Circle of Courage Project

by Kortney Kosheluk

13 February 2015

C i r c l e o f C o u r a g e P r o j e c t b y K o r t n e y K o s h e l u k | 1

Table of Contents

Focus of Circle of Courage Project 2

Circle of Courage Bulletin Board 2

Example of Student Work 2

Final Assessment 3

Circle of Courage Final Poster Project Details 3

Scale for Marking the Circle of Courage Final Poster Project 4

Health Education Curriculum Connections and Lesson Examples 5

Generosity 5

Lesson Ideas 5

Belonging 6

Lesson Ideas 6

Mastery 8

Lesson Ideas 8

Independence 9

Lesson Ideas 9

Connection to Comprehensive School Health 11

Healthy Physical Environment 11

Teaching and Learning 11

Social Supports 11

Health and Other Supports 11

Circle of Courage Bulletin Board as a Teaching Tool 12

Interdisciplinary Approach 12

Arts Education 12

English Language Arts 13

Social Studies 13

Appendix A 15

Appendix B 16

C i r c l e o f C o u r a g e P r o j e c t b y K o r t n e y K o s h e l u k | 2

Focus of Circle of Courage Project This project is created for a Grade 6 Health Education class. Its focus will be on

people who identify as LGBTQ. At the end of the project students will be respectful and

inclusive towards people who identify as LGBTQ and acknowledge the role they play in

creating a safe environment for LGBTQ students in school.

Circle of Courage Bulletin Board Please see Appendix A for a replication of what the Circle of Courage Bulletin Board

would look like for this unit. When attaching student work the work would be placed

randomly in the circle. There would be a tack attaching the work to the board and a

piece of string would be strung from this tack to a tack under the corresponding aspect

of the Circle of Courage. For example, the example of student work attached in

Appendix B would be tacked to the Circle of Courage Board and a piece of string would

run from it to the tack below the value Mastery. This reinforces the fact that each of the

four aspects of the Circle of Courage is not tied to a colour on the Medicine Wheel

format, but to a direction.

Example of Student Work Please see Appendix B for an example of student work that would be included on the

Circle of Courage Bulletin Board for this unit.

C i r c l e o f C o u r a g e P r o j e c t b y K o r t n e y K o s h e l u k | 3

Final Assessment At the end of the unit students will create a poster that will explain what they have

learned in regards to being respectful and inclusive toward people who identify as

LGBTQ and select and explain a role they can play in creating a safe environment for

LGBTQ students in school. The criteria for the assignment are as follows:

Circle of Courage Final Poster Project DetailsThe poster will include four sections:

1) Generosity

a) Why is it important to establish and maintain healthy relationships with

people who identify as LGBTQ?

b) How can you do this in regard to what we have learned about being

generous? Provide an example.

2) Belonging

a) How does body image affect students who identify as LGBTQ?

b) How can you make LGBTQ students feel like they belong? Provide an

example.

3) Mastery

a) How do your personal standards effect you decision making?

b) How can you achieve mastery that is relevant to your personal standards

regarding people who identify as LGBTQ? Provide an example.

4) Independence

a) Why does everyone have the responsibility to create and support safe

environments?

b) How can you show independence in regard for creating a safe space for

everyone, especially LGBTQ people? Provide an example.

Ensure that the Circle of Courage is represented in your poster.

Properly label your poster

Use proper grammar and sentence structure as well as avoid spelling errors.

Make sure your poster is eye appealing and legible

For more details please see the scale that will be used to mark the assignment below.

C i r c l e o f C o u r a g e P r o j e c t b y K o r t n e y K o s h e l u k | 4

Scale for Marking the Circle of Courage Final Poster Project

Generosity

Both questions are addressed and provide insight.

The example is realistic and displays how generosity

can be shown. 10…9…8…7…6…5…4…3…2…1

Belonging

Both questions are addressed and provide insight.

The example is realistic and displays how belonging

can be shown. 10…9…8…7…6…5…4…3…2…1

Mastery

Both questions are addressed and provide insight.

The example is realistic and displays how mastery

can be shown. 10…9…8…7…6…5…4…3…2…1

Generosity

Both questions are addressed and provide insight.

The example is realistic and displays how

independence can be shown. 10…9…8…7…6…5…4…3…2…1

The Circle of Courage is accurately represented in

the poster. 5…4…3…2…1

Proper grammar and sentence structure is used,

there are no spelling mistakes, and the poster is

accurately labelled. 5…4…3…2…1

Visual appeal and legibility 5…4…3…2…1

C i r c l e o f C o u r a g e P r o j e c t b y K o r t n e y K o s h e l u k | 5

Health Education Curriculum Connectionsand Lesson Examples

GENEROSITYUSC 6.2 Appraise the importance of establishing/maintaining healthy relationships with

people from diverse backgrounds who may or may not express differing values, beliefs,

standards, and/or perspectives (i.e., people of various ages, cultures, socio-economic

status, faiths, family structures [in regard to LGBTQ families], sexual orientations, and

cognitive/physical abilities).

e. Articulate a comprehensive understanding of prejudice, stereotype, and bias.

f. Discuss and question stereotypes and biases that exist in the school and

community. (specific to LGBTQ)

g. Explore stereotypes and beliefs (including but not limited to those related to

age, culture, religion, family structures [in regard to LGBTQ families], and sexual

orientations), both past and present, that might limit the number and kinds of

healthy relationships.

Lesson Ideas:1. Prejudice, Stereotype and Bias What are these? Have students guess the

meaning of these. Follow with definitions of each. Prejudice- preconceived

opinion that is not based on reason or actual experience. Stereotype- a widely

held but fixed and oversimplified image or idea of a particular type of person or

thing. Bias- prejudice in favor of or against one thing, person, or group compared

with another, usually in a way considered to be unfair. Give examples of

stereotypes from http://www.kidshelpphone.ca/teens/infobooth/violence-and-

abuse/prejudice.aspx and see if the students can add to it. Then move on to

prejudice. (Keep looking on the same website. Touch on

Homophobia/Heterosexism. Ask students what this is, then confirm the meaning

for them) Go through list of examples (List on

http://examples.yourdictionary.com/examples-of-prejudice.html) of prejudice and

see if students can pick out the homophobic ones. Can students add to this list?

What are biased behaviours? Look at some from

C i r c l e o f C o u r a g e P r o j e c t b y K o r t n e y K o s h e l u k | 6

http://examples.yourdictionary.com/examples-of-bias.html See if students can

pick out the homophobic ones and add to the list.

2. Generosity What does being generous mean? Brainstorm as a class to get a

definition. Write it down on a piece of paper and tack it to the front of the white

board. How can we be generous toward people with a stereotype? Focus

definition. Write it on a piece of paper and put it on the white board. How can we

be generous toward people who are LGBTQ? (prompt for respect if students do

not come up with it right away) Finalize definition and write it on a piece of

paper. Compare it to the other two previous definitions. Have a discussion

based on the definitions the class has created. At the end of class put the final

definition up on the Circle of Courage Bulletin Board.

BELONGINGUSC 6.5 Analyze the influences (e.g., cultural, social) on perceptions of and personal

standards related to body image, and the resulting impact on the identities and the well-

being of self, family, and community.

a. Identify sources of, and evaluate information about, influences on body image.

b. Discuss stereotypes based on appearances and the importance of not judging

self nor others based on appearances.

d. Investigate the connections among how we look, how we feel, and how we

behave.

Lesson Ideas:1. Body Image What is body image? Have some students share their thoughts.

Give them more information if needed. How is body image formed? Brainstorm

some ideas then look at

http://www.kidshelp.com.au/teens/get-info/hot-topics/body-image.php What

influences body image? Brainstorm some ideas and then continue to look at the

website. (Note what the Kids Helpline does and how it could be a support) Does

body image affect us all? (Discuss) How would it affect LGBTQ students?

(Discuss in groups, then discuss as a class)

C i r c l e o f C o u r a g e P r o j e c t b y K o r t n e y K o s h e l u k | 7

2. Revisiting Stereotypes Look back to stereotypes. What are some stereotypes

based on appearance? Get examples from students. (Once they say one

related to LGBTQ ask if there are others like it and write the examples on the

board.) Do we judge people with these stereotypes? (Yes, no, sometimes.)

What if the student is not LGBTQ? How would they feel? Give some examples

of (fictional) students that might have a LGBTQ stereotype, but there is another

reason for their appearance. (First Nations boys with long hair because of their

culture, boys wearing girls clothes/shoes because their family is cannot afford

new clothes so he gets things that are passed down from his sister [note how the

gender roles could be reversed in their situation], girls having a short haircut but

really they cut their hair off in support of cancer because someone they know

died from cancer, a girl that never seems to be interested in boys that gets called

a lesbian but really she was abused by many men in her life so she does not feel

comfortable around them, etc.) What if the student is LGBTQ? How would they

feel? (If students seem to struggle with this present some “how would you feel”

scenarios and put the students in the shoes of the LGBTQ students. Possibly

could watch this video if the class was mature enough and prepared enough to

handle the content. It might be a little much for grade 6. It focuses on If gay was

straight and straight was gay. https://www.facebook.com/video.php?

v=577730898958017)

3. Belonging How do we make someone feel like they belong? (Brainstorm as a

class, write a definition on the white board) How can we make LGBTQ students

feel like they belong? (Might struggle so start with this- How do we make them

not belong? Excluding them from soccer, groups… etc.) What can we do to

include them? How can we make them feel like they belong? Come up with a

definition, write it on a piece of paper, and at the end of class post it on the Circle

of Courage Bulletin Board.

4. Gay Straight Alliances (GSA’s) Have students do an inquiry on GSA’s. Provide

them the website http://mygsa.ca/ (Tell them they are not limited to it if they want

to look elsewhere or use a different website.) Tell them to record the answers to

these questions: What is a GSA? What is one thing a GSA does? What is one

C i r c l e o f C o u r a g e P r o j e c t b y K o r t n e y K o s h e l u k | 8

thing you need to do to set up a GSA in school? BONUS question: How do you

become an ally? Next class debrief answers that students found and answer any

questions they still have.

MASTERYUSC 6.1 Analyze the factors that influence the development of personal standards and

identity, and determine the impact on healthy decision making (including cultural norms,

societal norms, family values, peer pressures, mass media, traditional knowledge, white

privilege, legacy of colonization, and heterosexual privilege).

b. Propose why people behave the way they do (e.g., personal beliefs, societal

norms).

e. Uncover personal standards by exploring questions such as:

o What are the standards that I will expect myself to live by at all times?

o What are my standards for dealing with challenges/problems?

o What are the boundaries for the attitudes and actions that I will accept for

myself, my peers, my family, and my community?

o What standards are part of my cultural heritage?

k. Explore when personal standards may be reinforced or challenged.

n. Determine how decision making is influenced by personal standards.

Lesson Ideas:1. Personal Standards What are personal standards? How do we develop them?

(Prompt personal and societal etc) What are my personal standards in regard to

LGBTQ people? (follow questions in indicator e, but focus on in relation to

people that identify as LGBTQ) Individual thinking, pair thinking, group thinking,

class thinking. Have each student fill out a sheet with their personal standards

for themselves in regard to LGBTQ people.

2. Challenges How can our personal standards be challenged? How can they be

reinforced? Look at this scenario about an 11 year old boy being called gay

http://school.familyeducation.com/bullies/parents-and-school/40897.html Ask

what they would do if this student was in their school? How is it challenging their

personal standards in regard to LGBTQ students? How can they reinforce their

C i r c l e o f C o u r a g e P r o j e c t b y K o r t n e y K o s h e l u k | 9

personal standards? Look at this article

http://www.advocate.com/youth/2012/11/01/newspaper-tells-nightmare-scenario-

gay-teen-foster-care Pull it up on the projector and read it to the class. Ask what

they would do if this student was in their school? How is it challenging their

personal standards in regard to LGBTQ students? How can they reinforce their

personal standards?

3. Personal Standards Activity Have each student fill out a copy of the activity.

These will then be placed on the Circle of Courage Bulletin Board *please see attached copy of example of student work*

4. Mastery How can we tell if we are achieving mastery? Have a class discussion

and write a definition on the white board. How can we achieve mastery in regard

to what we have been talking about (personal standards in regard to LGBTQ

people)? Have students come up with an answer (Sticking to our personal

standards) and write it on a piece of paper and attach it to the Circle of Courage

Bulletin Board.

INDEPENDENCEUSC 6.6 Develop and demonstrate the knowledge, skills, and personal standards

necessary for establishing and supporting safe practices and environments related to

various community activities.

h. Affirm personal standards with respect to individual rights and responsibilities

for creating and supporting safe environments.

Lesson Ideas:1. Individual Rights Read I Have the Right to Be a Child by Alain Serres and

Aurelia Fronty. (http://www.goodreads.com/book/show/13239374-i-have-the-

right-to-be-a-child) Do we all have a right? Discussion. (LGBTQ students do

too) Do we all deserve to feel safe? What are some things that make you feel

safe in school? In the community? (Steer conversation towards things like: no

one will call me mean things that are hurtful without them knowing [gay], I can tell

my friends who I have a crush on and not be scared, I don’t have to worry about

C i r c l e o f C o u r a g e P r o j e c t b y K o r t n e y K o s h e l u k | 10

going to the bathroom [gendered bathroom issues]) What are some things that

would make a LGBTQ student feel safe in a classroom?

2. Creating a Safe Space for All How are we individually responsible for creating a

supporting safe environment for everyone? Get students to discuss ways. (Might

need to prompt with examples as simple as being nice, including others, working

as a team, etc.) How could we specifically try to make a safer space for students

that are LGBTQ? Discuss as a class. (quit gay bashing, know more about

LGBTQ people to help educate myself and others, become an ally, etc.)

3. Being an Ally Has anyone ever heard of being an ally for LGBTQ people? Have

students express what they know. Go to http://www.glaad.org/resources/ally and

read the part above the video and then watch the video. Allow the students to

respond to the video. Ask the students how they can be an ally? / What does an

ally do? Get some ideas on the board and then go to

http://www.glaad.org/resources/ally/2 and compare your list with the list on the

website. Then look at

http://www.kidshelpphone.ca/Teens/InfoBooth/LGBTQ/SexualOrientation/Being-

an-ally.aspx (focused more for kids)

4. Independence What does it mean to be independent? Class discussion.

Write some ideas on the white board. How are we independent? Class

discussion. Write some ideas on the white board. How can we show

independence in regard for creating a safe space for everyone, especially

LGBTQ people? (Brainstorm a definition, write it on a piece of paper and put it

on the Circle of Courage Bulletin Board.

C i r c l e o f C o u r a g e P r o j e c t b y K o r t n e y K o s h e l u k | 11

Connection to Comprehensive School Health (CSH)

Healthy Physical Environment This section of CSH is very key to the focus of this project. The idea of creating a

safe space will be touched on many times throughout the unit, but there is a specific

concentration in Independence. Students talk about how to create a safe space for

everyone, especially LGBTQ people, and how being an ally is a key to creating this safe

atmosphere.

Teaching and Learning Many resources will be provided throughout the Circle of Courage Project to provide

experiences that support self-efficacy, personal competency, social responsibility. All of

the resources mentioned in the above section, plus many more, are included on a

Pinterest board at https://www.pinterest.com/KKosheluk/lgbtq/. On this board there are

resources geared towards students, parents, and teachers.

Social Supports While focusing on Belonging, students will investigate Gay Straight Alliances (GSA’s).

This is but one way to encourage active student involvement in the school community to

support LGBTQ youth. For more on GSA’s in Canada please see http://mygsa.ca/

Health and Other Supports There are many agencies to support students in this area. Agencies like the Kids

Help Phone, UR Pride Center, etc. This website

http://www.mydavievillage.com/BurbsSASK.html provides a list of support people and

centres in Saskatchewan. Some of these agencies will be brought up in lessons, and it

might be possible to bring in an agency to speak to the class as a guest presenter.

C i r c l e o f C o u r a g e P r o j e c t b y K o r t n e y K o s h e l u k | 12

Circle of Courage Bulletin Board as a Teaching Tool The Circle of Courage bulletin board is an excellent tool to use in the classroom

because it provides visual stimulation for the students. The students can also take

ownership of their learning when they help create the definitions that are displayed on

the board. Student work is also included on the board which again helps the students

take ownership for the things that they learn.

Interdisciplinary Approach I have found other outcomes in the Grade 6 Saskatchewan Curriculum that connect to

the focus of people who identify as LGBTQ in the Circle of Courage Bulletin Board.

They could all be connected to different aspects of the Circle of Courage (generosity,

belonging, mastery, independence); it depends on how you wish to weave these other

outcomes into the topic. Regardless, the Circle of Courage Bulletin Board can be used

while teaching these other outcomes when a LGBTQ focus is wanted.

Arts Education: (Focus of Identity)CP6.1 Create dance compositions that express ideas about identity and how it is

influenced (e.g., factors such as pop culture, cultural heritage, peer groups, personal

and family interests, gender).

CP6.6 Collaborate on a drama that expresses ideas about identity and how it is

influenced (e.g., factors such as pop culture, cultural heritage, peer groups, personal

and family interests, gender).

CP6.10 Create visual art works that express ideas about identity and how it is

influenced (e.g., factors such as pop culture, cultural heritage, peer groups, personal

and family interests, gender).

CP6.11 Investigate and use various visual art forms, images, and art-making processes

to express ideas about identity.

C i r c l e o f C o u r a g e P r o j e c t b y K o r t n e y K o s h e l u k | 13

CR6.2 Investigate and identify ways that the arts can express ideas about identity.

English Language Arts:CR6.1 View, listen to, read, comprehend, and respond to a variety of texts that address

identity (e.g., Growing Up), social responsibility (e.g., Going the Distance), and efficacy

(e.g., Making Our Community More Peaceful).

https://vikkivansickle.wordpress.com/2013/06/13/ya-is-too-late-gay-characters-in-

middle-grade-fiction/ has some books for middle years featuring LGBTQ

characters.

http://booksforteens.pbworks.com/w/page/14825048/GLBT%20Fiction also has a

few suggestions, but most of these are for a higher grade level.

http://www.whatdowedoallday.com/2014/06/childrens-books-that-challenge-

gender-stereotypes.html?

utm_source=rss&utm_medium=rss&utm_campaign=childrens-books-that-

challenge-gender-stereotypes has books for a lower grade level.

CC6.1 Create various visual, multimedia, oral, and written texts that explore identity

(e.g., Your Choices), social responsibility (e.g., Looking for Answers), and efficacy (e.g.,

Systems for Living).

Social Studies: IN6.2 Evaluate and represent personal beliefs and values by determining how culture

and place influence them.

IN6.4 Explore aspects of cultural change over time, including:

o reasons for cultural change

o examples of cultural change

o how cultural change affects youth

o how youth respond to cultural change.

C i r c l e o f C o u r a g e P r o j e c t b y K o r t n e y K o s h e l u k | 14

PA6.1 Examine the relationship between an individual’s power and authority and the

power and authority of others.

PA6.2 Analyze the distribution of power and privilege in Canada and a selection of

countries bordering the Atlantic Ocean.

PA6.3 Explore examples and explain how people, such as ethnic minority groups, the

disabled, youth, and the elderly, may be affected by injustice or abuses of power.

C i r c l e o f C o u r a g e P r o j e c t b y K o r t n e y K o s h e l u k | 15

Appendix A

C i r c l e o f C o u r a g e P r o j e c t b y K o r t n e y K o s h e l u k | 16

Appendix B