Tag Archives: LGBTQ

Recommended Teaching Curriculums and Workshops

Recommended Teaching Curriculums and Workshops

Welcoming Schools
http://www.welcomingschools.org/about/

Welcoming Schools is an LGBT-inclusive approach to addressing family diversity, gender stereotyping and bullying and name-calling in K-5 learning environments. Welcoming Schools provides administrators, educators and parents/guardians with the resources necessary to create learning environments in which all learners are welcomed and respected.

The Welcoming Schools Guide offers tools, lessons and resources on embracing family diversity, avoiding gender stereotyping and ending bullying and name-calling. The primer version of the Guide, An Introduction to Welcoming Schools, is a 93 page resource available for download in its entirety.

Welcoming Schools has been piloted and evaluated in three school districts in Calif., Mass. and Minn. With the completion of the pilots, the project will move toward broader distribution of the Welcoming Schools Guide.

Initiated by a group of parents and educators to meet the needs of students whose family structures are not well represented or included in school environments, Welcoming Schools is also a response to educators who have asked for tools to address bias-based name-calling and bullying. Additionally, it offers a wide range of resources for school administrators and educators to support students who don’t conform to gender norms.
Making Diversity Count
http://www.adl.org/education/mdc/

Making Diversity Count is an online professional development tool for educators to build respectful and inclusive classrooms.

The Anti-Defamation League created Making Diversity Count through its
A WORLD OF DIFFERENCE® Institute
, a leading provider of anti-bias education and diversity training programs and resources. The Institute seeks to help participants recognize bias and the harm it inflicts on individuals and society; explore the value of diversity; improve intergroup relations; and combat racism, anti-Semitism and all forms of prejudice and bigotry.


 

Echoes and Reflections
http://www.echoesandreflections.org/

Echoes and Reflections is the result of an unprecedented partnership among three leaders in education: the Anti-Defamation League, the USC Shoah Foundation Institute for Visual History and Education, and Yad Vashem. This resource includes everything teachers need to teach the complex issues of the Holocaust and its lessons for today.

Drawing on the memories of the past, Yad Vashem aims to strengthen commitment to Jewish continuity and protect basic human values. Yad Vashem recently launched its Central Database of Shoah Victims’ Names onto the Internet and an 11th Hour International Campaign is underway to collect nearly three million missing names. Yad Vashem recently completed a ten-year campus and program development initiative that culminated in the opening of the new Holocaust History Museum.

For more information about Yad Vashem, visit www.yadvashem.org.

Whether teaching a full semester Holocaust Studies course or including information about the Holocaust in a unit of study on World War II, this curriculum allows teachers to choose as little or as much material as they can cover in a specific time period and still cover the subject matter effectively. Developed primarily for use with high school students, the Echoes and Reflections curriculum has also been adapted successfully to accommodate both younger and older students.

Ten multi-part lessons are provided with a companion DVD of over two-and-a-half hours of visual history testimony from survivors and other witnesses of the Holocaust. Each of the interdisciplinary lessons is supported with numerous primary source documents, including poems, literature excerpts, maps, photographs, timelines, a glossary, and student handouts.

Close to forty journal assignments are included in Echoes and Reflections. These journal assignments encourage students to reflect on what they are learning, to record their feelings and reactions to the information, and to think about how the material has meaning in their own lives and in society. Journals also serve as a mechanism by which students create their own primary source material.

 

 

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New NEA Report on the Status of Gay, Lesbian, Bisexual and Transgender People in Education (2009)

New NEA Report on the Status of Gay, Lesbian, Bisexual and Transgender People in Education (2009)http://www.nea.org/home/32071.htm

NEA has developed a series of reports on underserved groups in education. The latest and fifth in the series is A Report on the Status of Gay, Lesbian, Bisexual and Transgender People in Education. And like the other reports in the series, this report draws upon the findings of a national summit, which brought together leading researchers, community leaders, and NEA members.

 

This report about gay, lesbian, bisexual, and transgender (GLBT) people in education shows that a significant number of GLBT students are missing school, underachieving academically, or dropping out as a direct consequence of the bullying, harassment, or physical abuse that they suffer at school. What’s more, GLBT students experience a higher rate of homelessness because of their families’ hostility to their sexual orientation or gender identity.

This report also examines the challenges faced by GLBT school employees who struggle to perform their jobs while negotiating which aspects of their lives to share or suppress, and who face reprisal or termination because of their sexual orientation or gender identity.

 

Most importantly, A Report on the Status of Gay, Lesbian, Bisexual and Transgender People in Education spells out practical interventions and strategies that teachers, educational support professionals, administrators, and districts can pursue to assist individual GLBT students who are in trouble and create a school environment in which all students can be themselves and learn.

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