Content Area: Health and Physical Education
Index: 2.4B Grade 12 CPI 5
Standard: 2.4 - Human Relationships & Sexuality
Strand: B - Sexuality
Cumulative Progress Indicator: 5 - The student will investigate current and
emerging topics related to sexual orientation.
Grade: 12
Sample Activities:
·
MYTHS AND FACTS - Distribute three index cards to each
student. Students number the cards 1,2, and 3. Read aloud the following three
unfinished statements:
1. People are homosexual because...
2. If I found out my best friend was lesbian, gay, bisexual, or transgender,
I...
3. One thing I don’t understand about lesbians and gays is...
For each statement, students complete the unfinished statement writing the first
thing that comes to mind on the corresponding card. Read the sentence stems as
you write them on the board. After all the statements have been completed, ask
volunteers to share their responses and discuss.
Variation: Develop a list of myths and facts about sexual orientation. In pairs,
students discuss each statement and try to come to agreement. Reconvene the
class, share insights, and clarify any misconceptions.
Variation: Invite a panel to speak to the class about support groups and
resources available for gay, lesbian, bisexual, and transgender students and
their families. Students prepare questions in advance and at the conclusion,
write a reaction to the presentation.
Variation: Some students may perceive advantages or disadvantages to being
straight, gay, bisexual, or transgendered Brainstorm a list of possible
advantages and disadvantages of each and discuss.
Variation: Some people believe individuals choose their sexual orientation. Ask
students: “If that were true, why would someone choose to be gay or bisexual? Do
people choose to be straight?”
Variation: Students research and report on the development of gender identity.
·
CONSIDER YOUR ATTITUDES - Divide the class into three
groups to discuss the following situations they might encounter after leaving
high school.
Situation #1
You really like your new college roommate. You have so much in common — music,
books, you even like the same foods. However, you just found out he/she is
bisexual.
Situation #2
Your best friend has asked you to attend a support group meeting. You think it’s
for his/her drinking problem. On the way to the meeting, your friend discloses
it’s a new gay/lesbian/ straight alliance being started on campus.
Situation #3
You’ve just joined the U.S. Army and you’re excited about your new assignment. A
few soldiers in the barracks have started rumors that you’re gay.
Ask students how they would handle each situation. Instruct students to examine
each situation using the following steps:
-
Identify any key issues or problems.
-
Suggest possible solutions or alternatives.
-
Identify at least one reason for and one against each alternative.
-
Choose an alternative.
-
Give the most important reason for your choice.
After discussion, students select one situation and describe, in writing, how
they might handle the situation differently now, based on the class discussion.
·
PHOBIAS AND FRIENDSHIP - Divide students into small groups
and distribute a role-play scenario to each group. Each group plans and presents
its scenario, leading to a definition and discussion of homophobia and its
impact on sexual decision making. Sample scenarios and discussion questions
appear below.
SAMPLE SCENARIOS
1. A young couple has been dating for several months. They have only
kissed—nothing else has happened. She wants to have sexual intercourse with him,
he wants to remain abstinent. She feels something is wrong with him, they argue,
and she calls him “gay”.
-
What does she want to accomplish by calling him “gay”?
-
When a guy wants to remain abstinent, does that mean he is
gay?
-
Do some guys have sex to “prove” they are not gay?
2. Your best friend is very depressed. She tells you that her brother has been
told he is HIV positive. You react by asking “How can he have HIV? Is he gay or
bisexual?”
-
Do you think that all people with HIV are gay? Are most
HIV-infected individuals gay?
-
Why do you think people make such assumptions?
3. Your best friend comes to school late. When you ask him what’s up, he tells
you his sister moved out of the house last night. She told his parents that she
is a lesbian and his dad lost it. Your friend is worried that his sister will
get a sexual disease—like HIV— but you reassure him, telling him that lesbians
don’t get HIV.
-
Do you think that lesbians don’t contract HIV? Why?
-
Why do you think the girl’s father reacted by “losing it”?
-
Why do people think that gay men can contract HIV but not
lesbians?
-
What can your friend do to help his family?
4. You are dating someone you just met at a party last Saturday. Your two best
friends are badgering you for information on how your date is in bed. When you
explain that you did not have sex, you explain that you are short some change
for condoms. Your friends inform you that “real men” don’t use condoms.
-
Do you think that condom use is only for homosexuals?
-
Do you think that many individuals still think that HIV/AIDS is a
gay men’s disease?
-
How can people’s attitudes be changed?
-
Do people create “excuses” when they really don’t want to have
sex? What other reasons might the couple use to justify not initiating a sexual
relationship at this time?
Variation: Define homophobia and discuss how it may lead individuals to engage
in risky behavior. Students complete the activity by writing a brief essay
outlining ways to respond to homophobic comments from possible sexual partners,
peers, family members, and others.
