Embracing the call to reimagine education, the authors discuss "restorying"--a speculative form of storytelling--to advance insurgent pedagogies and LGBTQ+ wisdom within social studies education, particularly within anti-LGBTQ+ elementary contexts. In this article, the authors first define "restorying" and detail how it functions as a process of speculative storytelling relevant to LGBTQ+ history. They then review literature that highlights restorying's connection to social studies education and a pedagogy of insurgency. Finally, they demonstrate how elementary educators might deploy restorying while teaching one civic-themed picturebook, "Grace for President." Through an instructional guide organized by pre-, during, and post-reading activities, the authors illustrate how teachers can integrate restorying into their social studies pedagogy, doing so in ways that invite students to story LGBTQ+ lives. While many teachers' metaphorical hands are tied by today's draconian legislation, students' minds are not. Elementary educators can design learning that invites young people to bring LGBTQ+ history and wisdom into their classrooms, and restorying provides one insurgent pedagogy for doing so.