252 & 318 Curriculum Project Elements

Meg Terlau, Britt Hochstetler, Mallory Rizor, Emily Wermes

Organizational Structure of the New Horizon Middle School

Belief Statement: We believe that it is our responsibility as educators to make the classroom an
equitable learning environment for all students, in which they can critically challenge social
norms and combat intolerance.

Team Expectations:
i.

Students and Teachers are to equally respect each other in order to

create trust and a productive learning environment.

ii. Teachers should communicate with students when writing lessons
about what the students find most helpful to their learning.
iii.
Students and teachers should both take responsibility and
recognize what is and what is not furthering the learning of the students.
iv. Teachers and students are responsible for making every member of
the classroom feel welcomed and safe.

Daily Schedule:
New Horizon middle school will start at 8:00am on the dot. Students can start arriving at 7:45am.
The schedule is in block form so the students are given ample time to extend their knowledge
beyond the usual 45 minute class times. Students will be able to think and be actively engaged as
compared to the fragmented times.

GENERAL SCHOOL SCHEDULE

Monday

Tuesday

Wednesday

Thursday

Friday

8:00 am 8:40 am

Advisory

BLOCK A

Advisory

BLOCK D

LGBTQ
speaker
from the
community

8:50 am 9:30 am

BLOCK A

BLOCK A

BLOCK A

BLOCK D

BLOCK A

9:40 am 10:20 am

BLOCK B

BLOCK B

BLOCK B

BLOCK E

BLOCK B

10:30 am 11: 10

Elective

BLOCK B

Elective

BLOCK E

Elective

11:20 am
-12:00 pm

Lunch

Lunch

Lunch

Lunch

Lunch

12:10 pm
-12:50 pm

BLOCK C

Elective

BLOCK C

Elective

BLOCK C

1:00 pm 1:40 pm

BLOCK D

BLOCK C

BLOCK D

Elective

BLOCK D

1:40 pm 2:20 pm

BLOCK E

BLOCK C

BLOCK E

Student
Organizatio
n Meetings /
optional
early release

BLOCK E

SAMPLE STUDENT SCHEDULE

Monday
8:00 am 8:40 am

Advisory

Tuesday

Wednesday

Thursday

Friday

Social
Studies

Advisory

German

LGBTQ
speaker
from the

community
8:50 am 9:30 am

Social
Studies

Social
Studies

Social
Studies

German

Social
Studies

9:40 am 10:20 am

Language
Arts

Language
Arts

Language
Arts

Science

Language
Arts

10:30 am 11: 10

Band

Language
Arts

Band

Science

Band

11:20 am
-12:00 pm

Lunch

Lunch

Lunch

Lunch

Lunch

12:10 pm
-12:50 pm

Math

Gym

Math

Gym

Math

1:00 pm 1:40 pm

German

Math

German

Media
Studies

German

1:40 pm 2:20 pm

Science

Math

Science

Early
release

Science

Health, Wellness & Safety Programs:

Philosophy Statement: At New Horizon Middle School we believe that all students should be
given the proper tools to succeed not only academically, but personally. Here at New Horizon,
we promote lifelong learning inside and outside of the classroom. The programs that are ever
changing seek to bolster strong physical and mental health. There are also programs that can help
each student be well informed to make smart decisions that will follow them past their academic
career. Each student is provided the tools necessary to be their own self, at their very best, all the
time.

Health Programs:
Inclusive Sexual Education

Physical Education
Safe & Drug-Free Schools Program
School Health Center
Free & Reduced Lunch Program
Nutritious Food Options (breakfast, lunch, & vending machines)
Nutrition Education
Mental Health Advocacy
Intramural Sport Teams

Wellness Programs:

Drug Abuse Resistance Education (D.A.R.E.)

Peer-to-peer mentoring
Reading Buddies
Gay/ Straight Alliance (GSA)
Student Run Organizations (One teacher for over sight)
Yearbook
Book Club
Art Club
Foreign Language Club
Thespian Society
Destination Imagination
Mathletes
Debate Team
Bullying Prevention

Safety Programs:
Drills

Fire
Tornado
Lock Down
Building Entry Cards
Security Cameras
CPR certified teachers
Self defense training
Guest/ Volunteer Check-In

Guidance & Support Services:

Clinical psychologist

Team of guidance counselors

Intervention specialists
Occupational Therapists
Speech pathologist
Advisory
Learning Specialist
Student Support Team (SST)
Students Experiencing a Loss (SEAL)
Translators
Parent Partnership Program

Inclusive Special Education:

Philosophy: At New Horizons, we believe that each student has right to be educated in an
inclusive environment that appropriately caters to the individual students needs. We have
developed an inclusive special education program for students with physical, emotional and
mental disabilities. This is to better support the student in their academic ventures and insure that
they are on the appropriate path for success.

Individualized Education Program (I.E.P.)

Each student who qualifies to have an IEP will be assessed on their abilities and
what type of intervention they need academically to enable success.
Parental Involvement:
Open communication is an essential piece to a successful
intervention program.
Teachers will communicate daily on academic progress, behavioral
assessment, and other insights that the teacher feels necessary to communicate to
the family.
Parents are a crucial tool in progress since they know the student
best. They are able to advise the teacher on behavioral issues, social issues, and
any other topic that may be problematic in an academic setting.
Inclusion for students on an IEP can look very different

 Lunch/Recess Buddies:
Inclusion during this period focuses on social skills
without academics. Their personalities are truly able to come out during
this time.
Students will be paired with another student during
lunch and recess to help integrate them into the school with the other
students.
Classroom Inclusion:
Certain students will go into a regular education
classroom for maybe one or two topics a day. The rest of the time they are
in the intervention classroom learning more specific skills they might
struggle with.
Some students on an IEP will have a fully inclusive
schedule, they will be in a regular education classroom all day. They will
usually have an intervention specialist or a paraprofessional with them to
monitor their behaviors and/or help them with specific activities if they
need assistance.
Classroom is a great time for students to practice
self control in an academic setting.
Intervention Classroom:
Students will be taught in small groups. They will
receive instruction closely focused on the individual needs and abilities of
each student.
Students will have time for occupational therapy
and work on other motor skills as needed.

Background of Students and Community:

Community Tensions:
The community surrounding New Horizon Middle School has a population of 36,848
people. The school exists in a large suburban area that maintains fairly low diversity. The
population is predominantly caucasian and the dominant language is English. In addition, 82% of
the residences are owned and not rented. The community contains several large corporation
headquarters which helps explain the wealthier families and diverse aspects of the community in
which families have moved from other countries in order to attain high paying corporate jobs.
Because of these community aspects, it has been previously difficult to achieve community unity
within the large population. Many times in the school environment, its hard to maintain a strong
connection with the community. This can lead to disconnect between community support of
educational goals and resistance to changes in how the community sees LGBTQ issues and
members. In addition, the low diversity of the community makes it difficult for members of the
LGBTQ community to feel comfortable and safe in their own skin and makes it hard for the
school to get everyone on board with LGBTQ reflective curriculum. There is often a language
barrier between the school and students and families that have recently moved from other
countries. This can make it difficult to communicate student needs, goals, and accurately place
students in a grade that suits where they were academically in their previous country. There are
also tensions in the community related to socioeconomic gaps. With some parents having high
paying corporate jobs and a smaller minority of families being a low socioeconomic levels, this
makes it difficult for students that may feel inferior because of their low family income. This
may impact bullying and student isolation. On the flip side, the benefits of being in a wealthier
community is higher funding is given to the school. The school has adequate technology, has

access to grants, and has beneficial support systems that aid in implementing common core
standards and test preparation.

Community Connectivity:
At New Horizon Middle School, the connection between students, teachers, home, and
the community is not only valued, but vital for success. Teachers and the school encourage
parents to play an active role in their childs education. Although at times it may be necessary to
realize that parents know best at home and teachers know best at school, parent input is
extremely important to the teachers and faculty and New Horizon. We desire for all of us to work
together as a team to give each child the best educational experience possible. While teachers
and parents are vital for student growth, we think that a truly well-rounded individual must also
be shaped by their community. By integrating community leaders and members into the
curriculum and school atmosphere, we hope to expand student horizons and offer the opportunity
to experience more than the school and home life. We hope for the community to take an interest
in each and every student and strive to help them achieve and rich and diverse education. We
believe that with this assembled team that is committed to student success and to creating a
diverse, welcome, and safe place for students to grow and learn.

based off of: http://public-schools.startclass.com/l/72213/Ma40son-Intermediate-Elementary-School

based off of: http://www.areavibes.com/mason-oh/demographics/

Student Learning Population:

There are 2,544 students enrolled at New Horizons
52% are male, 48% are female
Student: Teacher ratio is 22:1
30% of students are enrolled in the Gifted and Talented programs.
4% of students have a limited English proficiency
10% of students have a learning disability.
English Language Learners are the largest population of students
that serve in and out of school suspensions.

Lesson Plans:
Sample Lesson Plan I:

How can we become active members of society and begin dismantling heteronormativity?

Student Performance Objective:

Find sources and pull out important points/data

Utilize multiple sources to create an opinion piece
Use data to create a pie chart that supports an argument
Identify important themes to create a multimedia presentation
Begin to understand public issues by analyzing multiple sources

Literacy Rationale and Component:

We will have the students look at current LGBTQ activist articles. By researching important
LGBTQ issues and members of the LGBTQ community, students will be able to diversify their
knowledge on these social justice issues. The research project will make students look through a
critical lens while researching articles and websites that pertain to their topic. This research can
help dismantle social norms and heteronormative culture that students have previously known.
These projects will help LGBTQ students feel reflected in the curriculum. The LGBTQ activists
that they research will provide powerful role models and inspire change. Finally, these projects
will empower all students to implement change and question social norms.

Key Academic Language:

Activism
Social Justice
LGBTQ related terms (have already been covered in previous lessons)
Graphic Organizer

Materials:
Computers
Dry Erase Boards

Dry Erase Markers

Rubrics/Handouts describing the Activism Project
Rubrics/Handouts describing the Activist Video
Poster board (to create their pie chart)
Markers
Video Recording Device

Week One: (Activist Paper)

Monday:
Guest speaker Have an LGBTQ community activist
come to class to present what they do on a daily basis.
Allow exploration time for students to ask questions.
Tuesday:
Put students into groups and have them formulate what they think
activism is
Have each group write what they believe activism to be and write
these ideas on white boards
Then have the groups present these whiteboards to the class
Then create a class description of what activism is, combining all
definitions that each group stated.
Wednesday:
Introduce the Activist Paper
Each student is to write about the problems that LGBTQ
community members face and how they they would work to fix these
problems/what steps they will take to correct these problems.
This paper needs to include text support from websites, articles,
and/or books.
Give students the rest of class time to start brainstorming/writing
process for their paper which they will write on their computers
Thursday:

 WORKSHOP DAY FOR PAPER

Any questions/writing issues can be addressed
this day.
Friday:
WORKSHOP DAY FOR PAPER II
Anything that still needs to be finished can be
finished over the weekend as homework
Week Two: (Activist Video):
Monday:
Divide the students into groups that they will be in for the week.
Create an opinion poll in which students will take an issue in the
LGBTQ community and ask class members their opinion/if they support or dont
support the topic.
Have the students then take this information and put it into graphic
form (pie chart).
Tuesday:
Introduce the Activist Video Project
Explain that each group is to create a News Channel Broadcast in
which they cover the problem, action (activist) being taken, and the opinions of
the community.
They can do this project filming inside the school as
groups.
They are to use their pie chart in the video that they did on Monday
in the video to support their claims
Wednesday:
VIDEO WORKSHOP DAY
Thursday:

 VIDEO WORKSHOP DAY

Friday:
View all News Channel Broadcasts as a class.
Assign a reflection paper in which the students are to state what
they have taken from the activist weeks and how it has affected them personally.

Ohio Standards for Learning:

Social Studies:
Civic Partition and Skills:
Individuals can better understand public issues by gathering and interpreting
information from multiple sources.
Data can be displayed graphically to effectively and efficiently communicate
information

This standard is covered in Lesson Plan II through the activism project. Students are instructed to
delve into activism both in their community and society. Time is allotted to research and explore
LGBTQ activism. In the lessons, students are given time to research and look into LGBTQ social
justice issues that affect the community around them. Students will be given laptops and
permitted to search for articles, websites, and other sources that they will use to explore different
LGBTQ issues and use to guide their own position on an issue. Once they have accumulated
sufficient sources and determined the issue they wish to advocate for, they will accumulate a
paper that helps them bring together the information they have gathered.
The graphic data display portion of this standard will be covered the second week of lesson plan
II. For this component, students will create a poll to ask their fellow students.This poll will
depict one of the social justice issues that they researched in their paper and demonstrate how

their fellow classmates and student body feels that it impacts their lives. Students will then create
a pie chart to display this information.

English Language Arts:

Strand - Writing
Research to build and present knowledge:
Conduct short research projects that use several sources to build knowledge
through investigation of different aspects of a topic.
Draw evidence from literary or informational texts to support analysis, reflection,
and research.
This standard will be implemented into week 1 of lesson II. Students research activism issues
and and investigate the problems and solutions from articles and websites. By doing this
research, they will become expert activist on the topic. They will then combine the different
research they have found and write a paper that analyzes, reflects on their own beliefs, and
provides sources from their own research.

Differentiations:
Intelligences:

Verbal/Linguistic: Activist speaker, Activist Video Project, internet research

Musical: Pattern association: make a beat to the different patterns
Logic/ Mathematical: Pie charts, organizing data for the graphic organizers
Spatial: Drawing/creating the pie charts
Kinesthetic: News report, group work, whiteboard
Interpersonal: Polling for information from other students
Intrapersonal: Activism paper, reflection paper, topic research

Learning Modalities:

 Visual: Student-made News report videos, pie charts,

Auditory: Activist speaker, discussion on activism
Kinesthetic/Tactile: News report, group work, whiteboard

Assessment:
There are two major projects that are being assessed in this lesson. The first is the activist
research paper. In this paper students are being assessed on research abilities, integration of
multiple sources into a conducive paper, ability to analyze informational text to support an
argument, ability to understand and take stance on a public issues. The other assessment is the
Activist Video. This video will help demonstrate students abilities to graphically organize
information to support an argument and combine different opinion pieces to identify overarching
themes.

Sample Lesson Plan 2

How does each and every person play a role in society?
Student Performance Objective:
Students will be able to
Identify patterns of the revolutions of the planets.
When given a word problem, solving and plotting points onto a coordinate plane.
Critically relate science to events in the todays society.
Literacy Rationale and Component:
The students will be using technology to explore facts about the planets. They will also be given
a word problem that they will need to analyze for the different components. Their knowledge of
systems will tie into the LGBTQ community in the way that we all play an important role in
society.

Key Academic Language:

Revolutions
Celestial
Coordinate plane
Materials:

iPads/computers
Calculator
Handout ( this will have the questions on it)
Graph Paper
Colored Pencils

Procedure a brief description of your lesson/activity, including critical thinking questions

Day 1: Students will learn about how the planets revolve around the sun and that a specific
number of revolutions equals a year.
Students will be given this word problem: It takes Mars 687 revolutions around
the sun to equal one Earth year. After two years, it would have done 1,374 revolutions
around the sun. After three years it would have done 2061 revolutions around the sun.
Based on this pattern, how many revolutions would have happened after five years?
Graph the results on a coordinate plane. Hint: the years is on the y-axis and the
revolutions is on the x-axis. Keep in mind that you can do increments of 687.
After answering this question the students will than be prompted with this: Since
we know that the solar system would not function the way it would without one planet,
how can society function without the LGBTQ community?
The students will then turn in the completed handout at the end of the day. This
lesson should take no more than one class block.
Ohio Standards for Learning:
Math: Operations and Algebraic Thinking
Analyze Patterns and Relationships
Generate two numerical patterns using two given rules.
Identify apparent relationships between corresponding terms.
Form ordered pairs consisting of corresponding terms from the two patterns.
Graph the ordered pairs on a coordinate plane.

 These standards are addressed in the students identifying the

pattern given and completing the pattern. They will also be mapping out the data
on a coordinate plane ( ie the revolutions in relation to years).
Science:
Cycles and Patterns in the Solar System
This topic focuses on the characteristics, cycles and patterns in the solar system and within the
universe.
The solar system includes the sun and all celestial bodies that orbit the sun. Each
planet in the solar system has unique characteristics.
The sun is one of many stars that exist in the universe.
Most of the cycles and patterns of motion between the Earth and sun are
predictable.
These standards are addressed when the students identify that the
planets orbit the sun and complete revolutions to make an earth year.
The students will also take the fact that the solar system can not be
complete if one planet is gone and apply it to the real world.
Differentiations based on learning modalities/multiple intelligences and/or your specific
learning/intelligence theory
Multiple Intelligences
Verbal/ Linguistic: Reading about the planets and seeing the question on the
handout.
Logic/ Mathematical: Taking the data from the prompt and plotting it on a
coordinate plane.
Musical: Songs about the planets
Spatial: Mapping out the points
Kinesthetic: Students are able to move around freely and take notes
Interpersonal: Students can work with their peers to discuss the last question
Intrapersonal: Students have to reflect and think critically about what they have
learned
Naturalistic: The theme focuses on the planets and than human interaction

Learning modalities:
Visual: Seeing notes on screen and on paper
Auditory: hearing the lesson out loud and listening to peers
Kinesthetic/Tactile: Using hands to draw out coordinates.
Assessment describe the tool you would use and what specifically is being assessed
The handout is assessed based on correct completion of the math portion
Reflection to show critical thinking skills

Leveling the Playing Field: Establishing an Equitable Classroom Community for LGBTQ
Students

Abstract: The LGBTQ community faces many challenges in the field of education. Progress for
inclusion has been made, but bullying, non-inclusive sexual education/curriculum, and inclusion
resistance are important topics hindering academic success for LGBTQ students. Educators are
the key to creating equitable environments in education.

Concept Map

Course Rationale

According to Dave Stovall: gender is defined as a set of socially constructed expectations

about the roles and behaviors that are identified as appropriate and expected for girls and
boys. Members of the population are encouraged to focus on a certain, gender appropriate, aspect
of their personality and their interests while leaving behind others because they are inappropriate
(Smiler, 2009). Social and educational directives instruct girls to avoid conflict and to prioritize
others feelings above their own. Boys and men receive the cultural message that emphasizes
being unfeminine. Boys are directed to be unemotional, take risks, be in charge, be tough and
sexually promiscuous. A lot of these directives are being unconsciously taught in schools and
through society. There is no specific lesson where boys and girls are told explicitly how to act. It
is incorporated in other subjects and lessons. The concept of femininity and masculinity are often

portrayed as being opposites which contributes to the idea of homosexuality representing

gender inversion and the stereotyping of gay men as effeminate (Bem, 1993). Children
consistently notice both gender appropriate and gender inappropriate behavior which causes
those who violate the gender norms to become ridiculed. The environment that students are put
in prioritizes conformity to cultural expectations over individual preferences. Those who act
outside of the norm are ostracized, which can lead to low self esteem and depression and bring
a persons being into question. This also has the potential to challenge the idea of being
normal; who gets to decide what is and is not normal? Our societys impression of mental
health system is guilty of enforcing these norms and often further stigmatizes those who are now
officially different. The system of gender enforcement that is unconsciously taught in schools
leads to a restriction of individual preferences and maltreatment of those who violate social
gender norms. Students identifying with the LGBT community often report feeling unsafe and
cannot express their feelings because of what they have been taught their entire lives and what is
being taught in schools.
Many LGBTQ students struggle with feeling unsafe in their own classrooms. Schools are
not taking the proper steps to end the bullying of youth that identify as LGBTQ. Students who
identify as LGBTQ can experience harassment from peers and teachers. If it is not stopped by
schools and educators, it could potentially lead to youth suicides (Jacob 2013). Too many times
educators turn their heads to the the problems that are going on in their own schools. As an
educator, your job is to educate all students. Furthermore, it is essential for educators to
understand that they do not get to choose which youth are deserving of an education or which
youth are entitled to safety in walking down a school corridor. Their responsibility is to act
(Payne 2011). When a student does not feel safe, it can affect them socially, emotionally and

academically. Creating a safe environment for these students is a challenge. The vague and low
expectations from our Codes of Ethics and the lack of laws in place surrounding LGBTQ
students further complicates the issue. With good intent, the Codes of Ethics requires educators
to work to correct conditions potentially damaging to the schools mission and to take steps to
protect all students from foreseeable harm. However, it is hard for educators to make changes in
their schools, and correct these conditions if the schools mission is unclear regarding LGBTQ
students (Jacob 2013). How do we protect students that are in harms way if the school does not
value the safety and inclusion of the LGBTQ youths in their schools? Creating Safe and
Welcoming Schools for LGBT Students: Ethical and Legal Issues written by Susan Jacob,
provides the actual codes of ethics and laws that affect the environment that LGBTQ students are
in today. We need to examine these ethics and laws to see what we can do to fix the issues of
safety and bullying.
For the field of education to make progress in equity, we must reduce the stigmas
surrounding the students. The LGBTQ community fights through many stigmas on a daily basis.
At school they face bullying, non-inclusive curricula in content areas, and resistance to inclusion
from their peers and teachers. How can our society expect our students to be academically
successful when they are struggling to be accepted at school? We need teachers to directly
address the stigmas they are witnessing in school. In The Reduction of Stigma in Schools: A New
Professional Development Model for Empowering Educators to Support LGBTQ Students, Payne
& Smith reiterate that Educators participation in creating supportive school environments is
inconsistent and often limited by a cultural belief that speaking about LGBTQ issues in any
capacity is inappropriate for the school environment (Anagnostopoulos et al., 2009; Meyer,
2008). Educators often do not address issues of the LGBTQ community or heteronormativity.

They let the stigmas of the LGBTQ community dictate their classroom environments. There are
many workshops that educators are able to attend. Workshops that address the issues of stigma
pertaining to the LGBTQ community are mainly attended by educators who are already helping
to address these stigmas. How do we get educators, who arent willing to take action against
homophobia, to attend these workshops? Reduction of Stigma in Schools (RSIS) is a program
that comes directly to the school. This allows educators who may be resistant, or unmotivated to
pursue solutions, to gain access to information that will greatly decrease stigmas in schools.
RSIS is structured around an educator-to-educator model. Educators who have experience in
schools are able to talk with other educators about reducing stigmas. (Payne & Smith., 2011).
Educators cannot afford to be passive about issues of diversity if they want all students to be
successful in school.
Increasing the inclusion and success of LGBTQ students is one way they can see
themselves in the curriculum. Society, and most classrooms, are structured around the concept of
heteronormativity. Heteronormativity is the celebration of a heterosexual dominant culture.
When heteronormativity is the only acknowledged principle in society, only heterosexuals can
benefit and anyone who falls into the other category is discounted (Payne 2011). As a result of
the heteronormative culture, many LGBTQ children grow up feeling lonely, unrepresented and
fearful of revealing their true selves. One study showed that 87.1% of students said that LGBT
issues were not taught in their classrooms (Snapp, 2015). Not only does this affect their everyday
lives and suicidal rates, but it also affects how they perform in the classroom. Students within the
LGBTQ community maintain a significantly lower grade point average than their classmates
who do not see themselves in the LGBTQ community.. Studies have revealed that by creating an
inclusive and culturally relevant curriculum, schools can decrease discrimination and create more

equitable educational opportunities for all students (Snapp 2015). One way to create inclusive
curriculum is by including LGBTQ literature in the curriculum. The LGBTQ community is
almost nonexistent in school literature. In fact, when a group of 8,584 students was surveyed,
44.1 percent said that they could not find LGBTQ literature or information in their school library
(Hassell 2013). This lack of representation can cause LGBTQ students to feel isolated, unsure of
themselves and their identity, and unwelcome in their community. This is why it needs to be the
teachers job to provide a safe and welcoming classroom environment for all of their students.
Schools are more likely to have academically successful students when the classroom settings
and curriculum that are reflective of all students. In order to empower their students, teachers
must design curriculum that is inclusive and provides students with awareness of the LGBTQ
community. It is vital for the curriculum to involve literature and examples of positive LGBTQ
role models. These books and articles can provide students with LGBTQ role models who are
nurses, doctors, politicians, etc. that can inspire LGBTQ students and enrich their image of their
community (Hassell 2013).
An area that has not addressed LGBTQ students in its curriculum is sexual education. It
has been a hot topic for a long time in education. Where is the line? What is appropriate and
what is not? There is a very fine line between church and state, especially when it comes to this
topic. Abstinence only curricula are largely teaching that sex is between a man and a woman,
which is deep rooted in religion. For decades schools have been teaching abstinence only
sexual education, and most curriculums are based in heteronormativity. Homosexuality and the
LGBTQ community are missing from the curriculum. Educators are leaving the LGBTQ
community out of the conversation and some are even breaking state educational codes by doing
so (Conrey, 2012). There are many benefits that come with an inclusive sex ed curricula, the

main benefit being health. LGBTQ students are more at risk for having riskier sexual behaviors,
this is where the need for LGBTQ specific sexual education comes in. While schools did
integrate AIDS education around 1980, there were, and still are, states that have legislation
claiming it socially unacceptable to address homosexuality in the classroom. Where the
abstinence-only curricula took a more neutral stance in regard to LGBTQ students, this was still
avoiding the discussion of homosexuality. The federal government was funding schools teaching
abstinence-only sexual education, which also forced some schools to teach this way due to
budgeting difficulties (Conrey, 2012). This goes back to the notion of heteronormativity.
Ignoring LGBTQ students in the conversation of sexual education is further contributing to the
idea that heterosexuality is the only socially acceptable practice (Conrey, 2012). Along with
heteronormality, the ways in which the federal government handles sexual education further
promotes homophobia which leads to bullying, depression, substance abuse, and inequality in the
classroom. Catering to heteronormality is creating a hostile classroom environment for LGBTQ
students. Since educators are not taking a front seat to creating an inclusive sexual education
curriculum, LGBTQ students do not feel comfortable discussing these issues. Even though some
educators may punish students for homophobic bullying, if they continue non-inclusive
curriculum, heteronormativity will persevere (Conrey, 2012). The federal government and
educators across the country must come together and bring an inclusive sexual education to all
students.

Course Description

Throughout a nine week period, students will meet during their advisory period on

Monday and Friday to unpack lessons we have planned about the LGBTQ community. Each
week has a theme that guides the lessons. A few of our themes are Sexual Identities, Awareness
& Oppression, LGBTQ Health, and more. The goal of this course is to create a culturally aware
student body and an equitable learning environment. This course will work to break down the
heteronormative culture that exists at New Horizon Middle School. Heteronormativity creates a
heterosexual dominant culture in the classroom. This culture can make LGBTQ students feel
insignificant and ostracized. When material is not culturally relevant or inclusive of the LGBTQ
community, it can hinder the academic success of the students. With guidance from the queer
theory and critical theory, our class will begin to dismantle systems of oppression to create an
equitable learning environment. This environment will not only acknowledge LGBTQ students,
minority groups, and cultural differences in the curriculum; it will celebrate these students. This
class will also begin to break down the heteronormative culture and single narrative history that
is often taught in schools. It will seek to disrupt and deliver the untold narratives of other races,
religions, and gender identities. We will discuss pivotal historical events like the Civil Rights
Movement, Christopher Columbus and the founding of America, the Harvey Milk assassination,
John Brown and the abolitionist movement, and more. Through these events, we will expose the
involvement of LGBTQ groups, and other minorities. By providing multiple narratives of
historical events, movements, and figures, it is our hope that all students will be able to identify
with the curriculum. This course will motivate students to think critically about past and present
systems of oppression and social justice topics. In language arts courses, we will provide diverse
and thought provoking literature that. , the An equitable curriculum where students can identify
with the material will lead to the academic success of all students.
As the course material is navigated, we as educators will use critical questions that help

disrupt current societal norms (Zacko, 2010). These questions will include broad and overarching
questions that will guide the course like, what does oppression look like?, What are the
assumptions/ biases associated with the LGBTQ community and history?, How does gender
differ from sexuality?, who decides what norms society must conform to?, what stereotypes
hinder equity in schools?, and How do national youth organizations (i.e.: Boys & Girls Clubs
of America) ostracize the LGBTQ community?. Furthermore, it is our goal to provoke students
to begin contemplating their own role in these systems of oppression. These questions will
involve, what biases do we unknowingly submit to?, what oppression can we observe in our
everyday lives?, how do we contribute through our actions and words to this oppression?, and
how must we change ourselves before we can begin to dismantle the biases of society?.
In addition to posing these questions, we are going to encourage the community to get
involved. One advocacy group for the LGBTQ community specifically is the Gay- Straight
Alliance (GSA). This was formed so LGBTQ students and their allies could meet in a space free
of judgment and derision (Steck, 2016). As teachers and administrators, we need to work
together to make an equitable environment for all students because the one thing all quer kids
share is a need for supportive,caring, and ethical school personnel (Bontempo & DAugelli,
2002). By having a GSA we can help create an attitude of openness and approachability because
it is integral to understanding the needs of the LGBTQ student population. The GSA was
perceived as a venue where students could express their authentic selves in an accepting
environment that celebrated diversity (Steck, 2016). It is imperative that the teachers create a
dialogue with the community members to garner acceptance and support for the GSA and
collaborated across schools and school districts to support setting up new GSAs and assist with
the planning, organization, and execution of GSA sponsored activities. Some activities that could

be done are having a Safe Zone sticker sale. Students and teachers can sell the stickers to the
community to symbolize the willingness and commitment to provide an atmosphere of
unqualified acceptance and assistance (True Colors, 2016). In addition the community can
celebrate National Coming Out Day on October 11. The student population is a community in
itself as well and those who are not a part of the LGBTQ community can also be involved in the
GSA. All students and the community can participate in the National Day of Silence. The Day of
Silence is an annual student-organized day of action to protest the bullying and harassment of
lesbian, gay, bisexual, transgender students, and their straight allies. Students take a day-long
vow of silence to symbolically represent the silencing of LGBT students and their rights (True
Colors, 2016). In many schools and hopefully in this new curriculum, students who stepped out
and assumed leadership roles or openly supported the GSA were described by administrators as
integral to demonstrating to other students that sexual orientation- or identity-based diversity was
accepted and supported in the school community (Steck, 2016). By using this resource, we are
one step closer to having a more inclusive environment which can then lead us to a less
heteronormative society.
Creating an inclusive environment is important to the success and learning of all students.
By utilizing GSA in our school, we are making LGBTQ students feel more comfortable and safe
at New Horizon. Another Way to make the environment inclusive is to write a LGBTQ
curriculum that all students contribute to. When creating all lessons, its vital for curriculum to
always remain relevant to students, Dave F. Brown and Trudy Knowles say that, curriculum is
relevant when it allows students to pursue answers to questions they have about themselves, the
content, and the world (Knowles, 133). In order to include students in the planning of LGBTQ
curriculum, it is important to value all opinions and ideas and make every students voice heard

(Beane 2005). By taking the time to value their opinions and understand their perspectives you
are building trust that will allow you to teach them about issues surrounding the LGBTQ
students. Finding out your students preconceived ideas before creating the curriculum is a great
way to understand where your students are on understanding the serious issues that LGBTQ
students face. By using a democratic way to write and create curriculum, we are instilling the
important values of justice and equity (Beane 2005). This is also a good time to show students
that they can eliminate the issues identified with LGBTQ through curriculum that we create and
put in place. Once you are able to plan curriculum with your students (this could be letting them
choose a book or text that will be the focus of your curriculum) you can begin to have your
students interact with the texts that they have chosen. New Horizon Middle School values
student learning and holds the students to the expectation that they will not just learn the material
to pass standardized tests. New Horizon Students are to be challenged and taught to question the
social norms in our society. These students need to learn the impact their own action can have
when confronted with ideas that are socially unjust.

Weekly Breakdown:
1. Mythbusters
a. Busting the stereotypes and stigmas about the LGBTQ
community with statistics and facts.
2. Sexual Identities
a. Talking about and defining different sexual identities.
3. LGBTQ History
a. Learning about the history and struggle that have gotten the
LGBTQ community where it is today.
4. Awareness and Oppression
a. Focusing on awareness and oppression that exist in todays world.
Learning about the different kinds of discrimination taking place right in front of
them.
5. LGBTQ Health
a. Highlighting LGBTQ issues of mental health, bullying, suicide,
etc.

b. Bringing in speakers from the community.

6. Activist Project ( Spans weeks 6 and 7)
a. LGBTQ activist will come in at the beginning of the week and
students will then research an important historical/ LGBTQ figure.
8. Intersectionalities
a. How racism, homophobia, sexism, and heterosexism tie into the
LGBTQ community.
9. Reflection
a. Reflecting on the past eight weeks and creating a digital project
that shows positionality.

Assessment Rationale
We want to make our assessments as easily adaptable for all learning modalities as
possible. By doing so, we are enabling our students to fully show teachers what they have
learned. We are also enabling students to feel confident and secure in the ways that they are
being assessed. By providing multiple means of assessment each student will feel that their needs
as a learner are being addressed. Students will have a say in the terms of their assessment, this
will further promote a democratic place of education.

Linked Text Set:

Anchor Text: Hear Us Out!: Lesbian and Gay Stories of Struggle, Progress and Hope, 1950
to the Present. Written by: Nancy Garden
Garden, N. (2007). Hear Us Out!: Lesbian and Gay Stories of Struggle, Progress and Hope,
1950 to the Present. New York: Farrar Straus Giroux.
This book is a compilation of stories of struggle and what it has meant to be young and
gay in America during the last fifty years. Nancy Garden goes through each decade and discusses
the social and political events that shaped the lives of the LGBTQ community during that era,
and than gives us two stories about young gay people coming of age during those times. We
chose this book because it could be applied to all of the weeks that we made in our curriculum.

The students can see the struggle through each decade and are placed in the shoes of people their
age. They can gain new perspectives and understand the facts and what people were feeling at
those times as well. All of the following texts play off of this book and its honest and moving
accounts of the struggle to be out and the struggle to be heard throughout the last fifty years.

1. Glee snippets
https://www.youtube.com/watch?v=eSLyPFwONE4

We chose Glee as one of our linked text sets because we think it provides a very helpful
narrative for struggling students. This show breaks many gay stereotypes that persist in our
culture. It shows a wide spectrum of what gay looks like. The show depicts a flamboyant boy,
lesbian couple where both girls are cheerleaders (which many people do not consider as the
typical lesbian couple), bisexual characters, and jocks that are gay. This show does a good job of
breaking the typical gay stereotypes of flamboyant white males. It shows students that there isnt
a single image of what gay can look like.
2. Modern family clip
https://www.youtube.com/watch?v=kLb5XSdLmAI

This calls out some of the stereotypes that persist involving the gay community. In the clip, there
is tension between a gay and lesbian couple. Cameron and Mitchell then go off screen to describe
how lesbians and gay men do not mix and how they have absolutely nothing in common. In the
second image, cameron and mitchell are using venn diagrams to show how gay men and gay
men have something in common, gay men and straight men have something in common, but gay
men and lesbians have nothing in common. This video brings up important stereotypes that can
become a talking point in the classroom. It can open up a discussion on acceptance and breaking
down social norms and stereotypes.
3. The Out List by photographer Timothy Greenfield-Sanders

We chose this colorful and vibrant book of photographs to help LGBTQ students celebrate who
they are. This book provides countless examples of both famous and not famous members of the
LGBTQ community. It demonstrates to students that there are many successful and inspiring
LGBTQ actors, musicisians, athletes, and activists that they can look up to. Not only does it
show famous LGBTQ advocates, but the photographer also uses images of everyday queer
people. This can be a powerful message to students that they can succeed and achieve anything
they want to in life. Its important for LGBTQ students to know that they have a vast and rich
community behind them. The people photographed in this book display bravery, confidence, and
pride in themselves. This can inspire students to be comfortable in their own skins and to never
stop being true to their own identity.

4. Do I Sound Gay? By Sundance Films

https://www.youtube.com/watch?v=R21Fd8-Apf0

This
movie/documentary provides an amazing point of
view on what masculinity sounds like. It stars people like, Margaret Cho, Tim Gunn, George
Takei, & Dan Savage, and follows their lives and their opinions on how the idea of sounding
gay was socially constructed. It also depicts the struggles that many people have gone through
as they grew up and were described as having a feminine or gay voice. At one point the movie
says, Whats wrong with sounding like you are who you are?, this sends a powerful message of
vulnerability and not being afraid to let go and be your true self. This movie not only shows
students not to judge their peers and to be more accepting of differences, but it also strives to
break down the heteronormative culture surrounding males and gayness. It provides multiple
narratives of what gay looks and sounds like in order to show people that the social norms do not
define you. We believe that this movie can help students find solace in their struggles and
become more open minded and accepting of their peers.
5. Perks of being a wallflower (book and movie)
This book has a very important subplot. A bit into the movie, one of the characters is caught
having intercourse with another character, Patrick. He ends up being caught in the act by his
father, and is beaten. At school, the boy avoids Patrick at all costs and tries the macho man
road. He has his friends beat up Patrick. The main character, Charlie, gets into a fight with the
the boy because he starts to bully Patrick, he calls him a faggot and has some of his other friends
beat him up. They all wind out passing out at some point. This is a very poignant subplot in the
entertainment business to heteronormativity. Even if it is a subplot the idea is in there and they
are expressing how what happened is not okay.
6. Struck by Lightning (movie)
This plot is beneficial to our students because it shows the bad that is associated with being
gay. The main character in this movie needs people to write for his school newspaper, but no one

will work with him. He ends up walking in on two boys that are making out in the bathroom of
the school and uses this as blackmail to get the boys to write for him. This movie raises the
questions: Why is something like a boy kissing a boy held as a different level than a boy kissing
a girl? What does the main character being able to use the fact that two boys like each other as
blackmail mean when it comes to oppression?
7. Its a Boy Girl Thing (movie)

This is a movie that breaks down the gender norms associated with being female/male. This will
help us when we go to talk about gender roles and when we have our students take the implicit
bias test. This will begin to really unpack the impact of gender roles and help us to question our
students how/why they think that these norms and roles came about. They can also see how

impactful these stereotypes can be.

8. Same Love
This song by Macklemore was deemed controversial when it was first released. The song
is an attempt to diminish stereotypes surrounding members of the society that do not
conform to heterosexualism. It is talking about all of the close-minded people who judge
others who dont love the same way as the majority of people. Macklemore preaches to
the fact that even if he wanted to be a different sexual orientation He couldnt. He talks
about how we do live in a culture of oppression and a society that preaches hate, without
even thinking twice about it. One of the most powerful messages in the song is No law
is gonna change us, we gotta change us. How thought provoking!
9. Girl Crush

This song is about having a crush on a girl, sung by a girl. A beautiful song, but it is a
huge attempt to destigmatize being a lesbian. There was a bit of outrage when this song
was released due to its sexualized nature and the thought of a girl having a crush on /
singing about another girl. It is a very simple song, very repetitive in saying she has a
crush on a girl and cant stop thinking about it.
10. Meet the fosters clips
One of the clips that could speak to gender norms is the clip with Jude who is a young boy and is
being picked on for not being the norm. He wears nail polish and his lesbian foster parents
support him in his decision to be his own person. His sister however is conflicted and feels as
though he should just not wear the nail polish because he is getting made fun of for it. This
brings up an interesting topic of: What are the norms? Why are they the norms? Should you have
to stick to the norms?

This is one of Judes Foster

moms letting him know that he can be different.
The plot of this show and the fact that this is a family with lesbian parents is a good example of a
home that is not traditional but kills the bad stigmas that surround the LGBTQ community.
11. Campbells Soup Commercial
Showing this commercial in class will provoke students to question the ideas of
heteronormativity in marketing. The comment that is pictured below is a perfect, and outrageous,
example of how members of our society are struck by a heteronormative environment.
Campbells soup is showing progressive marketing. Gathering students initial reactions will be
very important in our lesson about stigma and stereotyping. This will also give students insight to
their implicit biases if they have any toward the LGBTQ community.

12. This Book is Gay- james dawson

(https://www.amazon.com/This-Book-Gay-James-Dawson/dp/1492617830)
This book offers a guide to coming out and being gay. This is a useful tool for in the classroom
because it allows students to feel more comfortable knowing that other people have faced similar

struggles. It also gives them a guide to make their life and their struggles a little easier. Finally, it
helps answer some of their questions that they may not feel comfortable asking others.
13. Unbreakable Kimmy Schmidt
a. We wanted to use this source because it shows evidence that
heteronormativity can be put to bed. A lot of very well known comedians are in
this show and they contribute to the narrative of the show by bringing
themselves . The show provides a narrative that anyone can be successful
regardless of any situation, including being locked underground for a period of
time. The character of Titus Andromedan is played by an actor by the name of
Tituss Burgess. He is gay in real life and is shameless in his pursuit of equality in
the community. Unbreakable Kimmy Schmidt shows that a community can be
stronger together and make diversity the backbone of their success.
14. What If Someone I Know Is Gay?: Answers to Questions About What It
Means to Be Gay and Lesbian. Written by: Eric Marcus
Marcus, E. (2007). What If Someone I Know Is Gay?: Answers to Questions
About What It Means to Be Gay and Lesbian. New York: Simon Pulse.
In this book, the basics are covered in more than one hundred questions asked by teens
and youth about anything LGBTQ. The answers contain all of the information and resources that
someone would need. Eric Marcus pushes aside the myths and misinformation about being gay
and lesbian, answering all of the questions that students may have. We chose this text because it
can be used as a resource when teaching about LGBTQ. It has a lot of basic information and
students can use it to do research or just to look at if they have questions.

15. The Full Spectrum: A New Generation of Writing About Gay, Lesbian, Bisexual,
Transgender, and Other Identities. Edited by: David Levithan and Billy Merrell
Levithan, D., & Merrell, B. (2006). The Full Spectrum: A New Generation of Writing About Gay,
Lesbian, Bisexual, Transgender, Questioning, and Other Identities. New York: Knopf.
The Full Spectrum includes a variety of writersgay, lesbian, bisexual, straight, transitioning,
and questioningon a variety of subjects: coming out, family, friendship, religion/faith, first
kisses, break-ups, and many others. The goal of this book is to help all readers see themselves
and the world around them in ways they might never have imagined. We chose this book because
of the variety of writers. There is something there for each student and they can use this book as
a resource when learning more about the LGBTQ community. This book would work great when
working on the activist awareness portions of the curriculum because it provides examples and
arguments on the struggles that those in the LGBTQ community have faced.
References

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Adolescent Health, 30, 364-374.
Conrey, S. C. (2012). Hey, What about Me: Why Sexual Education Classes Shouldn't
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Hassell, S. H., Overberg, E., & Harris, S. (2013). Lesbian, Gay, Bisexual, Transgender,
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