Carlos Moreno MA
E-mail: cmoreno2@animo.org
Education
Master of Art in Spanish Language, Culture and Civilization at University of California, Santa Barbara 2002.
Specialization: Spanish Literature and Language, Gender Studies and Queer Studies.
MA Thesis: Luis Zapata: La dualidad y carnavalización del hombre mexicano en su novela, Las aventuras, desventuras y sueños de Adonis García, el vampiro de la Colonia Roma. (Luis Zapata: The Duality and Carnivalization of the Mexican Male in his novel, The Adventures, Misadventures and Dreams of Adonis Garcia, the Colonia Roma Vampire).
Clear Single Subject Teaching Credential, University of California, Riverside 2001
Doc. #: 070214170; VALID: (05/17/07 to 06/01/2012); Subject: Spanish; Supplementary Credential: Introductory French; Emphasis: Cross-Cultural, Language and Academic Development
Bachelor of Arts in Romance Languages. University of California, Riverside 2000.
Specializations: French and Spanish Language and Linguistics
Bachelor of Science in Anthropology. University of California, Riverside, 2000.
Specialization: Pre-colonial Studies and Mexican Anthropology
Education Abroad Program, at the National Autonomous University of México (UNAM), México City, Distrito Federal, 1997-1998;
Specializations: Spanish Language and Linguistics, Pre-Colonial Studies and Mexican Anthropology.
Teaching and Leadership Experience
Spanish 1 & 2, Advanced Placement Spanish Language & Spanish Literature, Chicana/o Studies, African-American/Black Studies and Advisory/Leadership Instructor.
Ánimo South Los Angeles Charter High School, Los Angeles, Ca.
Lower and Upper Division Spanish Teacher in college preparatory charter high school. (2005- Present)
· Founding Spanish teacher for ASLA Foreign Language Department.
· Responsible for creation and successful implementation of curriculum and instruction for lower division Spanish courses. (August 2005 - present )
o Spanish 1 AB
o Spanish 2 AB
· Responsible for creation and successful implementation of curriculum and instruction for upper division Advanced Placement Spanish courses. (August 2006 and 2007)
o Applied for AP College Board Course Audit
§ AP Spanish Language Course (AP Status Granted in 2007)
§ AP Spanish Literature Course (AP Status Granted in 2008)
· Responsible for creation and successful implementation of curriculum and instruction for an approved A-G history elective, Chicana-o Studies course. (Piloted 2006, Granted 2007)
o Aligned California State History Standards to Chicana/o Studies Course Objectives.
o Submitted a detailed syllabus for Chicana/o Studies course.
o Developed monthly unit lesson planners.
· Responsible for creation and implementation of curriculum and instruction for an approved A-G history elective, Afro-American-Black Studies course (Piloted 2008, Granted 2008)
o Aligned California State History Standards to Afro-American / Black Studies Course Objectives.
o Submitted a detailed syllabus for Afro-American /Black Studies.
o Developed monthly unit lesson planners.
o Obtained enrichment grant for curriculum and ancillaries for AABS.
· Summer School English Instructor (Summer 2006, 2007, 2008)
· Leadership -Student Action Committee Advisor, (2007-2008)
o Supported the self developed Student Action Committee via the Chicana/o Studies course whose student’s purpose is to identify key issues on campus that merit change via joint effort with administration in order to create progressive reform.
o Students develop a student voice; learn how to respectfully challenge school administration and more importantly students learn necessary protocol/approaches for initial steps in taking action toward systemic changes. (Fall 2006 - present)
· Leadership - Advisory Curriculum and Instruction Leader (2007-2008)
o Prepared biweekly lesson plans based on human relations awareness and on consciousness raising topics/relevant to school’s community. (Lesson plans available upon request)
o School wide delivery of lesson plans and supporting/supplemental materials.
· Leadership - Western Association of Schools and Colleges (WASC) Leadership Team (2007-2008)
o Led - Facilitated focus group (Assessment and Accountability)
o Led – Facilitated Grade Level Team
o Collaborated in the preparation of the ASLA WASC REPORT 2007-2008 (Self Study available upon request).
· Leadership - Grade Level Leader (2007-2008)
o Deliver from Administration to grade level information relative to school programs and WASC self study.
o Maintained meeting structure (time, agenda, data collection)
o Led team in College Prep decision making
o Led team in College Prep Intervention decision making
o Bridged communication between administrative team, focus group and grade level teams.
o Collaborated in preparation of ASLA WASC REPORT 2007-2008.
§ Leadership - Students Run Los Angeles (SRLA) Secondary Contact-Trainer (2007-2008)
o Trained high school students for a gradual preparation for the Los Angeles Marathon 26. 2 miles
§ Practice Tuesday and Thursday after school
§ Organized trips to multiple Southern California marathons for ASLA students
Spanish, French and ESL Instructor
James A. Garfield Senior High School, East Los Angeles, CA
Lower and Upper Division Spanish Teacher in historically transitional Garfield Sr. High. In 2004-05 GHS underwent a monumental shift from large inner city school to Innovative smaller learning communities. September 2003 through August 2005
· Created and successfully implemented the following curriculum and instruction for 150 students:
o Spanish1 A/B
o Spanish for Native Speakers 1 A/B
o Life Skills
o Mexican-American Studies
o ESL 4 A/B
o ESL 1 A/B
o Long term coverage for French 2
· Led Social Justice Academy Middle School Student Recruitment Committee, February 2005
o Assisted in guiding students in east side feeder middle schools; Stevenson Middle School and Belvedere Middle School, for their selection of a smaller learning community
· Led Social Justice Academy Teacher-Faculty Retreat, April 2005
o Organized trip to Big Bear
o Organized experiential and facilitator based workshops for the teachers of the Social Justice Academy
o Led intense discussion groups around the following topics pertaining to LEADERSHIP IN OUR SCHOOLS:
§ COMMUNICATION/COMMUNICATION STYLES
§ IDENTITY
§ IMMIGRATION
§ GENDER
§ SEXUALITY
§ HETEROSEXISM
§ HOMOPHOBIA
§ AGISM
§ ABLEISM
§ STEREOTYPES
§ CYCLE OF OPPRESSION
· Led Social Justice Academy Curriculum Committee: Introduction to Social Justice, (January 2005 – Present)
o Adapted the Latin@ College Leadership Institute model for the development of the Ánimo South Los Angeles Student Leadership Institute and the Introduction to Social Justice course at Garfield High School.
· Led Social Justice Academy Parent-Student Welcome Orientation, June 2005
o Made student parent house visits and personally invited students and family for orientation day.
o Set up College Knowledge, Test Prep, Introduction to Social Justice workshops on campus for parent info night
o Maintain a strong connection with parents as we outreach for more student- parent participation.
Spanish, French and ESL Instructor
Jurupa Valley High School, Mira Loma, CA August 2001 – June 2003
Responsible for creation and implementation of curriculum and instruction for the following subject areas:
· French 1A/B
· Spanish 1A/B
· Spanish for Native Speakers 1 and 2 A/B
· Advancement Via Individual Determination Teacher
· ESL 1, 2, and 3 A/B
Spanish, French and ESL Instructor
Riverside Polytechnic High School, Riverside, CA August 2000 – June 2001
Responsible for creation and implementation of curriculum and instruction for the following subject areas:
· Spanish 1 A/B
· Spanish for Native Speakers 1 A/B
· Spanish 2 A/B
· French 1 A/B
Community Activities
Latin@ Heritage Dance Club
Advisor for student efforts to present their pride in the modern day cultural dances. Students met once a week rehearsed and presented for school campus rallies/activities. (Spring 2006)
Latin@ College Leadership Institute
The Latina /o College Leadership Institute (LCLI) is a four-day residential program for Latina /o college students, sponsored by The National Conference for Community and Justice of Southern California, Inc. (NCCJ). LCLI brings students together from colleges and universities throughout California to develop self and mutual respect, explore leadership dynamics, enhance leadership skills, and gain a better understanding of the social systems in which they participate. (2003 & 2005)
Avalon Garden Farmers
Continuously participated on ongoing efforts to support the families who had cultivated the farm for the past decade at the South Central Farm (2006 – present)
Supported SCF benefit efforts
Bridged student’s learning through rallies and speak outs
Renting out/leasing a lot on one of the new locations for the urban farm, Avalon Street and 112th Street in Watts/Southside
Recipient of grant monies for Avalon Garden on 112th and Avalon in South Central Los Angeles.
Danza Azteca Quetzaliztli
Culture, language and preservation of traditions and history have always been a passion I passionately suppot, this group meets weekly on Mondays and Tuesdays to practice danza /chants/songs and Nahuatl (Mexican indigenous language), while this group keeps me physically active I am always connected to a historical reality of the past.
CECA
Member of a self motivated Chicana-o Educators Concerned about Academics; a collaborative of young, invigorating and hardworking educators in the Los Angeles area committed to bringing forth a more insightful curriculum pertaining to non conventional mainstream interpretation of ‘minority” experiences in the US. (2005 – 2007)
Develop interactive, culturally relevant and California standards based unit lesson plans.
Discuss current issues and dialogue around concerns at our respective school sites.
Have Chicana-o student learning at the forefront of our collaborative efforts.
ARE
Asociaciòn de Raza Educators is a group of concerned educators seeking to create alternative ways of dealing with the institutionalized racism inherited in the Educational State Apparatus through active participation curriculum and experiential learning. (2007)
Delta Lambda Phi National Social Fraternity
As a non-profit organization, Delta Lambda Phi is organized for social and recreational purposes. More specifically, the Fraternity’s purposes also include enhancing the quality of life among gay, bisexual and progressive men by providing dignified and purposeful social, service and recreational activities. (Member 1997)
To provide dignified and purposeful, social, service, and recreational activities for progressive men, irrespective of sexual orientation.
To lead in determining the rights and privileges of individuals in society.
To promote a strong and positive image, which respects the diversity of all individuals, irrespective of sexual orientation
Language Skills and Training
· Fluent in Spanish
· Mostly fluent in French.
· Excellent reading and writing skills in Spanish.
· Strong reading and writing skills in French.
References
Name Dr. Gordon Gibbings, Ed.D.
Department Principal
Contact Info. Ánimo South Los Angeles Charter High School
11130 South Western Avenue Los Angeles, California 90047
Tel: 323-779-0544
Fax: 323-779-0565
Email: ggibbings@animo.org
Name Ms. Rachelle Alexander-McClendon, M.S.
Department Assistant Principal
Contact Info. Ánimo South Los Angeles Charter High School
11130 South Western Avenue Los Angeles, California 90047
Tel: 323-779-0544
Fax: 323-779-056
Email: ralexander@animo.org
Name Ms. Christina De Jesús
Department Vice President of Curriculum and Instruction
Contact Info. Green Dot Public Schools
350 South Figueroa Street, Suite 213
Los Angeles, CA 90071
Phone (213) 621-0276 ext. 235
Fax (213) 621-4419
Cell (310) 946-4064
Email: cdejesus@greendot.org
Name Ms. Claudia Rojas, M.A.
Department Social Justice Academy Coordinator & History Teacher at James A. Garfield Sr. High
Contact Info. 6101 East Sixth Street
East Los Angeles, Ca 90022
Tel: 323-371-7980
Email: crojas929@sbcglobal.net
Name Ricky Thomas Rodríguez, Ph.D.
Department Professor of Literature in English,
Contact info. Department of English, at the University of Illinois, Champaign,
University of Illinois at Champaign
Tel. # 323 - 702 -3547
Email: rtrodrig@uiuc.edu
Name Theda Shapiro, Ph.D.
Department Associate Professor of French and Italian,
Contac info. Department of Comparative Literature and Languages, at the
University of California, Riverside,
University of California, Riverside 92501
Tel. # (310) 425-2488
Email: theda.shapiro@ucr.edu
Name Georg Gugelberger, Ph.D.
Department Emeritus Professor of Comparative Literature,
Contac info. Department of Comparative Literature and Languages, at the
University of California, Riverside,
University of California, Riverside 92501
Email: georg.gugelberger@ucr.edu
Sunday, May 25, 2008
Positive Bombardment
Teacher guide
Contents / Directions
Time allocation
Purpose
This is your final “Familia” meeting. It’s an opportunity to review the individual and group growth. It is important to encourage members to talk about how they have felt being part of this “Familia,” how special it has been and to begin moving toward closure.
ASLA ESLRS TO BE MET
Animo graduates will be Academic Achievers who:
1. Think and write critically and analytically across the curriculum
2. Identify and use resources effectively to research and evaluate concepts across the curriculum
3. Demonstrate learned skills through the use of application, analysis, and synthesis
4. Gain eligibility for college by completing required coursework and are equipped with the knowledge of educational pathways; career choices; and institutions of higher learning
Animo graduates will be Cultural Learners who:
1. Are culturally aware and work towards understanding diverse perspectives, values, and histories
2. Are able to communicate with sensitivity within and across diverse communities and groups
3. Are leaders within their community who contribute to the improvement of life in their school and community
4. Are models of ethical behavior through their involvement in school functions, clubs, and committees
Animo graduates will be Effective Communicators who:
1. Utilize technology as a tool for learning and communicating
2. Demonstrate skills of speaking, listening, reading, and writing for different purposes in an academic and social setting
3. Collaborate, work effectively, and manage interpersonal relationships with both peers and adults in diverse settings and groups
Animo graduates will be Life-Long Learners who:
1. Are adaptive to a wide array of professional and cultural settings
2. Are goal oriented and value continual goal setting and reflection
3. Are open to discovery and develop enthusiasm and interest for learning
Process
1. Begin by acknowledging that this is the last Familia.
2. How do your feelings about being in this Familia right now compare to the beginning of SLI?
3. Are there any feelings that you would like to share about being part of this Familia?
Teacher / Facilitator
1. Review the exercise and include the written part, which the students will take with them.
2. Pace yourself so everyone has a turn in the middle. You should allow time for re-entry process
Materials:
paper for each student
Gift giving activity
A. Students voluntarily take turns in the center of the circle.
B. For 2 minutes those on the outside simply say positive things to the person in the center. It is good idea for the first round to go around the group and have everyone say something.
C. For an additional minute, tell that student how you see him/her in 5 years.
D. Have someone record the information (for B & C) and give it to the person in the center.
Re-Entry (save a few minutes, but some of this could happen during the presentation of personal action plan)
A. How do you feel about going back home to family and friends?
B. What problems will you face when you get back? From family? From friends? At school?
Institute evaluations
Save 10-15 minutes to fill out and collect evaluations IN YOUR STUDENT GROUP
Contents / Directions
Time allocation
Purpose
This is your final “Familia” meeting. It’s an opportunity to review the individual and group growth. It is important to encourage members to talk about how they have felt being part of this “Familia,” how special it has been and to begin moving toward closure.
ASLA ESLRS TO BE MET
Animo graduates will be Academic Achievers who:
1. Think and write critically and analytically across the curriculum
2. Identify and use resources effectively to research and evaluate concepts across the curriculum
3. Demonstrate learned skills through the use of application, analysis, and synthesis
4. Gain eligibility for college by completing required coursework and are equipped with the knowledge of educational pathways; career choices; and institutions of higher learning
Animo graduates will be Cultural Learners who:
1. Are culturally aware and work towards understanding diverse perspectives, values, and histories
2. Are able to communicate with sensitivity within and across diverse communities and groups
3. Are leaders within their community who contribute to the improvement of life in their school and community
4. Are models of ethical behavior through their involvement in school functions, clubs, and committees
Animo graduates will be Effective Communicators who:
1. Utilize technology as a tool for learning and communicating
2. Demonstrate skills of speaking, listening, reading, and writing for different purposes in an academic and social setting
3. Collaborate, work effectively, and manage interpersonal relationships with both peers and adults in diverse settings and groups
Animo graduates will be Life-Long Learners who:
1. Are adaptive to a wide array of professional and cultural settings
2. Are goal oriented and value continual goal setting and reflection
3. Are open to discovery and develop enthusiasm and interest for learning
Process
1. Begin by acknowledging that this is the last Familia.
2. How do your feelings about being in this Familia right now compare to the beginning of SLI?
3. Are there any feelings that you would like to share about being part of this Familia?
Teacher / Facilitator
1. Review the exercise and include the written part, which the students will take with them.
2. Pace yourself so everyone has a turn in the middle. You should allow time for re-entry process
Materials:
paper for each student
Gift giving activity
A. Students voluntarily take turns in the center of the circle.
B. For 2 minutes those on the outside simply say positive things to the person in the center. It is good idea for the first round to go around the group and have everyone say something.
C. For an additional minute, tell that student how you see him/her in 5 years.
D. Have someone record the information (for B & C) and give it to the person in the center.
Re-Entry (save a few minutes, but some of this could happen during the presentation of personal action plan)
A. How do you feel about going back home to family and friends?
B. What problems will you face when you get back? From family? From friends? At school?
Institute evaluations
Save 10-15 minutes to fill out and collect evaluations IN YOUR STUDENT GROUP
Action Plan Explanation
Teacher guide
Contents / Directions
Time allocation
Purpose
This is where students are creating a practical application of leadership skills. Role of facilitators is to aid the Campus Team in reaching agreement on their
Goal
For students to enhance their leadership skills in developing solutions to address real life scenarios that affect Latina/o students.
ASLA ESLRS TO BE MET
Animo graduates will be Academic Achievers who:
1. Think and write critically and analytically across the curriculum
2. Identify and use resources effectively to research and evaluate concepts across the curriculum
3. Demonstrate learned skills through the use of application, analysis, and synthesis
4. Gain eligibility for college by completing required coursework and are equipped with the knowledge of educational pathways; career choices; and institutions of higher learning
Animo graduates will be Cultural Learners who:
1. Are culturally aware and work towards understanding diverse perspectives, values, and histories
2. Are able to communicate with sensitivity within and across diverse communities and groups
3. Are leaders within their community who contribute to the improvement of life in their school and community
4. Are models of ethical behavior through their involvement in school functions, clubs, and committees
Animo graduates will be Effective Communicators who:
1. Utilize technology as a tool for learning and communicating
2. Demonstrate skills of speaking, listening, reading, and writing for different purposes in an academic and social setting
3. Collaborate, work effectively, and manage interpersonal relationships with both peers and adults in diverse settings and groups
Animo graduates will be Life-Long Learners who:
1. Are adaptive to a wide array of professional and cultural settings
2. Are goal oriented and value continual goal setting and reflection
3. Are open to discovery and develop enthusiasm and interest for learning
Objectives
To use problem solving skills, team building and comprehensive leadership effort to address scenario presented to each campus team.
implementation
Are they involving all the significant players, have they thought through funding etc.
Enter student leadership action teams
Students will reenter their campus teams. Those campuses that do not have a large number of students will be combined together by similarly situated institution (i.e. community colleges linked with community colleges; Cal States w/ Cal States, etc.). There will be a total of 15-20 campus teams.
Student process
Staff/Faculty/Administration/Teachers will be assigned to each familia team to provide support, but they should summarize, question, and encourage but the planning work is done by the students.
Each team will receive a form and orientation prior to beginning.
Campus teams will work together to create their action plan and they will present this action plan to a panel of staff the following day. Campus teams will be provided with an “Action Plan Project Proposal” worksheet as their guide.
It is the responsibility of the members of the campus team to meet and develop their action plan.
Presentations
Instruct the campus teams that they will have 10 minutes to present their action plans. They must be sure that every member of their team is included in some portion of developing/presenting the action plan. Make sure they are aware to include everyone and be aware of the pitfalls of the Mesa Redonda!
The Campus Team should role-play their presentation.
* Facilitators - encourage use of visuals and participation of the whole group in the presentations.
The presentation should:
*Address the problem
*Be Direct
*Be Concise
*& Make sense
Students will enter Familia Teams and each Familia team will be assigned an area to present their action plan in front a panel of staff. Each campus team will have 10 minutes to present their action plan. The panel will take 5 minutes to provide feedback and constructive criticism.
Contents / Directions
Time allocation
Purpose
This is where students are creating a practical application of leadership skills. Role of facilitators is to aid the Campus Team in reaching agreement on their
Goal
For students to enhance their leadership skills in developing solutions to address real life scenarios that affect Latina/o students.
ASLA ESLRS TO BE MET
Animo graduates will be Academic Achievers who:
1. Think and write critically and analytically across the curriculum
2. Identify and use resources effectively to research and evaluate concepts across the curriculum
3. Demonstrate learned skills through the use of application, analysis, and synthesis
4. Gain eligibility for college by completing required coursework and are equipped with the knowledge of educational pathways; career choices; and institutions of higher learning
Animo graduates will be Cultural Learners who:
1. Are culturally aware and work towards understanding diverse perspectives, values, and histories
2. Are able to communicate with sensitivity within and across diverse communities and groups
3. Are leaders within their community who contribute to the improvement of life in their school and community
4. Are models of ethical behavior through their involvement in school functions, clubs, and committees
Animo graduates will be Effective Communicators who:
1. Utilize technology as a tool for learning and communicating
2. Demonstrate skills of speaking, listening, reading, and writing for different purposes in an academic and social setting
3. Collaborate, work effectively, and manage interpersonal relationships with both peers and adults in diverse settings and groups
Animo graduates will be Life-Long Learners who:
1. Are adaptive to a wide array of professional and cultural settings
2. Are goal oriented and value continual goal setting and reflection
3. Are open to discovery and develop enthusiasm and interest for learning
Objectives
To use problem solving skills, team building and comprehensive leadership effort to address scenario presented to each campus team.
implementation
Are they involving all the significant players, have they thought through funding etc.
Enter student leadership action teams
Students will reenter their campus teams. Those campuses that do not have a large number of students will be combined together by similarly situated institution (i.e. community colleges linked with community colleges; Cal States w/ Cal States, etc.). There will be a total of 15-20 campus teams.
Student process
Staff/Faculty/Administration/Teachers will be assigned to each familia team to provide support, but they should summarize, question, and encourage but the planning work is done by the students.
Each team will receive a form and orientation prior to beginning.
Campus teams will work together to create their action plan and they will present this action plan to a panel of staff the following day. Campus teams will be provided with an “Action Plan Project Proposal” worksheet as their guide.
It is the responsibility of the members of the campus team to meet and develop their action plan.
Presentations
Instruct the campus teams that they will have 10 minutes to present their action plans. They must be sure that every member of their team is included in some portion of developing/presenting the action plan. Make sure they are aware to include everyone and be aware of the pitfalls of the Mesa Redonda!
The Campus Team should role-play their presentation.
* Facilitators - encourage use of visuals and participation of the whole group in the presentations.
The presentation should:
*Address the problem
*Be Direct
*Be Concise
*& Make sense
Students will enter Familia Teams and each Familia team will be assigned an area to present their action plan in front a panel of staff. Each campus team will have 10 minutes to present their action plan. The panel will take 5 minutes to provide feedback and constructive criticism.
La mesa redonda - The Pit
Teacher Guide
Content / Directions
Time allocation
Purpose
Increase awareness of African American Black and Latina/o Leadership issues on their college bound campus.
Provide maximum participation using communication guidelines, respect and dialogue to procure viable action plans (Teacher, see lesson 1).
Use a democratic process to raise issues impacting the student learning community
To create a community-prioritized list of significant issues effecting the development of Afro-American Black and Latina/o Leadership on college bound campus.
To explore how my values and beliefs effect my working relationships in this student learning community (Teacher please review lesson 2)
ASLA ESLRS TO BE MET
Animo graduates will be Academic Achievers who:
1. Think and write critically and analytically across the curriculum
2. Identify and use resources effectively to research and evaluate concepts across the curriculum
3. Demonstrate learned skills through the use of application, analysis, and synthesis
4. Gain eligibility for college by completing required coursework and are equipped with the knowledge of educational pathways; career choices; and institutions of higher learning
Animo graduates will be Cultural Learners who:
1. Are culturally aware and work towards understanding diverse perspectives, values, and histories
2. Are able to communicate with sensitivity within and across diverse communities and groups
3. Are leaders within their community who contribute to the improvement of life in their school and community
4. Are models of ethical behavior through their involvement in school functions, clubs, and committees
Animo graduates will be Effective Communicators who:
1. Utilize technology as a tool for learning and communicating
2. Demonstrate skills of speaking, listening, reading, and writing for different purposes in an academic and social setting
3. Collaborate, work effectively, and manage interpersonal relationships with both peers and adults in diverse settings and groups
Animo graduates will be Life-Long Learners who:
1. Are adaptive to a wide array of professional and cultural settings
2. Are goal oriented and value continual goal setting and reflection
3. Are open to discovery and develop enthusiasm and interest for learning
Set – up
Chairs should be set-up for an equally gender and ethnic heterogeneous grouping of four to no more than five students.
Facilitator
Explain that this process has four parts;
1. Large Group Brainstorm
2. Group Prioritizing
3. Decision Pit
4. Comunity Debrief
Activity # 1
BRAINSTORM: On a large poster brainstorm, “What are the issues impacting African American Black Latina/o leadership on your college bound campuses?” Take up to 25 items, this is done without comment or explanation. Do not number issues; ask that the issues be as specific as possible.
Activity #2
PRIORITIZING: Ask each STUDENT GROUP to select the ten items they consider most important
Activity #3
DECISION PIT: Ask each group to send a representative with its list of ten items to the center of the room. Ask representatives to speak loud enough to be heard.
Procedures for student group decision making: After representatives are in the center of the room, in a circle or in chairs facing each other, ask them to come to a total group consensus on the 5 most important items they wish to address.
TOTAL UNANIMOUS AGREEMENT among representatives is necessary. NO COMBINATION OF ISSUES IS ALLOWED. (If concerns become too broad goals have a tendency to become too abstract).
Rules for Negotiating
1) Representatives speak loudly enough to be heard.
2) Everyone else is to remain quiet.
3) No-one speaks to representative from the “floor”. Since representative represents group-- anyone in group may call “Familia” and bring representative back to group for instructions from group.
4) Representatives may call “Familia” to confer with his or her group.
5) Representatives may be changed by group at any time.
6) During any “Familia” time, all conversation at negotiating circle stops, but the time for the overall exercise continues to tick.
7) There are no time-outs.
8) Facilitator gets representatives back to negotiating circle quickly.
9) As each priority (not necessarily in order) is selected, write it on butcher paper.
You will have 15 minutes to get 5 issues! Remember the clock ticks continuously throughout the exercise regardless of “familia” time.
The reason for not numbering concerns on butcher paper is so discussion does not become a numbers game but centers on substance.
The purpose of the process is to make every student a member of a “panel” through their representative on the negotiating team.
The final five items become Animo Priority Leadership Issues (This info needs to disseminated back to Mr. Moreno and Mr. Pantoja and Mr. Alvarez.
Content / Directions
Time allocation
Purpose
Increase awareness of African American Black and Latina/o Leadership issues on their college bound campus.
Provide maximum participation using communication guidelines, respect and dialogue to procure viable action plans (Teacher, see lesson 1).
Use a democratic process to raise issues impacting the student learning community
To create a community-prioritized list of significant issues effecting the development of Afro-American Black and Latina/o Leadership on college bound campus.
To explore how my values and beliefs effect my working relationships in this student learning community (Teacher please review lesson 2)
ASLA ESLRS TO BE MET
Animo graduates will be Academic Achievers who:
1. Think and write critically and analytically across the curriculum
2. Identify and use resources effectively to research and evaluate concepts across the curriculum
3. Demonstrate learned skills through the use of application, analysis, and synthesis
4. Gain eligibility for college by completing required coursework and are equipped with the knowledge of educational pathways; career choices; and institutions of higher learning
Animo graduates will be Cultural Learners who:
1. Are culturally aware and work towards understanding diverse perspectives, values, and histories
2. Are able to communicate with sensitivity within and across diverse communities and groups
3. Are leaders within their community who contribute to the improvement of life in their school and community
4. Are models of ethical behavior through their involvement in school functions, clubs, and committees
Animo graduates will be Effective Communicators who:
1. Utilize technology as a tool for learning and communicating
2. Demonstrate skills of speaking, listening, reading, and writing for different purposes in an academic and social setting
3. Collaborate, work effectively, and manage interpersonal relationships with both peers and adults in diverse settings and groups
Animo graduates will be Life-Long Learners who:
1. Are adaptive to a wide array of professional and cultural settings
2. Are goal oriented and value continual goal setting and reflection
3. Are open to discovery and develop enthusiasm and interest for learning
Set – up
Chairs should be set-up for an equally gender and ethnic heterogeneous grouping of four to no more than five students.
Facilitator
Explain that this process has four parts;
1. Large Group Brainstorm
2. Group Prioritizing
3. Decision Pit
4. Comunity Debrief
Activity # 1
BRAINSTORM: On a large poster brainstorm, “What are the issues impacting African American Black Latina/o leadership on your college bound campuses?” Take up to 25 items, this is done without comment or explanation. Do not number issues; ask that the issues be as specific as possible.
Activity #2
PRIORITIZING: Ask each STUDENT GROUP to select the ten items they consider most important
Activity #3
DECISION PIT: Ask each group to send a representative with its list of ten items to the center of the room. Ask representatives to speak loud enough to be heard.
Procedures for student group decision making: After representatives are in the center of the room, in a circle or in chairs facing each other, ask them to come to a total group consensus on the 5 most important items they wish to address.
TOTAL UNANIMOUS AGREEMENT among representatives is necessary. NO COMBINATION OF ISSUES IS ALLOWED. (If concerns become too broad goals have a tendency to become too abstract).
Rules for Negotiating
1) Representatives speak loudly enough to be heard.
2) Everyone else is to remain quiet.
3) No-one speaks to representative from the “floor”. Since representative represents group-- anyone in group may call “Familia” and bring representative back to group for instructions from group.
4) Representatives may call “Familia” to confer with his or her group.
5) Representatives may be changed by group at any time.
6) During any “Familia” time, all conversation at negotiating circle stops, but the time for the overall exercise continues to tick.
7) There are no time-outs.
8) Facilitator gets representatives back to negotiating circle quickly.
9) As each priority (not necessarily in order) is selected, write it on butcher paper.
You will have 15 minutes to get 5 issues! Remember the clock ticks continuously throughout the exercise regardless of “familia” time.
The reason for not numbering concerns on butcher paper is so discussion does not become a numbers game but centers on substance.
The purpose of the process is to make every student a member of a “panel” through their representative on the negotiating team.
The final five items become Animo Priority Leadership Issues (This info needs to disseminated back to Mr. Moreno and Mr. Pantoja and Mr. Alvarez.
Art Project
ART PROJECT
Teacher Guide
Content / Directions
Time allocation
ASLA ESLRS TO BE MET
Animo graduates will be Academic Achievers who:
1. Think and write critically and analytically across the curriculum
2. Identify and use resources effectively to research and evaluate concepts across the curriculum
3. Demonstrate learned skills through the use of application, analysis, and synthesis
4. Gain eligibility for college by completing required coursework and are equipped with the knowledge of educational pathways; career choices; and institutions of higher learning
Animo graduates will be Cultural Learners who:
1. Are culturally aware and work towards understanding diverse perspectives, values, and histories
2. Are able to communicate with sensitivity within and across diverse communities and groups
3. Are leaders within their community who contribute to the improvement of life in their school and community
4. Are models of ethical behavior through their involvement in school functions, clubs, and committees
Animo graduates will be Effective Communicators who:
1. Utilize technology as a tool for learning and communicating
2. Demonstrate skills of speaking, listening, reading, and writing for different purposes in an academic and social setting
3. Collaborate, work effectively, and manage interpersonal relationships with both peers and adults in diverse settings and groups
Animo graduates will be Life-Long Learners who:
1. Are adaptive to a wide array of professional and cultural settings
2. Are goal oriented and value continual goal setting and reflection
3. Are open to discovery and develop enthusiasm and interest for learning
Directions
Create a piece of art that represents who you are taking into consideration what you have experienced and learned these last two semesters. It can be anything you want it to be, a collage, a painting, anything you can create with the materials given to your student group. It can be small or large, 2-dimensinal or 3 dimensional, literal or abstract, simple or complex, you decide. Express yourself!
MATERIALS
Magazines, glue, scissors, construction paper, markers, etc.
ART PROJECT
Try to put all of your familias’ art projects together in order to symbolize “Unity through diversity”. This will be put up in the PLACE TO BE ARRANGED during el Cho and the rest of the Institute
Teacher Guide
Content / Directions
Time allocation
ASLA ESLRS TO BE MET
Animo graduates will be Academic Achievers who:
1. Think and write critically and analytically across the curriculum
2. Identify and use resources effectively to research and evaluate concepts across the curriculum
3. Demonstrate learned skills through the use of application, analysis, and synthesis
4. Gain eligibility for college by completing required coursework and are equipped with the knowledge of educational pathways; career choices; and institutions of higher learning
Animo graduates will be Cultural Learners who:
1. Are culturally aware and work towards understanding diverse perspectives, values, and histories
2. Are able to communicate with sensitivity within and across diverse communities and groups
3. Are leaders within their community who contribute to the improvement of life in their school and community
4. Are models of ethical behavior through their involvement in school functions, clubs, and committees
Animo graduates will be Effective Communicators who:
1. Utilize technology as a tool for learning and communicating
2. Demonstrate skills of speaking, listening, reading, and writing for different purposes in an academic and social setting
3. Collaborate, work effectively, and manage interpersonal relationships with both peers and adults in diverse settings and groups
Animo graduates will be Life-Long Learners who:
1. Are adaptive to a wide array of professional and cultural settings
2. Are goal oriented and value continual goal setting and reflection
3. Are open to discovery and develop enthusiasm and interest for learning
Directions
Create a piece of art that represents who you are taking into consideration what you have experienced and learned these last two semesters. It can be anything you want it to be, a collage, a painting, anything you can create with the materials given to your student group. It can be small or large, 2-dimensinal or 3 dimensional, literal or abstract, simple or complex, you decide. Express yourself!
MATERIALS
Magazines, glue, scissors, construction paper, markers, etc.
ART PROJECT
Try to put all of your familias’ art projects together in order to symbolize “Unity through diversity”. This will be put up in the PLACE TO BE ARRANGED during el Cho and the rest of the Institute
Community Walk
TEACHER GUIDE
CONTENT / DIRECTIONS
TIME ALLOCATION
GOAL
A culminating exercise for students to realize how all the aspects of our identities affect and/or relate to power and privilege in society.
[NOTE: This workshop is to take place after all the human relations pieces. After identity, immigration, classcsm, gender, homophobia/heterosexism, etc. We envision this piece as the one piece that ties all the issues together and will allow for transition from human relations to leadership (round table and action plans).]
ASLA ESLRS TO BE MET
Animo graduates will be Academic Achievers who:
1. Think and write critically and analytically across the curriculum
2. Identify and use resources effectively to research and evaluate concepts across the curriculum
3. Demonstrate learned skills through the use of application, analysis, and synthesis
4. Gain eligibility for college by completing required coursework and are equipped with the knowledge of educational pathways; career choices; and institutions of higher learning
Animo graduates will be Cultural Learners who:
1. Are culturally aware and work towards understanding diverse perspectives, values, and histories
2. Are able to communicate with sensitivity within and across diverse communities and groups
3. Are leaders within their community who contribute to the improvement of life in their school and community
4. Are models of ethical behavior through their involvement in school functions, clubs, and committees
Animo graduates will be Effective Communicators who:
1. Utilize technology as a tool for learning and communicating
2. Demonstrate skills of speaking, listening, reading, and writing for different purposes in an academic and social setting
3. Collaborate, work effectively, and manage interpersonal relationships with both peers and adults in diverse settings and groups
Animo graduates will be Life-Long Learners who:
1. Are adaptive to a wide array of professional and cultural settings
2. Are goal oriented and value continual goal setting and reflection
3. Are open to discovery and develop enthusiasm and interest for learning
PROCEDURES FOR COM-
MUNITY WALK
1.Direct the comunidad members to line up at the center of the field, all facing the same direction shoulder-to-shoulder.
2.Faculty/Administration should begin transitioning to the Community Walk by reiterating the complexity of the issue of community identity and how the way you may define community identity depends on one’s personal life experiences like where you come from and live, where you grew up, your gender, social class status, residency status, language, sexual orientation, etc.
Facilitators should remind the students of all the issues we have been addressing these past TWO SEMESTERS and how these issues do not exist in a vacuum. They live and breathe in all of us. They affect how we see and treat ourselves, how we see and treat others and how our community sees and treats us. These issues often times reflect the various disparities in our communities, some students of our communities have more barriers to access and power than others based on the social identities we’ve been examining this weekend. We will be examining the different parts of our identities and how they relate to our community as a whole.
REFLECTION Faculty/staff/teachers/administration have the comunidad reflect on the following questions in SILENCE:
1. When you hear “African American Black” or “Latina/o” who do you think of? Who do you envision?
2. How do you, as an individual, fit into your “African American Black “ or “Latina/o” community?
3. What are the issues affecting you as an African American Black Latina/o leader?
Community Walk Instructions:
Facilitators/Faculty/Staff/Teachers/Administration read the following instructions:
This is a SILENT exercise.
- You will be asked to answer statements by taking steps FORWARD or steps BACK.
- Be sure to take a large step FORWARD or BACK.
- Only move when the statement directly relates to your personal experience.
- When you hear the statement please define the statement for yourself.
- There are no right or wrong answers to any of the statements you will hear.
- Base your answer to the statement on your personal life experience.
NOTE: Facilitators/teachers/staff/administrators stand at the front of the Community Walk area where everyone can see you. Begin the walk by stating the following: ”We are going to take a Community Walk. Where we stand is the finish line. The finish line represents success, opportunity, access and power. Let us begin!”
-
#
COMMUNITY WALK STATEMENTS
1
Immigration – If you and/or your family left their native country because of economic, social or political hardship. TAKE ONE STEP BACK.
2
If you were born in the U.S. TAKE TWO STEPS FORWARD
3
Class – If you were ever embarrassed or ashamed of your clothes, your house or your family, car when growing up, TAKE ONE STEP BACK.
REFLECTION: How are you feeling? What issues are coming up for you as you step forward or back? Look up and notice who is ahead of you, who is next to you and who is behind you.
4
If you grew up middle or upper class, TAKE TWO STEPS FORWARD
5
If you ever feared “la migra” growing up, TAKE TWO STEPS BACK.
6
If you grew up in a neighborhood where illegal business was conducted such as drug dealing, prostitution, or gang organization, TAKE ONE STEP BACK.
7
If you ever had to translate for your parents from their native tongue to English in school settings, stores, hospitals, restaurants, or any other public services place, TAKE ONE STEP BACK.
8
If you consistently fear for your physical safety because of your gender, TAKE ONE STEP BACK
REFLECTION: Look up and notice where you are in the line in relations to your colleagues. Look to see who is ahead of you…, who is at your side… and who is behind you.... How are you feeling? How does where you are standing relate to how you answered the questions earlier about community identity?
9
If you are a man, TAKE TWO STEPS FORWARD.
10
If you are heterosexual, TAKE TWO STEPS FORWARD.
******(Facilitator’s remind students that there may be people in our community that are not heterosexual and may be responding to the statement because they do not feel safe to come out.) ******
11
If you are married or would marry and your marriage is/would be legally recognized by all the states in the, US. TAKE TWO STEPS FORWARD.
12
If you ever feared that someone in your family would not come home because they were undocumented, TAKE ONE STEP BACK.
13
If you are able bodied, TAKE TWO STEPS FORWARD.
14
If you grew up with a mental or physical disability, TAKE ONE STEP BACK.
15
If you grew up in a Christian or Catholic household, TAKE ONE STEP FORWARD.
16
If people have assumed that you are of Mexican ancestry and decent and you are not of Mexican ancestry/decent (i.e. Salvadorian, South American, Guatemalan, Colombian, etc.) TAKE ONE STEP BACK.
17
If you were ever referred to as the dark one, as morenita/o, negrita/o, or India/o in order to make you feel inferior, TAKE ONE STEP BACK.
18
If you grew up in a single parent household, TAKE ONE STEP BACK.
19
If you have ever been made fun of or ridiculed because of the way you speak English, TAKE ONE STEP BACK.
20
If you are a single parent, TAKE ONE STEP BACK.
REFLECTION: How are you feeling? How does your identity or how you define yourself, relate to where you step and where you are in the line?
Look up and notice who is ahead of you…, who is next to you… and who is behind you…
21
If you or if you have immediate family members who are doctors, lawyers, or high-end professionals, TAKE ONE STEP FORWARD.
22
If you can show public affection to your boyfriend or girlfriend without fear of verbal or physical abuse, TAKE ONE STEPS BACK.
23
If you were ever referred to as the light one, blanca/o, guerita/o, and it was meant as a compliment, TAKE ON STEP FORWARD.
24
If you are enrolled in a four-year university, TAKE ONE STEP FORWARD.
25
If you or your parent’s own a home, TAKE ONE STEP FORWARD.
26
If you are the first person in your family to enter college, TAKE ONE STEP BACK.
27
If you and/or your family came to this country with a VISA or by any other legal means, TAKE ONE STEP FORWARD.
28
If you are between the ages of 22 and 60, TAKE TWO STEPS FORWARD.
29
If everyone in your immediate family is a US citizen or naturalized citizen, TAKE TWO STEPS FORWARD.
30
If English is your second language, TAKE ONE STEP BACK.
31
If your parents or any other family member pays or paid for any part of your college tuition, TAKE TWO STEPS FORWARD.
32
If you are a person of Color or a Racial/Ethnic minority at your campus, TAKE ONE STEP BACK
33
If are currently enrolled in college, TAKE ONE STEP FORWARD.
Community Walk - Comunidad Debrief
TEACHER GUIDE
CONTENT / DIRECTIONS
TIME ALLOCATION
COMMUNITY DEBRIEF
Facilitators open up debrief by having students reflect on the journey they have taken these past days. Reflecting and connecting all the different aspects of their identity, i.e. race/ethnicity, gender, immigration, class, sexual orientation and how all these different parts of “who they are” also relates to how power and privilege are distributed in society – “who has power and privilege and who does not.”
REFLECTION QUESTIONS
Facilitators have the students reflect on the following questions:
□ Think about the experiences that shaped who you are.
□ How did thinking about these experiences make you feel?
□ Were you in the back of the line, middle or front?
FACILITY COMMUNITY QUESTIONS
Facilitators direct the following questions to the community:
How are you feeling?
(Facilitators direct this question to people in the BACK OF THE LINE):
How did it feel to be in the BACK OF THE LINE?
(BACK OF LINE):
Do people’s perceptions affect you? How so? What do you want people in comunidad to know/hear about your experience?
(FRONT OF LINE):
What did you hear from the people in THE BACK OF THE LINE?
Considering the differences in our final positions within the community walk how can we work together?
Where do we go from here as a comunidad?
GROUP DEBRIEF QUESTIONS
Where were you in the line: front, middle, back? How does that make you feel?
1. Were there any statements that stood out for you? Why?
2. What was the most difficult thing you realized in doing this community walk?
3. Is it easy/difficult to recognize power and privilege? What makes it easy/difficult?
4. What did you learn about yourself during this exercise?
5. How does this community walk affect African American Black Latina/o leadership?
6. Considering the differences in our final positions within the community walk how can we work together?
Transition to the Art Project in Student Groups.
CONTENT / DIRECTIONS
TIME ALLOCATION
GOAL
A culminating exercise for students to realize how all the aspects of our identities affect and/or relate to power and privilege in society.
[NOTE: This workshop is to take place after all the human relations pieces. After identity, immigration, classcsm, gender, homophobia/heterosexism, etc. We envision this piece as the one piece that ties all the issues together and will allow for transition from human relations to leadership (round table and action plans).]
ASLA ESLRS TO BE MET
Animo graduates will be Academic Achievers who:
1. Think and write critically and analytically across the curriculum
2. Identify and use resources effectively to research and evaluate concepts across the curriculum
3. Demonstrate learned skills through the use of application, analysis, and synthesis
4. Gain eligibility for college by completing required coursework and are equipped with the knowledge of educational pathways; career choices; and institutions of higher learning
Animo graduates will be Cultural Learners who:
1. Are culturally aware and work towards understanding diverse perspectives, values, and histories
2. Are able to communicate with sensitivity within and across diverse communities and groups
3. Are leaders within their community who contribute to the improvement of life in their school and community
4. Are models of ethical behavior through their involvement in school functions, clubs, and committees
Animo graduates will be Effective Communicators who:
1. Utilize technology as a tool for learning and communicating
2. Demonstrate skills of speaking, listening, reading, and writing for different purposes in an academic and social setting
3. Collaborate, work effectively, and manage interpersonal relationships with both peers and adults in diverse settings and groups
Animo graduates will be Life-Long Learners who:
1. Are adaptive to a wide array of professional and cultural settings
2. Are goal oriented and value continual goal setting and reflection
3. Are open to discovery and develop enthusiasm and interest for learning
PROCEDURES FOR COM-
MUNITY WALK
1.Direct the comunidad members to line up at the center of the field, all facing the same direction shoulder-to-shoulder.
2.Faculty/Administration should begin transitioning to the Community Walk by reiterating the complexity of the issue of community identity and how the way you may define community identity depends on one’s personal life experiences like where you come from and live, where you grew up, your gender, social class status, residency status, language, sexual orientation, etc.
Facilitators should remind the students of all the issues we have been addressing these past TWO SEMESTERS and how these issues do not exist in a vacuum. They live and breathe in all of us. They affect how we see and treat ourselves, how we see and treat others and how our community sees and treats us. These issues often times reflect the various disparities in our communities, some students of our communities have more barriers to access and power than others based on the social identities we’ve been examining this weekend. We will be examining the different parts of our identities and how they relate to our community as a whole.
REFLECTION Faculty/staff/teachers/administration have the comunidad reflect on the following questions in SILENCE:
1. When you hear “African American Black” or “Latina/o” who do you think of? Who do you envision?
2. How do you, as an individual, fit into your “African American Black “ or “Latina/o” community?
3. What are the issues affecting you as an African American Black Latina/o leader?
Community Walk Instructions:
Facilitators/Faculty/Staff/Teachers/Administration read the following instructions:
This is a SILENT exercise.
- You will be asked to answer statements by taking steps FORWARD or steps BACK.
- Be sure to take a large step FORWARD or BACK.
- Only move when the statement directly relates to your personal experience.
- When you hear the statement please define the statement for yourself.
- There are no right or wrong answers to any of the statements you will hear.
- Base your answer to the statement on your personal life experience.
NOTE: Facilitators/teachers/staff/administrators stand at the front of the Community Walk area where everyone can see you. Begin the walk by stating the following: ”We are going to take a Community Walk. Where we stand is the finish line. The finish line represents success, opportunity, access and power. Let us begin!”
-
#
COMMUNITY WALK STATEMENTS
1
Immigration – If you and/or your family left their native country because of economic, social or political hardship. TAKE ONE STEP BACK.
2
If you were born in the U.S. TAKE TWO STEPS FORWARD
3
Class – If you were ever embarrassed or ashamed of your clothes, your house or your family, car when growing up, TAKE ONE STEP BACK.
REFLECTION: How are you feeling? What issues are coming up for you as you step forward or back? Look up and notice who is ahead of you, who is next to you and who is behind you.
4
If you grew up middle or upper class, TAKE TWO STEPS FORWARD
5
If you ever feared “la migra” growing up, TAKE TWO STEPS BACK.
6
If you grew up in a neighborhood where illegal business was conducted such as drug dealing, prostitution, or gang organization, TAKE ONE STEP BACK.
7
If you ever had to translate for your parents from their native tongue to English in school settings, stores, hospitals, restaurants, or any other public services place, TAKE ONE STEP BACK.
8
If you consistently fear for your physical safety because of your gender, TAKE ONE STEP BACK
REFLECTION: Look up and notice where you are in the line in relations to your colleagues. Look to see who is ahead of you…, who is at your side… and who is behind you.... How are you feeling? How does where you are standing relate to how you answered the questions earlier about community identity?
9
If you are a man, TAKE TWO STEPS FORWARD.
10
If you are heterosexual, TAKE TWO STEPS FORWARD.
******(Facilitator’s remind students that there may be people in our community that are not heterosexual and may be responding to the statement because they do not feel safe to come out.) ******
11
If you are married or would marry and your marriage is/would be legally recognized by all the states in the, US. TAKE TWO STEPS FORWARD.
12
If you ever feared that someone in your family would not come home because they were undocumented, TAKE ONE STEP BACK.
13
If you are able bodied, TAKE TWO STEPS FORWARD.
14
If you grew up with a mental or physical disability, TAKE ONE STEP BACK.
15
If you grew up in a Christian or Catholic household, TAKE ONE STEP FORWARD.
16
If people have assumed that you are of Mexican ancestry and decent and you are not of Mexican ancestry/decent (i.e. Salvadorian, South American, Guatemalan, Colombian, etc.) TAKE ONE STEP BACK.
17
If you were ever referred to as the dark one, as morenita/o, negrita/o, or India/o in order to make you feel inferior, TAKE ONE STEP BACK.
18
If you grew up in a single parent household, TAKE ONE STEP BACK.
19
If you have ever been made fun of or ridiculed because of the way you speak English, TAKE ONE STEP BACK.
20
If you are a single parent, TAKE ONE STEP BACK.
REFLECTION: How are you feeling? How does your identity or how you define yourself, relate to where you step and where you are in the line?
Look up and notice who is ahead of you…, who is next to you… and who is behind you…
21
If you or if you have immediate family members who are doctors, lawyers, or high-end professionals, TAKE ONE STEP FORWARD.
22
If you can show public affection to your boyfriend or girlfriend without fear of verbal or physical abuse, TAKE ONE STEPS BACK.
23
If you were ever referred to as the light one, blanca/o, guerita/o, and it was meant as a compliment, TAKE ON STEP FORWARD.
24
If you are enrolled in a four-year university, TAKE ONE STEP FORWARD.
25
If you or your parent’s own a home, TAKE ONE STEP FORWARD.
26
If you are the first person in your family to enter college, TAKE ONE STEP BACK.
27
If you and/or your family came to this country with a VISA or by any other legal means, TAKE ONE STEP FORWARD.
28
If you are between the ages of 22 and 60, TAKE TWO STEPS FORWARD.
29
If everyone in your immediate family is a US citizen or naturalized citizen, TAKE TWO STEPS FORWARD.
30
If English is your second language, TAKE ONE STEP BACK.
31
If your parents or any other family member pays or paid for any part of your college tuition, TAKE TWO STEPS FORWARD.
32
If you are a person of Color or a Racial/Ethnic minority at your campus, TAKE ONE STEP BACK
33
If are currently enrolled in college, TAKE ONE STEP FORWARD.
Community Walk - Comunidad Debrief
TEACHER GUIDE
CONTENT / DIRECTIONS
TIME ALLOCATION
COMMUNITY DEBRIEF
Facilitators open up debrief by having students reflect on the journey they have taken these past days. Reflecting and connecting all the different aspects of their identity, i.e. race/ethnicity, gender, immigration, class, sexual orientation and how all these different parts of “who they are” also relates to how power and privilege are distributed in society – “who has power and privilege and who does not.”
REFLECTION QUESTIONS
Facilitators have the students reflect on the following questions:
□ Think about the experiences that shaped who you are.
□ How did thinking about these experiences make you feel?
□ Were you in the back of the line, middle or front?
FACILITY COMMUNITY QUESTIONS
Facilitators direct the following questions to the community:
How are you feeling?
(Facilitators direct this question to people in the BACK OF THE LINE):
How did it feel to be in the BACK OF THE LINE?
(BACK OF LINE):
Do people’s perceptions affect you? How so? What do you want people in comunidad to know/hear about your experience?
(FRONT OF LINE):
What did you hear from the people in THE BACK OF THE LINE?
Considering the differences in our final positions within the community walk how can we work together?
Where do we go from here as a comunidad?
GROUP DEBRIEF QUESTIONS
Where were you in the line: front, middle, back? How does that make you feel?
1. Were there any statements that stood out for you? Why?
2. What was the most difficult thing you realized in doing this community walk?
3. Is it easy/difficult to recognize power and privilege? What makes it easy/difficult?
4. What did you learn about yourself during this exercise?
5. How does this community walk affect African American Black Latina/o leadership?
6. Considering the differences in our final positions within the community walk how can we work together?
Transition to the Art Project in Student Groups.
Homophobia and Heterosexism
TEACHER GUIDE
CONTENTS / DIRECTIONS
GOAL SETTING & TERMS
TIME ALLOCATION
Goal
To examine specific aspects of our identity including sexual orientation, heterosexism and homophobia, and how they impact our leadership. To examine life experiences, focusing on how they impact access to power and privilege in society. To reflect on what we have learned this weekend, and how it impacts leadership dynamics – who and how do I lead. To celebrate and share our experiences this weekend through art and ANIMO WIDE TALENT SHOW.
ASLA ESLRS TO BE MET
Animo graduates will be Academic Achievers who:
1. Think and write critically and analytically across the curriculum
2. Identify and use resources effectively to research and evaluate concepts across the curriculum
3. Demonstrate learned skills through the use of application, analysis, and synthesis
4. Gain eligibility for college by completing required coursework and are equipped with the knowledge of educational pathways; career choices; and institutions of higher learning
Animo graduates will be Cultural Learners who:
1. Are culturally aware and work towards understanding diverse perspectives, values, and histories
2. Are able to communicate with sensitivity within and across diverse communities and groups
3. Are leaders within their community who contribute to the improvement of life in their school and community
4. Are models of ethical behavior through their involvement in school functions, clubs, and committees
Animo graduates will be Effective Communicators who:
1. Utilize technology as a tool for learning and communicating
2. Demonstrate skills of speaking, listening, reading, and writing for different purposes in an academic and social setting
3. Collaborate, work effectively, and manage interpersonal relationships with both peers and adults in diverse settings and groups
Animo graduates will be Life-Long Learners who:
1. Are adaptive to a wide array of professional and cultural settings
2. Are goal oriented and value continual goal setting and reflection
3. Are open to discovery and develop enthusiasm and interest for learning
Objective:
To raise personal awareness of our own fear, discomfort, resistance, and bias when asked to consider open disclosure and genuine behavior by gay and lesbians in our community; and what effect these emotions have on our leadership values.
Terms:
Sexual Orientation, Lesbian, Gay, Bisexual, Queer, Heterosexual, Homosexual, Heterosexism, Homophobia, and Symbols & Signs.
Definitions
1. Sexual Orientation: This is whom we primarily develop romantic, emotional, physical, and sexual attractions, desires, and fantasies for connections with. It is who we fall in love with.
2. Lesbian: A women whose primary emotional, physical, and sexual relationships are with someone of the same gender; primarily used for women. (Include the symbol for Lesbian on definition)
3. Gay: A person (primarily men) whose primary emotional, physical, and sexual relationships is with someone of the same gender; primarily used for men. Include the symbol for gay on definition)
4. Bisexual: A person whose primary emotional, physical, and sexual relationships are with a person of either gender. (Include the symbol for bisexual on definition)
5. Queer: Originally a derogatory label used to refer to, intimidate and offend lesbian and gay people. More recently this term has been reclaimed by some lesbians, gay men, and bisexual people as an inclusive and positive way to identify all people targeted by heterosexism and homophobia.
6. Heterosexual: A person whose primary emotional, physical, and sexual relationships are with someone of the opposite gender.
7. Homosexual: A person whose primary emotional, physical, and sexual relationships are with someone of the same gender
8. Heterosexism: A system of advantage that favors heterosexuals, institutionalized homophobia, the assumption that being heterosexual is inherently better, more moral, or more natural than being lesbian, gay and bisexual.
9. Homophobia: The fear, dislike, or hatred of gays, lesbians, and bisexuals. Also, the fear of being labeled or perceived as gay, lesbian, or bisexual; the fear of one’s own feelings towards members of the same sex; and the fear of behavior.
10. Symbols/Signs: Lambda, Pink Triangle, Dual Triangles, Black Triangle, and Rainbow.
Transition
Have students think about these definitions debrief with them, clarify, exemplify and begin to bring a sense of normalcy to them as they are moved into the next two experientials.
Teacher Guide
Content / Direction
FORCED CHOICES
Time allocation
Goal
To connect to my feelings around people who are gay, lesbian and bisexual.
Materials Needed:
Six (6) Signs (Anger/Coraje, Fear/Miedo, Happy/Alegría, Love/Amor, Sadness/Tristesa, Repulsion/Asco)
Activity 2: Forced Choice Exercise
Set Up
Participants are advised that this is a silent exercise, and asked to convene in one large group in the center of the room. They will carefully listen to the questions or statements listed below and move to the side of the room that indicates their response to the question/statement. A choice must be made by all participants. It must be a completely honest choice, free of peer pressure or the need to be accepted. Remind the group that the reason for the rule of silence is to focus on personal feelings about the questions; where others are standing; where their friends are standing, and what they wish they could say to them, or ask them about the choices they have made.
Procedures
1. The first time that I became aware of homosexuality I felt…
2. Laws protecting gays, lesbians and bisexuals from discrimination in housing, employment, and marriage makes me feel....
3. Having a teacher or educator who is Gay, Lesbian or bisexual makes me feel....
4. Lesbian, Gay or bisexuals who want to adopt children make me feel...
5. Effeminate gay or bisexual Latinos makes me feel....
6. Masculine lesbian or bisexual Latinas make me feel....
7. Straight acting lesbian, gay or bisexuals make me feel...
8. Displays of obvious public affection between people of the same gender makes me feel....
9. Having to work closely with a leader who is gay, lesbian or bisexual makes me feel....
10. If my brother, sister or cousin wanted to announce that he/she was gay, lesbian or bisexual at a family gathering I would feel....
11. If he or she wanted to discuss his or her gay, lesbian, or bisexual relationship with me on a personal level, I would feel...
12. If someone thought I was bisexual, lesbian or gay, I would feel....
13. If someone gay, lesbian or bisexual tried to be my friend, I would feel....
14. Bisexuality makes me feel …
15. Homosexuality makes me feel....
Transition
After the Forced Choice is done with the “FEELING” words, the Comunidad will continue with the AGREE/DISAGREE portion of the program. Remind everyone that this continues to be a SILENT exercise and to be attentive to what’s going on with them -- that is, what are they feeling?
1.
Teacher guide
Content / Directions
AGREE / DISAGREE
Time Allocation
Activity 3: Agree / Disagree
Goal
To lead students into further thinking and making connections around their feeling towards the LGBTQ community.
Procedures
Teacher/Facilitator ensures that two signs are posted on opposite ends of the classroom that read: AGREE and DISAGREE.
Students listen, think and make a choice for each of the following statements.
Teacher/Facilitator may stop at particular statements to debrief, have pair shares and share outs.
The following are the statement read by the Teacher / Facilitator:
Agree / Disagree Statements
-1. I would support a public official who advocates equal rights housing and employment for gays and lesbians.
-2. I would support a teacher who is gay, lesbian, or bisexual.
-3. I would walk the precinct for a leader that I know is gay, lesbian, or bisexual.
-4. I would support a Latino or Latina who is gay, lesbian, or bisexual who runs for president of my school.
-5. I would support my brother, sister, or other family member if they told me they are gay, lesbian, or bisexual.
-6. I could support my sister, brother, or other family member in telling my father that they are gay, lesbian, or bisexual.
-7. I could support my sister, brother, or other family member in telling my mother that they are gay, lesbian, or bisexual.
-8. I would support my brother, sister, or other family member if they wanted to bring their partner to my house for Thanksgiving dinner.
-9. I would be uncomfortable if I saw them holding hands.
-10. I would be uncomfortable if I saw them kissing.
Debrief as class/group
-Have students share out their thoughts, observations, the origins of their thoughts and fears. Encourage respect to take place within the community dialogue.
TEACHER GUIDE
CONTENT / DIRECTIONS
GLBT DEBRIEF
TIME ALLOCATION
GOAL
To give GLBTQ students an opportunity to share what they felt and are feeling having done the Forced Choice Exercise(s); and begin exploring their thoughts and feelings about being GLBTQ in the Latina/o community and society in general.
PROCEDURES
q Check-in: name, feeling word, and how you identify?
q Reactions to the forced choices exercise(s)?
o Did anything surprise you?
q What is it like to be g/l/b in this society?
o Open up to personal stories/experiences.
q What is your greatest challenge with homophobia, be it internal or external?
o How does it impact your identity, your family, your life?
q How are you most affected by heterosexism?
o Where do you see/experience it the most?
q What is it like to be denied the privileges offered to heterosexuals?
q What has it been like to be here at LCLI?
o Have you been out?
o Why or why not?
q How does/has your identity affect(ed) your leadership or how your leadership is perceived?
Ask the group to think about how they are stereotyped in the Latina/o community and society in general. What are the stereotypes that affect them the most?
TRANSITION
Describe the purpose of the upcoming meeting and help the group get ready for dialogue with the rest of the ASLI COMMUNITY. Support them in clarifying what they want to say to the group. Also inform them that true dialogue may involve difficult questions and statements by the other group. How will they handle that?
TEACHER GUIDE
CONTENTS / DIRECTIONS
HETEROSEXUAL DEBRIEF
TIME ALLOCATION
GOAL
To give students an opportunity to share what they felt and are feeling with having done the Forced Choice Exercise; and begin exploring where they received their information/ messages; to explore the privilege attached to being heterosexual and the feelings that GLBTQ people feel when they are asked certain types of questions that heterosexuals take for granted.
DYADS
Have students get in dyads right away. Have the students share the following:
□ What feelings were present as you did the Forced Choice exercises?
□ What did you realize about yourself?
□ Were you surprised by anything?
□ What challenged you the most and why?
□ Allow for some big group sharing from the dyads.
2ND DYAD
Next, have the students quickly get into a new dyad and respond (to their partner) to the questions that are read aloud. The responses should be brief and every student should be allowed the time to share.
1. When did you first realize that you were heterosexual?
2. Do you think that you were born heterosexual, or is it just a choice that you are making?
3. Is it possible that your heterosexuality stems from a fear or hatred of others of the same sex?
4. Have you told your parents or your friends that you are heterosexual? How did they react?
5. Why are heterosexuals so blatant? Why can’t they just be who they are and not flaunt their sexuality by holding hands, kissing in public, wearing rings, etc.?
6. Statistics show that most child molesters are heterosexual men. Do you consider it safe to expose your children to heterosexual males?
TEACHER GUIDE
CONTENT / DIRECTIONS
Fishbowl Read Out
TIME ALLOCATION
Set up
The following words would be posted in the Walls as the presumed heterosexual group enters the place of the activity. Some of the words can be repeated and the question would be at the end: faggot/queer/marimacha/maricon/lesbo/joto/dike/bulldike, and the question; Next time you hear or use these words, think about what they mean? (Or who they offend?).
Procedures
Poster Walk Through: As the students enter, they will then have about 5 minutes to walk around and read the various posters depicting sexual orientation hate crime statistics and examples as well as some positive gay/lesbian/bisexual role models.
Meanwhile
The LGBTQ group will wait in the To be Arranged room until a Staff member asks them to proceed to the Glen Poling Main Lodge. They will also be given a chance to view statistics and hear story.
Every hate crime statistic poster will be cited with the Los Angeles County Commission on Human Relations - Hate Crime Report 2003. All statistics regarding youth are cited form the GLSEN 2004 State of the State Youth and Education Report.
Poster Walk Through Hate Crimes Statistics
#1 Hate Crimes motivated by sexual orientation went up by 7%.
For the Second year in a row, sexual orientation crimes grew, while racial and religious hate crimes declined.
#2 28 % of victims of Homophobic Crimes were Latinos, second behind White Victims at 47%.
#3 69% of the Identified suspects of Homophobic Hate Crimes were Latino Males. The largest identified group of perpetrators.
Although there were cross racial Homophobic Crimes, it is significant that victims were most likely to be attacked by members of their own race.
In Hollywood, a Latino Male struck another Latino Male with a baseball bat, calling him a “fag.”
#4 74% of Sexual Orientation Hate Crimes happened inside someone’s home.
School based Sexual Orientation Hate Crimes went up 36%.
#5 A 17 year old student was in the girl’s bathroom at her high school when two males hit her, pushed her to the ground and attempted to sexually assault her. They fled after another student entered the bathroom. While assaulting her, one of the suspects said, “There is no such thing as being gay,” and “I’m going to show you you are straight.
#6 In 2004, 84%, gay, bisexual or transgender students reported they had been verbally harassed at school because of their sexual orientation.
44% of LGBTQ youth of color report being verbally harassed because of both their sexual orientation and race/ethnicity.
82.9% of LGBTQ students report that faculty or staff never intervened or intervened only some of the time when present and homophobic remarks were made.
#7 41% of Lesbian, Gay and Bisexual youth report physical harassment because of their gender, gender expression or sexual orientation.
55% of Transgender youth report the same abuse.
#8 64% of LGBTQ students report feeling unsafe at their school because of their sexual orientation.
31% of LGBT students missed an entire day of school last month because they felt unsafe.
The rate was even higher, 35% for LGBTQ youth of color who felt unsafe at school because of their sexual orientation, their race or both.
#9 Students who frequently experience harassment because of their sexual orientation had a lower average GPA and were less likely to plan to attend college.
#10 Suicide is the leading cause of death among gay and lesbian youth.
#11Gay and lesbian youth are 2 to 6 times more likely to attempt
Suicide than heterosexual youth.
#12 Over 30% of all reported teen suicides each year are committed by gay and lesbian youth.
#13 50% of all gay and lesbian youth report that their parents reject them due to their sexual orientation.
#14 26% of gay and lesbian youth are forced to leave home because
of conflicts over their sexual orientation.
#15 Approximately 40% of homeless youth are identified as gay,
lesbian or bisexual.
FISHBOWL QUESTIONS:
§ As an African American Black Latina/o, how have you been personally effected by homophobia in your life?
§ How does homophobia play itself out in real life situations; home, work, family friends, school & Leadership?
§ Students can talk about myths/stereotypes regarding homosexuals.
Community debrief
How are you feeling? What feelings came up for you?
□ Do you see yourself in anything that has been shared (as a perpetrator or victim of homophobia [anywhere on the continuum, from avoidance to violence, as the relative or friend of a GLBTQ person, as someone struggling with their own sexual orientation identity])?
□ What did you learn about the LGTBQ community?
□ What did you learn about yourself? What challenged you the most?
□ How does homophobia affects your life?
□ Does it impact how you feel about yourself?
□ Is it part of your family dynamic?
□ What did you learn about how your emotions/feelings influence your behavior?
□ Does it influence how you interact with members of your own
gender group?
The other gender group?
□ Does it influence who you become friends with?
□ As an African American Black Latino/a Leader what influence do you think these emotions/feelings will have on you when you are leading others?
□ As an African American Black Latina/o leader, what is your responsibility to the LGBTQ community?
What do you need to learn?
Do you need to address and/or change anything?
SURVIVOR'S STORY
Eight Bullets
Claudia Brenner
The first bullet:
When the first bullet hit me, my arm exploded. My brain could not make the connections fast enough to realize I had been shot. Rebecca knew. She asked me where I had been shot. We had encountered a stranger earlier that day that had a gun. We both knew who was shooting us. Perhaps a second passed.
The second bullet:
When the second bullet hit my neck I started to scream with all my strength. Somehow the second bullet was even more unbelievable than the first.
The third bullet:
The third bullet came and I now know hit the other side of my neck. By then I had lost track of what was happening or where we were except that I was in great danger and it was not stopping.
The fourth bullet:
I now know a fourth bullet hit me in the face. Rebecca told me to get down, close to the ground.
The fifth bullet:
The fifth bullet hit the top of my head. I believe Rebecca saw that even lying flat I was vulnerable and told me to run behind a tree.
The sixth bullet:
The sixth bullet hit Rebecca in the back of her head as she rose to run for the tree.
The seventh bullet:
The seventh bullet hit Rebecca's back as she ran. It exploded her liver and caused her to die.
The eighth bullet missed.
It is not surprising that Stephen Roy Carr believed us both dead. He shot to kill. The neck. The head. The back. Surely he believed us dead or he would have used more of the 27 rounds of ammunition he left in his haste to get away. He shot from where he was hidden in the woods 85 feet away, after he stalked us, hunted us and spied on us. He shot us because he identified us as lesbians. He was a stranger with whom we had no connection. He shot us and left us for dead.
We could not have known that this man could so lack respect for human life as to shoot to kill. Murder had not yet become a word in my vocabulary. Anti-gay murder was just a concept without names or faces. Anti-gay violence was a problem of harassment, not a matter of life and death.
It was May 13, 1988, the second day of a three-day backpacking trip on the Appalachian Trail in Pennsylvania. Rebecca had driven up from Blacksburg, Virginia, where she was finishing her last semester of a master's program. Rebecca Wight was 28 years old self-taught feminist of Puerto Rican/Iranian/Anglo heritage. Her relationship with me was her first acknowledged lesbian love, a reality that she celebrated with mixed emotions. In Virginia she was cautious about public expressions of affection, fearful of rejection from her conservative academic community.
At the time of our trip, I was 31 years old, a White, Jewish lesbian who had come out in college in the late 1970's. I was firmly embedded in a strong women's community in Ithaca, New York. I was committed to liberation and willing to take some risks, though also aware of the need for discretion in a homophobic society.
My relationship with Rebecca had been interrupted by my acceptance of a fellowship abroad to do research for my thesis. I had returned in February and we were in the midst of figuring out long-distance love. We were feeling close and wonderful. Our plan had been to hike for a few days and then drive to Washington, D.C. The weather was fine, with the delightful May sunshine and warmth.
The days before had been filled with overheated car engines, school and money pressures, long-distance phone calls, and occasional stomachaches. Even our two brief exchanges with the stranger on the trail, though disturbing, had seemed of little consequence. Early in the morning he wanted cigarettes; later he asked if we were lost. We never saw him again. We had no clues that he was planning to murder us. No clue that, after we saw him continue on the trail, he would circle back around to ensure that our paths would cross again, this time with him hidden. From a hidden position he watched us make love and have fun. Then, he exploded our world with his hate and his bullets.
During the moments of the shooting, Rebecca's ability to think and function was astonishing. Her thinking and instructions got me out of his range and behind the tree. We both made it behind the tree, and the shooting stopped. Rebecca slumped against the tree trunk, needing its support. She was fading, losing her vision and her ability to communicate in this world. Rebecca began to die.
In my panic and disbelief, I asked her over and over again what to do. I knew we desperately needed help. Somehow, knowing that the situation was urgent, I forced myself to leave Rebecca's side. I never saw her again. If I had stayed, I surely would have died as well.
I walked in terror, shock, and ripping pain, never knowing if he would appear. Although it was a very long way, I didn't stop. I know now that it was nearly four miles, and it took several hours. Darkness came. Finally, I reached a road. Two young men stopped their car to my flashlight signal, and took me to the closest town with any police and emergency help. The State Police responded immediately with the search that found Rebecca's body later that night. Miraculously, I survived the five bullet wounds with no permanent injuries. The medical staff told me repeatedly how close I had come to death.
During the next two weeks, the State Police conducted an intensive investigation that led to the capture of Stephen Roy Carr. Later, the district attorney of Adams County successfully prosecuted the murderer, but not before his lawyer tried to assert that our sexuality provoked him.
Although the gunshots have for the most part quieted in my mind; though my wounds have healed; though I now speak widely of the homophobia that destroyed and stole the life of a lover, a sister, a daughter, a friend: I will always walk with an awareness of the tragedy I knew on that silent trail.
CONTENTS / DIRECTIONS
GOAL SETTING & TERMS
TIME ALLOCATION
Goal
To examine specific aspects of our identity including sexual orientation, heterosexism and homophobia, and how they impact our leadership. To examine life experiences, focusing on how they impact access to power and privilege in society. To reflect on what we have learned this weekend, and how it impacts leadership dynamics – who and how do I lead. To celebrate and share our experiences this weekend through art and ANIMO WIDE TALENT SHOW.
ASLA ESLRS TO BE MET
Animo graduates will be Academic Achievers who:
1. Think and write critically and analytically across the curriculum
2. Identify and use resources effectively to research and evaluate concepts across the curriculum
3. Demonstrate learned skills through the use of application, analysis, and synthesis
4. Gain eligibility for college by completing required coursework and are equipped with the knowledge of educational pathways; career choices; and institutions of higher learning
Animo graduates will be Cultural Learners who:
1. Are culturally aware and work towards understanding diverse perspectives, values, and histories
2. Are able to communicate with sensitivity within and across diverse communities and groups
3. Are leaders within their community who contribute to the improvement of life in their school and community
4. Are models of ethical behavior through their involvement in school functions, clubs, and committees
Animo graduates will be Effective Communicators who:
1. Utilize technology as a tool for learning and communicating
2. Demonstrate skills of speaking, listening, reading, and writing for different purposes in an academic and social setting
3. Collaborate, work effectively, and manage interpersonal relationships with both peers and adults in diverse settings and groups
Animo graduates will be Life-Long Learners who:
1. Are adaptive to a wide array of professional and cultural settings
2. Are goal oriented and value continual goal setting and reflection
3. Are open to discovery and develop enthusiasm and interest for learning
Objective:
To raise personal awareness of our own fear, discomfort, resistance, and bias when asked to consider open disclosure and genuine behavior by gay and lesbians in our community; and what effect these emotions have on our leadership values.
Terms:
Sexual Orientation, Lesbian, Gay, Bisexual, Queer, Heterosexual, Homosexual, Heterosexism, Homophobia, and Symbols & Signs.
Definitions
1. Sexual Orientation: This is whom we primarily develop romantic, emotional, physical, and sexual attractions, desires, and fantasies for connections with. It is who we fall in love with.
2. Lesbian: A women whose primary emotional, physical, and sexual relationships are with someone of the same gender; primarily used for women. (Include the symbol for Lesbian on definition)
3. Gay: A person (primarily men) whose primary emotional, physical, and sexual relationships is with someone of the same gender; primarily used for men. Include the symbol for gay on definition)
4. Bisexual: A person whose primary emotional, physical, and sexual relationships are with a person of either gender. (Include the symbol for bisexual on definition)
5. Queer: Originally a derogatory label used to refer to, intimidate and offend lesbian and gay people. More recently this term has been reclaimed by some lesbians, gay men, and bisexual people as an inclusive and positive way to identify all people targeted by heterosexism and homophobia.
6. Heterosexual: A person whose primary emotional, physical, and sexual relationships are with someone of the opposite gender.
7. Homosexual: A person whose primary emotional, physical, and sexual relationships are with someone of the same gender
8. Heterosexism: A system of advantage that favors heterosexuals, institutionalized homophobia, the assumption that being heterosexual is inherently better, more moral, or more natural than being lesbian, gay and bisexual.
9. Homophobia: The fear, dislike, or hatred of gays, lesbians, and bisexuals. Also, the fear of being labeled or perceived as gay, lesbian, or bisexual; the fear of one’s own feelings towards members of the same sex; and the fear of behavior.
10. Symbols/Signs: Lambda, Pink Triangle, Dual Triangles, Black Triangle, and Rainbow.
Transition
Have students think about these definitions debrief with them, clarify, exemplify and begin to bring a sense of normalcy to them as they are moved into the next two experientials.
Teacher Guide
Content / Direction
FORCED CHOICES
Time allocation
Goal
To connect to my feelings around people who are gay, lesbian and bisexual.
Materials Needed:
Six (6) Signs (Anger/Coraje, Fear/Miedo, Happy/Alegría, Love/Amor, Sadness/Tristesa, Repulsion/Asco)
Activity 2: Forced Choice Exercise
Set Up
Participants are advised that this is a silent exercise, and asked to convene in one large group in the center of the room. They will carefully listen to the questions or statements listed below and move to the side of the room that indicates their response to the question/statement. A choice must be made by all participants. It must be a completely honest choice, free of peer pressure or the need to be accepted. Remind the group that the reason for the rule of silence is to focus on personal feelings about the questions; where others are standing; where their friends are standing, and what they wish they could say to them, or ask them about the choices they have made.
Procedures
1. The first time that I became aware of homosexuality I felt…
2. Laws protecting gays, lesbians and bisexuals from discrimination in housing, employment, and marriage makes me feel....
3. Having a teacher or educator who is Gay, Lesbian or bisexual makes me feel....
4. Lesbian, Gay or bisexuals who want to adopt children make me feel...
5. Effeminate gay or bisexual Latinos makes me feel....
6. Masculine lesbian or bisexual Latinas make me feel....
7. Straight acting lesbian, gay or bisexuals make me feel...
8. Displays of obvious public affection between people of the same gender makes me feel....
9. Having to work closely with a leader who is gay, lesbian or bisexual makes me feel....
10. If my brother, sister or cousin wanted to announce that he/she was gay, lesbian or bisexual at a family gathering I would feel....
11. If he or she wanted to discuss his or her gay, lesbian, or bisexual relationship with me on a personal level, I would feel...
12. If someone thought I was bisexual, lesbian or gay, I would feel....
13. If someone gay, lesbian or bisexual tried to be my friend, I would feel....
14. Bisexuality makes me feel …
15. Homosexuality makes me feel....
Transition
After the Forced Choice is done with the “FEELING” words, the Comunidad will continue with the AGREE/DISAGREE portion of the program. Remind everyone that this continues to be a SILENT exercise and to be attentive to what’s going on with them -- that is, what are they feeling?
1.
Teacher guide
Content / Directions
AGREE / DISAGREE
Time Allocation
Activity 3: Agree / Disagree
Goal
To lead students into further thinking and making connections around their feeling towards the LGBTQ community.
Procedures
Teacher/Facilitator ensures that two signs are posted on opposite ends of the classroom that read: AGREE and DISAGREE.
Students listen, think and make a choice for each of the following statements.
Teacher/Facilitator may stop at particular statements to debrief, have pair shares and share outs.
The following are the statement read by the Teacher / Facilitator:
Agree / Disagree Statements
-1. I would support a public official who advocates equal rights housing and employment for gays and lesbians.
-2. I would support a teacher who is gay, lesbian, or bisexual.
-3. I would walk the precinct for a leader that I know is gay, lesbian, or bisexual.
-4. I would support a Latino or Latina who is gay, lesbian, or bisexual who runs for president of my school.
-5. I would support my brother, sister, or other family member if they told me they are gay, lesbian, or bisexual.
-6. I could support my sister, brother, or other family member in telling my father that they are gay, lesbian, or bisexual.
-7. I could support my sister, brother, or other family member in telling my mother that they are gay, lesbian, or bisexual.
-8. I would support my brother, sister, or other family member if they wanted to bring their partner to my house for Thanksgiving dinner.
-9. I would be uncomfortable if I saw them holding hands.
-10. I would be uncomfortable if I saw them kissing.
Debrief as class/group
-Have students share out their thoughts, observations, the origins of their thoughts and fears. Encourage respect to take place within the community dialogue.
TEACHER GUIDE
CONTENT / DIRECTIONS
GLBT DEBRIEF
TIME ALLOCATION
GOAL
To give GLBTQ students an opportunity to share what they felt and are feeling having done the Forced Choice Exercise(s); and begin exploring their thoughts and feelings about being GLBTQ in the Latina/o community and society in general.
PROCEDURES
q Check-in: name, feeling word, and how you identify?
q Reactions to the forced choices exercise(s)?
o Did anything surprise you?
q What is it like to be g/l/b in this society?
o Open up to personal stories/experiences.
q What is your greatest challenge with homophobia, be it internal or external?
o How does it impact your identity, your family, your life?
q How are you most affected by heterosexism?
o Where do you see/experience it the most?
q What is it like to be denied the privileges offered to heterosexuals?
q What has it been like to be here at LCLI?
o Have you been out?
o Why or why not?
q How does/has your identity affect(ed) your leadership or how your leadership is perceived?
Ask the group to think about how they are stereotyped in the Latina/o community and society in general. What are the stereotypes that affect them the most?
TRANSITION
Describe the purpose of the upcoming meeting and help the group get ready for dialogue with the rest of the ASLI COMMUNITY. Support them in clarifying what they want to say to the group. Also inform them that true dialogue may involve difficult questions and statements by the other group. How will they handle that?
TEACHER GUIDE
CONTENTS / DIRECTIONS
HETEROSEXUAL DEBRIEF
TIME ALLOCATION
GOAL
To give students an opportunity to share what they felt and are feeling with having done the Forced Choice Exercise; and begin exploring where they received their information/ messages; to explore the privilege attached to being heterosexual and the feelings that GLBTQ people feel when they are asked certain types of questions that heterosexuals take for granted.
DYADS
Have students get in dyads right away. Have the students share the following:
□ What feelings were present as you did the Forced Choice exercises?
□ What did you realize about yourself?
□ Were you surprised by anything?
□ What challenged you the most and why?
□ Allow for some big group sharing from the dyads.
2ND DYAD
Next, have the students quickly get into a new dyad and respond (to their partner) to the questions that are read aloud. The responses should be brief and every student should be allowed the time to share.
1. When did you first realize that you were heterosexual?
2. Do you think that you were born heterosexual, or is it just a choice that you are making?
3. Is it possible that your heterosexuality stems from a fear or hatred of others of the same sex?
4. Have you told your parents or your friends that you are heterosexual? How did they react?
5. Why are heterosexuals so blatant? Why can’t they just be who they are and not flaunt their sexuality by holding hands, kissing in public, wearing rings, etc.?
6. Statistics show that most child molesters are heterosexual men. Do you consider it safe to expose your children to heterosexual males?
TEACHER GUIDE
CONTENT / DIRECTIONS
Fishbowl Read Out
TIME ALLOCATION
Set up
The following words would be posted in the Walls as the presumed heterosexual group enters the place of the activity. Some of the words can be repeated and the question would be at the end: faggot/queer/marimacha/maricon/lesbo/joto/dike/bulldike, and the question; Next time you hear or use these words, think about what they mean? (Or who they offend?).
Procedures
Poster Walk Through: As the students enter, they will then have about 5 minutes to walk around and read the various posters depicting sexual orientation hate crime statistics and examples as well as some positive gay/lesbian/bisexual role models.
Meanwhile
The LGBTQ group will wait in the To be Arranged room until a Staff member asks them to proceed to the Glen Poling Main Lodge. They will also be given a chance to view statistics and hear story.
Every hate crime statistic poster will be cited with the Los Angeles County Commission on Human Relations - Hate Crime Report 2003. All statistics regarding youth are cited form the GLSEN 2004 State of the State Youth and Education Report.
Poster Walk Through Hate Crimes Statistics
#1 Hate Crimes motivated by sexual orientation went up by 7%.
For the Second year in a row, sexual orientation crimes grew, while racial and religious hate crimes declined.
#2 28 % of victims of Homophobic Crimes were Latinos, second behind White Victims at 47%.
#3 69% of the Identified suspects of Homophobic Hate Crimes were Latino Males. The largest identified group of perpetrators.
Although there were cross racial Homophobic Crimes, it is significant that victims were most likely to be attacked by members of their own race.
In Hollywood, a Latino Male struck another Latino Male with a baseball bat, calling him a “fag.”
#4 74% of Sexual Orientation Hate Crimes happened inside someone’s home.
School based Sexual Orientation Hate Crimes went up 36%.
#5 A 17 year old student was in the girl’s bathroom at her high school when two males hit her, pushed her to the ground and attempted to sexually assault her. They fled after another student entered the bathroom. While assaulting her, one of the suspects said, “There is no such thing as being gay,” and “I’m going to show you you are straight.
#6 In 2004, 84%, gay, bisexual or transgender students reported they had been verbally harassed at school because of their sexual orientation.
44% of LGBTQ youth of color report being verbally harassed because of both their sexual orientation and race/ethnicity.
82.9% of LGBTQ students report that faculty or staff never intervened or intervened only some of the time when present and homophobic remarks were made.
#7 41% of Lesbian, Gay and Bisexual youth report physical harassment because of their gender, gender expression or sexual orientation.
55% of Transgender youth report the same abuse.
#8 64% of LGBTQ students report feeling unsafe at their school because of their sexual orientation.
31% of LGBT students missed an entire day of school last month because they felt unsafe.
The rate was even higher, 35% for LGBTQ youth of color who felt unsafe at school because of their sexual orientation, their race or both.
#9 Students who frequently experience harassment because of their sexual orientation had a lower average GPA and were less likely to plan to attend college.
#10 Suicide is the leading cause of death among gay and lesbian youth.
#11Gay and lesbian youth are 2 to 6 times more likely to attempt
Suicide than heterosexual youth.
#12 Over 30% of all reported teen suicides each year are committed by gay and lesbian youth.
#13 50% of all gay and lesbian youth report that their parents reject them due to their sexual orientation.
#14 26% of gay and lesbian youth are forced to leave home because
of conflicts over their sexual orientation.
#15 Approximately 40% of homeless youth are identified as gay,
lesbian or bisexual.
FISHBOWL QUESTIONS:
§ As an African American Black Latina/o, how have you been personally effected by homophobia in your life?
§ How does homophobia play itself out in real life situations; home, work, family friends, school & Leadership?
§ Students can talk about myths/stereotypes regarding homosexuals.
Community debrief
How are you feeling? What feelings came up for you?
□ Do you see yourself in anything that has been shared (as a perpetrator or victim of homophobia [anywhere on the continuum, from avoidance to violence, as the relative or friend of a GLBTQ person, as someone struggling with their own sexual orientation identity])?
□ What did you learn about the LGTBQ community?
□ What did you learn about yourself? What challenged you the most?
□ How does homophobia affects your life?
□ Does it impact how you feel about yourself?
□ Is it part of your family dynamic?
□ What did you learn about how your emotions/feelings influence your behavior?
□ Does it influence how you interact with members of your own
gender group?
The other gender group?
□ Does it influence who you become friends with?
□ As an African American Black Latino/a Leader what influence do you think these emotions/feelings will have on you when you are leading others?
□ As an African American Black Latina/o leader, what is your responsibility to the LGBTQ community?
What do you need to learn?
Do you need to address and/or change anything?
SURVIVOR'S STORY
Eight Bullets
Claudia Brenner
The first bullet:
When the first bullet hit me, my arm exploded. My brain could not make the connections fast enough to realize I had been shot. Rebecca knew. She asked me where I had been shot. We had encountered a stranger earlier that day that had a gun. We both knew who was shooting us. Perhaps a second passed.
The second bullet:
When the second bullet hit my neck I started to scream with all my strength. Somehow the second bullet was even more unbelievable than the first.
The third bullet:
The third bullet came and I now know hit the other side of my neck. By then I had lost track of what was happening or where we were except that I was in great danger and it was not stopping.
The fourth bullet:
I now know a fourth bullet hit me in the face. Rebecca told me to get down, close to the ground.
The fifth bullet:
The fifth bullet hit the top of my head. I believe Rebecca saw that even lying flat I was vulnerable and told me to run behind a tree.
The sixth bullet:
The sixth bullet hit Rebecca in the back of her head as she rose to run for the tree.
The seventh bullet:
The seventh bullet hit Rebecca's back as she ran. It exploded her liver and caused her to die.
The eighth bullet missed.
It is not surprising that Stephen Roy Carr believed us both dead. He shot to kill. The neck. The head. The back. Surely he believed us dead or he would have used more of the 27 rounds of ammunition he left in his haste to get away. He shot from where he was hidden in the woods 85 feet away, after he stalked us, hunted us and spied on us. He shot us because he identified us as lesbians. He was a stranger with whom we had no connection. He shot us and left us for dead.
We could not have known that this man could so lack respect for human life as to shoot to kill. Murder had not yet become a word in my vocabulary. Anti-gay murder was just a concept without names or faces. Anti-gay violence was a problem of harassment, not a matter of life and death.
It was May 13, 1988, the second day of a three-day backpacking trip on the Appalachian Trail in Pennsylvania. Rebecca had driven up from Blacksburg, Virginia, where she was finishing her last semester of a master's program. Rebecca Wight was 28 years old self-taught feminist of Puerto Rican/Iranian/Anglo heritage. Her relationship with me was her first acknowledged lesbian love, a reality that she celebrated with mixed emotions. In Virginia she was cautious about public expressions of affection, fearful of rejection from her conservative academic community.
At the time of our trip, I was 31 years old, a White, Jewish lesbian who had come out in college in the late 1970's. I was firmly embedded in a strong women's community in Ithaca, New York. I was committed to liberation and willing to take some risks, though also aware of the need for discretion in a homophobic society.
My relationship with Rebecca had been interrupted by my acceptance of a fellowship abroad to do research for my thesis. I had returned in February and we were in the midst of figuring out long-distance love. We were feeling close and wonderful. Our plan had been to hike for a few days and then drive to Washington, D.C. The weather was fine, with the delightful May sunshine and warmth.
The days before had been filled with overheated car engines, school and money pressures, long-distance phone calls, and occasional stomachaches. Even our two brief exchanges with the stranger on the trail, though disturbing, had seemed of little consequence. Early in the morning he wanted cigarettes; later he asked if we were lost. We never saw him again. We had no clues that he was planning to murder us. No clue that, after we saw him continue on the trail, he would circle back around to ensure that our paths would cross again, this time with him hidden. From a hidden position he watched us make love and have fun. Then, he exploded our world with his hate and his bullets.
During the moments of the shooting, Rebecca's ability to think and function was astonishing. Her thinking and instructions got me out of his range and behind the tree. We both made it behind the tree, and the shooting stopped. Rebecca slumped against the tree trunk, needing its support. She was fading, losing her vision and her ability to communicate in this world. Rebecca began to die.
In my panic and disbelief, I asked her over and over again what to do. I knew we desperately needed help. Somehow, knowing that the situation was urgent, I forced myself to leave Rebecca's side. I never saw her again. If I had stayed, I surely would have died as well.
I walked in terror, shock, and ripping pain, never knowing if he would appear. Although it was a very long way, I didn't stop. I know now that it was nearly four miles, and it took several hours. Darkness came. Finally, I reached a road. Two young men stopped their car to my flashlight signal, and took me to the closest town with any police and emergency help. The State Police responded immediately with the search that found Rebecca's body later that night. Miraculously, I survived the five bullet wounds with no permanent injuries. The medical staff told me repeatedly how close I had come to death.
During the next two weeks, the State Police conducted an intensive investigation that led to the capture of Stephen Roy Carr. Later, the district attorney of Adams County successfully prosecuted the murderer, but not before his lawyer tried to assert that our sexuality provoked him.
Although the gunshots have for the most part quieted in my mind; though my wounds have healed; though I now speak widely of the homophobia that destroyed and stole the life of a lover, a sister, a daughter, a friend: I will always walk with an awareness of the tragedy I knew on that silent trail.
Immigration and Xenophobia
TEACHER GUIDE
CONTENT / DIRECTIONS
TIME ALLOCATION
GOAL
To explore how we feel about others and ourselves in relation to our immigration status, by exploring our own feelings and biases towards immigrants in order to raise our personal awareness around immigration and xenophobia.
ASLA ESLRS TO BE MET
Animo graduates will be Academic Achievers who:
1. Think and write critically and analytically across the curriculum
2. Identify and use resources effectively to research and evaluate concepts across the curriculum
3. Demonstrate learned skills through the use of application, analysis, and synthesis
4. Gain eligibility for college by completing required coursework and are equipped with the knowledge of educational pathways; career choices; and institutions of higher learning
Animo graduates will be Cultural Learners who:
1. Are culturally aware and work towards understanding diverse perspectives, values, and histories
2. Are able to communicate with sensitivity within and across diverse communities and groups
3. Are leaders within their community who contribute to the improvement of life in their school and community
4. Are models of ethical behavior through their involvement in school functions, clubs, and committees
Animo graduates will be Effective Communicators who:
1. Utilize technology as a tool for learning and communicating
2. Demonstrate skills of speaking, listening, reading, and writing for different purposes in an academic and social setting
3. Collaborate, work effectively, and manage interpersonal relationships with both peers and adults in diverse settings and groups
Animo graduates will be Life-Long Learners who:
1. Are adaptive to a wide array of professional and cultural settings
2. Are goal oriented and value continual goal setting and reflection
3. Are open to discovery and develop enthusiasm and interest for learning
SUPPLIES
Markers, Poster paper (4 posters with different titles: (2) 1st generation; (2) 2nd generation Plus
INTRODUCTION
Introduce topic by mentioning its importance in our community, and how it was one of the aspects of identity we had put on the Quienes Somos chart during the first day. Remind them that it is a very difficult issue in our community and it is important to be honest, and welcome/challenge them to be uncomfortable and real.
TERMS
Immigration, Immigrant, US Born, 1st Generation, 2nd Generation, xenophobia
DEFINITIONS
1. Immigration: To come to a country of which one is not a native, usually for permanent residence.
2. Immigrant: A person who comes to a country, different from the country they were born in, to take up residence.
3. U.S. Born: Anyone born in the U.S. or who is born in a U.S. military base or who is born in a U.S. territory.
4. 1st Generation: A person who is US Born and whose parents(s) is/are immigrants.
5. 2nd Generation: A person who is US born and whose parent(s) is/are also U.S. born.
6. Xenophobia – The fear, dislike, or hatred of anything foreign. Specifically used with “foreigners” or strangers.
Affinity Group Seperate
Immigrant Group (ADMIN AND TEACHER) PLACE TO BE ARRANGED
1st Generation Group (TEACHER AND ADMIN) PLACE TO BE ARRANGED
2nd Generation+ Group (TEACHER) PLACE TO BE ARRANGED
2nd generation +
1. Before you start, make sure students are 2nd Generation.
2. How do you feel about being grouped this way?
3. What generation are you?
4. Have you ever thought of your generation status? Why or Why Not?
5. Do you think about being a U.S. Born Citizen
Transition them by acknowledging the diversity of individuals in the room raging from 2nd generation to 3rd, 4th, 5th, etc. Acknowledge the different levels of consciousness about immigration, from being conscious to not at all or limited.
Stereotype List
Transition them into talking about immigration in the way it was presented in the intro. Participants will list their stereotypes. Acknowledge that it is difficult, but encourage them to be honest. It is a necessary step in helping us understand ourselves so that we can begin to communicate open and honestly with our immigrant brothers and sisters.
Directions for stereotypes list
Instruct participants that their task is to create a stereotype list. Remind participants that we all have them. Again ask them to be honest and just go with the first image that comes up. (Do two lists and inform participants that the list will be shared with the immigrant group before generating the list.)
* When creating the list participants’ do it quickly through share-outs, limit the time they have to over-think or to respond/analyze someone else’s response. Write down whatever you hear.
Question:
Who do you think of when you hear the word immigrant?
What do you think of when you hear the word immigrant?
Leadership Team will pick up the stereotype lists and deliver to immigrants
Have participants look at the lists created and reflect on what it means to them. Have them focus on how they are feeling after having done this list.
What do these stereotypes mean to you?
How was this, was it easy hard? Was it easier than you thought?
Take Share Outs
2nd Generation Debrief
Helping Questions:
· Do you have stereotypes on the list that you didn’t say?
· Where do the stereotypes come from? Where do you get these ideas?
· What experiences have you had with immigrant people? How did you know the person was an immigrant? What happened? How did you feel about it?
· How do you feel about immigrant people? Where do these feelings come from?
· Has anyone ever mistaken you as an immigrant? What was your reaction? Anger? Frustration?
Try to find connections between the stereotypes and their feelings about immigrants, link stereotypes to prejudice. ***Facilitate connections to class if it comes up.**** (Example: What does it mean to you that immigrants are poor?)
After talking for a bit, focus on how stereotypes affect relationships:
How do you think these stereotypes affect how we do or do not relate to each other because of immigration status? Who do we reach out to? Who do we avoid? Etc.
Prepare group to combine with 1st Generation.
1st Generation
Check In
· Before you start, make sure everyone is 1st Generation.
· How do you feel about being grouped this way?
· Have you ever thought of your generation status? Why or Why Not?
Do you think about being a U.S. Born Citizen
Share-outs
Validate the different range of emotions and comfort. Identify that it is a difficult subject and the pain is deep and true. For this reason the next step we are going to ask students to do is very difficult. But the truth is that they are different than their parents, and students in the other room. There is a huge difference (pause for affect). So in order to honor our parent’s struggle we are going to create a list of stereotypes that will assist us in acknowledging and recognizing our biases and prejudices and question our leadership role in the African American Black Latina/o community. Only through this questioning process can we move forward with clarity in our leadership.
Stereotype List
Transition them into talking about immigration in the way it was presented in the intro. Students will list their stereotypes. Acknowledge that it is difficult, but encourage them to be honest. It is a necessary step in helping us understand ourselves so that we can begin to communicate open and honestly with our immigrant brothers and sisters.
Directions for stereotypes list
Instruct students that their task is to create a stereotype list. Remind students that we all have them. Again ask them to be honest and just go with the first image that comes up. (Do two lists and inform students that the list will be shared with the immigrant.)
* When creating the list students’ do it quickly through share-outs, limit the time they have to over-think or to respond/analyze someone else’s response. Write down whatever you hear.
Question:
Who do you think of when you hear the word immigrant?
What do you think of when you hear the word immigrant?
Leadership Team will pick up the stereotype lists and deliver to immigrants
Have students look at the lists created and reflect on what it means to them. Have them focus on how they are feeling after having done this list.
What do these stereotypes mean to you?
How was this, was it easy hard? Was it easier than you thought?
Take Share Outs
1st Generation Debrief
Helping Questions:
· Do you have stereotypes on the list that you didn’t say?
· Where do the stereotypes come from? Where do you get these ideas?
· What experiences have you had with immigrant people? How did you know the person was an immigrant? What happened? How did you feel about it?
· How do you feel about immigrant people? Where do these feelings come from?
· Has anyone ever mistaken you as an immigrant? What was your reaction? Anger? Frustration?
Try to find connections between the stereotypes and their feelings about immigrants, link stereotypes to prejudice. ***Facilitate connections to class if it comes up. ****(Example: What does it mean to you that immigrants are poor?)
After talking for a bit, focus on how stereotypes affect relationships:
How do you think these stereotypes affect how we do or do not relate to each other because of immigration status? Who do we reach out to? Who do we avoid? Etc.
Prepare group to combine with 2nd Generation.
1st & 2nd Generation Comunidad Debrief (FACULTY / ADMIN)
Transition them into being together. Acknowledge that there are differences and similarities in our experiences. Have 1st Generation and 2nd Generation view each others list and ask them to react to what they see (focus on feelings).
Questions:
·In viewing the two lists what comes up for you?
·What our differences in experiences and what are our shared experiences as a group of U.S. born?
·(In other words: where do we have privilege as a group? Facilitator may need to work with group to have them acknowledge it and name it)
·Who do we reach out to? Who do we avoid? Etc.?
·How do these stereotypes and privilege affect our leadership?
Transition group into thinking about how to dialogue about these stereotypes and privilege with immigrants. Can we take responsibility and work through a stereotype? Ask someone to role model taking responsibility for a stereotype put on the list. Exemplify this to the students.
What can you do to support immigrants?
Transition into fishbowl / set-up
***Prepare to move to community. Prepare for Fishbowl experiential. Explain to students that they will be participating in a fishbowl. It will be an opportunity to hear the experience of the immigrants. At the end they will have the opportunity to reflect what the immigrant community members shared with them.
Immigrant Group Check-In
Check-in: Name and how you are feeling about being grouped this way
· Process the group’s feelings coming out of the popcorn exercise. How do you feel?
· Have them share stories of what it is like to be an immigrant in this society.
· What is their greatest challenge with xenophobia be it internal or external? How does it impact your identity, your life?
· What is it like to be denied the privileges offered to non-immigrant people?
*** It is very easy for this group to shut down at this point. If no conversation is flowing, try doing some dyads first. Be aware that this group may have a difficult time delving into the difficulties that come with being an immigrant and may try to focus on the positives. Acknowledge that but give care to have them acknowledge the challenges that come with being an immigrant
Create Privilege Lists
Immigrant group will create two posters, one to keep and one for the 1st & 2nd Generation group. The posters will list the privileges of the non-immigrant group.
Review Stereotype List
Tell the group that they will review a list of stereotypes generated by the U.S. Born people in this community. One list from 1st generation group and one from 2nd generation group.
Get reactions to list.
1. How do you feel?
2. How do you feel about the lists?
3. Is there anything that stands out?
4. What do you want US Born to know?
5. Prepare group for fishbowl and community meeting.
COM
MUNIDAD DEBRIEF
Immigrant group rejoins community for cross-talk
· US Born: What did you learn about stereotypes? What stereotypes do you hold? What did you hear someone say________?
· Immigrants: What do you need from U.S. Born people? Ask to see if they want a response.
· U.S. Born: What can you do with your privilege? How can you support immigrants (Make sure you are getting responses from both affinity groups – 1st Generation & 2nd Generation +)
Homework
Immigration Debrief
· How are you feeling?
· What do you need to say to each other?
· Immigrants: What do you need from the U.S. Born group?
· U.S Born: What do you need to do?
Debrief the day, and THE ASLI so far.
How are you feeling?
What stands out to you from today’s exercises/dialogue?
What are you struggling with?
CONTENT / DIRECTIONS
TIME ALLOCATION
GOAL
To explore how we feel about others and ourselves in relation to our immigration status, by exploring our own feelings and biases towards immigrants in order to raise our personal awareness around immigration and xenophobia.
ASLA ESLRS TO BE MET
Animo graduates will be Academic Achievers who:
1. Think and write critically and analytically across the curriculum
2. Identify and use resources effectively to research and evaluate concepts across the curriculum
3. Demonstrate learned skills through the use of application, analysis, and synthesis
4. Gain eligibility for college by completing required coursework and are equipped with the knowledge of educational pathways; career choices; and institutions of higher learning
Animo graduates will be Cultural Learners who:
1. Are culturally aware and work towards understanding diverse perspectives, values, and histories
2. Are able to communicate with sensitivity within and across diverse communities and groups
3. Are leaders within their community who contribute to the improvement of life in their school and community
4. Are models of ethical behavior through their involvement in school functions, clubs, and committees
Animo graduates will be Effective Communicators who:
1. Utilize technology as a tool for learning and communicating
2. Demonstrate skills of speaking, listening, reading, and writing for different purposes in an academic and social setting
3. Collaborate, work effectively, and manage interpersonal relationships with both peers and adults in diverse settings and groups
Animo graduates will be Life-Long Learners who:
1. Are adaptive to a wide array of professional and cultural settings
2. Are goal oriented and value continual goal setting and reflection
3. Are open to discovery and develop enthusiasm and interest for learning
SUPPLIES
Markers, Poster paper (4 posters with different titles: (2) 1st generation; (2) 2nd generation Plus
INTRODUCTION
Introduce topic by mentioning its importance in our community, and how it was one of the aspects of identity we had put on the Quienes Somos chart during the first day. Remind them that it is a very difficult issue in our community and it is important to be honest, and welcome/challenge them to be uncomfortable and real.
TERMS
Immigration, Immigrant, US Born, 1st Generation, 2nd Generation, xenophobia
DEFINITIONS
1. Immigration: To come to a country of which one is not a native, usually for permanent residence.
2. Immigrant: A person who comes to a country, different from the country they were born in, to take up residence.
3. U.S. Born: Anyone born in the U.S. or who is born in a U.S. military base or who is born in a U.S. territory.
4. 1st Generation: A person who is US Born and whose parents(s) is/are immigrants.
5. 2nd Generation: A person who is US born and whose parent(s) is/are also U.S. born.
6. Xenophobia – The fear, dislike, or hatred of anything foreign. Specifically used with “foreigners” or strangers.
Affinity Group Seperate
Immigrant Group (ADMIN AND TEACHER) PLACE TO BE ARRANGED
1st Generation Group (TEACHER AND ADMIN) PLACE TO BE ARRANGED
2nd Generation+ Group (TEACHER) PLACE TO BE ARRANGED
2nd generation +
1. Before you start, make sure students are 2nd Generation.
2. How do you feel about being grouped this way?
3. What generation are you?
4. Have you ever thought of your generation status? Why or Why Not?
5. Do you think about being a U.S. Born Citizen
Transition them by acknowledging the diversity of individuals in the room raging from 2nd generation to 3rd, 4th, 5th, etc. Acknowledge the different levels of consciousness about immigration, from being conscious to not at all or limited.
Stereotype List
Transition them into talking about immigration in the way it was presented in the intro. Participants will list their stereotypes. Acknowledge that it is difficult, but encourage them to be honest. It is a necessary step in helping us understand ourselves so that we can begin to communicate open and honestly with our immigrant brothers and sisters.
Directions for stereotypes list
Instruct participants that their task is to create a stereotype list. Remind participants that we all have them. Again ask them to be honest and just go with the first image that comes up. (Do two lists and inform participants that the list will be shared with the immigrant group before generating the list.)
* When creating the list participants’ do it quickly through share-outs, limit the time they have to over-think or to respond/analyze someone else’s response. Write down whatever you hear.
Question:
Who do you think of when you hear the word immigrant?
What do you think of when you hear the word immigrant?
Leadership Team will pick up the stereotype lists and deliver to immigrants
Have participants look at the lists created and reflect on what it means to them. Have them focus on how they are feeling after having done this list.
What do these stereotypes mean to you?
How was this, was it easy hard? Was it easier than you thought?
Take Share Outs
2nd Generation Debrief
Helping Questions:
· Do you have stereotypes on the list that you didn’t say?
· Where do the stereotypes come from? Where do you get these ideas?
· What experiences have you had with immigrant people? How did you know the person was an immigrant? What happened? How did you feel about it?
· How do you feel about immigrant people? Where do these feelings come from?
· Has anyone ever mistaken you as an immigrant? What was your reaction? Anger? Frustration?
Try to find connections between the stereotypes and their feelings about immigrants, link stereotypes to prejudice. ***Facilitate connections to class if it comes up.**** (Example: What does it mean to you that immigrants are poor?)
After talking for a bit, focus on how stereotypes affect relationships:
How do you think these stereotypes affect how we do or do not relate to each other because of immigration status? Who do we reach out to? Who do we avoid? Etc.
Prepare group to combine with 1st Generation.
1st Generation
Check In
· Before you start, make sure everyone is 1st Generation.
· How do you feel about being grouped this way?
· Have you ever thought of your generation status? Why or Why Not?
Do you think about being a U.S. Born Citizen
Share-outs
Validate the different range of emotions and comfort. Identify that it is a difficult subject and the pain is deep and true. For this reason the next step we are going to ask students to do is very difficult. But the truth is that they are different than their parents, and students in the other room. There is a huge difference (pause for affect). So in order to honor our parent’s struggle we are going to create a list of stereotypes that will assist us in acknowledging and recognizing our biases and prejudices and question our leadership role in the African American Black Latina/o community. Only through this questioning process can we move forward with clarity in our leadership.
Stereotype List
Transition them into talking about immigration in the way it was presented in the intro. Students will list their stereotypes. Acknowledge that it is difficult, but encourage them to be honest. It is a necessary step in helping us understand ourselves so that we can begin to communicate open and honestly with our immigrant brothers and sisters.
Directions for stereotypes list
Instruct students that their task is to create a stereotype list. Remind students that we all have them. Again ask them to be honest and just go with the first image that comes up. (Do two lists and inform students that the list will be shared with the immigrant.)
* When creating the list students’ do it quickly through share-outs, limit the time they have to over-think or to respond/analyze someone else’s response. Write down whatever you hear.
Question:
Who do you think of when you hear the word immigrant?
What do you think of when you hear the word immigrant?
Leadership Team will pick up the stereotype lists and deliver to immigrants
Have students look at the lists created and reflect on what it means to them. Have them focus on how they are feeling after having done this list.
What do these stereotypes mean to you?
How was this, was it easy hard? Was it easier than you thought?
Take Share Outs
1st Generation Debrief
Helping Questions:
· Do you have stereotypes on the list that you didn’t say?
· Where do the stereotypes come from? Where do you get these ideas?
· What experiences have you had with immigrant people? How did you know the person was an immigrant? What happened? How did you feel about it?
· How do you feel about immigrant people? Where do these feelings come from?
· Has anyone ever mistaken you as an immigrant? What was your reaction? Anger? Frustration?
Try to find connections between the stereotypes and their feelings about immigrants, link stereotypes to prejudice. ***Facilitate connections to class if it comes up. ****(Example: What does it mean to you that immigrants are poor?)
After talking for a bit, focus on how stereotypes affect relationships:
How do you think these stereotypes affect how we do or do not relate to each other because of immigration status? Who do we reach out to? Who do we avoid? Etc.
Prepare group to combine with 2nd Generation.
1st & 2nd Generation Comunidad Debrief (FACULTY / ADMIN)
Transition them into being together. Acknowledge that there are differences and similarities in our experiences. Have 1st Generation and 2nd Generation view each others list and ask them to react to what they see (focus on feelings).
Questions:
·In viewing the two lists what comes up for you?
·What our differences in experiences and what are our shared experiences as a group of U.S. born?
·(In other words: where do we have privilege as a group? Facilitator may need to work with group to have them acknowledge it and name it)
·Who do we reach out to? Who do we avoid? Etc.?
·How do these stereotypes and privilege affect our leadership?
Transition group into thinking about how to dialogue about these stereotypes and privilege with immigrants. Can we take responsibility and work through a stereotype? Ask someone to role model taking responsibility for a stereotype put on the list. Exemplify this to the students.
What can you do to support immigrants?
Transition into fishbowl / set-up
***Prepare to move to community. Prepare for Fishbowl experiential. Explain to students that they will be participating in a fishbowl. It will be an opportunity to hear the experience of the immigrants. At the end they will have the opportunity to reflect what the immigrant community members shared with them.
Immigrant Group Check-In
Check-in: Name and how you are feeling about being grouped this way
· Process the group’s feelings coming out of the popcorn exercise. How do you feel?
· Have them share stories of what it is like to be an immigrant in this society.
· What is their greatest challenge with xenophobia be it internal or external? How does it impact your identity, your life?
· What is it like to be denied the privileges offered to non-immigrant people?
*** It is very easy for this group to shut down at this point. If no conversation is flowing, try doing some dyads first. Be aware that this group may have a difficult time delving into the difficulties that come with being an immigrant and may try to focus on the positives. Acknowledge that but give care to have them acknowledge the challenges that come with being an immigrant
Create Privilege Lists
Immigrant group will create two posters, one to keep and one for the 1st & 2nd Generation group. The posters will list the privileges of the non-immigrant group.
Review Stereotype List
Tell the group that they will review a list of stereotypes generated by the U.S. Born people in this community. One list from 1st generation group and one from 2nd generation group.
Get reactions to list.
1. How do you feel?
2. How do you feel about the lists?
3. Is there anything that stands out?
4. What do you want US Born to know?
5. Prepare group for fishbowl and community meeting.
COM
MUNIDAD DEBRIEF
Immigrant group rejoins community for cross-talk
· US Born: What did you learn about stereotypes? What stereotypes do you hold? What did you hear someone say________?
· Immigrants: What do you need from U.S. Born people? Ask to see if they want a response.
· U.S. Born: What can you do with your privilege? How can you support immigrants (Make sure you are getting responses from both affinity groups – 1st Generation & 2nd Generation +)
Homework
Immigration Debrief
· How are you feeling?
· What do you need to say to each other?
· Immigrants: What do you need from the U.S. Born group?
· U.S Born: What do you need to do?
Debrief the day, and THE ASLI so far.
How are you feeling?
What stands out to you from today’s exercises/dialogue?
What are you struggling with?
Gender and Sexism - Male Experiential
Teacher Guide
Contents / Procedures
Time allocation
Goal/ Purpose:
To explore how we feel about ourselves as men and women; to explore our feelings about our own gender as well as the other gender; to develop greater understanding of our roles and relationships through a dialogue that engages personal/interpersonal experiences; explore the influence gender roles have on leadership and specifically on us as African American and Latina/o leaders.
ASLA ESLRS TO BE MET
Animo graduates will be Academic Achievers who:
1. Think and write critically and analytically across the curriculum
2. Identify and use resources effectively to research and evaluate concepts across the curriculum
3. Demonstrate learned skills through the use of application, analysis, and synthesis
4. Gain eligibility for college by completing required coursework and are equipped with the knowledge of educational pathways; career choices; and institutions of higher learning
Animo graduates will be Cultural Learners who:
1. Are culturally aware and work towards understanding diverse perspectives, values, and histories
2. Are able to communicate with sensitivity within and across diverse communities and groups
3. Are leaders within their community who contribute to the improvement of life in their school and community
4. Are models of ethical behavior through their involvement in school functions, clubs, and committees
Animo graduates will be Effective Communicators who:
1. Utilize technology as a tool for learning and communicating
2. Demonstrate skills of speaking, listening, reading, and writing for different purposes in an academic and social setting
3. Collaborate, work effectively, and manage interpersonal relationships with both peers and adults in diverse settings and groups
Animo graduates will be Life-Long Learners who:
1. Are adaptive to a wide array of professional and cultural settings
2. Are goal oriented and value continual goal setting and reflection
3. Are open to discovery and develop enthusiasm and interest for learning
Defining “Sex” and “Gender”:
Often the words "sex” and "gender" are used interchangeably. In this program, however, it is important to help clarify the differences between sex and gender. This distinction is a useful one, in order to keep us focused on the fact that many female-male differences have little or nothing to do with biological differences between the sexes. In other words, when we talk about gender, we are not focused on the physical anatomy.
Definitions:
Sex- Refers to a person’s biological make-up, that which is female or male. This includes chromosomes (XX, XY) and is directly connected to the genitals and the physical body. It is anatomy-based. (Include symbols for both male and female)
Gender - Refers to the non-physiological aspects of sex. This includes cultural and social expectations for femininity and masculinity. In other words it is what is learned.
Gender Identity: An individual’s private experience of self as a female or male.
Gender Role: A set of behaviors socially defined as appropriate for one’s sex.
Example(s):
Feminine – Wearing Make Up, Wearing Dresses
Masculine – Not Shaving Legs, Lifting Heavy Objects
Intersex: A person born with varying degrees of both male and female genitalia and characteristics
Transgender: A person whose self-identification challenges traditional notions of gender and sexuality. Categories lumped together under this term include cross-dressing, drag, transgenderism, transsexualism, androgyny, and many shadings between these larger groupings.
Transsexual: A person who wants to change his or her physiological gender, and to live permanently in the new gender role. Transsexuals can be further divided into pre-operative (pre-op) and post-operative (post-op).
Sexism: A system of advantage based on sex that benefits men.
FOR YOUR CONVENIENCE, THESE DEFINITIONS HAVE BEEN ORGANIZED IN A POWER POINT THAT PROVIDES A SUPPORTING LIST TO HAVE A DIAOLGUE AMONGST GENDER GROUPS AND COMMUNITY DEBRIEF SESSIONS. THESE SHOULD BE PRINTED SLIDE SIZE SO THAT YOU MAY POST THEM IN THE CLASSROOM AND IN HANDOUT FORMAT SO THAT STUDENTS MAY HAVE A COPY. YOU CAN FIND THESE OPTIONS WITHIN THE PRINT OPTION WINDOW AT THE TIME YOU ARE READY TO PRINT.
MOVING TOWARDS GENDER GROUPS
Men’s group
1. Have men create a circle with chairs. Have the men share their names and how it feels to be grouped this way. Go around in a circle
2. Instruct them to read all phrases.
3. Ask the men to underline the statement if is true for them. Instruct them that this piece is a silent exercise. Ask the men to focus on their own experience and their feelings.
4. IF YOU AS THE FACILITATOR/TEACHER have developed an environment for your students to feel comfort with each other then, proceed to read the statements yourself and have students stand up for all statements that apply to them.
Statement for men
· I have had conversations with others about my gender identity.
· I feel strongly connected to others of my gender.
· I have worried that I was not tough enough.
· I have exercised to make myself tougher.
· I have been called a wimp and /or a sissy.
· I have been forced to fight or I have been in a fight because I felt I had to prove that I was a man.
· I have been in or I plan to be in the military.
· I often feel my behavior is different from others of my same gender.
· I have been told to behave more like a man.
· I feel uncomfortable if I see a boy playing with dolls.
· I have been told not to cry in front of others.
· I project a feminine appearance in this society.
· When I was growing up, I felt I had more restrictions that the other gender.
· If I needed financial help, I would go to a person of my same gender.
· I have stopped myself from showing affection toward someone of the same gender because of how it might look.
· People assume I can fix a car.
· When I was growing up, I felt that I needed to change something about the way I looked to fit my gender.
· I project a masculine appearance in this society.
· My gender identity is important to me.
Debrief questions for men
§1. Was there something new you realized as a result of the statements?
§2. Was there a particular statement that stood out for you?
§3. Have you ever felt that your behavior is different from others of your gender? If so how has this affected you?
§4. How does it feel to be a man?
§5. What do you enjoy as a man? What do you struggle with as a man?
§6. What are the messages you received growing up? From who?
§7. What are the messages you receive about what it means to be a man from other men?
§8. Are the expectations you have of Latina women the same as the ones you have for Latino men?
§9. Where do these expectations come from?
10. Do you think the messages women have received for men and society are similar to the messages men receive?
Walk-Thru @ walk way (This will have to be set up from point A to point B
1. Each man will walk through the exercise by himself.
2. Walk slowly and silently.
3. Men should keep in mind that the women must re-live their real-life experiences during the experiential in order for men to increase their understanding of sexism.
4. The men will be told that they will not be touched.
**Note: Please be aware that some of the men may have been victims of (mental/physical and/sexual violence) and this exercise may bring up feelings based on these experiences. If you notice anything check in with the students before beginning Walk Thru and/or notify Resource Team.
MATERIALS NEEDED
POSTER PAPER AND COLOR PENS-MARKERS OR IF YOU AS THE TEACHER –FACILITATOR FEEL COMFORTABLE CREATING A SPACE WITH THE WOMYN TO HAVE MEN LISTEN TO THEIR FRUSTRATIONS WITHOUT GETTING ANY MALE REACTIONS-FEEDBACK, THIS WOULD BE THE MOST EFFECTIVE WAY TO LEAD BOTH GENDER GROUPS INTO THE NEXT PIECE.
Instructions for Walk-thru / Whisper room
Please allow last 10 minutes for preparation Walk Thru and Whisper Room. Show what the walk through and whisper room will look like, show an example. Describe the difference between the Walk Thru and the Whisper Room.
The whisper room
Men will be placed, standing close to one another, facing the wall; they will be instructed to keep their eyes closed. Women WILL SHARE MESSAGES THEY HAVE HEARD FROM MEN (Example: You are a stupid bitch, It feels better without a condom).
Contents / Procedures
Time allocation
Goal/ Purpose:
To explore how we feel about ourselves as men and women; to explore our feelings about our own gender as well as the other gender; to develop greater understanding of our roles and relationships through a dialogue that engages personal/interpersonal experiences; explore the influence gender roles have on leadership and specifically on us as African American and Latina/o leaders.
ASLA ESLRS TO BE MET
Animo graduates will be Academic Achievers who:
1. Think and write critically and analytically across the curriculum
2. Identify and use resources effectively to research and evaluate concepts across the curriculum
3. Demonstrate learned skills through the use of application, analysis, and synthesis
4. Gain eligibility for college by completing required coursework and are equipped with the knowledge of educational pathways; career choices; and institutions of higher learning
Animo graduates will be Cultural Learners who:
1. Are culturally aware and work towards understanding diverse perspectives, values, and histories
2. Are able to communicate with sensitivity within and across diverse communities and groups
3. Are leaders within their community who contribute to the improvement of life in their school and community
4. Are models of ethical behavior through their involvement in school functions, clubs, and committees
Animo graduates will be Effective Communicators who:
1. Utilize technology as a tool for learning and communicating
2. Demonstrate skills of speaking, listening, reading, and writing for different purposes in an academic and social setting
3. Collaborate, work effectively, and manage interpersonal relationships with both peers and adults in diverse settings and groups
Animo graduates will be Life-Long Learners who:
1. Are adaptive to a wide array of professional and cultural settings
2. Are goal oriented and value continual goal setting and reflection
3. Are open to discovery and develop enthusiasm and interest for learning
Defining “Sex” and “Gender”:
Often the words "sex” and "gender" are used interchangeably. In this program, however, it is important to help clarify the differences between sex and gender. This distinction is a useful one, in order to keep us focused on the fact that many female-male differences have little or nothing to do with biological differences between the sexes. In other words, when we talk about gender, we are not focused on the physical anatomy.
Definitions:
Sex- Refers to a person’s biological make-up, that which is female or male. This includes chromosomes (XX, XY) and is directly connected to the genitals and the physical body. It is anatomy-based. (Include symbols for both male and female)
Gender - Refers to the non-physiological aspects of sex. This includes cultural and social expectations for femininity and masculinity. In other words it is what is learned.
Gender Identity: An individual’s private experience of self as a female or male.
Gender Role: A set of behaviors socially defined as appropriate for one’s sex.
Example(s):
Feminine – Wearing Make Up, Wearing Dresses
Masculine – Not Shaving Legs, Lifting Heavy Objects
Intersex: A person born with varying degrees of both male and female genitalia and characteristics
Transgender: A person whose self-identification challenges traditional notions of gender and sexuality. Categories lumped together under this term include cross-dressing, drag, transgenderism, transsexualism, androgyny, and many shadings between these larger groupings.
Transsexual: A person who wants to change his or her physiological gender, and to live permanently in the new gender role. Transsexuals can be further divided into pre-operative (pre-op) and post-operative (post-op).
Sexism: A system of advantage based on sex that benefits men.
FOR YOUR CONVENIENCE, THESE DEFINITIONS HAVE BEEN ORGANIZED IN A POWER POINT THAT PROVIDES A SUPPORTING LIST TO HAVE A DIAOLGUE AMONGST GENDER GROUPS AND COMMUNITY DEBRIEF SESSIONS. THESE SHOULD BE PRINTED SLIDE SIZE SO THAT YOU MAY POST THEM IN THE CLASSROOM AND IN HANDOUT FORMAT SO THAT STUDENTS MAY HAVE A COPY. YOU CAN FIND THESE OPTIONS WITHIN THE PRINT OPTION WINDOW AT THE TIME YOU ARE READY TO PRINT.
MOVING TOWARDS GENDER GROUPS
Men’s group
1. Have men create a circle with chairs. Have the men share their names and how it feels to be grouped this way. Go around in a circle
2. Instruct them to read all phrases.
3. Ask the men to underline the statement if is true for them. Instruct them that this piece is a silent exercise. Ask the men to focus on their own experience and their feelings.
4. IF YOU AS THE FACILITATOR/TEACHER have developed an environment for your students to feel comfort with each other then, proceed to read the statements yourself and have students stand up for all statements that apply to them.
Statement for men
· I have had conversations with others about my gender identity.
· I feel strongly connected to others of my gender.
· I have worried that I was not tough enough.
· I have exercised to make myself tougher.
· I have been called a wimp and /or a sissy.
· I have been forced to fight or I have been in a fight because I felt I had to prove that I was a man.
· I have been in or I plan to be in the military.
· I often feel my behavior is different from others of my same gender.
· I have been told to behave more like a man.
· I feel uncomfortable if I see a boy playing with dolls.
· I have been told not to cry in front of others.
· I project a feminine appearance in this society.
· When I was growing up, I felt I had more restrictions that the other gender.
· If I needed financial help, I would go to a person of my same gender.
· I have stopped myself from showing affection toward someone of the same gender because of how it might look.
· People assume I can fix a car.
· When I was growing up, I felt that I needed to change something about the way I looked to fit my gender.
· I project a masculine appearance in this society.
· My gender identity is important to me.
Debrief questions for men
§1. Was there something new you realized as a result of the statements?
§2. Was there a particular statement that stood out for you?
§3. Have you ever felt that your behavior is different from others of your gender? If so how has this affected you?
§4. How does it feel to be a man?
§5. What do you enjoy as a man? What do you struggle with as a man?
§6. What are the messages you received growing up? From who?
§7. What are the messages you receive about what it means to be a man from other men?
§8. Are the expectations you have of Latina women the same as the ones you have for Latino men?
§9. Where do these expectations come from?
10. Do you think the messages women have received for men and society are similar to the messages men receive?
Walk-Thru @ walk way (This will have to be set up from point A to point B
1. Each man will walk through the exercise by himself.
2. Walk slowly and silently.
3. Men should keep in mind that the women must re-live their real-life experiences during the experiential in order for men to increase their understanding of sexism.
4. The men will be told that they will not be touched.
**Note: Please be aware that some of the men may have been victims of (mental/physical and/sexual violence) and this exercise may bring up feelings based on these experiences. If you notice anything check in with the students before beginning Walk Thru and/or notify Resource Team.
MATERIALS NEEDED
POSTER PAPER AND COLOR PENS-MARKERS OR IF YOU AS THE TEACHER –FACILITATOR FEEL COMFORTABLE CREATING A SPACE WITH THE WOMYN TO HAVE MEN LISTEN TO THEIR FRUSTRATIONS WITHOUT GETTING ANY MALE REACTIONS-FEEDBACK, THIS WOULD BE THE MOST EFFECTIVE WAY TO LEAD BOTH GENDER GROUPS INTO THE NEXT PIECE.
Instructions for Walk-thru / Whisper room
Please allow last 10 minutes for preparation Walk Thru and Whisper Room. Show what the walk through and whisper room will look like, show an example. Describe the difference between the Walk Thru and the Whisper Room.
The whisper room
Men will be placed, standing close to one another, facing the wall; they will be instructed to keep their eyes closed. Women WILL SHARE MESSAGES THEY HAVE HEARD FROM MEN (Example: You are a stupid bitch, It feels better without a condom).
Gender and Sexism - Female Experiential
Teacher Guide
Contents / Procedures
Time allocation
Goal/ Purpose:
To explore how we feel about ourselves as men and women; to explore our feelings about our own gender as well as the other gender; to develop greater understanding of our roles and relationships through a dialogue that engages personal/interpersonal experiences; explore the influence gender roles have on leadership and specifically on us as African American and Latina/o leaders.
ASLA ESLRS TO BE MET
Animo graduates will be Academic Achievers who:
1. Think and write critically and analytically across the curriculum
2. Identify and use resources effectively to research and evaluate concepts across the curriculum
3. Demonstrate learned skills through the use of application, analysis, and synthesis
4. Gain eligibility for college by completing required coursework and are equipped with the knowledge of educational pathways; career choices; and institutions of higher learning
Animo graduates will be Cultural Learners who:
1. Are culturally aware and work towards understanding diverse perspectives, values, and histories
2. Are able to communicate with sensitivity within and across diverse communities and groups
3. Are leaders within their community who contribute to the improvement of life in their school and community
4. Are models of ethical behavior through their involvement in school functions, clubs, and committees
Animo graduates will be Effective Communicators who:
1. Utilize technology as a tool for learning and communicating
2. Demonstrate skills of speaking, listening, reading, and writing for different purposes in an academic and social setting
3. Collaborate, work effectively, and manage interpersonal relationships with both peers and adults in diverse settings and groups
Animo graduates will be Life-Long Learners who:
1. Are adaptive to a wide array of professional and cultural settings
2. Are goal oriented and value continual goal setting and reflection
3. Are open to discovery and develop enthusiasm and interest for learning
Defining “Sex” and “Gender”:
Often the words "sex” and "gender" are used interchangeably. In this program, however, it is important to help clarify the differences between sex and gender. This distinction is a useful one, in order to keep us focused on the fact that many female-male differences have little or nothing to do with biological differences between the sexes. In other words, when we talk about gender, we are not focused on the physical anatomy.
Definitions:
Sex- Refers to a person’s biological make-up, that which is female or male. This includes chromosomes (XX, XY) and is directly connected to the genitals and the physical body. It is anatomy-based. (Include symbols for both male and female)
Gender - Refers to the non-physiological aspects of sex. This includes cultural and social expectations for femininity and masculinity. In other words it is what is learned.
Gender Identity: An individual’s private experience of self as a female or male.
Gender Role: A set of behaviors socially defined as appropriate for one’s sex.
Example(s):
Feminine – Wearing Make Up, Wearing Dresses
Masculine – Not Shaving Legs, Lifting Heavy Objects
Intersex: A person born with varying degrees of both male and female genitalia and characteristics
Transgender: A person whose self-identification challenges traditional notions of gender and sexuality. Categories lumped together under this term include cross-dressing, drag, transgenderism, transsexualism, androgyny, and many shadings between these larger groupings.
Transsexual: A person who wants to change his or her physiological gender, and to live permanently in the new gender role. Transsexuals can be further divided into pre-operative (pre-op) and post-operative (post-op).
Sexism: A system of advantage based on sex that benefits men.
FOR YOUR CONVENIENCE, THESE DEFINITIONS HAVE BEEN ORGANIZED IN A POWER POINT THAT PROVIDES A SUPPORTING LIST TO HAVE A DIAOLGUE AMONGST GENDER GROUPS AND COMMUNITY DEBRIEF SESSIONS. THESE SHOULD BE PRINTED SLIDE SIZE SO THAT YOU MAY POST THEM IN THE CLASSROOM AND IN HANDOUT FORMAT SO THAT STUDENTS MAY HAVE A COPY. YOU CAN FIND THESE OPTIONS WITHIN THE PRINT OPTION WINDOW AT THE TIME YOU ARE READY TO PRINT.
MOVING TOWARDS GENDER GROUPS
Women’s Group
1. Have women create a circle with chairs. Have the women share their names and how it feels to be grouped this way. Go around in a circle
2. Instruct them to read all phrases.
3. Ask the women to underline the statement if is true for them. Instruct them that this piece is a silent exercise. Ask the women to focus on their own experience and their feelings. OR
4. IF YOU AS THE FACILITATOR/TEACHER have developed an environment for your students to feel comfort with each other then, proceed to read the statements yourself and have students stand up for all statements that apply to them.
State,emts for womyn
§ I have had conversations with others about my gender identity.
§ I strongly identify with people of my same gender.
§ I often feel my behavior is different from others of my same gender.
§ People assume I can take care of a baby.
§ I have been told to behave more like a man.
§ I project a masculine appearance in this society.
§ I feel uncomfortable if I see a boy playing with dolls.
§ I have been told to behave more like a lady.
§ I have been told not to cry in front of others.
§ I project a feminine appearance in this society.
§ People assume I know how to cook.
§ I would choose pink clothes for a male baby.
§ When I was growing up, I felt I had more restrictions than the other gender.
§ I have stopped myself from showing affection toward someone of the same gender because of how it might look.
§ People assume I cannot fix my car.
§ When I was growing up, I felt that I needed to change something about the way I looked to fit my gender.
§ My gender identity is important to me.
Debrief questions for womyn
·1. Was there something new you realized as a result of the statements?
·2. Was there a particular statement that stood out for you?
·3. Have you ever felt that your behavior is different from others of your
gender? If so, how has this affected you?
·4. How does it feel to be a woman?
·5. What do you enjoy as a woman?
What do you struggle with as a woman?
·7. What are the messages you receive from other women?
·8. What are the messages you receive from men?
How are the messages you receive from men and society that are obstacles to what you want to be?
FIND THE QUESTIONS ATTACHED IN SOFT DOCUMENT FORM AND HARD COPY FOR YOUR CONVENIENCE..
Walk-Thru @ walk way (This will have to be set up from point A to point B
·Instruct women to form two PARALLEL LINES for men to “walk-thru”. Share with women that this is their opportunity to share with the men WHAT THEY DO NOT WANT TO HEAR ANYMORE (Example: I don’t want to hear the word bitch anymore, I don’t want to hear I need a man to be complete). Acknowledge the difficulty of the exercise and reinforce that it is designed to promote insight and understanding or if you as the facilitator-teacher feel that your students whether female or male cannot handle this sort of experiential, have the females on a poster six sheet of paper write down what she no longer wants to hear from men. These posters can then be used for a gallery walk that will then be used to sensitize ASLA male students.
MATERIALS NEEDED
· POSTER PAPER AND COLOR PENS-MARKERS OR IF YOU AS THE TEACHER –FACILITATOR FEEL COMFORTABLE CREATING A SPACE WITH THE WOMYN TO HAVE MEN LISTEN TO THEIR FRUSTRATIONS WITHOUT GETTING ANY MALE REACTIONS-FEEDBACK, THIS WOULD BE THE MOST EFFECTIVE WAY TO LEAD BOTH GENDER GROUPS INTO THE NEXT PIECE.
Instructions for Walk-thru / Whisper room
·Please allow last 10 minutes for preparation Walk Thru and Whisper Room. Show what the walk through and whisper room will look like, show an example. Describe the difference between the Walk Thru and the Whisper Room.
The whisper room
Men will be placed, standing close to one another, facing the wall; they will be instructed to keep their eyes closed. Women WILL SHARE MESSAGES THEY HAVE HEARD FROM MEN (Example: You are a stupid bitch, It feels better without a condom).
Contents / Procedures
Time allocation
Goal/ Purpose:
To explore how we feel about ourselves as men and women; to explore our feelings about our own gender as well as the other gender; to develop greater understanding of our roles and relationships through a dialogue that engages personal/interpersonal experiences; explore the influence gender roles have on leadership and specifically on us as African American and Latina/o leaders.
ASLA ESLRS TO BE MET
Animo graduates will be Academic Achievers who:
1. Think and write critically and analytically across the curriculum
2. Identify and use resources effectively to research and evaluate concepts across the curriculum
3. Demonstrate learned skills through the use of application, analysis, and synthesis
4. Gain eligibility for college by completing required coursework and are equipped with the knowledge of educational pathways; career choices; and institutions of higher learning
Animo graduates will be Cultural Learners who:
1. Are culturally aware and work towards understanding diverse perspectives, values, and histories
2. Are able to communicate with sensitivity within and across diverse communities and groups
3. Are leaders within their community who contribute to the improvement of life in their school and community
4. Are models of ethical behavior through their involvement in school functions, clubs, and committees
Animo graduates will be Effective Communicators who:
1. Utilize technology as a tool for learning and communicating
2. Demonstrate skills of speaking, listening, reading, and writing for different purposes in an academic and social setting
3. Collaborate, work effectively, and manage interpersonal relationships with both peers and adults in diverse settings and groups
Animo graduates will be Life-Long Learners who:
1. Are adaptive to a wide array of professional and cultural settings
2. Are goal oriented and value continual goal setting and reflection
3. Are open to discovery and develop enthusiasm and interest for learning
Defining “Sex” and “Gender”:
Often the words "sex” and "gender" are used interchangeably. In this program, however, it is important to help clarify the differences between sex and gender. This distinction is a useful one, in order to keep us focused on the fact that many female-male differences have little or nothing to do with biological differences between the sexes. In other words, when we talk about gender, we are not focused on the physical anatomy.
Definitions:
Sex- Refers to a person’s biological make-up, that which is female or male. This includes chromosomes (XX, XY) and is directly connected to the genitals and the physical body. It is anatomy-based. (Include symbols for both male and female)
Gender - Refers to the non-physiological aspects of sex. This includes cultural and social expectations for femininity and masculinity. In other words it is what is learned.
Gender Identity: An individual’s private experience of self as a female or male.
Gender Role: A set of behaviors socially defined as appropriate for one’s sex.
Example(s):
Feminine – Wearing Make Up, Wearing Dresses
Masculine – Not Shaving Legs, Lifting Heavy Objects
Intersex: A person born with varying degrees of both male and female genitalia and characteristics
Transgender: A person whose self-identification challenges traditional notions of gender and sexuality. Categories lumped together under this term include cross-dressing, drag, transgenderism, transsexualism, androgyny, and many shadings between these larger groupings.
Transsexual: A person who wants to change his or her physiological gender, and to live permanently in the new gender role. Transsexuals can be further divided into pre-operative (pre-op) and post-operative (post-op).
Sexism: A system of advantage based on sex that benefits men.
FOR YOUR CONVENIENCE, THESE DEFINITIONS HAVE BEEN ORGANIZED IN A POWER POINT THAT PROVIDES A SUPPORTING LIST TO HAVE A DIAOLGUE AMONGST GENDER GROUPS AND COMMUNITY DEBRIEF SESSIONS. THESE SHOULD BE PRINTED SLIDE SIZE SO THAT YOU MAY POST THEM IN THE CLASSROOM AND IN HANDOUT FORMAT SO THAT STUDENTS MAY HAVE A COPY. YOU CAN FIND THESE OPTIONS WITHIN THE PRINT OPTION WINDOW AT THE TIME YOU ARE READY TO PRINT.
MOVING TOWARDS GENDER GROUPS
Women’s Group
1. Have women create a circle with chairs. Have the women share their names and how it feels to be grouped this way. Go around in a circle
2. Instruct them to read all phrases.
3. Ask the women to underline the statement if is true for them. Instruct them that this piece is a silent exercise. Ask the women to focus on their own experience and their feelings. OR
4. IF YOU AS THE FACILITATOR/TEACHER have developed an environment for your students to feel comfort with each other then, proceed to read the statements yourself and have students stand up for all statements that apply to them.
State,emts for womyn
§ I have had conversations with others about my gender identity.
§ I strongly identify with people of my same gender.
§ I often feel my behavior is different from others of my same gender.
§ People assume I can take care of a baby.
§ I have been told to behave more like a man.
§ I project a masculine appearance in this society.
§ I feel uncomfortable if I see a boy playing with dolls.
§ I have been told to behave more like a lady.
§ I have been told not to cry in front of others.
§ I project a feminine appearance in this society.
§ People assume I know how to cook.
§ I would choose pink clothes for a male baby.
§ When I was growing up, I felt I had more restrictions than the other gender.
§ I have stopped myself from showing affection toward someone of the same gender because of how it might look.
§ People assume I cannot fix my car.
§ When I was growing up, I felt that I needed to change something about the way I looked to fit my gender.
§ My gender identity is important to me.
Debrief questions for womyn
·1. Was there something new you realized as a result of the statements?
·2. Was there a particular statement that stood out for you?
·3. Have you ever felt that your behavior is different from others of your
gender? If so, how has this affected you?
·4. How does it feel to be a woman?
·5. What do you enjoy as a woman?
What do you struggle with as a woman?
·7. What are the messages you receive from other women?
·8. What are the messages you receive from men?
How are the messages you receive from men and society that are obstacles to what you want to be?
FIND THE QUESTIONS ATTACHED IN SOFT DOCUMENT FORM AND HARD COPY FOR YOUR CONVENIENCE..
Walk-Thru @ walk way (This will have to be set up from point A to point B
·Instruct women to form two PARALLEL LINES for men to “walk-thru”. Share with women that this is their opportunity to share with the men WHAT THEY DO NOT WANT TO HEAR ANYMORE (Example: I don’t want to hear the word bitch anymore, I don’t want to hear I need a man to be complete). Acknowledge the difficulty of the exercise and reinforce that it is designed to promote insight and understanding or if you as the facilitator-teacher feel that your students whether female or male cannot handle this sort of experiential, have the females on a poster six sheet of paper write down what she no longer wants to hear from men. These posters can then be used for a gallery walk that will then be used to sensitize ASLA male students.
MATERIALS NEEDED
· POSTER PAPER AND COLOR PENS-MARKERS OR IF YOU AS THE TEACHER –FACILITATOR FEEL COMFORTABLE CREATING A SPACE WITH THE WOMYN TO HAVE MEN LISTEN TO THEIR FRUSTRATIONS WITHOUT GETTING ANY MALE REACTIONS-FEEDBACK, THIS WOULD BE THE MOST EFFECTIVE WAY TO LEAD BOTH GENDER GROUPS INTO THE NEXT PIECE.
Instructions for Walk-thru / Whisper room
·Please allow last 10 minutes for preparation Walk Thru and Whisper Room. Show what the walk through and whisper room will look like, show an example. Describe the difference between the Walk Thru and the Whisper Room.
The whisper room
Men will be placed, standing close to one another, facing the wall; they will be instructed to keep their eyes closed. Women WILL SHARE MESSAGES THEY HAVE HEARD FROM MEN (Example: You are a stupid bitch, It feels better without a condom).
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