1. To teach students to think critically
2. To introduce students to the life and works of Walt Whitman
3. To demonstrated that homosexual persons have made significant historical contributions to society

1. Distribute the poems. Ask the students to read the works and write down a description, in their own words, of what the poet is trying to say. Students may work individually or as a group.
2. Ask students to share what they know about Walt Whitman (eg., American Romantic poet, fascinated with nature, lived and wrote during the Civil War era, etc.).
3. Ask students to share their descriptions of the poems. What do they feel Whitman is trying to say? Do the poems tell us anything about Whitman as a person?
4. Share with the class a little known fact about Whitman: he was homosexual. Can students see a reflection of this in his poetry? How does Whitmanâs sexuality affect the quality of his poetry or his place in literary history? (the point being that it really has no bearing).
5. Does the class feel it is important for young people to learn about historical figures who were homosexual? Why or why not? (stress the importance of role models for gay and lesbian youth).
6. Mention other historical figures who were homosexual (Michelangelo, Tennessee Williams, Gertrude Stein, Emily Dickinson, Oscar Wilde, Thomas Wolfe etc.). Encourage students to explore the lives and contributions of these people.
7. Encourage students to challenge their own ideas about homosexuality.
8. Encourage students to read Leaves of Grass for a comprehensive look at Whitmanâs poetry and to consider the significance of Whitmanâs sexuality as they interpret his works.

Appendix AA (#3) Lesson Plan Preparing Your Class for Speakers on Homosexuality

1. Students will be able to hear and evaluate different points of view.
2. Students will be able to recognize the difference between information based on fact rather than ignorance or stereotype.
3. Students will be able to exchange information about homosexuality in a non-threatening setting.
   
   Procedure:
   
   Step One: Preparation
   
   
   1. Obtain any necessary approval from parents and/or administration
   2. Contact a local organization (or use your own resources) to obtain speaker(s). This may be a human services organization, parent group, or some other local support organization. One suggestions would be to have a panel of several persons, i.e., a lesbian, gay male, , or parent of a gay/lesbian. Each could be allotted a few minutes to tell about themselves followed by a question/answer period.
   3. Prior to the day of the presentation, announce tot he students that the speakers will be coming to class. Share with the students the expectations and rules you have. Explain that the speakers are there to give information, address stereotypes, etc., but may feel it is inappropriate or unnecessary to speak of very personal matters.
   4. Ask students to write down any questions they would like to ask the speakers. Review these questions and prepare a short list to give to the speakers regarding the topics to be covered. Written questions can also be solicited immediately before the presentation from these students who may be uncomfortable about asking them openly.
   
   
   Step Two: Preparing Speakers/Class Presentation
   
   
   1. Work out the format for the presentation with the speakers prior to their arrival.
   2. Be specific about what you want covered, tell the speakers what you have done to prepare your students, and ask if they have any special requests or concerns.
   3. Inviting speakers to talk about their everyday lives and goals can be among the most effective teaching strategies. Although most students are aware of gay and lesbian issues, few have had the opportunity to talk with gay and lesbian persons in a structured environment.
   4. Save as much time as possible for questions from the students. If students are reluctant to ask questions openly, the teacher can get them started with questions such as:
   • Do your parents know you are lesbian/gay?
   • When and why did you decide to come out?
   • What was your high school experience like?
   • When did you first realize you were gay/lesbian?
   • What is the most difficult aspect about being gay/lesbian?
   • What do you want others to know about gays/lesbians?
   5. Another strategy to encourage questions is to have students write down one question and pass it to the panel.
   6. Thank the speakers and the class for their participation.
   
   
   Step Three: Follow-Up
   
   
   1. The next day (or class meeting), or immediately after the presentation (if a one-time meeting of the group) have the students fill out a written evaluation sheet outlining their reactions to the presentation. A summary of the evaluations can be sent to each of the speakers.
   2. Ask the students if they have any unanswered questions about homosexuality.
   3. Ask students to discuss what they learned. Were they surprised by anything? Did they question anything?
   4. Discuss with students the connection between misinformation and prejudice. Have their attitudes changed as a result of the presentation?
   5. Discuss the similarities and differences between prejudice toward gays and lesbians and other types of prejudice. Do students feel prejudice can be reduced by learning more about these groups. How can this be accomplished?

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   Appendix AA (#2) Lesson Plan
   "Brainstorming" Homosexuality and Sex-Related Topics

   
   Target Population: Secondary/College
   Subject: Health Education, Psychology, Social Sciences
   Time: 90 minutes or 2 class periods
   Materials: Chalkboard, notebook paper, watch/clock, masking tape.
   
   Goal: The students will explore and evaluate issues related to human sexuality, including homosexuality, and will identify information based on sound medical/scientific research versus information based on misconceptions and stereotypes.
   
   Objectives
   
   
   1. Students will identify and discuss topics related to human sexuality.
   2. Students will define sexuality, including heterosexuality, homosexuality, and bisexuality.
   3. Students will recognize information based on misconceptions and stereotypes versus information based on scientific fact and medical research.
   
   Introduction: Students have many questions concerning human sexuality. This lesson provides an opportunity for students to raised questions and discuss such issues as homosexuality, love, dating, pregnancy, etc. The teacher can respond to those areas of concern and, at the same time, give clear and accurate information about homosexuality.
   
   Note: This lesson can surface many feelings, some of them negative. The teacher should be careful not to censor words or expressions, but to use them as a learning tool (e.g., student response: "Fairies"; teacher response: "Where did we learn that word to describe homosexuals? What do you think gay/lesbian people think/feel when they hear that word?").
   
   Procedure: Day One
   
   
   1. Put the word sexuality on the chalkboard and circle it. Ask the students to say whatever word(s) come to their mind. Write their responses around the word "sexuality". Point out that the word "sexuality" has many different meanings to people as can be seen by their responses.
      
      
   2. Ask each student to take out a sheet of notebook paper and place it at the top of their desk, taping it down with masking tape. Assign each student one word from the chalkboard (or from studentsâ suggestions) and have the students write that word at the top of their paper. "Homosexuality" is usually mentioned, but if is not, the instructor should suggest it along with other ideas.
      
      
   3. Instruct students to write a 30-second brainstorm for their topic when the command "go" is given. They should not sign their statements. At the end of the 30 seconds, students are given the command "stop" and they rotate seats clockwise, leaving the papers on the desks. This process is repeated until each student has written a response to each sheet (time permitting).
      
      
   4. If time permits, ask follow-up questions (e.g. "What did you think of this activity?"; what did you like/dislike?")
   
   Day Two:
   
   
   1. The teacher alphabetizes (by subject) the papers from all classes and posts them along the classroom walls. Instruct the students to spend 15-20 minutes reading the papers.
      
      
   2. When students re-group, discuss what they found to be new, shocking, embarrassing, or information based on misconceptions and stereotypes. Discuss why they think their peers wrote what they did. Include a discussion of those statements used to describe "homosexuality".
      
      
   3. With the teacherâs assistance, students will define "sexuality", "heterosexuality", "homosexuality", and bisexuality". The teacher will share information about each variation of human sexuality based on scientific/medical facts.
      
      
   4. A discussion can follow addressing such questions as: "Where do we learn our information about human sexuality?" "Why is there so much misinformation concerning sexuality (homosexuality in particular)?" "What do you think people fear about gays/lesbians?" "How can we go about getting accurate information about sexuality?" "What did you learn about yourself from this discussion and how have your attitudes changed?"
   
   Follow-Up:
   
   This lesson was taught to a 10th grade health class with great success. Students expressed that they were comfortable writing what they really thought. Class discussion addressed derogatory language used to describe females, sex organs, and lesbians and gays. The class explored attitudes based on misinformation about such topics as: rape, divorce, homosexuality, and dating. The teacher had an opportunity to present accurate information about those issues in later lessons and to define human sexuality, including homosexuality. Students learned that lesbians and gays deserve respect and should be allowed to be who they are without being stigmatized.

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   Appendix AA (#1) Lesson Plan
   Read Around Lesson

   
   Topic: Institutional Homophobia
   Method: Group work and general discussion
   Instructions: Divide class into groups of six, each group having about the same number of men and women. Give each group a card with a title from a news article. Some suggestions:
   
   
   • Lesbian mother loses custody of child (LA Times, 4-14-88).
   • Openly gay seminarians pose dilemma for Lutheran officials (LA Times, 4-3-89).
   • Same sex couples denied right to adopt children (Boston Globe, 5-24-85).
   • Organization argues against same-sex marriages (NY Times, 5-15-89).
   • Hospital policy says only blood-relatives or spouses permitted visitation rights in the hospital. Long-time lover denied access (LA Times, 7-8-88).
   • University students ask for removal of ROTC program because of militaryâs discrimination against gays and lesbians (LA Times, 4-3-89).
   • Vatican states that gay and lesbian groups cannot hold meetings on church property (LA Herald Examiner, 4-4-86).
   • Ex-officer sues Los Angeles Police Dept. for discrimination against gays and lesbians in hiring (LA Times, 4-28-89).
   • Gay FBI agent sues over dismissal, loss of security clearance and pension (6-9-90).
   • Suit against Boy Scouts of America continues: Curran charges his dismissal as scoutmaster was discriminatory. BSA agency says "being a scoutleader and being homosexual are not compatible" (LA Times, 9-14-90).
   
   Teachers are encouraged to find more current articles.
   
   
   • Have each group prepare a pro and con argument for the position. Give them 15 minutes.
   • Have two people from each group present arguments to the class.
   • Have class analyze the arguments. Are they logical? Are they based on facts or emotions? Do they stereotype gays and lesbians? Do they generalize? Are the arguments prejudicial or discriminatory?
   • Can the class think of other examples of homophobia that they have encountered personally or institutionally?
   The remainder of this article is in the WIU Library.

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