Overview
Students are invited to list words that pop into mind when given a key word. They should not censor their thoughts. This brainstorm technique is intended to enable students to learn more about thoughts and feelings, in an atmosphere of non-judgmental curiosity and acceptance. This will lead to new personal insights and meanings. The exercise is best used in groups that a fluent in their language and can participate in an unstructured discussion.
Estimated time: 15-45 minutes.
Objective
Assessing the knowledge of LGBT issues and attitudes towards LGBT people by giving everyone an opportunity to share something briefly.
Procedure
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Start the game with the question: ´What pops up in your mind when I say the words: lesbian, gay, bisexual or transgender. Write the words on blackboard or on a flipchart.
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Let the students associate freely for about 10 minutes, until the stream of associations slows down. Write down every association, also the negative. Don't make comments in this phase. In this way you show you value the effort of your students. When the associations stop, announce the end of this phase by thanking the participants to be so open and sharing.
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Look with you students to the words written down. Classify the ideas in terms of: relationships, appearance, sex, etcetera. Ask the students why they mentioned these words. What is behind them? What images and information? A lot of words will represent negative images, prejudices and misinformation. Without judging, try to find out where students get these images from. You can also ask students to correct obvious misinformation, or write down questions about the associations. This way you create an agenda for the rest of the education session.
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If you want, you can extend the exercise by going deeper into the words and offer correct information yourself. You can ask the students to discuss what they think each of the words: Do you agree? For what reason you disagree? Why do people think the way that they think about LGBT? How do you create your opinion? Complete the game and explain the students what general conclusions can be drawn from the discussions so far. Also, you can make agreements with the class on which words to use in further discussions.
Materials / resources needed
Blackboard or flipchart, markers
Variation
In classes where students are very loud and not used to take responsibility for a respectful structured discussion, you can ask them to write down associations on small notes and reproduce them on the blackboard, or you can give one student a crayon to write down an association and then let him-her give the crayon to another student until all students had their turn.
The fact & opinion mind map
Overview
In this exercise student learn to distinguish between facts and opinions. This is done by creating word maps.
Estimated time: 30 minutes
Objective
This exercise enables students to gain new insights into the diversity of lifestyles. Students learn to identify their personal opinions and to differentiate between facts and opinions, between emotions and rationality.
Procedure
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Explain that people often have predetermined ideas about many things, and they may not be aware that some "facts" are really opinions, and whether opinions are based on facts or on impressions. Tell students you are going to create a word map which will help to distinguish between facts and opinions. Draw a vertical line on the blackboard and write the words "facts" on the left and "opinions" on the right. Above the line, write: "gay" (or lesbian, or bisexual, or transgender, or all of them). Leave space at the bottom.
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Ask the first word or phrase that comes to mind when thinking of LGBT issues. Should it be written left or right? Why? When it is a fact, where did you get the information? How do you know this information is true or reliable? Offer counter information if necessary. When people agree, write down the word or phrase. When undecided, write the word or phrase at the bottom of the blackboard; this is to be researched.
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Come up with other keywords or phrases that are closely related to the topic and use the relationship arrows to draw connections.
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By the end of this lesson, students will be able to explain the difference between facts and opinion. Ask your students which keywords or phrases relate to their emotions and opinions and which relate to the facts. If needed, you can circle facts and opinions that are highly or lowly emotional charged with red or blue. Are facts always facts? (or are facts always true?) Can people disagree on facts? Why can they?
Materials / resources needed
Blackboard or flipchart, markers
Completing sentences
Overview
Students complete unfinished sentences on a sheet. The different completed sentences are compared and discussed. This exercise helps students to explore how they arrive at a conclusion. This is a quite 'traditional' school exercise, can be used when teachers or students do not have much experience with more interactive work.
Estimated time: 15 minutes
Objective
This exercise allows teachers and students to get a deeper understanding of how they and other groups feel about LGBT issues.
Procedure
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Show the worksheet and ask your students to complete some of the sentences. They can choose which one to finish, so if they don't feel comfortable doing one, they can choose another. Reassure this is not a test, but just a way to get an overview of opinions about LGBT issues.
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Start with the first question and ask who completed it. Ask also other students who did this one and conclude whether everyone agrees or whether there is a variety of opinions or definitions. Don't press you own point of view (although you can voice it).
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Discuss a few other questions that where answered by several students. If there are only sentences completed by one student each, ask how others would complete them. Discuss the given answers shortly and summarize. Emphasize that every person has a right to have his or her own opinion.
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Finalize the exercise by concluding that people have different opinions about LGBT issues and that it is interesting to share these views.
Materials / resources needed
Worksheets
Worksheet: Complete the sentence
Please complete one or more the following sentences:
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Give a brief definition of LGBT. LGBT is...
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When a man wears make up, I think...
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I can (not) recognize LGBT people because...
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Someone who is married to a LGBT person is ...
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If a 12 year old boy/girl says he/she is lesbian/gay/bisexual/transgender, I think..
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HIV is/is not a disease caused by LGBT, because ...
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When I think of two women making love, I feel....
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If someone thinks I am a LGBT person, I feel ...
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LGBT people parade every year for their rights, because ...
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Lesbian and bisexual women suffer double discrimination because ...
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Children who are raised by two persons of the same sex will be...
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When I think of two men making love, I feel ...
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If someone says being gay is fashionable, I say ...
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If I found out my teacher is a lesbian, gay, bisexual or transsexual then I ...
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When I hear "that's so gay" I think this is...
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I think same sex feelings are innate/caused by something else, because...
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What I would like to know about LGBT, is...
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