As students and teachers of history become researchers, they will find artifacts, stories, and pieces of history that have yet to be unearthed. Some artifacts have been excavated, but their proper place in history has not yet been determined. This unit will allow students and teachers to become archaeologists, to gently sweep away the dirt that has covered these artifacts and finally become curators of history.
Teachers of history search the cause and effects of events as well as for dates and facts. However, they must research beyond obvious dates, colonization, wars and presidents, etc. Many people are familiar with the study of white American origins as this information has heavily populated history books since the earliest times, probably second only to geography-rich books or those dedicated to the explanation of religious freedoms and formations of nations through colonization to “civilize” the world.
This unit will allow students to discover how the LGBTQ community has always been woven into the fabric of the American quilt of history as well as the world’s quilt. As students participate in the activities and lessons, student learning will include the use of primary and secondary sources. Interviews, letters, diary entries and other items will be used to support and deepen student learning. While this unit is history and social studies based, music and other artistic representations will also be used to teach and gain access to historical events that were influenced or caused by people who are LGBTQ community members as well those who are or were advocates for the community.
This is a middle school to high school unit. Aspects of this unit that can be adapted for students in lower or higher-grade levels. Many of the activities in this unit will allow the learner to develop skills in the areas of research, data collection and analysis, problem solving and writing through the vehicle of peer collaboration.
During this lesson light geography skills can be gleaned from the unit. A specific focus can be placed on “movement” of ideas and factors that impact economy and social change. Students will read and analyze various texts and other media. Throughout all activities, the use of the Common Core skills of writing, speaking and listening will be utilized.
When one considers the subject of history or social studies, one must consider all of the things that have been included in history, as well as the things that have not been included. Years and decades have been made secret from society and hidden in history. What can be more surprising is the role of others to disguise their involvement and actions. While many align the Black Lives Matter movement, along with issues related to the LGBTQ community struggle – – both should be respected in their own rights. Comparison is always helpful and supportive and provides strength when calling into account the inaccuracies and failures of society. However, each cause is important enough to stand on its own.
The issue with erasure is that if the contributions, actions and plight of a people are not documented – – then the people may have a tendency not to believe it. There have been documented cases of historical erasure. For example, the Holocaust is a major event. However it is a prime example of how beliefs can be swayed— even with solid irrefutable proof and even millions of dead bodies documented through death records, heaps, and piles of bones and ashes. If groups of people can suggest or claim did not exist-– even with evidence. experiencing the erasure of their issues are nonexistent.