Discovering History
  • Courses
    • Archived Courses >
      • Chinese History >
        • Ancient/Early Modern: Living China's History >
          • Living China's History (fall 2017) >
            • Course Information
            • Course Project
            • In-Class
            • Assignments
          • Living China's History (fall 2018) >
            • In-Class >
              • The Death of Woman Wang
            • Assignments
        • Modern: China's Fall and Rise >
          • China's Rise and Fall (spring 2019) >
            • Course Info
            • In Class
            • Assignments + Units
          • China's Fall and Rise (spring 2018) >
            • Course Information
            • In-Class
            • Assignments
        • Contemporary: Thinking about a Changing China >
          • Thinking about a Changing China (spring 2017) >
            • Course Information
            • In Class
            • Assignments
      • Global Thinking (grade 9 seminar) >
        • HS150 Course Information
        • HS150 In-Class
        • HS150 Assignments
      • Japanese History >
        • Japan's Empire and its Legacies (fall 2016) >
          • Course Information
          • Daily Review
          • Schedule >
            • JE Unit 1
            • JE Unit 2
            • JE Unit 3
            • JE Unit 4
            • JE Unit 5
            • JE Unit 6
          • Research >
            • Issues of History
            • Research Schedule >
              • Checkpoint #2: Annotated Bibliography
              • Checkpoint #3: Outline
              • Checkpoint #4: Supplemental Pages
      • U.S. History >
        • Humanities History (2017-18) >
          • Course Information
          • In-Class
          • Assignments
        • Humanities History (2016-17) >
          • Course Information
          • In Class
          • Assignments >
            • U1: The American Revolution & the Constitution
            • U2: Defining the Nation
            • U3: 19th Century Social & Cultural Transformations >
              • Cemetery Project
            • U4: A House Divided
            • U5: Industry & Empire
            • U6: Progressive Promise & Disillusion
            • U7: Global Conflicts
            • U8: Civil Rights & Human Rights
      • More Course Descriptions
  • Skills
    • Reading >
      • Active Reading
      • Advanced Reading Strategies (Upper Mids and Seniors)
      • Outlining for Reading
      • Primary, Secondary, and Tertiary Sources
      • Analyzing Primary Sources with SOAPSTone
      • Analyzing Visual Primary Sources
      • Selecting & Evaluating Secondary Sources
    • Thinking >
      • What is History?
      • Historical Thinking Chart (PDF)
      • Breaking Down History with the SPICE Factors
    • Discussing >
      • Engaging in Class Discussion
      • Evaluating Discussion
    • Researching >
      • Identifying Research Topics & Questions
      • Note Cards
    • Writing >
      • Zero Draft
      • Thesis Statements
      • Forming Counterarguments
      • Formatting Chicago-Style Papers
      • Ford Library Guide to Chicago-style Citations (PDF)
    • Tech Tips
  • Reference
    • Chinese History Tools
    • Further Reading in Asian Studies >
      • Books
      • News
      • Podcasts
    • Current Events around the World
  • About
    • About
    • Writing

#809 Gay Liberation: The Stonewall Rebellion

4/18/2018

 
Picture
Gay Liberation Front march on Times Square in New York, N.Y., 1969. Photo by Diana Davies/The New York Public Library.
Quick review:
  • What happened at the Stonewall Inn in the early hours of 28 June 1969?
  • Why might these events be significant?

Context:
  • Anti-gay sentiment in the postwar era:
    • From 1952 to 1973, the American Psychological Association included homosexuality in its Diagnostic and Statistical Manual of Mental Disorders.
    • Gay people were also subject to harassment on the part of the FBI and local police. Official actions included raids, arrests, public exposure in the press. In some cases, consequences might even include jail or involuntary commitment to mental hospitals.
  • Social movements united and divided:
    • The Gay Liberation Front (GLF) had taken its name from the Women’s Liberation Front, which in turn was inspired by the Vietcong National Liberation Front.
    • GLF and other gay activists often sought to build ties with others facing systemic oppression, seeking to collaborate with feminist, Black Power, anti-war, and labor activists.
    • But these collaborations largely stalled, as dislike or fear of homosexuality permeated the majority of these other movements, with a few limited exceptions:
      • In 1970 Huey Newton, the chairman of the Black Panther party acknowledged that the party should try, “to form working coalitions with the gay liberation and women’s liberation groups.” He also noted that “homosexuals . . . might be the most oppressed people in society.”—Michael Bronski, A Queer History of the United States (Boston: Beacon Press, 2011), 216.

Reflection:
  • Individually, read the short interview, “The Stonewall Riots: through the eyes of Sylvia Rivera and Seymour Pine”. You may notice brief overlap with the story you listened to for homework. When you are done, respond to the following prompts in a free write:
    • What differing perspectives about events of the same night do Sylvia Rivera and Seymour Pine offer?
    • In your opinion, were Rivera and other rioters justified in their actions? Do their actions overlap at all with our previous discussions on nonviolent and violent activism?

Stonewall, today:
  • Together, watch the following clip released by the Obama administration in 2016, designating the Stonewall Inn as a national monument.
  • As a class, discuss:
    • What motivations might the Obama administration  have for releasing this video? How does it portray President Obama?
    • How does the video portray life for LGBTQ Americans in the 1960s? How does it portray life for LGBTQ Americans today?
    • What issues still face LGBTQ people in the US today? What did you find in your search for homework?

Comments are closed.

    Quick links

    Course Info
    Research Process
    Research Sources
    Assignments

    Archives

    April 2018
    March 2018
    February 2018
    January 2018
    December 2017
    November 2017
    October 2017
    September 2017
    August 2017

    Tags

    All
    Abolitionism
    Analyzing Primary Sources
    Authoritarianism
    Civil Liberties
    Civil Rights
    Civil War
    Cold War
    Communism
    Constitution
    Digital History
    Discussion Strategies
    Economics
    Feminism
    Great Depression
    Imperialism
    Indian Removal
    Industrialization
    Labor
    Market Revolution
    Oral History
    Past In The Present
    Process Based Writing
    Process-Based Writing
    Progressivism
    Race
    Radicals
    Reading Strategies
    Reconstruction
    Refugees
    Research
    Revolutionary War
    Simulation
    Slavery
    Social Movements
    Thinking Strategies
    World War I
    World War II

    RSS Feed

Powered by Create your own unique website with customizable templates.
  • Courses
    • Archived Courses >
      • Chinese History >
        • Ancient/Early Modern: Living China's History >
          • Living China's History (fall 2017) >
            • Course Information
            • Course Project
            • In-Class
            • Assignments
          • Living China's History (fall 2018) >
            • In-Class >
              • The Death of Woman Wang
            • Assignments
        • Modern: China's Fall and Rise >
          • China's Rise and Fall (spring 2019) >
            • Course Info
            • In Class
            • Assignments + Units
          • China's Fall and Rise (spring 2018) >
            • Course Information
            • In-Class
            • Assignments
        • Contemporary: Thinking about a Changing China >
          • Thinking about a Changing China (spring 2017) >
            • Course Information
            • In Class
            • Assignments
      • Global Thinking (grade 9 seminar) >
        • HS150 Course Information
        • HS150 In-Class
        • HS150 Assignments
      • Japanese History >
        • Japan's Empire and its Legacies (fall 2016) >
          • Course Information
          • Daily Review
          • Schedule >
            • JE Unit 1
            • JE Unit 2
            • JE Unit 3
            • JE Unit 4
            • JE Unit 5
            • JE Unit 6
          • Research >
            • Issues of History
            • Research Schedule >
              • Checkpoint #2: Annotated Bibliography
              • Checkpoint #3: Outline
              • Checkpoint #4: Supplemental Pages
      • U.S. History >
        • Humanities History (2017-18) >
          • Course Information
          • In-Class
          • Assignments
        • Humanities History (2016-17) >
          • Course Information
          • In Class
          • Assignments >
            • U1: The American Revolution & the Constitution
            • U2: Defining the Nation
            • U3: 19th Century Social & Cultural Transformations >
              • Cemetery Project
            • U4: A House Divided
            • U5: Industry & Empire
            • U6: Progressive Promise & Disillusion
            • U7: Global Conflicts
            • U8: Civil Rights & Human Rights
      • More Course Descriptions
  • Skills
    • Reading >
      • Active Reading
      • Advanced Reading Strategies (Upper Mids and Seniors)
      • Outlining for Reading
      • Primary, Secondary, and Tertiary Sources
      • Analyzing Primary Sources with SOAPSTone
      • Analyzing Visual Primary Sources
      • Selecting & Evaluating Secondary Sources
    • Thinking >
      • What is History?
      • Historical Thinking Chart (PDF)
      • Breaking Down History with the SPICE Factors
    • Discussing >
      • Engaging in Class Discussion
      • Evaluating Discussion
    • Researching >
      • Identifying Research Topics & Questions
      • Note Cards
    • Writing >
      • Zero Draft
      • Thesis Statements
      • Forming Counterarguments
      • Formatting Chicago-Style Papers
      • Ford Library Guide to Chicago-style Citations (PDF)
    • Tech Tips
  • Reference
    • Chinese History Tools
    • Further Reading in Asian Studies >
      • Books
      • News
      • Podcasts
    • Current Events around the World
  • About
    • About
    • Writing