As an action research project (ARP), this paper seeks to analyze the educational practices of planning, instruction, and assessment as they align with Interstate Teacher Assessment and Support Consortium (InTASC) standards. Specifically, this ARP seeks to understand current strategies, practices, and materials used in LGBTQ+ inclusive social studies classrooms and how improvement can be made at the middle school level. Themes such as gaps in research and lack of teacher support were identified through personal experience, a review of literature, and data collection. Findings suggest the most effective practice is that of a critical pedagogy that encourages students to question and seek answers regarding the marginalization of groups and narratives throughout history.

Exit Requirement

Action Research

Date of Award


Degree Name

Master of Arts in Teaching (initial licensure)

Committee Chair

Joshua Schulze

Committee Member

Telia McDonald

Committee Member

Hillary Fouts


LGTBQ+ inclusion, middle school, social studies, history, queer history, critical pedegogy



Type (DCMI Terms)


Subject Categories


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