Group+Presentation+-+LGBTQ+Issues

Submitted by Jennifer Ashburn, Lyndsay Best, Jenny Fey, and Kristen Hill SOURCES: ** Cameron, Peter. //Someday This Pain Will Be Useful to You//. New York: Picador, 2007.
 * SEXUAL IDENTITY AND GENDER VARIANCE: **
 * Teaching LGBTQ Literature **

Chase, Becca and Paula Ressler, guest eds. //Sexual Identity and Gender Variance//. Spec. issue of //English Journal// 98.4 (March 2009).

The National Alliance of Mental Illness reports that of self-identified gay, lesbian and bisexual students:
 * CULTURAL CONSIDERATIONS: **
 * ** 60.8% ** don’t feel safe at school.
 * ** 32.7% ** of LGB students missed a day of school in the past month because of fear …
 * ** 33% ** of LGB students were threatened with a weapon at school, compared to 7% of non-LGB students.
 * ** 35% ** of LGB students attempt suicide in a year, compared to 10% of non-LGB students. (National Alliance of Mental Illness, 2008)

Students may or may not be ready to self-identify, but some of the labels they may decide to give themselves include: gay, lesbian, bisexual, transsexual, transgender, intersex, questioning, perceived, or ally. Remember that “straight” students may also grapple with these labels, especially when they have close relations in the above categories**. The chances of having a queer or related student in your class in any given year are very, very high!**

Because of bullying and name-calling, LGBTQ students often feel compelled to hide their sexual orientation or gender identity, causing them fear, shame and confusion. When a teacher ignores or fails to correct homophobic remarks (or, worse, uses them in front of students), LGBTQ persons are further marginalized. Even the “innocent” use of phrases like, “That’s so gay,” is hurtful.

Our society is **heteronormative**, which can be cruelly exclusionary to queer people. **Heterosexism** often goes unchallenged, resulting in alienation and mistrust. “Straight” people have usually not suffered the consequences of heterosexism, and can be oblivious to the hurt it causes.

LGBTQ people are seen as **“controversial”** … just for being who they are.

Both heterosexual and LGBTQ/other students benefit from acceptance and communication. Establishing a **Safe Zone** by posting a sign on your desk sends a strong signal to ALL of your students. This technique has been extremely effective in encouraging communication with LGBTQ students.

It’s understandable that some teachers may not automatically feel comfortable addressing this population in class. It may seem easier to ignore the subject altogether -- but this is a mistake, as the statistics show


 * // English Language Arts teachers are in a unique position to engage students in critical thinking about social issues through literature, writing, and dialogue. //**

Queer and questioning youth are highly likely to explore sexual and gender identities through books or online, rather than via direct conversation. **Written information may be a young student’s only link to the larger queer community.**

Classroom discussions about queer themes in literature allow students to consider these issues in a public forum, speaking //safely and theoretically//. This frank exchange of ideas serves a dual purpose of giving queer students a **voice** and raising the **social consciousness** of their classmates at the same time.

A few examples of canonical authors who explore queer themes: **Walt Whitman, Emily Dickinson, William Shakespeare, Oscar Wilde, Willa Cather**. (In the past, teachers have minimized, overlooked, and denied this fact. Be prepared, professional, and poised in your response to questions.)

Recommendations of queer YA Literature from __The English Journal__:
 * ** Alex Sanchez - __The Rainbow Boys__ ** (a 3-book series with a realistic portrayal of gay relationships) and **__The God Box__** (in which a gay Christian character works through issues of religion and sexuality);
 * ** Brent Hartinger - __The Geography Club__ ** (in which a group of gay students start an after-school club, giving it the most boring name possible);
 * ** Julie Ann Peters - __Luna__ ** (one of the standouts in the small subset of bi/trans lit);
 * ** Peter Cameron - __Someday This Pain Will Be Useful to You__ ** (see book review, below).

1. **Make it a human rights issue,** not a religious or political issue. You may encounter backlash from concerned parents or even narrow-minded administrators, as LGBT rights is a contentious issue in the United States today, but it is important not to censor. All students deserve freedom from prejudice and persecution. Do not shy away from tough subjects because of hypothetical personal beliefs; you may be surprised at how open people can be. Your goal should be to bring to light those blindly reinforced cultural norms and beliefs which isolate and marginalize the gay community, and to foster understanding and tolerance within your classroom.
 * PRINCIPLES OF TEACHING: **

2. **Don't make assumptions.** A major concern of LGBT activists is the fact that our culture is imbued with heteronormativity, the idea that being straight is normal, which often results in students being assumed straight until they are shown to be otherwise. You cannot tell if someone is gay, bisexual or questioning just by looking at them, so don't attempt to guess. Contrarily, if you know that a student is gay, you shouldn't "out" them, even as a gesture of respect. You also shouldn't assume that coming out is a struggle, or a difficult thing. Coming out is often just an act of sharing, not a cry for help. Every person/student has their own process and perspective on the situation, and should go through it individually. This is especially true because students will have a range of sexual orientations - sexuality is not binary. Let students self-identify their sexual orientation. This is also relevant to the rights of intersex people, an issue which should be studied along with other social struggles, reinforcing a range of normalcy. Intersex people have the right to nonintervention (surgery), and should be allowed to make rational choices about their gender identity.

3. **Put a stop to bullying.** Silence is collusion; if students are being disrespectful to others in your presence, let them know that you won't stand for it. Make a statement by refusing to let students be marginalized. Physical aggression and derogatory terms like "faggot," or "dyke," are never acceptable, and discussing sexuality in general should be done with awareness and respect. Create a safe zone in your classroom.

4. **Recognize the power of language.** Discuss with your students the latent heteronormativity of their language, considering the implied meaning of comments like, "that's so gay," or "you throw like a girl." Watch for connotative bias: using "sexual preference," instead of "sexual orienatation" implies a choice, which is limiting. Gender identity and biological sex are not the same thing; transgender students may identify by something different than you expect, so always ask students how they wish to be addressed. Avoid heterosexism: use "date" instead of "boyfriend/girlfriend," and "commited relationship," instead of "marriage." You can even incorporate, or at least discuss, the usage of non-gendered pronouns (ze, zer, hir, etc.) One tool for helping students understand the power of their own language is the dramatic circle. In this exercise, a student, or small group of students, sits in the middle of a ring made up of the rest of the class, who walk around them, taunting them with hurtful words and phrases. Once kids have experienced being in the middle of such an experiment, they may be more aware of the effect their speech can have.

5. **Incorporate LGBT studies throughout the year.** To combat heteronormativity, don't study LGBT issues in isolation. Making it a special unit promotes the idea of otherness. Try to incorporate texts with gay characters and themes in multiple units during the year, just as you would incorporate works by authors of different races, ethnic groups, genders, and time periods. The point is to celebrate diversity and develop a range of normalcy, not to study a specific group of people through a window.

I. Published in 2007 as YA and psychological fiction A. 18-year-old James Sveck is main character and narrator. i. Suffers from Social Anxiety and Depression ii. James is an intelligent young man, enrolled at Brown University iii. James is gay a) James does not come out to anyone, nor does he reveal his feelings about his sexuality. iv. James questions his ability and interest in attending Brown B. Using this novel in the classroom i. Students may struggle with some of the vocabulary ii. Students may find James difficult to relate to iii. This book fits maturity level of Juniors and Seniors iv. Dialogue supports introduction of Queer Theory
 * BOOK REVIEW: Peter Cameron - //Someday This Pain Will Be Useful to You// **

Peter Cameron's 2007 psychological fiction novel, //Someday This Pain Will Be Useful to You,// allows the reader into James Sveck's most personal thoughts. The story's organization closely resembles that of a journal, using dates as chapter titles. Through this journal format, interactions between James and his family, and accounts of his therapy sessions with Dr. Adler, the reader learns that James is a brilliant young man who suffers from social anxiety and depression. James struggles most with the idea that he is different from his peers, due to his exceptionally high intelligence, his knowledge of art and décor, and his sexuality. His inability to relate to his peers even causes him to question his ability to attend Brown University in the Fall.

In many ways, James is a typical teenager; he judges everyone around him, he cannot relate to his family, and he fears the uncertainty of the future. James is a complicated character, and his sexuality is the least of his problems. His parents are divorced, he witnessed the attack in New York on 9/11, he had a nervous breakdown in Washington, DC his Senior year, and most recently, he humiliated his first crush. By exploring all of James' psychological baggage, Cameron explores a character, rather than an issue. James does not dwell on the fact that he is gay, nor does he allow his family to identify him as another homosexual teen in need of support in a heterosexually dominant world. This novel promotes a discussion on homosexuality and heteronormativity, but James' struggle with depression and his fear of college really consume the story. In this way, Cameron sheds light on the psychological confusion of a teenage boy without offending readers of certain belief systems.

While students may be able to relate with some of the fears James expresses throughout this novel, his antisocial sentiments may alienate some readers. James admits repeatedly that he finds his peers to be boring. James also uses excellent, higher-level vocabulary when expressing his thoughts, which may challenge some readers. James is well-read, and has developed an obsessive need for language to be communicated properly. His family clearly respects the proper use of the English language, but James is especially critical of how others speak. Students may not relate with his idiosyncrasies, and might not understand how such an impeccable student can be so miserable. James also comes from an affluent family; his father is a lawyer and his mother owns an art gallery. He is enrolled in an Ivy League school with no concern about student loans or the price of textbooks. Many students may point out how lucky James is, even if his family is a mess.

Cameron's novel is well written, intelligent, and complex. This book could easily be used in the Junior or Senior curriculum. Cameron's novel provides an excellent way to approach Queer Theory without offending students or parents. This is in no way a “coming out novel,” the narrator just happens to be gay. My only wish is that the final chapter in the novel were more developed, rather than what seems like a quick and dirty wrap-up to an excellently explored psychological story. //- Jenn Ashburn//

The Day of Silence occurs in April; this year it was April 16. It was started at the University of Virginia in 1996. Joel Freedman, in his article “Echoes of Silence: Empathy and Making Connections through the Writing Process” states, “ Its purpose is to raise awareness and bring an end to the name-calling, harassment, and bullying suffered by LGBT youth, their friends, and their families” (English Journal, March 2009). The event highlights the silencing effect of bullying on LGBT students and those thought to be LGBT students. Students, teachers, and administrators wear jeans and white shirts as an act of solidarity. It is a way for the community to bring attention to a group that many times is disparaged and misunderstood in society-at-large. For more information, go to http://www.dayofsilence.org/index.cfm.
 * ACTIVITY AND PROJECT IDEAS: **
 * __ Day of Silence __**

The following quiz was reprinted from “‘Watch What You Teach’: A First Year Teacher Refuses to Play It Safe” by Nicole Sieben and Laraine Wallowitz (__English Journal__, March 2009). This quiz is a great way to open up a classroom discussion about LGBTQA themed literature. Students will write their responses on a sheet of paper. After all of the questions have been read, ask students how they felt answering the questions and which was the hardest question to answer. The trick here is that these questions are what members of the LGBTQA community are asked regularly with “heterosexuality” standing in for the appropriate term: gay, lesbian, bisexual. Students should hopefully see how ridiculous these questions are.
 * __ Heterosexuality Quiz __**

1. What do you think caused your heterosexuality? 2. When did you first decide you were heterosexual? 3. Is it possible you are heterosexual because you fear the same sex? 4. Is it possible heterosexuality is a phase you will grow out of? 5. If you have never slept with someone of the same sex, how do you know you wouldn’t prefer that? Is it possible you just need a good gay experience? 6. To whom have you disclosed your heterosexuality? How did they react? 7. Why are heterosexuals so blatant? Why do they have to flaunt their sexuality? 8. Most child molesters are heterosexual men. Do you consider it safe to expose your children to heterosexual men? 9. How can you have a truly satisfying relationship with someone of the opposite sex? 10. Given the problems that heterosexuals face, would you want your children to be heterosexual? Would you consider reparative therapy? // Adapted from http://www.pinkpractice.co.uk/quaire.htm //
 * // Heterosexuality Questionnaire //**

SUBJECT: //Grade 12 English, World Literature//
 * __ Writing Project __**** : James Sveck’s College Admissions Essay **

UNIT: //This lesson is part of a larger unit revolving around the study of world cultures. The unit’s focus is around coming-of-age/bildungsroman literature.//

OBJECTIVES General Purpose: //Students have finished reading// Someday This Pain Will Be Useful to You //by Peter Cameron. To show that they understand James’s perspective, students will write his college admissions essay from his point of view.//

Learning Objective(s): //Students will be able to:// // (1) //// write a creative expository essay // // (2) //// correct grammatical errors // // (3) //// apply direct and indirect information about a character noting the context of the reference and the reliability of the speaker. // // (4) //// shape information about the character into a coherent format (an essay) // Virginia Standard of Learning: //SOL 12.3. The students will// // read and analyze // // the development of British literature and literature of other cultures.. SOL 12.7(a-g) The student will develop expository and informational writings. a) Generate, gather, and organize ideas for writing. b) Consider audience and purpose when planning for writing. c) Write analytically about literary, informational, and visual materials. d) Elaborate ideas clearly and accurately. e) Revise writing for depth of information and technique of presentation. f) Apply grammatical conventions to edit writing for correct use of language, spelling, punctuation, and capitalization. g) Proofread final copy and prepare document for publication or submission. //

ASSESSMENT/EVALUATION Informal/informed assessment (formative): //At the end of this lesson, students will have:// // (1) //// written a creative expository essay // // (2) //// corrected a grammatical errors // // (3) //// applied direct and indirect information about a character noting the context of the reference and the reliability of the speaker. // // (4) //// shaped information about the character into a coherent format (an essay) // Formal assessment (summative): // The students will gain writing skills to compose their own college admissions essays by learning what topics colleges are interested in reading. These skills will be applied and assessed when students create their own personal statements. //

LESSON PROCEDURES/ACTIVITIES/STRATEGIES o // Students have finished reading // Someday This Pain Will Be Useful to You //by Peter Cameron.// o // Tell the students that they will be writing the college essay that James wrote for his application to Brown University. // o // Go over the components of the college essay // o // Write the typical admissions essay questions on the board: // 1) Describe a significant interest or experience that has been special meaning for you. 2) How have you grown and developed over the years? 3) Life is short; why do you want to spend 3 or 4 years at a particular university or college? 4) Does any specific attribute, quality or skill distinguish you from everyone else? How did you develop this attribute? 5) Have you experienced a moment of epiphany, as if your eyes were opened to something you were previously blind to? Describe this moment and your percepts about it.  6) What are your dreams of the future? Now looking back at everything you have done what would you change?
 * Brainstorming (10 minutes): **

o // Brainstorm details to include in James’s essay // o // Ask the students: Would he write an essay to make sure he got in, or would he try to be facetious (like his essay for the American Classroom)? // o // Remind students that James was accepted to Brown, so he would not have put any negative information in his essay. // o // Write students’ responses on the board (possible responses: his skills at noticing incorrect grammar, his independence, his experience during the 9/11 attacks, etc.) //

o // Have students get into their Peer Response Groups (PRGs) and discuss which question they want to answer from the board. The group members do not have to choose the same question to answer. // o // Ask students to begin outlining their response after they have chosen a college essay question //
 * Pre-writing/Outlining (10 minutes): **

o // Students can use this time to write their first draft // o // Remind them that they must respond as James and take into account how he sees the world around him // o // Students can use their book to help emulate James’s voice and phrase structure // o // When students have finished their draft, ask them to return to their PRG //
 * Drafting (30-40 minutes): **

o // Ask students to pass their papers to the left // o // Similar to James’s feelings about language and writing. Have students look for 3 things in their classmates’ papers: 1) Did the student answer the question he has chosen? 2) Does it sound like a response James would write? 3) Is the writing fluid and coherent? // o // Ask students to pass their papers again when they are ready, keep passing until everyone in the group has gotten at least 2 other papers // o // Announce the homework, before dismissing students // HOMEWORK/FOLLOW UP o // Take home your edited paper with your groups comments and revise the draft. Bring in it for next class. During the next class, students will create their final draft. // MATERIALS NEEDED FOR THIS LESSON  o Someday This Pain Will Be Useful To You //by Peter Cameron//  o // College Entrance Essay Questions (see Brainstorming section) // BE BRAVE. BREAK THE SILENCE. //**
 * Read Around Group (30 minutes): **