For this activity, it is pretty straight forward. (Heterosexual Questionnaire Activity) Your class will partake in vocally asking and then discussing these questions:
This version of the questionnaire came from UMD’s Website. All though this is one variation, this version has a fair amount of the questions that are found in different versions of the questionnaire.
This activity should the chance to look at and discuss why these questions are asked.
For showing the movie Brokeback Mountain, you will be able to approach several different topics. (Brokeback Mountain Lesson) You can approach the movie from the viewpoint of societal expectations of men during the 1960s, the stereotypes of men and cowboys, and the difficulty of having a same-sex relationship during this time period.
Once you are done watching the movie, you will want to discuss Ennis’ strong fear of being intimate with another male while Jack is the one that pushes more for the relationship. This has a lot to do with the stereotypes of men and cowboys. This one topic starter is one great way to discuss pretty much everything that is important to the movie.
Since Ennis is the one that is more fearful, you can bring up how his father tried to ensure that Ennis and his brother knew that homosexuality is wrong. Since Ennis’ father did this, you can discuss how this effected the course of the movie. How Ennis got married, forced his real love of his life ~ Jack ~ to essentially do the same, started a family, and was involved in a twenty some year relationship with Jack.
The discussion should also weave into a comparison of a 1960s to the 2000s and 2010s.
As for an evaluation, a typical reaction paper. The requirement for the quotes should be easy to resolve if anyone complains by either having them take notes, going to IMDB’s Brokeback Mountain page, and I am sure that the students can find other ways to get access to the movie.
For this unit, you will be covering both the book and movie Prayers for Bobby. (Lesson Plan) With this lesson, it will take at least two weeks to do since you will be covering a book and a movie. But I would personally budget three weeks for this unit.
With this book and movie combo, you will be covering two different mediums for delivering the same story. One nice thing about this is that it since you will be covering two different sources, English professors and classes could adapt this lesson for their course. However, the main goal of this unit is to cover how two different set of people ~ a book writer and editors | screenwriters and film producers ~ go about telling the same story.
This is helpful for the fact that you can go about discussing with your class about what both sets of people decided which aspects of the story was worth telling. Mainly, how the writer of the book and his editor(s) wrote the book and then how the movie was based off of the book; which this could lead to the discussion to what is viewed to be the most important about this story.
The lesson plan states how that once the you are done with the movie, you will discuss the two works. There are several different ways that you can do this, but the main thing ~ as stated before ~ is to discuss what are viewed to be the most important parts of the story. Another thing that is important to discuss is the religious aspect of the story. The reasons why this should be brought up is that religion always seems to creep up into the conversation of the LGBT community.
In terms of the paper, a reaction paper may be the best way to go about it. A five page paper should suffice with it being doubled spaced. Or you could change the length of the paper could easily be increased to seven or eight pages doubled spaced since this does cover two works. Yet, I think five pages is a good length.
This activity will get the students from just discussing Gay Marriage to debating about to look at it from a more critical perspective. (Lesson Plan)
The students will be assigned one of the sides of this debate topic and will have to research their assigned view-point, organize their research and talking points, and then partake in the debate. You can allow the students to choose on how they will conduct who will do what. This is because a part of how you will be evaluating the students is based on of evaluations from each person on their team.
You will go over possible sources of information for the students to use. Otherwise, you will only moderate the debate to ensure that it doesn’t get to far out of hand.
The great thing about this activity that it is a hands on way of looking at the issue. You could, if you wanted to, spice up this activity by making it a research paper instead of a debate. Or you could possibly make this an activity where you make four groups and have two different debates going.
However you decided to approach this activity, it is a great way for the students to get more information available to them about this issue.
For this unit, the class will be learning the vocab that’s LGBT related. (LGBT Vocab Lesson Plan) This is a pretty “normal” assignment.
You will be teaching the students a wide verity of terms. The thing that may be the most challenging is finding the right words to include at first. LGBTQ Vocab 101, LGBT Vocab PDF, and Trans 101 will give you enough a starting point in choosing how in-depth you want your vocab to be. I would suggest in taking the words from all three sources and combining them into one master list. Or you could go with the one that you feel has the most complete set of definitions.
What is also important for this lesson is that you ask for the students to share slang words that are apart of the LGBT community. The reason why this is important is because this will allow you to see, after a few years, which words are still common and which ones aren’t.
As for the quiz or test portion of this lesson, I would personally go with some sort of matching. You could also potentially go with incorporating an essay portion if you wanted to go with the route of a test so that you can see if the students fully understand the words or some of the words.