Preventative Strategies

As a result of the murder of Marcelo Lucero, there were many positive efforts in the community to embrace diversity and build respect for all. One of these was the creation of public art to reflect feelings and attitudes about the murder and to create a positive and hopeful message for the future. The use of art can be a wonderful way for students to express ideas about diversity, respect and social justice concerns. The following guideline provides instruction on how to lead such a process with students. Age-level: middle and high school students Note: This activity process will need to take place over several class periods or student-group meetings. If not an art teacher, consider joining with one to assist and support this process.  

In this video, students use role-playing scenarios to depict experiences with prejudice or name-calling and practice effective interventions to combat or stop the bullying or harassment. This process can be an effective tool to use with students in your own classroom and school. Please use the guidelines below and review the “Note of Caution” to ensure a positive and productive experience. This lesson is part of the Not In Our School Video Action Kit, a comprehensive toolkit featuring films, lessons, and resources designed to motivate students to speak out against bullying, and create new ways to make their schools safe for everyone.   Age-level:                   middle and high school students

  In a lively class discussion, Gunn High School students in Roni Habib's Facing History and Ourselves class challenge the saying "That's so gay." This is a phrase that many students hear constantly and watching this film can inspire the viewers to speak up next time they hear it. Discussion Questions: The teacher in the video opens the discussion with his students asking if they feel it is necessary to say something if they hear they term, “That’s so gay.”  What do you think? One student justified the use of the expression stating that it was not meant to hurt people who are gay and “everyone says it.”  Does it make a difference that the term is so commonly used? Does this make it harder to challenge its use? In the discussion, one student says that there is danger in allowing the “little things” (like biased words) to become acceptable because this can lead to larger and more serious forms of prejudice.  Can you think of examples in your own life or in history where this has been true? It can be really hard to think of what to say in the face of hurtful words.  What were the examples that students’ shared that were effective? (“Gay doesn’t mean stupid” and “I have gay friends and that’s offensive.”)  Can you think of other responses that could be effective? To turn on closed captioning for this film, click play, then click the Subtitles/CC button on the bottom of the video player.

Across the country, students and teachers are sharing stories, joining together and taking action to create safe schools, free from stereotypes, intolerance, and hate. They’re part of a movement called Not In Our School (NIOS). Learn how to start a NIOS campaign at your school with our free Not In Our School Quick Start Guide. To turn on closed captioning, click the Subtitles/CC icon on the bottom right of the video player. This video is part of the Not In Our School Video Action Kit, a comprehensive toolkit featuring films, lessons, and resources designed to motivate students to speak out against bullying, and create new ways to make their schools safe for everyone. Learn more about the Video Action Kit.