Introduction to the Study Guide
With this study guide, we hope to provide questions, vocabulary, activities, and resources that will help and inspire teachers and students to broaden and deepen their explorations of Outside long before the actors arrive at their schools and long after the final sounds of applause fade away. Here you will find jumping off points to engage in the difficult, but important work of discussing homophobia, bullying, cyberbullying, and mental health/teen suicide.
It is very important to set some guidelines when working on sensitive topics with your students:
1. Everyone has the right to pass or sit out from an activity
2. Create a safe learning environment, where beliefs are freely expressed
3. What happens in this class, stays in this class
4. Respect for privacy and opinions expressed
5. Openness and willing to discuss
Activism (n)- the use of direct and public methods to bring about political or social change
Ally (n)- a person who supports disregarded, silenced, or less privileged groups without actually belonging to these groups. An ally often directly addresses and challenges systems of injustice.
Anti Depressants (n)- medications taken to help manage symptoms of depression
Asexual (adj)- describes a person who does not experience sexual attraction
Bully (n)- a person who uses strength or power to hurt, frighten, exclude, or insult others. Bullies can inflict harm, for example, through verbal, non-verbal, physical, or electronic means.
Bystander (n)- a person who witnesses an event, e.g. bullying, but does not get involved
Cisgender (adj)- describes a person whose gender identity matches their assigned sex
Come out (verb)- to declare and affirm to oneself and to others as not being heterosexual and/or cisgender. Not everyone has the means to come out; not everyone thinks it is necessary to come out.
Equity (n)- A state of fair, inclusive and respectful treatment of all people. Equity does not mean treating people the same without regard for individual differences.
Derogatory (adj)- showing a critical, insulting or disrespectful attitude
Diversity (n)- the presence of a wide range of human qualities and attributes within a group, organization, or society. The dimensions of diversity include, but are not limited to, ancestry, culture, ethnicity, gender, gender identity, language, physical and intellectual ability, race, religion, sex, sexual orientation, and socio-economic status.
Gay Pride (n)- the idea that gay people should not hide their sexuality and that they should be proud of it instead. Also refers to the social and political movement that is based on this idea.
Gender (n)- a classification system created by society that attributes qualities of masculinity and femininity to people. Expected gender norms can change over time and are different between cultures. Words that refer to gender can include man, woman, transgender, masculine, feminine, and gender queer.
Gender Identity (n): a person’s internal, psychological sense of oneself as female, male, both or neither. Since gender identity is internal, one’s gender identity is not necessarily visible to others.
GSA (n)- a Gay-Straight Alliance is a student-run club providing students of all sexualities and genders a space to meet and support each other. Students often talk about issues related to sexual orientation, gender identity, and gender expression and work to end discrimination of all people, regardless of how they identify.
Heteronormative (adj)- describes someone or something that assumes all people are straight, privileging heterosexuality and ignoring or underrepresenting same-sex relationships
Homophobia (n)- hatred and/or fear of homosexual people (lesbians and gays) that can lead to violence. Anyone who identifies as or is assumed to be part of the LGB community can be the target of homophobia.
Intersex (adj)- describes a person whose sex chromosomes, genitals, and/or secondary sex characteristics (e.g., facial hair, breasts) do not fit society`s ideas of male or female
LGBTQ (n)- a short form that means Lesbian, Gay, Bisexual, Transgender, and Queer. It is commonly used to refer to all communities of diverse sexualities and genders.
LGBTTQQIAA2S* (n)- an acronym that means Lesbian, Gay, Bisexual, Transgender, Transsexual, Queer, Questioning, Intersex, Asexual, Allies, and Two-Spirited. The asterisk acknowledges any other identity that falls outside of heterosexual or cisgender. It is a less commonly used, but more encompassing term, which refers to all communities of diverse sexualities and genders.
Out (adj)- describes a person who declares and affirms to oneself, and to others, as not being heterosexual and/or cisgender.
Queer (adj)- a general word used to describe sexual and gender minorities that are neither heterosexual, nor cisgender.
Questioning (adj)- used to describe a person who is experiencing feelings, emotions or impulses that are changing/ making them unsure of their understanding of their own sexual orientation and/or gen- der identity.
School-related Gender Based Violence (n): acts of sexual, physical or psychological violence commit- ted against children in and around schools because of stereotypes, roles, or norms attributed to or expected of children because of their sex, gender identity, or gender expression
Self-Esteem (n)- how we see ourselves and how we feel about ourselves
Sexual Orientation (n)- refers to a person’s deep-seated feelings of sexual, romantic, and/or emotional attraction
Suicide (n)- the act of killing oneself on purpose
Trans* (adj)- an umbrella term which can refer to transgender, transsexual or other identities that fall outside of cisgender
Transgender (adj)- describes a person whose gender identity does not match their assigned sex
Transphobia (n)- hatred and/or fear of transgender/transsexual people that can lead to violence
Transsexual (adj)- describes a person who intends to or who has taken measures to change their body with hormones and/or surgery in order to make it fit better with their gender identity
Two-Spirited (adj)- a term used by some First Nations and Métis people who are not heterosexual and/ or cisgender. It may describe a person who does not identify as male or female, but as a person with a masculine spirit and a feminine spirit living in the same body.
Health and Physical Education Curriculum Grade 7-12 Overall Expectations
C1. demonstrate an understanding of factors that contribute to healthy development;
C2. demonstrate the ability to apply health knowledge and living skills to make reasoned decisions and take appro- priate actions relating to their personal health and well-being;
C3. demonstrate the ability to make connections that relate to health and well-being – how their choices and be- haviours affect both themselves and others, and how factors in the world around them affect their own and others’ health and well-being
Health and Physical Education Curriculum Grade 7-8 Specific Expectations
C1.1 describe benefits and dangers, for themselves and others, that are associated with the use of computers and other technologies and identify protective responses
C1.5 demonstrate an understanding of gender identity, gender expression, and sexual orientation, and identify fac- tors that can help individuals of all identities and orientations develop a positive self-concept
C2.2 assess the impact of different types of bullying or harassment, including the harassment and coercion that can occur with behaviours such as sexting, on themselves and others, and identify ways of preventing or resolving such incidents
C2.3 explain how stress affects mental health and emotional well-being, and demonstrate an under- standing of how to use a variety of strategies for relieving stress and caring for their mental health
C3.2 analyse the impact of violent behaviours, including aggression, anger, swarming, dating violence, and gender- based or racially based violence, on the person being targeted, the perpetrator, and bystanders, and describe the role of support services in preventing violence
Health and Physical Education Grade 9-12 Specific Expectations
C1.5 demonstrate an understanding of factors (e.g., acceptance, stigma, culture, religion, media, stereotypes, ho- mophobia, self-image, self-awareness) that can influence a person’s understanding of their gender identity
C3.3 describe skills and strategies (e.g., communication, social, refusal, adaptive, and coping skills, conflict reso- lution strategies) that can be used to prevent or respond to situations of verbal, physical, and social bullying and sexual harassment
C2.3 demonstrate the ability to analyse situations involving conflict within oneself (e.g., moral and ethical struggles, decision-making problems) or conflict with others (e.g., arguments, fights) and apply appropriate conflict resolution strategies
C3.4 describe some common misconceptions about sexuality in our culture, and explain how these may cause harm to people and how they can be responded to critically and fairly
C1.3 describe warning signs for suicide, and identify sources of support that can help people who may be contem- plating suicide
C1.4 demonstrate an understanding of a variety of mental illnesses and addictions, their causes and manifesta- tions, and their effects on personal health and wellbeing
C3.4 describe how to use personal and interpersonal skills to deal with personally stressful situations or to help oth- ers deal with stressful situations
C1.1 demonstrate an understanding of the effects and legal implications of different types of harassment, violence, and abuse in different relationships and settings as they relate to persons being targeted, bystanders, and perpetra- tors, and describe ways of responding to and preventing such situations
C2.2 describe how their communication, coping, and conflict resolution skills and their knowledge of different sources of support can be used to reduce their vulnerability to harassment, violence, or abuse
C3.2 analyse the occurrence of harassment, violence, and abuse in relationships in their community and around the world, and describe the resources and supports that are available and actions that can be taken to deal with these problems
Civics and Citizenship Grade 10 Overall Expectations
C1. Civic Contributions: analyse a variety of civic contributions, and ways in which people can contribute to the com- mon good
C2. Inclusion and Participation: assess ways in which people express their perspectives on issues of civic impor- tance and how various perspectives, beliefs, and values are recognized and represented in communities in Canada C3. Personal Action on Civic Issues: analyse a civic issue of personal interest and develop a plan of action to ad- dress it
Drama Grade 7-8 Overall Expectations
B2. Reflecting, Responding, and Analysing: apply the critical analysis process to communicate feelings, ideas, and understandings in response to a variety of drama works and experiences;
B3. Exploring Forms and Cultural Contexts: demonstrate an understanding of a variety of drama and theatre forms, traditions, and styles from the past and present, and their sociocultural and historical contexts.
Drama Grade 9-12 Overall Expectations
B1. The Critical Analysis Process: use the critical analysis process to reflect on and evaluate their own and others’ drama works and activities;
B2. Drama and Society: demonstrate an understanding of how societies present and past use or have used drama, and of how creating and viewing drama can benefit individuals, groups, and communities;
B3. Connections Beyond the Classroom: identify knowledge and skills they have acquired through drama activities and ways in which they can apply this learning in personal, social, and career contexts.
Gender Studies Grade 11/12 Overall Expectations
B1. The Social Construction of Gender: demonstrate an understanding of how attitudes, behaviours, roles, and norms relating to gender are socially constructed, and of the complexity of gender as a concept and as a lived expe- rience;
B2. Power Relations, Sex, and Gender: analyse sexism and the dynamics of power relations with respect to sex and gender in a variety of contexts;
B3. Representations of Gender: analyse representations of women and men in media, popular culture, and the arts, and assess the effects of these representations. C3. Gender-Based Violence and Its Prevention: demonstrate an understanding of homophobic and gender-based violence in both Canadian and global contexts, and of violence- prevention strategies.
C3. Social Activism: demonstrate an understanding of how social activism can be used to support equity and social justice objectives.