Talking about the Silent
Section 2 - Gender
Provides various documents
listing identity words and
Basic information on how to be
Basic information about the
state of trans youth
Section 3 - Student
Resources for questioning youth
Resources for youth’s friends
Resources for youth’s families
Resources for youth considering
Section 4 - Teacher
Contextualizing homophobia in
Concrete ideas for improving the
classroom, school, and school system
Models and suggestions for
implementing a Safe Schools program
or policy, a Gay/Straight Alliance, and
creating your own inclusive
Section 5 - English
Diary of a Drag Queen
Section 5 - Science
Of Genes and Gender
Toward a Theory of
Trapped in the Body of a
Section 5 - Social
The Semiotics of Transgendered
The Third Sex
Passing in India
Bhartia Hijro Ka Dharma
As Repression Eases, More Iranians
Change Their Sex
The Birth of Hate Crimes
Section 5 - History
An Aztec Two-Spirit Cosmology
The Manly Woman
A History of Gender Variance in
The Third Gender in 20th Century
Jack’s Last Years
Christine Jorgensen, 62, is Dead
Section 5 - Current
2 Guilty of the Murder in Death of a
A Victory for Boston’s Transgender
Transsexuals in Women’s Prisons
An Employee Hired as a Man, Became
Firm Offers Transgender Protections
Sexuality, Drugs and the Ideal of
Section 6 - Tool
Offer various organizations
ideas for working with
Provides extended further
Addresses a variety of
Section 7 - Gallery
Letters written by past and present high
school students who did or do identify
Place the letters up around the room,
allow participants to wander and take
Not ideal for students, however, can be
a powerful site of personal reflection or
education of other teachers
What makes effective
What pronouns are used to described the transgender or gender variant person? Are
these the same pronouns the person would chose to use for his/her/hirself?
Does the material eroticize the transgender person or identity?
Does the material pathologize the transgender person or identity?
Does the material exoticize cultures that are accepting of transgender and gender
Does the material normalize gender variance?
What assumptions are presented by the material about the transgender or gender
What assumptions are your students likely to make about transgender or gender
variant person based on the material? For example:
o That all transpeople are white?
o That all transpeople are middle class?
o That all transpeople are transitioning?
o That all transpeople are unhappy?
Does the literature evoke a pity response towards the transgender or gender variant
In what context are you presenting the material?
Are you prepared to answer questions your students may have about transgender or
gender variant issues, or direct them to the appropriate resources?