Name of Lesson ___A Global Look at LGBT________________________________ i

Counselor_______Christina Pucci____________________________________
UNIT/TOPIC:
(If unit, note how
many lessons in unit):

A Global Look @ LGBT

DOMAIN:
(academic, career,
personal/social)

Personal/social

GRADE LEVEL(S):

GUIDANCE
STANDARD(S):
ASCA Standards
Addressed:

PS:A2.2 Respect alternative points of view

PS:A2.4 Recognize, accept and appreciate ethnic and cultural diversity
PS:B1.7 Demonstrate a respect and appreciation for individual and cultural differences

INDIANA
STANDARDS
ADDRESSED:
*If this lesson is
crosswalked with other
academic areas, please
list here.

N/A

DIFFERENTIATED
INSTRUCTION
STRATEGIES:

While one counselor is discussing LGBT terms with students, the other counselor will
write them on the board to give students a visual term to put with the definition. During
the discussion, a student may choose to write down their responses instead of
speaking them aloud. During the discussion, one of the counselors will write key points
of importance as to why the class is discussing different cultural views of LGBT.

DEVELOPMENTAL
ASSET(S)
ADDRESSED: This
section only needs
completed if you have
taken ED 671
LEARNING
OBJECTIVES

Cultural Competence
Equality and Social Justice

1. Students will learn or review LGBT terms based on their previous learning
experiences about the LGBT culture.
2. Students will gain a sense of how different countries in the world view the
LGBT culture.
3. Students will reflect on why its important to learn and talk about these
multicultural views of the LGBT culture in todays society.

TIME REQUIRED

50 minutes

MATERIALS NEEDED

Pencils
Paper
Chalkboard, dry erase board, or easel board
Chalk, dry erase markers, or regular markers
Computer
Projector with chords
Copies of the LGBT-Related Terms Handout
Introduction, review of LGBT terms, discussion of cultural views on LGBT, closing,
post-test

ACTIVITY SUMMARY

Introduction (2 minutes)
PROCEDURE

1. Introduce self as counselor and counseling intern and remind students of each
professionals role in schools for students.
2. Explain to students that during this lesson they are going to discuss various
cultural views of LGBT, which stands for Lesbian, Gay, Bisexual, and
Transgender. Remind students that prior to this lesson they were asked to
research a country or region of the world and its view on the LGBT culture and
bring that information to class.

Review of LGBT Terms (13 minutes)

3. Pass out a copy of the LGBT-Related Terms Handout to each student briefly
review the following terms with students as necessary:
a. Homosexuality
b. Bisexuality
c.

Homophobia

d. Heterosexism
e. Sexual Preference vs. Sexual Orientation
f.

Transgender vs. Transsexual vs. Crossdresser

g. Biological sex
h. Gender identity
i.

Sexual identity

j.

Transgender

k. Transsexual
l.

Crossdressers

m. Intersex
n. Queer
o. Gender Spectrum
p. Pansexuality vs. Genderqueer

Discussion of Cultural Views on LGBT (25 minutes)

4. Ask students to pull out their research for discussion. Ask for students to take
turns sharing their results they found for their assign country/region of the
world.
5. Topics that may come up:
Are homosexuality and bisexuality mental illnesses?
Homosexuality and bisexuality are not mental illnesses. In 1973, the American
Psychiatric Association removed homosexuality from the official listing of
psychiatric disorders. In 1975, the American Psychological Association
adopted a similar resolution. Position statements of the American Medical
Association and the Society for Adolescent Medicine agree with these
affirmations regarding sexual orientation. Studies show that people's sexual
orientation has no bearing on their mental health and emotional stability. When
forced to remain in the closet about one's homosexuality or bisexuality, a
person may experience depression and other psychological problems;
however, these problems stem from a homophobic society and not from sexual
orientation.

Do gay men, lesbians, bisexual people, and transgender people have longlasting relationships?
Yes, a large portion of the GLBT community has a preference for, or is
involved in, a longstanding relationship. However, social rejection of
homosexuality and of transgender people frequently causes these
relationships to be invisible. For example, same sex marriages are currently
not recognized in most states, and many benefits for legal spouses are denied
to domestic partners.

What causes homosexuality?

Perhaps a better question is "What determines sexual orientation (i.e.,
heterosexuality, bisexuality, and homosexuality)?" The factors that determine
sexual orientation are complex. There is a growing understanding that human
beings have a basic sexuality that can be expressed in a variety of
relationships: homosexual, bisexual, and heterosexual, categories that are
fluid and may overlap. Although the causes are not known, some researchers
believe that one's basic sexual orientation is predisposed at birth. While one's
orientation may not be recognized or acknowledged for many years, once
established, it tends not to change.

Aren't gay and bi men effeminate and lesbian and bi women masculine?
Lesbian, gay, and bisexual people are as varied in their dress, mannerisms,
and lifestyles as are heterosexual people. Despite this diversity, stereotypes
persist about the effeminate man or masculine woman. Although some gay
people reflect these characteristics, the overwhelming majority of lesbians and
gay men do not conform to these stereotypes. At the same time, many

effeminate men and masculine women are straight.

6. Ask students why they think all of this information about various cultural views
of LGBT is important for us and our society? Also ask them why should people
be informed about gay, lesbian, bisexual, and transgender issues?
(Sample response: Heterosexism and homophobia are the result of ignorance
about sexual orientation and gender identity issues. Education about LGBT
issues can help combat fear and discrimination, enabling gay, lesbian,
bisexual, and transgender people to be authentic and not to live a lie of false
heterosexuality or gender identity in order to be safe. For LGBT youth, who are
more likely to experience depression and rejection by friends and/or family,
acceptance and understanding can even be a matter of life and death, since
the risk of suicide in LGBT adolescents is two to three times greater than in
their straight counterparts, especially in Indiana.)
7. Briefly discuss and offer this resource:
i.

http://www.alturi.org/news?gclid=CNuk3PLNg8kCFdgIgQod0rEIEA

Closing/Post-test (10 minutes)

8. Pass out the post-test to each student and have them each turn in their
completed test to the instructor.
EVALUATION:
What data will you
collect and How will
you collect data to
show:
1. impact on K12 students
2. feedback on
lesson

FOLLOW-UP
PLAN:

1. The post-test data collected at the end of the lesson will show the degree to
which students awareness and understanding of differing cultural views of
LGBT populations across the world has improved (or not) as a result of the
lesson.
2. The post-test data collected at the end of the lesson, as well as the verbal
responses from students that are validated by the counselor during
discussions will be used to determine if the lesson was helpful to the students.

3. Students will be challenged to reflect more on their improved knowledge over

the next two weeks. Counselors will do a 10- minute check in with students
after the two weeks to discuss if the students were able to accomplish this and
how it is different from their normal thought processes, and what new
knowledge or wisdom they obtained from their reflections.

CITATION(S)
References/Resources
Used:
Cite copyrighted materials,
but do not reproduce
copyrighted materials in your
lesson plan. Noncopyrighted materials must
be reproduced and included
in your lesson plan.

Some of lesson ideas found at cite below:

http://www.advocatesforyouth.org/topics-issues/glbtq/606?task=view