The history of the freak show is both fascinating and complex. Originally seen as a form of entertainment from the 16th to the mid-20th century, these public exhibitions showcased individuals with atypical appearances or skills, often called “freaks.” Though viewed as entertainment, freak shows perpetuated harmful stereotypes and contributed to the marginalization of people with physical and mental disabilities. Including this topic in educational curricula is essential to understanding and countering negative societal attitudes and biases. This article will explore ways to teach students about freak shows, their historical impact, and their relevance to disability rights issues today.
Historical Context
Before delving into the topic, provide students with an overview of the history of the freak show. Discuss early examples, such as sideshows at traveling circuses and fairs that exploited people with disabilities, physical anomalies, or seemingly unique talents. Include examples of prominent figures like P.T. Barnum and Tom Norman who profited from managing these exhibitions.
It’s also crucial to discuss how freak shows evolved over time through social changes and public perceptions. Talk about the increased focus on disability rights movements in the mid-20th century that led to protests against freak shows and their eventual decline.
Ethical Considerations
Present students with different views on freak shows’ ethical implications. Most importantly, discuss why many consider them exploitative by emphasizing how they capitalized on people’s curiosity at the expense of others’ dignity. Explore how freak shows perpetuated negative images of people with disabilities, contributing to further discrimination.
On the other hand, consider arguments that challenge whether it was entirely exploitative. Some performers may have participated voluntarily or saw these exhibitions as opportunities for employment that would have been otherwise limited.
Link to Disability Rights Movement
Incorporate a discussion on how understanding the history of freak shows is vital when studying disability rights. The evolution of public perceptions and advocacy against freak shows is a crucial part of the larger movement for social change. It is also essential to address how stigmas around disability transcend marginalized groups contributing to the contemporary issues faced by those with disabilities today.
Classroom Activities
1. Research and Presentation: Assign students in groups to research famous performers or figures in the history of freak shows. They can create presentations on their lives, public reception, and the impact on social perceptions of disability.
2. Critical Discussion: Have a debate or group conversation on the ethical implications of freak shows and their impact on people with disabilities throughout history. Encourage open dialogue that allows for diverse perspectives.
3. Media Analysis: Show clips from movies or documentaries that address freak shows (e.g., “Freaks” [1932], “The Elephant Man” [1980], “American Horror Story: Freak Show”[2014]). Discuss portrayals’ accuracy, sensitivity, and relevance toward understanding historical aspects, the disability rights movement, and societal attitudes.
Conclusion
Teaching students about freak shows demonstrates the importance of understanding historical context and promoting empathy and inclusiveness in contemporary society. By educating our youth about this hidden chapter in history, we pave the way for acceptance, progress, and breaking down harmful stereotypes surrounding disabilities.
