. don’t know enough about it, upbringing, personal values and beliefs, religious beliefs, scared, unsure.

• What are the different ways that homophobia is demonstrated in the school or community? (How might a person, who is homophobic, act towards or treat people who they perceive as gay, lesbian, bisexual or transgender?)

Explain the following to students:

Homophobia is sometimes demonstrated in the form of verbal and physical abuse. The majority of abuse experienced by same sex attracted young people occurs in schools or on the way home from school and is perpetrated by other students. It is important to examine the reasons for, and impact, of homophobic abuse on those involved so we can take action to prevent it from occurring in the school and wider community. The next activity is about exploring the impact of homophobia.

Divide the class into 4 groups and provide each group with a body sized piece of butcher’s paper and coloured textas. Instruct students to draw an outline of a body onto their butcher’s paper.

Allocate one of the following characters to each group and ask students to write their character at the top of the body outline as a heading:

• Someone who bullies • Someone who being bullied • Student bystander 1 • Student bystander 2

Set the scene for the activity by explaining the scenario to the class: each ofthese characters are out in the playground and are involved in a situation where homophobia is occurring.

Explain to each group that they need to come up with as many thoughts, feelings and actions that their character may have or display in this situation. Encourage students to write words and draw pictures on their character to demonstrate their thoughts, feelings and actions.

After a set time, bring the class together and walk around to each body outline. Ask each group to present their characters thoughts, feelings and actions to the rest of the class. Provide time for other students to ask questions to clarify anything that is written or drawn on the butcher’s paper.

As you move around to each character discuss the following questions with the whole class: • What things might have influenced this characters thoughts and feelings in this situation? • In what ways has this character’s thoughts and feelings influenced their actions?

Once each group has presented ask students to consider the following questions:

• What impact would this situation have on the person being bullied? How would this affect their social and emotional wellbeing?

• What actions could the person being bullied take to reject or stand up to the person who is bullying? Which of these suggestions are the safest options?

• What actions could the bystander take to reject or stand up to the person who is bullying? Which of these suggestions are the safest options?

• What actions could the bystander take to show support for the person being bullied? • What might influence whether the bystander shows support for the person being bullied? • How does silence or avoidance impact on homophobia?

• Who can someone turn to if they find themselves in the same situation as the ‘person being bullied’ or ‘the bystander’?

Extension (higher order thinking)

1. The teacher can prompt students to think more critically by providing other elements to each of the characters:

• What if... one of the bystanders was a teacher:

- What message would this send to the person being bullied? What do you think they would be feeling or thinking? - What message would this send to the person who is bullying? What do you think they would be feeling or thinking? • What if... the person who is bullying was same sex attracted themselves? What do you think they would be thinking or

feeling? Why do you think they would be acting out in this way?

Use the OH to present statistics on ‘Abuse against same sex attracted young people in schools’. Inform students that violence and discrimination towards same sex attracted people is against the law and has many physical, social and emotional implications. Brainstorm the social, physical and emotional implications of abuse on young people who identify as same sex attracted.

Ask students:

• What can you and the school do to help prevent and stop abuse against same sex attracted young people? • How can the school create a more supportive environment for individuals who are same sex attracted?

OH - Abuse against same sex attracted young people in schools

What do we want students to learn?

(Know, understand or be able to do)

• Challenge negative community attitudes towards sexuality

• Develop strategies to create more supportive environments for people from diverse backgrounds • Propose actions to promote positive attitudes towards sexual diversity within the school community

Positive attitudes (60 minutes)

Explore positive attitudes that support people who do not identify as exclusively opposite sex attracted.

Display the scale ofattitudesacrossthe board. Explain each of the attitudes to the class. Explain to students ‘Throughout this unit we have been talking about diversity and we have looked at the impact that our thoughts and actions can have on others. Often we do and say things and we don’t realise the impact they may have on those around us. If we want to be more supportive and affirm diversity we need promote positive attitudes and move beyond tolerance.’

Divide students into six groups. Give each group a piece of butcher’s paper and assign them a positive attitude from the scale - respect, mutual understanding or celebration. Instruct students to write their attitude on the butcher’s paper as a heading in big letters.

Groups brainstorm what they think the positive attitude would look like, sound like and feel like in the community if directed towards people who are same sex attracted.

Note: students can draw pictures to demonstrate what the attitude might look like i.e. people marching at Mardi-Gra, people joining together in support. Students can also write slogans or comments that they might hear to demonstrate what positive attitudes sound like. Students might draw pictures or words to express emotions of what the attitude might feel like for people who display the attitude as well as those who are the recipients.

Leave the butchers paper on the tables and ask the class to do a gallery walk to view the comments and add their own ideas to the paper. Give students enough time so that they can read all the attitudes and then ask them to return to their group tables.

In the same groups, inform students that for the next activity they are competing against the other groups. Each group needs to propose a strategy or action that the school could implement that would promote, increase awareness or encourage positive attitudes within the school i.e. what could the school put in place to show respect, mutual understanding, or celebration of sexual diversity?

Teacher note: students may be given time to research what other schools have done to address homophobia or celebrate diversity. Example sites:

http://www.bullyingnoway.com.au/ideasbox/ideas/school-community/ http://www.celebratingdiversity.org.au/

Groups develop an action plan for their proposed strategy using the scaffold provided. The strategy should aim to promote positive attitudes within the school.

Groups need to consider the following in their action plan: y Initiative

y Rationale y Benefits y Method y Resources y Challenges y Solutions

Each group presents their action plan to the rest of the class for a vote. Allow students to ask questions to each group to clarify their understanding of the proposed strategy. The strategy that receives the most support from the class can be put forward to the SRC, welfare head teacher or principal within the school for consideration.

Variation: Groups could brainstorm various strategies and then ONE strategy could be selected by the whole class. The teacher could then facilitate the development of an action plan, with specific responsibilities or sections delegated to each student or group. Representatives from the class could then be selected to approach the SRC, welfare head teacher or principal with the action plan on behalf of the whole class.

Internet

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OH Diverse backgrounds and experiences

of the people we know

Area of diversity

Aspects (examples)

Gender Boys,

girls.

Age

Babies, children, teenagers, young people, old

people.

Disability

Long term illness, physical, intellectual,

psychological, mental, hearing or visual

impairments.

Religion

Christian, Catholic, Anglican, Atheists,

Buddhism, Muslim, Jehovah Witness, Hindu,

Sikhs.

Language

English, Arabic, Hindi, Indonesian, French,

German, Italian, Mandarin, Japanese, Greek,

Maltese, Turkish, Cantonese, Khmer, Serbian,

Spanish, Macedonian, Somali, Tongan,

Sudanese, Samoan, Maori, Sign language,

Aboriginal e.g. Walmajarri, Arrente, Warlpiri,

Kala Lagaw Ya.

Ethnic background Aboriginal, African-American, Anglo-Saxon,

Assyrian, Greek, Indian, Italian, Lebanese,

Maltese, Serbs, Ukrainian, Vietnamese, Welsh.

Literacy

Reading and writing levels.

Family

Nuclear, step parent, foster, adoptive,

blended, extended, single parent.

Geographical

location

City, provincial cities, country towns, rural,

remote and isolated communities.

Socio-economic

status

High, middle, low.

Sexuality

Same sex attracted, opposite attracted, both

sex attracted.

Appearance

Weight, skin colour, hair colour, clothes,

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Teacher examples sheet

(Positive and negative attitudes)

Type of diversity Positive / negative attitudes

Thoughts Feelings Actions

Age

y babies are cute y young kids are

annoying

y old people are kind y old people are boring

y feel happy around people of the same age y intimidated by older

people

y ignore old people y bully younger people

Type of diversity Positive / negative attitudes

Thoughts Feelings Actions

Socio-economic status

y poor people are bludgers

y rich people are snobs

y feel good when rich people spend money on them

y envy rich people y feel sorry for people

who are homeless

y put poor people down y look at poor people

negatively

y admire people who are wealthy

Type of diversity Positive / negative attitudes

Thoughts Feelings Actions

Gender

y girls are weak y boys are bullies y boys are strong y girls are caring

y envy pretty or skinny girls

y jealous of boys with muscles

y make fun of boys who are not masculine y tease girls who are

tomboys

Type of diversity Positive / negative attitudes

Thoughts Feelings Actions

Disability

y disabled people are helpless

y disabled people are disgusting

y disabled people need support

y disabled people are strong

y feel uncomfortable around people with a disability

y feel sorry for people who are disabled y respect people with a

disability

y put disabled people down

y look at disabled people negatively y make fun of people

with a disability y care for disabled

person/s

Type of diversity Positive / negative attitudes

Thoughts Feelings Actions

Sexuality

y same sex attracted people are disgusting y opposite sex attracted

people are normal y same sex attraction is

wrong

y people can be attracted to who they want

y disgusted by same sex attraction

y fear or homophobic y don’t understand same

sex attraction y embarrassed or

ashamed of sexuality

y put same sex

attracted people down y bully people who are

not opposite sex attracted

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Taking up a position cards (1 of 2)

(Teacher can photocopy, cut out and laminate)

AGREE

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Taking up a position cards (2 of 2)

(Teacher can photocopy, cut out and laminate)

STRONGLY

AGREE

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RESOURCE

Taking up a position activity

Teaching considerations

KEY MESSAGES

•

Create a safe and supportive environment

•

Share thoughts not feelings

•

There is no right or wrong answers

•

Respect each other’s differences

•

Feel free to move or change your mind

•

Use appropriate and inclusive language

DO DO

NOT

•

Set

boundaries

and expectations

•

Use inclusive language

•

Listen to what students are saying

•

Encourage

everyone

to

share

thoughts rather than feelings

•

Rephrase student thoughts without

judgement

•

Thank students for sharing

•

Use the ‘teachable moment’

•

Invite

analysis

•

Reflect

questions

back to students

•

Use other situations to expand

values continuum

•

Invite students to move if they

change their minds

•

Give research or facts

•

Judge

the

student

•

Show your own opinion

•

Try to change values or beliefs

•

Give

advice

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RESOURCE

Example continuums

Temperature Continuum

FREEZING

BOILING

COLD CHILLY

MODERATE

WARM

HOT

Weather Continuum

HAILING

HUMID

STORMY

RAINING

CLOUDY

SUNNY

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RESOURCE

Components of sexuality

Sexual orientation – refers to a person’s basic attraction to other

people. This attraction may be to people of the opposite sex

(opposite sex attracted), people of the same sex (same sex

attracted) or people of both sexes (both opposite and same sex

attracted). Some people believe their orientation is fixed while

others have reported a change in orientation at a particular stage

in their lives.

Sexual behaviour – refers to what a person does sexually. In some

cases this behaviour matches a person’s sexual orientation but in

other cases it does not. For example, a person may be involved in

opposite sex attracted behaviour but feel their orientation is same

sex attracted or vice versa.

Sexual identity – refers to how people see themselves and how

they present themselves to others. At times, sexual identity can be

different to a person’s sexual orientation and sexual behaviour

which can cause a high level of personal stress.

Sexual

behaviour

Sexual

identity

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RESOURCE

Character scenarios

Thanh

Thanh is a university student who had a two year sexual relationship with her

female roommate. When the relationship broke up, she began dating a male

student. She has married him and enjoys their sex life.

Alex

After an adolescence that included dating and having sex with girls, Alex got a

job out in a remote country town. There he developed a close and loving

relationship which included sexual contact with another man. When he

transferred closer to his home, he began dating women again.

Paddydeh

Paddydeh is 30 years old and has only ever had sexual relationships with men.

In her last year of high school she was sexually attracted to one of her

girlfriends and for a few months fantasised about having sex with her. Since she

left high school she has never been attracted to another woman.

Phillip

Phillip says, by the time he was seven or eight years old, he knew he was

different to other boys. Since adolescence he has been involved in a series of

sexual relationships with men. Now middle aged, he has never had sex with a

woman, although many of his friends are women.

Zarita

Zarita was married for 16 years. During this time she had two sexual

relationships with men. She ended her marriage because she fell in love with

another man whom she has been with for the past three years. In this time she

has had 3 sexual encounters with other men.

Joseph

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RESOURCE

Opposite ends of the pole

Group worksheet

Character

Sexual orientation

Sexual behaviour

Sexual identity

Determine the characters

sexuality

Thanh

Alex

Paddydeh

Phillip

Zarita

Joseph

Character

What factors influenced your decisions when determining the characters sexuality?

What things did you discuss as a group about the characters life?

Thanh

Alex

Paddydeh

Phillip

Zarita

Joseph

Discuss as a group:

•

Did the traditional binary thinking provide a clear indication of the characters sexuality?

•

What made it difficult to determine the sexuality of each of the characters?

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RESOURCES

Statements

(Teacher can photocopy and attach each statement to a separate post box)

If you have a same sex attracted

sexual experience it means that

you are gay or lesbian

You can tell if someone is same

sex attracted from how they look

or what they do

Same sex attraction is

just a phase

Same sex attraction is

unnatural/abnormal

Having same sex attracted teachers

or parents will make children same

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RESOURCES

Background Information Sheet

(Teacher only)

If you have a same sex

attracted sexual experience it

means that you are gay or

lesbian

• Some people have same sex experiences at some stage of their lives. The majority of these people would not label themselves as gay or lesbian.

• Sexuality is a complex concept that is hard to define. There are a number of components to sexuality which makes it hard to label people as gay or lesbian.

• People who have same sex attracted feelings try to hide them for fear of rejection or abuse by others, and this is much more concerning than whether they are gay or lesbian.

You can tell if someone is

same sex attracted from how

a person looks or what they

do

• Same sex attracted people come from all walks of life, all social and economic groups.

• Same sex attraction is indistinguishable from anything else.

• Some people hold stereotypical views of what they would expect a same sex attracted person to look like.

• You can’t tell if someone is opposite sex attracted so why should it be different for same sex attracted people.

Same sex attraction

is just a phase

• A person’s sexual feelings should be respected and affirmed by those around them irrespective of whether they are same sex or opposite sex attracted or both.

• Every person’s personal feelings are important and valid. To say that these feelings are just a ‘phase’ implies that the person will grow out of it and that opposite sex attraction is the only ‘real’ thing.

• This assumption encourages people to keep things to themselves and hide who they really are. Saying this to a same sex attracted person can be very damaging.

• Some people have this belief when they can’t deal with their friends or child’s sexuality.

Same sex attraction is

unnatural/abnormal

• Being same sex attracted does not make you abnormal or unnatural. Same sex attraction isn’t unnatural just uncommon.

• This belief may have arisen because same sex attraction is in the minority, but being in the minority doesn’t make a person unnatural.

• Same sex attraction has been around for a long time. It has been written about throughout history. It occurs naturally in all human societies no matter what their ethnicity or culture.

• Same sex attraction is found in around 10% of the population, a figure which is constant across cultures.

• Calling something unnatural is a very powerful way to control it. This belief is sometimes used in a way to control same sex attracted

behaviour. Who determines what ‘normal’ is? There are varying degrees of normality.

Having same sex attracted

teachers or parents will make

children same sex attracted

• Sexuality and sexual expression result from a complexity of factors.

• Many same sex attracted people have opposite sex attracted parents.

• Many things have been said and done, to make same sex attracted people be attracted to the opposite sex, most of which have failed.

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RESOURCES

Response cards

(Teacher can photocopy one page between two students or laminate a class set for repeated use)

Strongly agree

Agree

Disagree

Strongly disagree

Strongly agree

Agree

Disagree

Strongly disagree

Strongly agree

Agree

Disagree

Strongly disagree

Strongly agree

Agree

Disagree

Strongly disagree

Strongly agree

Agree

Disagree

Strongly disagree

Strongly agree

Agree

Disagree

Strongly disagree

Strongly agree

Agree

Disagree

Strongly disagree

Strongly agree

Agree

Disagree

Strongly disagree

Strongly agree

Agree

Disagree

Strongly disagree

Strongly agree

Agree

Disagree

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RESOURCES

Character cards

(32 character cards, page 1 of 4)

A Muslim girl with a

Catholic boyfriend

A same sex

attracted girl

A Muslim boy with a

Muslim girlfriend

A same sex

attracted boy

A transgender

student

attracted to men

A girl in Year 11

with a 20yr old

boyfriend

A bisexual boy in a

steady relationship

with a girl

A boy in Year 11

with a 20 yr old

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RESOURCES

Character cards

(page 2 of 4)

A 16 year old

girl who has casual

sexual partners

A 16 year old

boy who has casual

sexual partners

A young girl

who has chosen to

abstain from sex

An opposite sex

attracted male

who believes in

no sex before

marriage

A same sex

attracted boy

living in the country

A 16yr old

single mother

A bisexual

Christian boy

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RESOURCES

Character cards

(page 3 of 4)

A pregnant

16 year old girl

A bisexual girl in a

steady relationship

with a boy

A young boy who

has chosen to

abstain from sex

A female who

believes in no sex

before marriage

A same sex

attracted boy

living in the country

A 16yr old

single mother

A bisexual

Aboriginal boy

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RESOURCES

Character cards

(page 4 of 4)

A year 10 Aboriginal

boy with a

year 12 girlfriend

A year 10 Aboriginal

girl with a

year 12 boyfriend

A year 12 boy

with a boyfriend

A year 12 girl

with a boyfriend

An Aboriginal girl

with casual

sexual partners

A 16yr old boy

with a pregnant

girlfriend

A same sex

attracted youth

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RESOURCES

Character cards

(BLANK)

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RESOURCES

Student worksheet

Think, Pair, Share

•

For the next few minutes consider your thoughts on the questions below in relation to the

‘Numbers’ activity.

•

You can use the space provided to write down any ideas or thoughts you have on each question.

•

After a few minutes the teacher will direct you to discuss your ideas with a partner and then you

will share your ideas with the rest of the class.

1.

How do you think the ‘numbers’ activity relates to groups in society?

____________________________________________________________________________________

____________________________________________________________________________________

2.

What group in society do you think are perceived as ‘the winners’ with regards to sexuality? and why do

you think this is?

____________________________________________________________________________________

____________________________________________________________________________________

How can we, as individuals or as a community, change this perception or belief?

____________________________________________________________________________________

____________________________________________________________________________________

3.

How does the ‘numbers’ activity reflect what individuals, who are same sex attracted or perceived to be

same sex attracted, may experience in their everyday lives?

____________________________________________________________________________________

____________________________________________________________________________________

How do you think this affects the emotional wellbeing of these individuals?

____________________________________________________________________________________

____________________________________________________________________________________

In what circumstances do you think these individuals might feel included as part of a group?

____________________________________________________________________________________

____________________________________________________________________________________

4.

When people are not treated equally, are left out or excluded because of their age, gender, sexuality, race

etc what is this called? ______________________________________

5.

‘Discrimination is defined as treating someone unfairly because they belong to or are perceived to belong

to a particular group of people due to factors such as their gender, race, age, sexuality, disability, and

religion. Discrimination is against the law.’

What can you and the community do to stop discrimination from happening?

____________________________________________________________________________________

____________________________________________________________________________________

Is there anything already in place to combat discrimination?

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RESOURCES

Teacher sheet

Think, Pair, Share

1. How do you think the ‘numbers’ activity relates to groups in society?

E.g.

many people in our society are isolated or discriminated against because of their age,

appearance, gender, race, sexuality etc. The numbers activity excluded people they did not fit in.

2. What group in society do you think are perceived as ‘the winners’ with regards to sexuality?

and why do you think this is?

E.g.

opposite sex attracted people because those people who are same sex attracted or perceived to

be same sex attracted are treated differently. Opposite sex attracted people have more rights and are

treated as the ‘norm’.

How can we, as individuals or as a community, change this perception or belief?

E.g.

challenge negative thoughts, feelings and attitudes.

3. How does the ‘numbers’ activity reflect what individuals, who are same sex attracted or

perceived to be same sex attracted, may experience in their everyday lives?

E.g.

isolated, discriminated, upset, left out, treated differently OR included, supported, loved,

belonging, connectedness.

Teacher note: it is important to mention to students that not all same sex attracted people have

negative experiences.

How do you think these experiences affect the emotional wellbeing of these individuals?

E.g.

shame, fear, anger, sadness, depression, low self worth, confusion OR happiness, joy, love,

belonging, self confidence.

In what circumstances do you think these individuals might feel included as part of a group?

E.g.

joining a support group, finding and meeting same sex attracted people, being around supportive

friends, Mardi Gras celebrations, family gatherings

Teacher note: Same sex attracted people may feel included in other group situations, such as the

workplace, school, sport or family environments, when they don’t disclose their sexuality to others. Is

this fair that they feel they have to hide their personal feelings just to feel or be included?

4.

When people are not treated equally, are left out or excluded because of their age, gender,

sexuality, race etc what is this called?

This is called

DISCRIMINATION and it is against the law.

5. ‘Discrimination is defined as treating someone unfairly because they belong to or are perceived to

belong to a particular group of people due to factors such as their gender, race, age, sexuality,

disability, and religion. Discrimination is against the law.’

What can you and the community do to stop discrimination from happening?

E.g. treat people equally, respect others differences, celeb