Living in a Straight World: Equality for Gays and Lesbians in America

1. Living in a Straight World: Equality for Gays and Lesbians in America Lindsay Mohr Education 200 Curriculum Project April 30, 2004

2. Context Magnet school 8th grade social studies classroom 5 consecutive class periods of 80 minutes Demographics 16 students 8 female 8 male Multiracial 13-15 years old The Classroom

3. Objectives Students will: • Be able to define relevant terms: i.e. gay, lesbian, marriage, family through Jigsaw II method • Sharpen critical thinking and debating skills necessary for living in a democratic society through role play and writing from different perspectives • Through Socratic seminars, “Engage in active deliberation about conflicts over ‘the good’”-Amy Gutmann • Examine the issues that affect gays and lesbians everyday through readings and handouts, and assess what changes could be made to foster greater equality between homosexuals and heterosexuals • Challenge their current beliefs and opinions about gays and lesbians through daily activities and reflective journal entries; taking other opinions into account is an important feature of political and social life in a democratic society

4. Activities 1. Journal entry: web diagrams on stereotypes: gay, lesbian, marriage, family (20 Min) Example: 2. Jigsaw II: 4 groups of 4, each member becomes an expert on one word, experts agree on one definition, members teach their group the definitions to write in journal (30 Min) 3. Class Discussion: Sample questions: do the definitions coincide with your stereotypes and expectations? where do your stereotypes come from? (30 Min) Homework Journal Entry: If you had a choice, would you rather be gay or straight in American society? Why? Day 1Stereotypes

5. Activities 1. Exploring Equality and Discrimination through role play (60 Min) a. Class separation: 2 groups of 8 b. Defining terms: civil union, domestic partnership, 2nd parent adoption d. Assigning roles: All straight couples: married? Divorced? Kids? e. Role play: Hospital (visitation rights), Workplace (sick leave, health insurance), Gov’t (social security), Law office (survivor’s rights) Class discussion based on role play (20 Min) a. Reactions to the activity b. How would you feel if you couldn’t visit your loved ones in the hospital? c. Is it fair that straight couples get health insurance for free while gay individuals must pay taxes on their partners’ insurance? Homework Read “No Child Left Behind?” by Sarah Tobias and Sean Cahill Outlines the struggle of a woman who is dying and her partner and daughter who do not have access to the same rights as a straight family such as health insurance and survivor’s rights Day 2Marriage Rights

6. Day 3 Marriage Rights and Family Values Activities • Socratic Seminar on article “No Child Left Behind?” (40 Min) a. Review article b. Why is this situation fair or unfair? The first time you speak, begin each comment with “I, Lisa/Lynn/the daughter, believe our situation is fair/unfair because…” • Speaker/s from the anti-gay viewpoint (40 Min) a. Speaker/s will review position against gay marriage and 2nd parent adoption b. Students will have the opportunity for Q&A with the speaker/s Homework Part 1: Journal entry: write from an anti-gay point of view Why are gay marriage and 2nd parent adoption wrong? Part 2: Think of questions or comments that a person from the pro-gay point of view would say to a person with an anti-gay point of view i.e. “if you think gays shouldn’t get married because they can’t reproduce, should people who are infertile be able to get married?”

7. Day 4Marriage Rights and Family Values Activities • Speakers from the gay/straight ally standpoint (40 Min) a. From PFLAG, Love Makes a Family, other organization that promotes acceptance of gays and lesbians and promotion of equality b. Speakers will review the standpoint that supports gay marriage and 2nd parent adoption c. Students will have the opportunity for Q&A with the speakers • Partner debate: With a partner, each defend one position, either pro-gay or anti-gay, and have a discussion about gay marriage and second parent adoption from that p.o.v. • Vote with your feet and defend your position: (25 Min) 1. No legalized union: gay couples should have no benefits that are attained through marriage 2. Domestic Partnership: gay couples should have some benefits that are attained through marriage 3. Marriage: gay couples should have access to all benefits that straight spouses have access to through marriage Homework Journal entry: Do you want to get married some day? Why?

8. Activities Presentation of additional issues (20 Min) a. Discrimination in the workplace: 36 States b. Military: “Don’t ask, don’t tell” c. Immigration: deportation and taxes because same-sex couples are not considered “family” d. Boy Scouts: article about Bush legislation e. HIV/AIDS: statistics Q&A (40 Min) a. Issues that were discussed b. Other questions, comments, concerns c. Was this unit helpful? Would you recommend it to be taught next year? Quiz (20 Min) define the terms: gay, lesbian, marriage, family, civil union, 2nd parent adoption, domestic partnership Homework Journal writing: a. Write definitions for the words gay, straight, family, and marriage, according to what you think they SHOULD be and NOT necessarily how they currently are defined b. Imagine you are gay or lesbian, write a paragraph about why you think it is advantageous or disadvantageous to be gay or lesbian in American Society c. Look at your original web diagrams and highlight all of the negative stereotypes you thought of. Do you still hold these views? Day 5Other Issues of Discrimination

9. Evaluation Students will be evaluated at the end of the unit based on the following: • Active participation in class discussions especially those in the form of Socratic seminars • Completed journals containing all 7 entries • Quality of entries proving thought, time, and reflection based on activities and previous entries • Short vocabulary quiz

10. The End