Wisconsin High School Features In-Depth 'Gay' Indoctrination (See Lesson Plan)

How many times have you heard that they are NOT trying to indoctrinate our children into this lifestyle, yet here is direct BLATANT proof... Web News LifeSiteNews

ELKHORN, Wisconsin - In an effort to combat "homophobia," a Wisconsin public school teacher implemented a 38-day regimen explicitly designed to change the minds of students who did not view homosexuality as equal to heterosexuality.

11-th grade English teacher Sarah Arnold says she was inspired to create the curriculum, entitled "Exposing Hidden Homophobia," when she heard an "anti-gay undertone" in students´ conversations, which included making fun of "anything that defied gender stereotype," according to an article printed in the pro-homosexual publication by the Southern Poverty Law Center "Teaching Tolerance."

"Some people would say we don´t have a wide demographic variety here," Arnold said of the mostly white Elkhorn Area High School. "It´s more accurate to say that we have demographics that aren´t acknowledged."

The program Arnold developed included "in-depth exploration of depictions" of homosexuality in mass media; several homosexual-themed films, documentaries, books and novels; internet research on "the nature of homophobia"; and a "homophobia questionnaire" coupled with a "heterosexual questionnaire" designed to take questions "commonly asked of homosexuals and ask them of heterosexuals" - e.g., "When did you decide to become heterosexual?´"

Although students were reluctant and parents "balked," particularly Christian parents, Arnold would argue that the project supported "higher-order thinking skills" because students were asked to perform such tasks as assembling and presenting portfolios of their research into homosexual culture and media.

The article claims that, thanks to the program, students began to adopt a more favorable view of homosexuality, as evidenced by portfolio essays and an increased membership in the school´s Gay-Straight Alliance.

Colleen Rafter, principal of Raritan High School in Hazlet, N.J., said she convinced the English department in her school to adopt a homosexuality program similar to Arnold´s, according to the article.

"We really want to make a change in how people think and act," Rafter said. "I will try to be more brave on these issues myself."

The article then provides resources and lesson plans for other public school teachers to use, including shortened versions of Arnold´s "Hidden Homophobia Unit."

Laurie Higgins of the Illinois Family Institute said she was "speechless" when she learned of the curriculum.

"Wisconsin public schools are permitting radical ideologues to use public money to promote their subversive, unproven moral conclusions and political goals about homosexuality," said Higgins in an IFI article. "These propagandists, who should be teaching history or literature or writing, are instead pursuing their illegitimate goals of transforming the views of other people´s children on the contentious issue of homosexuality."

Higgins lamented the fact that English teachers in particular are given leeway, based on their ability to choose topics, to advance their personal beliefs through their choice of curriculum.

"Arnold, like countless other English teachers, bases her text selections on whether the ideas conform to and advance her socio-political goals and her particular moral convictions," said Higgins. "And she´s doing this with public money."

To contact Elkhorn high school: Tina Bosworth, principal 482 E. Geneva St. Elkhorn, WI 53121 [Tel] (262) 723-4920 [Fax] (262) 723-8092

To read the "Teaching Tolerance" article, go to: http://www.tolerance.org/teach/magazine/grant.jsp?p=0&is=44

To view the "Hidden Homophobia Unit" curriculum content, go to: http://www.tolerance.org/teach/activities/activity.jsp?ar=1017

"The complete outline of Sarah Arnold´s unit on hidden homophobia."

This lesson plan is to accompany the Teaching Tolerance magazine article "Exposing Hidden Homophobia"

Lesson One: • Students complete a timed writing answering the following question: What makes you different from other people? o At least 3 paragraphs o Personal narrative ("I" is acceptable) o Students have entire hour to complete the essay

Lesson Two: • Watch Trevor; students take notes on Trevor´s life. What does he do that makes people object to him? Why are other people intolerant of him? • Notes defining terms: homophobia, heterocentrism, heterosexism, and erasure. • Homework: Students write one paragraph providing examples of behaviors relating to each term listed above.

Lesson Three: • Heterosexual Questionnaire: Take questions commonly asked of homosexuals and ask them of heterosexuals (example: When did you decided to become heterosexual?). • Discuss Allport´s 5 Levels of Prejudice • Discuss paragraphs and differences between terms learned on Day Two. • Homework: Read "A Rose for Charlie." Take margin notes regarding intolerance shown towards Charlie and the different levels of prejudice seen in the story.

Lesson Four: • In groups students discuss their notes on "A Rose for Charlie". As a group, go through the story and discuss the political impact of the criminals going without punishment. • Notes on the "discrimination gap" theory and what that means, or should mean, to our society. • Watch PBS special about Billy Jack Gaither.

Lesson Five: • Finish video about Billy Jack Gaither and discuss different levels of homophobia that are apparent in society. • Notes on different ways homophobia can be expressed. • Homework: Students need to find examples of this occurring in our society.

Lesson Six: • Students share their examples. As a class, we devise a list of ways we can try to stop the homophobia we see in our society. • Introduce portfolio assignment and due dates. • Go to the computer lab to start typing notes and examples.

Lesson Seven: • Time in the computer lab to type notes and find examples.

Lesson Eight: • Discuss the different novels the student can choose for their literary circles. Different novels include: Rainbow Boys, Rainbow High, Rainbow Road, Getting It, A Tale of Two Summers, The Laramie Project, So Hard to Say, Geography Club, Esaura Tuaolo ... • Groups of at least three must choose one book that they will read and report about back to the class. • Start reading.

Lesson Nine: • Assign roles in each group. • Explain expectations of the literary circles. • Students start reading and recording their findings.

Lesson Ten: • Groups report back to the large class about the exposition of their novels. Students also discuss any intolerance they see in their novels. • Use examples of intolerance to discuss intolerance that they see happening with their peers. • Homework: Think of ways the characters could hinder the mistreatment of others.

Lesson Eleven: • Students watch 60 Minutes "Gay or Straight" • Students have time to read their novels.

Lesson Twelve: • Within literature circles students discuss how family members or friends of the characters mistreat others when they are intolerant. Lead discussion to whether students see this in reality. • Watch MTV´s True Life: Gay Parents video

Lesson Thirteen: • Discuss, first in literature circles then as a large group, how the people in the MTV video would have been treated at our school. Now students must address the question: How can we change our school to welcome all people? – this is a writing prompt that they must have finished for tomorrow. It will be assigned at the end of the hour. • Before the writing is assigned, the students should meet and discuss the novels they are reading, with a focus on the positive steps society is taking, in each book, toward full acceptance of all persons. Once they create their lists, we will put them on the board. This is a great starting point for their writing assignment.

Lesson Fourteen: • Discuss and collect writing assignment. • Faculty Advisor from the Gay/Straight Alliance comes in to speak to the class about questions they may have and what happens at a GSA meeting. Students are offered extra credit to go to a GSA meeting and participate in the discussion. • If your school has no Gay/Straight Alliance, students can hold a debate on whether they should form one. • Students are given the remaining ten minutes to silently read their novels.

Lesson Fifteen: • Students, in their literature circles, are going to write a quiz that covers both the books and notes we have taken for this unit. Each quiz must be worth 20 points, but it may not have any more than 15 questions. Students must have one essay question that asks the students to analyze the text with an application of the notes. All other question formats are their decision. Note: students must provide the answers for the quizzes as well.

Lesson Sixteen: • As a large group, we go over the quizzes. Even though all students will not know the answers to specific book questions, they will be able to practice applying the notes. • Students are expected to finish their novels for the next day. In addition, students are assigned a current events homework assignment. Students must find one social organization that promotes human rights.

Lesson Seventeen: • Students share their current events and we discuss them along with the outcomes of their novels. This will take the entire hour if not two class periods.

Lesson Eighteen: • Continuation of discussion

Lesson Nineteen: • Students are given the day to complete Jeopardy review questions. Each literary circle makes questions for their book; I write the questions for the notes. We will play this tomorrow.

Lesson Twenty: • Students play Jeopardy.

Lesson Twenty-one: • Test

Lesson Twenty-two: • Students are given specific instructions regarding their individual portfolios. I also show them some examples of artifacts that they could use in their portfolios. • Go to the computer lab to work on portfolios.

Lesson Twenty-three through day Twenty-seven: • Computer lab to work on portfolios

Lesson Twenty-eight: • Students return to classroom to watch Race, Gender, and Sexuality. They are required to take notes on the video. Notes will be used for tomorrow´s discussion.

Lesson Twenty-nine: • Discuss video. • Watch The Laramie Project (takes three days)

Lesson Thirty: • Portfolios are due

Lesson Thirty-two: • Finish movie. Students present their portfolios to the class.

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