Perfect As You Are: Social Justice and Postive Thinking about LGBTQ Issues

Valerie Carroll, Cailey Underhill, Chelsey MacDougall

Introduction

Our topic focuses on the acceptance of LGBTQ individuals into the fold of the classroom community. We took great care to find texts that had positive tones regarding LGBTQ issues in order to build acceptance, as opposed to tolerance, among school-age children. This text set can be used with K-12 students. We broke this task up by elementary age students, middle school students, and secondary students and found texts that would cover the entire range. We were cognizant of the fact that students that are LGBTQ in these age ranges are often in dire need of positive and inspiring narratives in order to help them find their place in the world. Additionally, to address students that are not a part of the LGBTQ community, there will be a large focus on the social justice aspect of the issues surrounding this topic.

It is essential that students have the opportunity to discuss these issues because they are exposed to these issues in school and for some, it may be a part of their daily home lives. It is best to begin this process of acceptance at a young age through children's literature and carry it on through more complex texts and ideas as students progress through the grades. Vetter states that it is our task as educators to provide opportunities for all students “to make sense of themselves and the world around them through reading and writing,” and that explicit instruction on this topic is “ an important part of literacy learning” (2010, p. 99). Incorporating literacy into social justice topics such as this, including reflective responses and reading from multiple perspectives, help students better understand the issue and begin to understand their role in aiding the problem of intolerance.

All students, not just LGBTQ individuals, struggle with who they are, and who they want to be. According to Blackburn, including LGBTQ texts “is not only identity work, but also work for social change, by providing a venue for reflecting on oppressive circumstances and imagining alternatives” (2003, p 314). LGBTQ texts help students that may be struggling with identity and assist in creating a more peaceful school environment. Collier states that “Stories like these show how…literature can reach deep for adolescents, showing them they are not alone with their problems – that others have been there and survived. [These] books can also teach empathy by exploring others concerns and can help youths sort out feelings about life’s big questions, death, love, and what it all means” (Collier, 2012, p. 6). These topics are extremely relevant and timely for students of all ages, and all orientations.

In order to bring to bear the full breadth of literacy available, we did our best to select texts from a wide variety of genres. We included websites, short stories, and photo journals. Not only do these texts represent a broad range of literacy skills; they also have significant classroom applications and can be explicitly tied to the Common Core standards. We made the decision to include a wide variety of texts in order to show the depth and breadth of this topic for all students across all genres. Of particular note are several banned books, such as And Tango Makes Three. According to the American Library Association, since its publication in 2005, this children’s book has made the “Top Ten Challenged Books” list five times (2005-2010). In addition, we also took care to include several award-winning books such as Am I Blue? and Boy Meets Boy. Am I Blue? have received numerous awards, including the “ALA Quick Pick for Reluctant Young Readers,” and Boy Meets Boy was given the “Best Books for Young Adults” award in 2004. We also included songs, websites, and a mini-documentary.

Grade Level	Activity	Assessment	CC Standard
Elementary	Read And Tango Makes Three, discuss familial similarities and differences, complete T-chart.	Respond to writing prompt: If Tango could describe her family, what do you think she would say about it? How does it compare to what you said about your family?	3.RL.6: Distinguish their own point of view from that of the narrator or those of the characters.
Middle	Watch Public Service Announcement videos from the “It Gets Better Project,” identify key elements of PSAs, use scaffold sheet to create PSA.	Students create PSA video in groups based on a specific theme, and identifying clear solutions supported by evidence.	7.W.1 Write arguments to support claims with clear reasons and relevant evidence.
High	Read Boy Meets Boy. Write five journal entries from the perspective of another character based on important events from the plot. Create a Glogster to represent the chosen character on  glogster.edu.	Journal entires and Glogster will be assessed using a rubric. Writing must be clearly developed and pertain to the theme of the novel. The Glogster must provide a thorough representation of the character.	9-10.W.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

Annotated Bibilography

Elementary School (K-5)

Newman, L. (1989). Heather has two mommies (lllustrator D. Souza). Los : Alyson Publishing.

On Heather’s first day of preschool, all of the children are discussing their families. Many of the students discuss the jobs their fathers have, and this causes Heather to think she is different because she does not have a father; she has two mothers. When she becomes upset, her teacher explains to everyone in the room that each family is different and the only thing that matters is that their family is filled with love. Heather thinks about her wonderful mothers and feels grateful to have two mothers that love her so much.

This book connects to the theme of LGBT issues by showing the perspective of a young girl who has two mothers. Since Heather is in preschool, this would be an excellent text to use with early childhood students (Pre-K – 2nd grade). The language is simple and easy for young children understand. Although the illustrations are a bit dated, the message that love is all that matters in a very clear, so the text is still usable today. Heather has Two Mommies would be a great read-aloud text to start a conversation with students about familial differences and similarities to build an accepting classroom community. According to the American Library Association, it was ranked the eleventh most challenged book in the 1990s.

The main characters in this story are white females, but there is some diversity among the students in Heather’s preschool classroom. There are young boys and other students of diverse backgrounds to bring in multiple perspectives, so it is appropriate to use in any school to show differences.

Richardson, J. & Parnell, P. (2005). And tango makes three (Illustrator Henry Cole). New York: Simon & Schuster.

This book depicts the true story of Roy and Silo, two male penguins at the Central Park zoo that have chosen each other to be life companions. They see all the other penguins hatching eggs to become a family, and they want it too, so they practice with a rock. They build a nest and sit on the rock to try to hatch a baby. Then they are given a real egg by one of the zookeepers. They take care of the egg just like any other penguin couple would, until it hatches. Tango completes their family.

This book connects to the LGBT theme in a gentle way since it is about a penguin family, but students can use it to make connections to the real world. It would be an excellent book to read aloud to primary grades (K-6), but could also be used with older audiences since it is a true story. And Tango Makes Three would be an excellent book to use to discuss familial differences and similarities to build an accepting classroom community.
It was the most challenged book of 2006, 2007, 2008, and 2010 according to the American Library Association.

The main characters in this story are male penguins, so diversity of ethnicity or race is not really an issue. The text appeals to a wide array of audiences since it is a true story, even though it focuses on two males.

Click here for lesson plan for And Tango Makes Three. 

Brodsky, E. (Director). (2011). What do you know? 6-12 year olds talk about gays and lesbians [Documentary].United States: Welcoming Schools.

Children ages six to twelve discuss what fellow students say about gays and lesbians and how they wish teachers would respond and discuss the issues with them at school. The over-arching theme in the film is that “love is love and you shouldn’t turn love into hate”. Students do use some strong anti-gay language in this film (in an informative way, not a hateful way), so discretion is advised when using this film with students.

This mini-documentary is only 13 minutes long and is supposed to be used professional development among teachers, but it would also be a great conversation starter amongst students and a way to show them they aren’t alone in their thinking. It could be used with students as young as Kindergarten through middle school age. Since students of these varying ages can relate to the students in the film, it might be a good place to start and break the ice with students to begin talking about LGBT issues.

The film depicts many different perspectives by including boys and girls diverse backgrounds. It is a snapshot of a typical public school, so it would be appropriate to use in all schools.

Thomas, M. (1972). William’s doll. [Recorded by Alan Alda & Marlo Thomas]. On Free to be…you and me [CD]. New York: Sony Music. (2006).

This song discusses a little boy that wants a to play with a doll. His friends tease him, calling him a wimp and a sissy and his father buys him sports gear instead of a doll. He learns how to play all the sports and asks for a doll as a reward. When his grandmother comes to visit, he tells her how much he loves to play baseball but he would trade all of his gear for a doll to love and take care of. His grandmother thinks it is very wise and believes that William wants a doll so he can learn responsibility because someday he will make a very good father.

The entire CD Free to be…you and me celebrates diversity and sends a positive message about acceptance of differences. William’s Doll is actually a book by Charlotte Zolotow that Marlo and friends turned into a song, so pairing the two in a classroom would add some differentiation to the lesson. Using this song can help spread the message about differences in preference among students. It would be best used in the primary grades (K-5) for discussion, but lyrical analysis and text-to-world connections would be suitable for older students.

This particular song is about a young boy, so girls may feel left out. However, this could be brought up during classroom discussion, such as, “what would the song be like if it were about a girl instead of a boy?”

Middle School (6-8)

Bauer, M. D. (Ed). (1994). Am I blue: Coming out from the silence. New York: Harper Collins.

Am I Blue: Coming Out From the Silence is an ingenious collection of short stories that deal directly with LGBTQ themes. The stories range in theme from gay parents to gay fairy godfathers, and are narrated by both male and female protagonists. The various authors include distinguished names such as Lois Lowry, Bruce Coville, and William Sleater among others. Of particular note is the autobiographical nature of this text. In the forward, the editor of the book, Marion Dane Bauer, speaks to the issue of straight individuals writing gay stories (which is sometimes the case in this text), and each of the authors includes a one-page “explanation” at the end of their story. This gives students a chance to read a story, and then understand more deeply where the story comes from by examining the past experiences of the various authors.

Because this is a collection of short stories, it touches a wide range of LGBTQ subjects. The nature of the short story format is brilliant, because it allows teachers to pick and choose the texts they would like students to examine, while also holding student interest. One serious issue with this text is that it is quite old. The gap between 1994 and 2013 is rather substantial, and the references in these stories could cause confusion and disinterest. Furthermore, there is some use of antiquated and discriminatory language in this book, so teachers must be very careful to deal appropriately with these instances.

However, because this collection is written by such renowned authors, it gives students the chance to examine the short story format while still considering LGBTQ issues. One excellent application for this book would be to use it as a model text for short stories. For example, in the title story “Am I Blue?” by Bruce Coville, the main character asks his fairy godfather to turn every gay individual blue for a day—coast to coast. People turn various shades depending on their sexual orientation, and the results are shocking, amazing, comforting, and thought-provoking. However, the story ends before delving into the aftermath of such an event. It might be interesting project to have students write their own short story that examines how the world might be different after this event takes place. Thus, students could potentially engage with LGBTQ content and with the format of short stories at the same time.

Savage, D. (2010). It Gets Better Project. Retrieved from http://www.itgetsbetter.org/pages/about-it-gets-better-project/

The “It Gets Better Project” is an incredible website dedicated to making sure that LGBTQ youths know that life gets better, and that they are perfect just the way they are. The project was begun in 2010 by Dan Savage and his partner Terry Miller in reaction to a swath of suicides that resulted from the bullying of LGBTQ youths. Dan Savage wanted young people to know that life had the potential to be wonderful, regardless of what bullies and bigots might say or do. Since that first video the project has gained momentum, and has become an international phenomenon endorsed by hundreds of wildly famous individuals. President Barack Obama, Ellen DeGeneres, Anne Hathaway, Stephen Colbert, the cast of “House,” and even the staff of Google have contributed videos to the site that all tout the inspiring message: “It gets better.”

This website makes a direct connection to our LGBTQ topic because it includes people from all of these categories. Lesbians, gays, bisexuals, transgendered, and questioning individuals have all provided videos, and it is therefore an incredibly all-encompassing and inclusive website. In a world filled with hate, discrimination, and difficulty, it is immensely crucial for middle and high school students who are struggling with these issues to know that they will be okay. Furthermore, it’s important for those students who are at risk of discriminating against others, or whose views are narrow, to see what the students they antagonize go through. Therefore, even though these videos are aimed squarely at LGBTQ individuals, these are still important ideas that all students should begin to consider.

The applications for these videos in the classroom are enormous. First, it is important for us as educators to have these resources on hand for the student who comes crying into our classroom because they have been bullied for these reasons. This site presents a wealth of resources for these students. More broadly, in the larger classroom setting, it gives the opportunity to consider the power and applications of Public Service Announcements. NCTE/ IRA standard #1 stipulates that “Students read a wide range of print and non-print texts to build an understanding of texts, of themselves, and of the cultures of the United States and the world; to acquire new information; to respond to the needs and demands of society and the workplace; and for personal fulfillment.” Using the “It Gets Better Project” could provide an interesting non-print text in the form of PSAs that students could use to build an “understanding of the text, themselves, and of the culture of…the world.” It would be a very interesting and authentic experience for students to create a PSA on any topic, and to use the wildly successful “It Gets Better Project” as a model.

Click here to view a PSA.

Telgemeier, R. (2012). Drama. New York: Scholastic.

Drama is a wonderful new graphic novel by Raina Telgemeier that specifically targets a middle school audience. This book recently won the “Stonewall” award, which is the first, and longest-standing, award for LGBTQ literature that exists today. This charming novel charts the journey of Callie as she attempts to find her way through the ups and downs of middle-school life. Callie is deeply involved in her school’s play as the chief set designer, but drama finds its way into her life off stage when she meets twin brothers Justin and Jesse. Callie potentially has a crush on both boys, but she also has a “thing” for an older student named Greg. The situation becomes more complicated when she discovers that Jesse is gay, and that Justin might be too. This wonderful, clever, and hilarious book charts the course of these love-struck teenagers as drama unfolds on and off the set. Throughout the novel the characters must explore who they are, and who they want to be.
This text connects to our overall theme of LGBTQ texts because it includes students who are gay, students who may be bisexual, students who are questioning, and students who just want to figure out what’s going on in this turbulent time called middle school. It can often be difficult to find a text that is appropriate for children in the middle school age group, because they complain that they are “too old” for children’s books that deal with these themes, and they are often not mature enough to handle the adult content of books aimed at an older audience. Because Drama was written for a middle school audience, students may be more interested in the text because it pertains to who and what they are. That being said, this text does exclude the transgendered audience, and it is heavily geared towards students who are involved in school plays. However, the visual nature of this text, as well as its relatively gentle treatment of LGBTQ themes, may make it an appropriate text for this age group, and an easier sell for parents.

This text also has the potential to provide an opportunity for many practical applications. For example, the Common Core Reading Standard #6 states that students will “Assess how point of view or purpose shapes the content and style of a text.” It might be a fascinating exercise to have students adopt the perspective of another character (Jesse or Justin, for example), and then re-tell and re-draw a scene from that character’s perspective. For instance, there is a scene in which Justin must rise to the occasion and overcome his stage fright, and in the same moment he begins to understand his own sexual orientation. Having students draw in the “missing scene” where Justin makes this decision could provide a wonderful opportunity to examine perspective, and to consider different cultural viewpoints.

High School (9-12)

Levithan, D. (2003). Boy meets boy. New York: Random House, Inc.


Boy Meets Boy is a novel written for young adults that explores the lives of a group of high school students living in a gay-friendly town. Paul, the narrator, is beginning his sophomore year of high school. Openly gay since second grade, Paul has had a few experiences with love and has recently had a bad break-up. When the new boy, Noah, moves to town, Paul becomes instantly intrigued. The two begin an electric relationship involving playful flirting, note passing between classes, and constant yearning for one another. As the narration follows the love story of Paul and Noah, readers also experience Paul’s struggle with friends and parents that a typical teenager might endure. After Noah becomes aware of the kiss that was shared between Paul and his ex-boyfriend, Paul has to prove himself to Noah and regain his trust.

This book contains themes based around homosexuality, bisexuality, and transvestism, which makes it a perfect choice for a LGBTQ literature set. The majority of the characters embrace these ideas, but the topic of homophobia is also brushed upon when Paul’s best friend Tony is “outed” to his parents. Due to the wide range of topics covered and the embracing nature of the novel, this would be a valuable piece of literature to use when discussing acceptance of those who are different. Paul’s positive experience as a homosexual adolescent can also be inspirational to teens facing these same issues.

This text would best be suited for middle and high school-aged students. It is told from the perspective of an adolescent, which sparks an automatic interest from young readers. The novel is set in what seems to a be middle-class suburbia, so students from an urban area may have a difficult time relating to the characters. Boy Meets Boy could be used as a whole-class read or in smaller group settings, such as literacy circles. More specifically, considering that the characters present such a wide range of perspectives, a very powerful writing project could be conducted throughout the reading of this story. Paul narrates the story from the eyes of a homosexual male. Students reading this novel could keep a journal and after major events in the plot, they would journal from a different character’s perspective on their experience of the situation. By taking on the persona of another character, students will have to analyze the situation from both the literal and emotional viewpoints of that specific character. This activity connects to the ELA Common Core Standards and the theme of LGBTQ.

Click here to see a sample Glogster.

Pasfield, S. (2011). Gay in America. China: Welcome Enterprises, Inc.

Gay in America is a compilation of first-hand accounts of 140 gay men in America. This book gives readers insight into the lives of these men through portraits and personal narratives. They represent a diverse group, causing readers to bring their mind away from the stereotypical thoughts of what a gay man “should” be. Multiple religions, professions, races, social classes, and body images are included. Readers hear from stockbrokers, homemakers, lawyers, graduate students, lifelong partners, immigrants, devout churchgoers, interracial couples, fathers, divorcees, physicians, etc. All of these men share one thing in common; that is their homosexuality and their confidence to share their stories with others. The message of this book is the hope for equality, and their ideas and experiences may encourage readers that the time for equality is coming nearer each day.

Although this book only speaks about men, it could still be a valuable source in the classroom and links to theme of LGBTQ. It presents multiple perspectives and experiences that could be analyzed. It promotes the idea of acceptance and equality. An interesting characteristic of this book is that the people represented come from all over the country and have all had different life experiences. Especially for members of the LGBTQ community, there has to be at least one or two stories that readers would be able to connect with. Their stories of success and happiness can also provide a sense of security for those who may be questioning themselves or others who are gay.

Read an article from Scott Pasfield about his book.

Zach Wahls speaks about family [Online video]. Retrieved March 15, 2013, from http://www.youtube.com/watch?v=yMLZO-sObzQ.


Zach Wahls, a 19 year old student at the University of Iowa spoke about the issue of gay marriage in a public forum about House Joint Resolution 6 in the Iowa House of Representatives. Zach and his biological sister were raised by their two mothers, and he considers them to be the typical “Iowan family.” They go on vacations together, eat dinners together, tell stories together, fight together, and overcome obstacles together. Zach presented his speech to stress that the vote on gay marriage will not change his family dynamic, nor will it change the love that his family shares just because the state of Iowa suddenly recognizes it, but it will allow his family to no longer suffer from the discrimination that they have had to endure. He argues that no one would independently realize that he was raised by two gay parents, because it has in no way had any effect on the character he has developed and the success that he has reached.

This video could be used to introduce either a unit on acceptance or LGBTQ issues. It would be beneficial in ELA, Social Studies, or even psychology classes. Exposure to a video like this may engage students in meaningful conversations and debates about their feelings on the issue of gay marriage. What is sadly viewed as taboo by many Americans still today, this short video clip could have a positive influence and provide evidence that children raised by two gay parents can still have the nurturing family life that a child with heterosexual parents would. After presenting this speech, Zach Wahls got a lot of media attention. If the initial video struck student interest, other videos about his story could then be incorporated into the unit.






Other Works Cited:

Blackburn, M. V. (2002). Disrupting the (hetero)normative: Exploring literacy performances and identity work with queer youth. Journal of Adolescent & Adult Literacy, 46 (4), 312-324.

Collier, L. (2012, November). YA literature- Where teens find themselves. The Council Chronicle, 6-11.

Vetter, A. M. (2010). "Cause I'm a G": Identity work of a lesbian teen in language arts. Journal of Adolesent & Adult Literacy, 54 (2), 98-108.