LGBTQIA+ History and Why It Matters (UK)

LGBTQIA+ (lesbian, gay, bi, trans, queer and questioning, intersex, asexual, and other non-heterosexual identities) history is often underrepresented in the curriculum and the UK’s wider history. While many students have heard about some events in LGBTQIA+ history (such as the Stonewall Riots or the story of Alan Turing, the mathematician whose work was central to cracking the wartime Enigma codes, but who was convicted and chemically castrated for being gay - he later died by suicide), many significant people and events in the history of the LGBTQIA+ rights movement remain unacknowledged in schools. In this lesson, students will learn about LGBTQIA+ history spanning from the Roman Empire to the year 2021 by participating in a human timeline activity. The resources in this activity have been created using information and resources from Stonewall, an international organisation with the mission “to stand for lesbian, gay, bi, trans, queer, questioning and ace (LGBTQIA+) people everywhere,” so that they can express themselves freely and without fear of discrimination.

By examining the broader sweep of LGBTQIA+ history, this lesson helps students put people and events into more meaningful context. This lesson also gives students the opportunity to consider whose experiences are included in the history taught in schools, whose are often left out, and how that may reflect and perpetuate the “in” groups and “out” groups in our society. Over the course of this lesson, students will practice important skills such as summarizing, inferencing, and presenting material orally as they learn about LGBTQIA+ history and reflect on how that history is represented in their textbooks and curricula.

Activity 1 Reflect on the Stories Included in History and Literature Lessons

• Tell students that in this lesson they will be learning about LGBTQIA+ history but first, they will reflect in their journals on whose stories are represented in their history and literature classes, whose stories are often left out, and how that exclusion might impact the identities and experiences of individuals in those groups.
• Ask students to create a pie chart in their journals that represents, in their experience, the groups of people whose stories are represented in their history and literature books and classes, and the percentage of time devoted to each group. You can let students define the groups themselves, or you might all work together to name some specific groups (such as LGBTQIA+, heterosexuals, women, men, Black Britons, Asian Britons and White Britons in a British history course, persons with disabilities). List them on the board to help get them started.

• Underneath their pie charts, ask students to respond to the following questions in their journals:
  • What conclusions about your history and literature curriculum can you make based on your pie chart?
  • What questions does your pie chart raise for you?

Activity 2 Create a Human Timeline of LGBTQIA+ History  

1. • Before teaching this activity, print and cut apart the LGBTQIA+ History Cards. Please note, although there are forty-four years on the timeline, there are only thirty cards. We have opted to focus on the years/events that include the name of a well-known location, public figure, organisation or historical event to help students guess where their card comes in the timeline. If you have fewer than thirty students in your class, reduce the selection as appropriate, though it might be wise to include cards that span the entire timeline, which starts in 130 A.D. and ends in 2021.
   • If you plan on using the activity in multiple classes, consider copying the cards on cardstock or laminating them so you only have to make one set. You might also choose to hang four to six signs along the length of your classroom with dates between 130 A.D. to 2021 to help students space out their human timeline.
   • Tell students that they will be making a Human Timeline of significant events in LGBTQIA+ history. After distributing one LGBTQIA+ history card to each student, ask them to respond to the following prompts in their journals before you begin the human timeline:
     • Summarise your event in your own words.
     • What do you already know about your event? (Skip to the next question if this event is entirely new to you.)
     • What do you want to know about your event that is not included on your card?
   • Invite students to stand up one at a time and place themselves where they think they fall on the timeline. They should share their summaries as they do so. They might also volunteer to share an idea or question that arose in their journal reflections. You might ask students to infer any connections to the events that precede or follow their place on the timeline. As more students join the timeline, invite those who have already presented to move to a different spot if they think their initial guess was incorrect. Continue this process until all of the students are standing along the timeline.
   • At this point, you might project the LGBTQIA+ History Timeline handout to help identify the proper placement of events on the timeline and move any students who are in the incorrect spot.

Activity 3 Analyse the LGBTQIA+ History Timeline

• Ask students to return to their seats and distribute the LGBTQIA+ History Timeline handout to the class. Students might read through the timeline on their own or with a partner. To encourage active reading, ask the students to annotate for the following information:
  • Place a check in the margin by any events that you know something about.
  • Place stars by three events that you think are especially significant in LGBTQIA+ history.
  • Write 1–2 questions in the margin alongside events you would like to learn more about or that contain vocabulary or content that you do not understand.
• You might first have students Think, Pair, Share their annotations with a partner. Challenge the students by asking them to explain to their partner what they know about events they checked on the timeline handout.
• In a class discussion, ask students to share what they know and the events they starred. You might record a list of these events on the board and have students explain why they selected them as important. Students can also pose their questions, which could be answered in class or for homework.

Activity 4 Reflect on the Value of Including LGBTQIA+ Voices in the Study of History

• These next questions could spark a class discussion, reflective journal response, or Exit Card response:
  • What is the value in learning about LGBTQIA+ history, and the histories of groups that received a small slice of pie on your pie chart from the first activity?
  • What difference would it make if LGBTQIA+ history, and the histories of groups that received a small slice of pie, were woven into the curriculum and given proportional weight in textbooks and literature lessons?
  • How can the way that history is taught and remembered create or reinforce “in” groups and “out” groups in a school? in a community? in larger society?
• For homework, you might ask students to learn more about the event or person on their timeline card to share in the next class, or they could choose a person or event from the timeline that interests them to learn more about.