GLBTQ
Gay, Lesbian, Bisexual, Transgender, Questioning

Exercise 1

What Must Be Done to Achieve Equality?
A Group Discussion Activity
by HR Educators

OVERVIEW:
By placing statements about what must be done to achieve equality for gays and lesbians, students consider the responsibility people have for themselves and others in efforts to end discrimination. Students also explore the relative importance of changing legislation, changing attitudes, and taking action in order to achieve equality.

AGE LEVEL: High school to adult

TIME: About 60 minutes

MATERIALS: Handouts 1-3

SUBJECT AREAS: Social studies, Health education

OBJECTIVES:

• To analyze responsibility for ending discrimination against lesbians and gay men.
• To compare the relative importance of different tactics for achieving equality

PROCEDURE:
Divide students into groups of 4-6. For each group prepare an envelope containing one complete set of statements from Handouts 1-3.The statements should be cut into strips.

Handout 1 <To be copied on red paper>

Handout 2 <To be copied on green paper>

Handout 3 <To be copied on yellow paper>

Each group should also have one sheet of newsprint paper. The paper should be held lengthwise and divided into three columns.

The columns should be headed: Essential, Useful, and Irrelevant. As the group reads each statement, they should try to place it in what they agree is the appropriate column. In essence, group members are answering the question: In order to achieve equality for lesbians and gays, which actions are essential, which are useful, and which are irrelevant?

When the group cannot agree, they should save that statement until they have placed the ones about which they agree. They should then discuss the remaining statements and try to place them under the Essential, Useful, or Irrelevant column.

Each group should try to reach a consensus. Members may alter the wording of a statement if it helps the to reach consensus. Blank slips of paper can be used to create additional statements if needed.

When all the statements have been placed on the newsprint, they can be taped in place. Groups should be allowed time to look at each other's finished sheets and to identify differences in priorities.

Groups should then return to their own sheet and note whether there is any pattern in where they have placed the different colored statements. At this time, the teacher should draw attention to the significance of the colors of the statements:

red = legislative change

green = attitude change

yellow = action for change

Questions to debrief the activity:

• In general, what principles guided you as you placed the statements under the three columns?
• Was there a pattern of bias for or against legislative change, attitude change, or action?
• Why do you have such a bias?