The purpose of this activity is to discuss the bullying of LGBT students. It uses the Mexican tradition of El Paseo to begin that discussion.
First, students form two concentric circles. The members of the outer circle facing inward, while members of the inner circle face outward. The students then choose a partner from the other circle for their discussion.
Tell students that you will ask them to think about and respond to a series of questions, one at a time. They will have 30 seconds to think of a response and one minute to answer after each question.
Then one student in each pair responds without interruption. If the speaker does not take the full minute, students are to remain silent until time has elapsed.
At the end of the second question-andanswer, ask the students to thank their current partner and say goodbye. Then have the inner-outer circles shift to the left and right. Repeat this process for every question.
I ask these questions:
1. Describe how you see yourself. Why do you see yourself this way?
2. Describe how you think others see you. How do you feel about this?
3. Describe a time when one of the aspects of your identity seemed to work to your advantage, whether in school or outside of school.
4. Describe a time when you saw someone being bullied and wished you had done something but did not.
5. Describe a time when you saw someone being bullied and said or did something to stop it.
6. Describe a time when you thought someone couldn’t talk about some aspect of themselves safely (such as religious beliefs, political beliefs, sexual identity, etc.). What do you think it was like for this person?
End the Paseo. Have students do a quick writeup about what they saw, heard and felt during the process. Open up a discussion about how LGBT students might feel at school and what each student’s responsibility is when it comes to bullying.
Education, Excellence and Equity (e3)
San Rafael, Calif.
This activity addresses the following standards using the Common Core State Standards for English Language Arts.
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