JasonGoode&PJProctor

BuildingCommunitywithDiversityofIndividuals
WeekOneCurriculum

Audience:
StudentsatNorthernIllinoisUniversity(NIU)
Duration:
330minutes
LearningOutcome:
Studentswillbeableto
Buildcommunitywithoneanother
Createandsetgoalsforwhattheyarelookingtoaccomplishandtakeawayand
Createandsetexpectationsforthemselvesandthewholeclass
Notes:Priortoclass,facilitatorswillcontacttheparticipantsaboutaweektotwoweeksbeforethefirst
sessiontoinstructandinformtheparticipantsthattheywillbedoingavisionboardattheendofclass.
Thestudentswillbeaskedtoarrivetoclasswithmaterialsandideasfortheactivitiesplanned.

TIME
45/45

60/105

10/115

ACTIVITY
FirstSessionOpening
Priortothestartofclass,musicwillbeplayingtosetamorerelaxedatmospherein
thelearningsetting.
Asstudentsentertheroomtheywillbegivenanametentthattheywilldecorateas
theywant.Theywillputtheirpreferrednameandpreferredgenderpronouns(these
isasmallwayofhopefullyhavingstudentsfeelsafeintheenvironment).
Facilitatorswillthengetintroductionsstartedbyintroducingthemselvesandabrief
summaryofwhatthecourseisallabout.
Thefacilitatorswillthenhavethestudentsbreakoutintosmallgroupstointroduce
themselvestooneanotherforabout10min.
Oncethe10minareup,facilitatorswillregrouptheclasstocomebackto
largegroupwheretheywillaskforvolunteerstoshareandintroduce
someoneintheirgroup.
Overview,GoalsandExpectations
Facilitatorswillgettheclasstoreflectonwhytheyarehereandwhattheyare
lookingtogetoutoftheireducationthroughthisclass(5min).
Oncethestudentstakesometimetoreflect,thefacilitatorsthenhavethe
studentsbreakoutintosmallgroupsagain(wherethegroupsaremixed
differentlyfromthefirsttime)andsharewhattheyhavereflectedon(10
min)
Facilitatorsthenhavegroupspickonemainreasonthateachgrouphadincommon
tosharewiththelargegroup.Facilitatorswillthenwriteouteachwhyreason.
Facilitatorsthenembracethestudentsreasonsandexplainwhattheoverallgoals
andlearningobjectivesfromthefacilitator'spointofview.Facilitatorswillshare
bothprofessionalandpersonalgoals.
Facilitatorswillthenaskstudentstoreflectonwhatgoalsandexpectationsthey
havefortheclass
Oncethestudentshavebeengiventimetodosomereflectingonwhat
personalgoalsandexpectationstheyhave,thefacilitatorswillthenhavethe
classsetexpectationsfortheclass(a.k.a.oneanother)
Facilitatorswillthenwritetheexpectationsdownandtheywillbringthem
toeverysessionuntiltheend.
Break

90/205 WhatsinyourTreasurebox?

Facilitatorshandsoutsmallboxesandvariousamountsofpiecesofpaperandask

thatthestudentsgetsomethingtowritewith.

Onceeveryonehasthematerials,facilitatorsthenexplainwhattheparticipantsdo
fortheactivity.
Eachpersonwriteseverythingtheywantintheirlifethingstheyhaveas
wellasthingstheydontyethavebutonlyonethingperpieceofpaper.
Explainthatthesecanbevaluestoo.
Theparticipantswilltakeabout30minutestoreflectandcompleteasmany
aspossible.
Oncetheyfinishwritingallofthethingstheywantinlife,theywillbe
givenanother30minutestoreflectonwhatoneactionstepwouldbefor
eachthing.Theyshouldwritesomethingonthebackofeachpaperand
placeitintothesmallbox.
Finally,forthelast30minutesparticipantswillwalkaroundandtalkto
someoneneweachtimeandtheywillsharejustonethingthattheyhavein
theirtreasurebox.Theywillsharethethingthattheywantmostandthen
theactionplanonhowtheywillachievewhattheyhaveintheirtreasure
box.

Activityretrivedfromfollowingwebsite:
http://www.onlineexpert.com/elearning/user/pdf/natsem/managingdiverseworkforce/teamb
uildinggamesactivitiesideas.pdf

10/215
Break
45/260 TreasureBoxdebrief

Whatdidyouhearinyourconversations?
Whatsurprisedyou?
Didyourelatetoanyonestreasure?
60/320 VisionBoardCreating

Materialstobringtothemeeting
Scissors
Magazines
Posterboard
Markersandpaint
Glue,tape,stapler,andetc.

Activityretrivedfromfollowingwebsite:
http://happyblackwoman.com/howtocreateavisionboard/
10/330 Questions,Comments,ParkingLotIssues

Whatwereyourexpectationsofthisfirstsessioncomparedtohowthesessionactually
went?

JasonGoode&PJProctor
UnderstandingtheDevelopmentofIdentityandtheExternalFactorsthatInfluenceitThroughtheRMMDI
WeekTwoCurriculum

Audience:
StudentsatNorthernIllinoisUniversity(NIU)
Duration:
260minutes
LearningOutcome:
Studentswillbeableto
Conceptualizeone'sownidentity
Gainanunderstandingandbeabletoarticulatetheconceptofauthenticityintermsofwhatitmeanstothem
Beabletoexplainhowthemeaningmakingfilterinfluencestheiridentityand
Recognizeandrespectdifferencesinindividualidentitysuchas,race,gender,sexuality,ability,orientation,class,
andetc.
Notes:Priortoclass,thestudentsshouldhavereadchapterfiveontheRMMDIin
IdentityDevelopmentofCollege
Students:AdvancingFrameworksforMultipleDimensionsofIdentity
bySusanR.JonesandElisaS.Abesandhave
drawntheirownRMMDImodel

TIME
30/30

25/55

25/80

ACTIVITY
SecondSessionOpening
o Priortothestartofclass,musicwillbeplayingtosetamorerelaxedatmosphereinthelearningsetting
o Wewillletthemusiccontinuetoplayonalowlevelduringthissession
o Studentcheckinandreflectiontoseehowtheyaredoingandwhattheyhavedonewiththe
informationfromthelastmeeting
o Icebreaker,toremembernames,willbedoneintheformofthepicnicgame
Eachpersonsaystheirnameandwhattheyarebringingtothepicnic
Eachthingmuststartwiththeletteroftheirnameandeveryotherpersonmustsaythenameof
thepersonwhoproceededtheminadditiontotheitemtheyarebringingtothepicnic
o Expectationsfromthestudentaswellasthefacilitators
IdentitySymposium
o EstablishadefinitionoftheReconceptualizedModelofMultipleDimensionsofIdentity(RMMDI)
o Determinemeaningmakingcapacityduringclassdiscussion
o Whatdoesitmeantotrytounderstandwhoyouare?
o WhatwastheclosesttoyourcoreinyourRMMDImodel?
o Whatdoesthatsayaboutyouoryouridentity?
o Whatwasthefurthestfromyourcore?
o Whatdoesthatsayaboutyouoryouridentity?
o HowdoesracefitintoyourRMMDImodel?
o Howsalientisraceforyou?Howsalientisyourraceinthecontextofsocietalstructures?
o Wherewasyoursexualityonthemodelandhowsalientisthisforyou?
o Splitintogroupsanddiscussthefollowingitemsofidentity:
o Gender,ability,andclass
o Regroupasafullclass:
o Whatdifferencesdidyoudiscoverinyourbeliefsandidentity?
o Describehowclassmaybemoresalientforothermembersinthegroup.Whyisthisimportantto
consider?
Whatisinaname?
o Activity:
o Providesamplenamesandseewhatracestudentsthinkthenamesbelongto,suchas:
o ShawnaJohnson,JeromeBowers,TyroneMiller,etc.
o Doyoujudgepeopleorformopinionsofthembasedontheirname?
o Shouldyournameinhibityoufromgettingajob?

10/90
90/180

Break
Storytelling:Promptsfromsecondpaper
Introduction
Gatherthegroupintoacircle(groupsshouldbenolargerthan10)
Eachpersonwillbegivenuptotwominutestoshareastoryperround,somakesureyou
havesmallenoughgroupsforthistohappen,giventheamountofpromptsyouwouldlike
touse
Askforallmemberstoputawaytechnology(phones,tablets,etc)IntroducetheStory
Circleactivitytothegroup.ExplainthatStoryCircleshavedeeprootsinactivismand
communityactionorganizations.Theyhavebeenusedasawaytoshowvalueandworthto
allvoicesintheroombeforemakingdecisions.Howmanyofyouhavebeeninagroup
wherethereare12peoplewhodominate?Howmanyofyouhavebeenputoffbypeople
whoneverspeak?ParticipatinginaStoryCircleisawayforacommunitytocometogether
andvalueallstories.Nostoryismoreimportantthananotherandthisisthefoundationof
supportandengagement.
GroundRules
Thismaybedifferentthanotheractivitiesyouhaveparticipatedinthepast.Youmayfeel
pushedoutsideofyourcomfortzone.Weaskthatyousitinthisspace,noticeit,andleanin
ifyoufeeldiscomfortasawaytogrowandpushyourself.Simultaneously,takecareof
yourself.Idon'tanticipateanyonebeingpushedtothispoint,butifyouneedtogetupand
takeabreak,feelfreetodoso.
Weareintentionallysittinginacircle,withoutphones,tablets,notepads,oranythingelse
sowearepresentwithoneanother.Wewantthefocustobeononeanotherandourstories
andnowhereelse.Weaskthatyourespectandarementallypresentforoneanotherinthis
space.
Therewillbeamoderatorandalsoaparticipator.Iwilltellstoriesinthesamewayyou
will,andwillbeattentivetotimeandgroupdynamics.
Apromptwillbegiventothegroupandaskeachpersontorecallastory/exampleabout
thisprompt.Eachpersonwillbegiventwominutestotelltheirstoryandthepersontothe
rightofthestorytelleristheirtimekeeper.Theyshouldbegivena20secondsnotification
andthenawrapup.Thereisatimeassociatedtomakesurethateveryonehastheabilityto
telltheirstoryandtoaffirmthatEVERYstoryhasvalue,notjustthestoryoftheperson
whoisabletospeakthelongest.
Wewillgoclockwiseandaskthateveryoneshares.Youdohavetheabilitytoskip,butI
reallyencourageyoutobebraveandshareastory.
Unlikeotheractivitiesyoumayhaveparticipatedin,thereisnocrosstalkorfollowup
questions.ThisistocenterthespaceonstoriesandnottoyourREACTIONtothestories.
Feelfreetoprovidenonverbals,smiling,nodding,laughing,etc.Wealsoaskthatyoudo
notshareotherpeople'sstoriestothosenotwithinthecircle.
Onceeveryonegoesthrougharound,itwillbedecidedwhetherwewillgothroughanother
roundwiththesameprompttogodeeperintoourstoriesoranotherpromptwillbegiven.I
willallowtimeattheendforustodoaclosinginwhichyoucanaffirmastoryyouheard,
askclarifyingquestions,orletsomeoneknowhowtheirstoryimpactedyou.Thereisno
structuretothis,butisfreeflowing.
Allowtimeforanyclarifyingquestionsfromparticipants
Askforavolunteertogofirst.Giveyourphonesettoastopwatchtothepersontotheright
andmakesureeveryoneknowstheyhavetwominutestotaltotelltheirstories.DONOTbe
thefirstpersontotellastory.Asthemoderator,thisautomaticallysetsupapowerdynamic
withinthegroup.
SampleStoryCirclePrompts
Lowriskpromptcouldbeanopenendedprompt:
Tellastoryaboutwhatbringsyoujoy
Tellastoryofamomentwhenyouovercameexpectations

Tellastoryofatimewhenyouweremadetofeeldifferentfromothers
Theideaandhopebehindthisactivitywouldbethatstudentsgetmorecomfortableand
sharemorehighriskexperiences
Closewithanaffirmationcircle.Allowthegrouptofreelyaffirmeachother,askclarifying
questions,givehugsifappropriate,etc.pleaseberespectfulofthenoiselevelifother
groupsarestillinthestorytellingportionoftheactivity

Cite:AnjnaChampaneriCalBerkeleyandMarciWaltonfromLoyolaUniversityChicagoifusinghandout
oractivity
10/190
Break
60/250 StorytellingdebriefLargegroup

Whatdidyouhearinthosestories?
Whatsurprisedyou?
Whatshockedyou?
Didanystoriesmakeyousadormad?
Howdoyoufeelafterthis?
10/260+ Questions,Comments,ParkingLotIssues
Fornextclass:Thinkaboutwhatyoulearnedaboutyouridentityandhowyouinterpretother'sidentity.
Starttovisualizehowthislendstocriticalracetheory.

JasonGoode&PJProctor
CriticalRaceTheory(Tenetsof)Race
WeekThreeCurriculum

Audience:
StudentsatNorthernIllinoisUniversity(NIU)
Duration:
260minutes
LearningOutcome:
Studentswillbeableto
Racismisordinary,notaberrational
InterestConvergence
RaceissociallyconstructedRaceandracesproductsofsocialthoughtandrelations
Differentialracialization
Intersectionalityandantiessentialismand
Counterstorytellingandcounternarratives
Notes:Priortoclass,thestudentsshouldhavereadchaptersevenoncriticalracetheoryin
Identity
DevelopmentofCollegeStudents:AdvancingFrameworksforMultipleDimensionsofIdentity
bySusan
R.JonesandElisaS.Abesandbereadytodiscussthistheory

TIME
30/30

ACTIVITY
o
o
o
o
o
o

25/55

o
o
o

ThirdSessionOpening
Priortothestartofclass,musicwillbeplayingtosetamorerelaxed
atmosphereinthelearningsetting
Wewillletthemusiccontinuetoplayonalowlevelduringthissession

Studentcheckinandreflectiontoseehowtheyaredoingandwhatthey
havedonewiththeinformationfromthelastmeeting

Providedefinitionsandensurethateachstudenthasabasicunderstanding
ofthetenetsofcriticalracetheory

Explainhowthesetenetscanbeappliedtodailylifepriortobeginningthe
involvedactivities
BlackFacePhotoandMyCultureisnotaCostume
EstablishRulesandguidelinesforcritiqueofafellowpeerHuskie
StudentswillbeshownapictureofanNIUstudentwhohasbeenpaintedin
Blackface,theymustevaluatethepictureanddecidewhattheuniversity
shouldhavedoneaswellasthestudentbody
o Whatiswrongorwhatisrightwiththepicture?
o Howshouldtheuniversityrespondtothispicture?
o Isthisarticleenoughtoaddresstheissue?Whyorwhynot?
o
www.niutoday.info/2015/10/28/conscientiouscostumes/
o
Whatwouldyousayifthiswasyourfriend?
o
Doyouhavefriendsofotherraces?Ifnot,why?Ifso,doesyour
relationshipwiththemdifferfromyourrelationshipswiththefriendsof
thesamerace?
o
Howdoesthisphotoimpactthereputationofouruniversity?Howdoes
thisimpacttheblackstudentbodyoncampus?
o Howsalientisraceforyougiventhisdiscussion?

o
o
o

60/115

o
o

10/125
60/185

MizzouintheNews
Activity:Breakintogroupsofthreeanddiscussthesequestions.Attheend
ofthisexercise,youwillgiveyourgroup'sreactiontothequestionsinthe
formofapresentation.Allgroupmembersmustparticipate.
o DeconstructthecircumstancesoftheeventsthatunfoldedatMizzou:
o HowdidthesituationatMizzoubegin?
o Whatwerethecircumstancesthatcausedthestudentstobeconcerned?
o Whatistheimplicationtowhiteprivilegegiventhattheuniversity
presidentsteppeddown?
o Whatstudentswereinvolvedandhowdidtheiractionscausethe
changeswithintheuniversity?
o Isthereabacklashtothis#blacklivesmattermovementonthecampusof
Mizzou?Ifso,how?Ifnot,why?
o Lookingatthiseventthroughacriticallens,whatinstanceshaveyou
noticedinthenewsthatshowthesocietalpositiononrace?
o Whataboutthisparticularinstancesurprisesyou?
Break

o
o
o
o

10/195

Splitintotwogroupsforadebate:Team1willadvocateforthoseimpacted
bythisimageandTeam2willadvocatefortheuniversityandwhathas
beendoneuptothispoint
DebatewillbemoderatedbyJasonandPJ

Regroupasafullclass:
Whatdifferencesdidyoudiscoverinyourbeliefsonrace?
o Describehowthismaybemoresalientforothermembersoncampus
thanothers.Whyisthisimportanttoconsider?

IlliniWhiteStudentUnion
https://illinois.edu/blog/view/6231/280978

https://www.facebook.com/IlliniWhiteStudentUnion792403247549028/
?ref=ts&fref=ts
Thisactivitystartsoffwithstudentsreadingthefacebookpageandtheblog
postedbytheuniversity.Wewillencouragethemtoreadthevarious
commentsonthepagetogainanunderstandingofthestudentperspectives
thatareprevalentonacollegecampus.
o Whatdoyounoticeaboutthepeoplewhoaremakingcomments?
o Dotheyhaveprofilepicturesarearetheyhidingbehindtheanonymity
oftheinternet?
o WhatdoesthissayaboutWhitefearthroughthelensofWhite
privilege?
o WhatdoyouthinkabouttheneedforaWhitestudentunion,isit
necessary?
o Theideaandhopebehindthisactivityistohighlightthehistoricalvalue
giventoWhitefearandupheldbyWhiteprivilege.
Break

60/255

10/265

CriticalRaceTheorydebrief(viewingofEddieMurphyWhiteLikemevideoclip
Whatdoyouthinkaboutthisclipfrom1984?Isitstillrelevant?
Whatsurprisedyou?
Whatshockedyou?
WhatisWhiteprivilege?
DidthisvideoaccuratelydisplayWhiteprivilege,whyorwhynot?
Howdoyoufeelafterviewingthis?

Questions,Comments,ParkingLotIssues
Fornextclass:Reflectiononracialissues,intolerance,andetc.Readchapteron
intersectionality.

JasonGoode&PJProctor
IntersectionalityandQueerTheory
WeekFourCurriculum

Audience:
StudentsatNorthernIllinoisUniversity(NIU)
Duration:
305minutes
LearningOutcome:
Studentswillbeableto
Seethatpeoplewhoidentifysimilartothemselvescanexperiencedifferentlevelsof
consciousnessaroundcertainidentities
Beabletounderstandwhereidentitiesthataresalientorarenotsalientforthemareimpacted
systemically
Explainthedifficultyindealingwithnormalcyand
Understandthebenefitthatqueerasaverbhasforliberatingpeoplefromdominantideologies.
Notes:Priortoclass,studentsshouldhavedonereflectionsonracialissuessuchasprofilingor
intolerance.ReadJonesandAbesIdentityDevelopmentofCollegeStudents:
AdvancingFrameworksfor
MultipleDimensionsofIdentity
chapter6onIntersectionalityandinclassreadingaboutQueerasaverb.

TIME
45/45

30/75

ACTIVITY
FourthSessionOpening
o Priortothestartofclass,musicwillbeplayingtosetamorerelaxedatmosphereinthe
learningsetting
o Studentcheckinandreflectiontoseehowtheyaredoingandwhattheyhavedone
withtheinformationfromthelastmeeting
o Providedefinitionsandensurethateachstudenthasathoroughunderstandingofthe
tenetsofIntersectionalityandQueerTheory
o Explainhowthesetenetscanbeappliedtodailylifepriortobeginningtheinvolved
activities
IdentitySigns(Intersectionality)
Thisactivitywillfocusonwhatareoursalientandnonsalientidentitiesinoneseveryday
experiencesinordertoshowhowdifferentidentitiesintersect,interact,andaffectin
studentseverydaylives.

Beforetheactivitybeingshangidentitysignsaroundtheroom.
1. Explaintheactivity.
Example
:Ok,weregoingtodoanactivitycalledIdentity
Signs.Asyoucanseetherearedifferentidentitycategorieshunguparoundthe
room(nameeachidentitycategory).InaminuteImgoingtoaskyoualltostand
upandImgoingtoreadoutaquestionthathasablankinit.Youwillthenmove
underthesignthatbestfillsinthatblank.Isanyonenotclearonthosedirections?
Illreadoutthefirstquestionandifyourenotsurewhattodoatthatpointwewill
discusswhattodo.
2. Geteveryonestandingup!
3. Readthefirstquestionclarifywhatyouwouldlikepeopletodo.
4. Askifanyonewouldliketotalkaboutwhytheychoosethatidentityorwhattheir
livedexperienceislikewiththatidentity.Allowforafewdifferentpeopletoshare
theirthoughts.Ifeveryoneseemsparticularlyeagerthenalloweveryonetotalk.
Beforeyoumoveon,letpeopleknowthatsomeonewillbethelastonetotalk,
BillydoyouwanttosharebeforeIaskanotherquestion?Thisallowsfora
smoothertransition.

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15/135
90/225

5. Repeatwithanotherquestion.
6. Afteryoufinishwiththequestionsortheactivityseemstobelosingsteam,closeup
withonelastquestionandthendoawrapupoftheactivity.
QUESTIONLIST
1. ThepartofmyidentitythatIammostawareofonadailybasisis_________.
2. ThepartofmyidentitythatIamtheleastawareofonadailybasisis_________.
3. Thepartofmyidentitythatwasmostemphasizedorimportantinmyfamily
growingupwas_________.
4. ThepartofmyidentitythatIwishIknewmoreaboutis_________.
5. Thepartofmyidentitythatgarnersmethemostprivilegeis_________.
6. ThepartofmyidentitythatIbelieveisthemostmisunderstoodbyothersis
_________.
7. ThepartofmyidentitythatIfeelisdifficulttodiscusswithotherswhoidentify
differently_________.
8. Thepartofmyidentitythatmakesmefeeldiscriminatedagainstis_________.
Notes
Itisimportantthatthisactivityfocusestalkingaboutthedifferentidentityexperiencesand
notoncomparingtheexperiencesofthedifferentindividuals.Onepersonsexperienceis
notlessormoreimportantthananother's,anditisimportanttokeepthequestionsfocused
oneveryonesindividualtruths.

Activitygottenfrom:
http://thesafezoneproject.com/activity/identitysigns/
Debrief

Guidingquestions
1. Debriefaftertheactivity.Askwhatpeoplefoundsurprisingabouttheactivity,orif
anyonehadanythingmoretoadd.
2. Discusswhattheactivitywasliketodopeopleoftennamethattheydidntrealize
howmuchtheyhaveincommonwithoneanotherorthattheyweresurprisedabout
howtheyansweredthequestions
3. Buildoffofcommentsthatmayaddressthatitwasdifficult,orthatparticipantsdo
notoftenthinkaboutallthepartsoftheiridentities.Drawparallelstopeopleand
talkabouthowonepersonsfrustrationwithpeoplenotunderstandingtheir
sexualitycanbeasimilarexperiencetosomeoneelsesfrustrationaroundtheir
genderpresentation.Donotuselanguagethatsaysoneexperienceisharderthanthe
other,theimportantelementisthatwecanallhavesimilarorsharedexperiences
withouridentitiesevenwhentheidentitiesareincrediblydifferent.
4. Discusshowthinkingabouttheseidentitycategoriesaffectusinourotheridentities
andaskwhatimpactouridentitieshaveonbeinganeducator,student,leader,team
player,etc

Break
QueerTheory
Breakintoequalgroupsoffourstudents.Onceyouareinyourgroups,wewillassign
youatenetofqueertheorytodefineanddiscusswiththeclass.Everygroupwillhave
fifteenminutestoprepare,thenyouwillcompleteapresentationthatiseighttoten

10/235
60/295

10/305

minuteslongonyourassignedtenet.Attheendofyourpresentation,youmusthavea
designatednotetakermakenoteofallthequestionsthattheclasshasregardingthis
topic.Wewillnotanswerthequestionsuntileveryonehastheirturntospeakinorder
tomakesureeveryonehastheirallottedtime.
Groups14willeachbeassignedatenettopresenttotheclass.Questions
withanasteriskwillbeforaparticulartenet.
Defineyourrespectivetenet(heteronormativity,performativity,
desire,orbecoming)
Explainhowthisconceptisimpactingeverythingallaroundusat
alltimesorexplainhowitisnotimpactingeverythingaroundusat
alltimes
Usingtheinternetontheclasscomputer,findexamplesofthisin
popularculture,advertisements,news,religion,andothermediums
Reflectonyouryearsinschoolanddiscusshowyoucanseeyour
tenet(heteronormativity,performativity,desire,orbecoming)
perpetuatedinyoureducationalcurriculum
*Inwhatwaysdoyouseeheteronormativityenforcedbystatelaws
andpolicies?Isthereanyimplicationinhealthinsurance?
Inwhatwaysisqueertheoryusefulinhighereducation?Discuss
pros,cons,andwhyqueertheorymightbeconsidereddangerousto
dominantideologies.
Createathirtysecondelevatorpitchforqueertheory.Whatwould
yousayifsomeoneonanelevatoraskedyouwhatwasqueer
theory?
Wewillreconveneasaclasstoanswerallofthequestionsthataroseduringthesmall
grouppresentations.Theremainingtimewillbeusedtodiscussandmakesurethereis
aclearunderstandingofthematerial,theimplications,andapplicationsinhigher
education.
Break
IndividualActivity
Usingqueerasaverb(toqueersomething)
ReadCharlieGlickman
QueerisaVerb
http://charlieglickman.com/2012/04/06/queerisaverb/
Hardcopieswillbegivenoutandstudentswillbeallowedtwentytothirty
minutestoreadthearticleandcompletetheirindividualqueeringproject
Eachstudentwillchoosesomethingtoqueer(policy,tradition,word,car,gender,or
anythingtheydesire)
Drawavisualrepresentationofyourqueerasaverbproject
Oncethisiscomplete,preparetotalkaboutwhytheideaofbeingnormalisdetrimental
tomarginalizedothers
Asaclass,wewillreviewsomeofthedrawingsandgainabetter
understandingforqueerasaverbtogether
Questions,Comments,ParkingLotIssues
Fornextclass:Reflectonwhatdoesitmeantobeanally?Bepreparedtodiscussthisat
thenextclassperiod.

JasonGoode&PJProctor
MovingFromKnowledgeIntoAction
WeekFiveCurriculum

Audience:
StudentsatNorthernIllinoisUniversity(NIU)
Duration:
295minutes
LearningOutcome:
Studentswillbeableto
Reflectonhowtheycanbethestrongestalliestoothersintheworld
Interruptprejudiceandtakeactionagainstoppressionevenwhenpeoplefromthetargetgroupare
notpresent
Riskdiscomfort
Acknowledgeandtakeresponsibilityfortheirownsocialization,prejudiceandprivilege.and
movefromtheoryintosocialjusticeaction.
Notes:Priortoclass,thestudentsshouldhavewrittenaplanthatexplainshowtheyplantouseeachitem
wehavecoveredthroughoutthiscurriculuminpractice

TIME
30/30

ACTIVITY

FinalSessionOpening
Priortothestartofclass,musicwillbeplayingtosetamorerelaxedatmospherein
thelearningsetting
Studentcheckinandreflectiontoseehowtheyaredoingandwhattheyhavedone
withtheinformationfromthelastmeeting
25/55 Beinganallyforyourselfandothers

Allowtimeforthestudentstoreflectonthefollowingquestions

Whatisanally?
Whatarethecharacteristicsofbeingagoodally?
Whatarethechallengesofbeingagoodally?
Withwhatgroupsareyouaneffectiveally?
Howcouldyoubecomeanevenmoreeffectiveally?
See
http://chicagoist.com/2015/11/30/_an_arrest_has_been.php
anddetermineif
JabariR.Deanwasbeinganallytothe#blacklivesmattermovementinhisresponse
tothepoliceshootingofLaQuanMcDonald
45/100 GuestSpeaker

o ZNicolazzo
10/110
Break
75/185 ShowPreciousKnowledge

10/195
Break
60/255 Debrief

Askstudentsfollowquestions
Whatdidyoufeelwatchingthismovie?
Whatdidyouseehappen?
Howdidthestudentstakeaction?
Playoffofanswerstoleadadiscussiononhowthecontentofthiscourserelatesto
thecontentofthisfilm
Atthecloseofthediscussion,haveeachstudentsharetheirwrittenplanofhow
theywillusewhattheyhavelearnedduringthesesessionforthegreatergood

10/265
30/295

Questions,Comments,ParkingLotIssues
Partinggifts
PedagogyoftheOppressed
Endofthesessionparty
Orderpizzaandfoodtocelebrateasuccessfultheoreticaltraining