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Activities

The following activities may be useful before or after viewing the programmes. Ground rules about listening, respecting others' viewpoints, use of language and non-disclosure should be agreed from the outset. The activities could be undertaken in small groups, and questions arising from them used for private reflection.

Activity 1

In small groups ask pupils to consider one of the following:

(a) Why might a male person who is gay not want to tell a parent or carer?
(b) Why might a female person who is gay not want to tell a parent or carer?

Ask the groups that completed (a) to compare their thoughts with the groups that did (b). What are the similarities? What are the differences? What are the key issues? What would be a way forward in relation to the issues identified?

Activity 2

Divide the class into small groups and ask each group to note their responses to one of the following:

(a) Why might a father or male carer find it difficult to come to terms with a gay son?
(b) Why might a father or male carer find it difficult to come to terms with a gay daughter?
(c) Why might a mother or female carer find it difficult to come to terms with a gay son?
(d) Why might a mother or female carer find it difficult to come to terms with a gay daughter?

Display the information from each group and ask pupils to identify any similarities and differences. What conclusions can they draw? What gender issues arise? Ask pupils to give you examples of other groups discriminated against in society. What might the similarities and differences be for young homosexual people, compared to young people in these other groups? As an extension activity, ask pupils to look at (a)-(d) and consider what might improve the situation for all concerned.

Activity 3

Divide the class into small groups and give each group a large sheet of paper. Choose one of the following situations for each group and ask them to write it at the top of the page. Underneath they need to put 'risks' on one side and 'benefits' on the other side. Ask the groups to discuss the risks and benefits of their situation, noting agreement and disagreement in the group.

(a) A homosexual man decides not to come out
(b) A lesbian woman decides not to come out
(c) A homosexual man decides to come out
(d) A lesbian woman decides to come out

Were there any similarities or differences in relation to gender? Was the actual age of coming out an issue? Were there any issues relating to race or culture, or living in rural areas or cities? Why might lesbians or gay men choose not to get more involved in campaigning over the various issues? What are the problems associated with this situation? What might be a way forward?

Activity 4

What would be the issues for a teenager whose mother came out as a lesbian or whose father came out as a homosexual? How could hurt and misunderstanding be kept to a minimum for all concerned? Did issues arise relating to gender during the discussion?

Activity 5

Ask pupils to give examples of groups that have been discriminated against in the past and groups that continue to be discriminated against. Divide the class into small groups and give each group one of the examples given. Ask them to consider the role of each of the following in bringing about change:

• beliefs and attitudes
  
• >education
  
• the law
  
• politics
  
• religion

Now ask all the groups to do the same in relation to homosexuality and to compare the results with the first part of the activity. What conclusions do they reach? What do they see as the way ahead? How could this be achieved? What sort of things in their control could they do to contribute towards ending discrimination against lesbians and gay men?