Were the 1950s truly the “dark ages” for gay Americans as some historians have claimed?

Students will analyze 6 -10 (or more depending on the class) primary and secondary sources. These sources will serve as historical evidence for students as they determine their response to the inquiry question. After students read and annotate each source, they will then collaborate and create a DBQ Poster. The DBQ poster process requires students 1) to sort the sources into 2 or more categories, 2) to consider all historically relevant content and 3) construct a group thesis that directly answers the inquiry question.

How did the movement for LGBT equality go from assimilation to “coming out” in the 1950s-1970s?

In this lesson students learn about the divers perspectives and organizations that shaped the movement for LGBTQ equality from the 1950s through the 1970s. Students will participate in a simulation where they play the role of members of specific, historically significant organizations that emerged in the LGBT movement between 1950-1970s, trying to form a united coalition and make decisions about the big political questions of the day. Students will have to collaborate to write and present statements that represent their organization’s perspective in a political conference that will last 3 rounds. In each round they will discuss and debate a major event/topic in the historical LGBT movement. Then they will vote on proposals. Ostensibly, the group will try to reach consensus but the goal is greater understanding of the arguments, experiences and material conditions that shaped the movement. This lesson aligns with LGBT history month and could be incorporated into a larger unit on the Civil Rights movement (understanding the mechanics of movement building, how oppressed groups achieved civil rights). Students will be able to: analyze the historical context and major political ideas in the movement for LGBT right between 1950-­1975. Students will read, discuss and analyze primary and secondary source historical documents in small groups. Students will collaborate to write and orally present historical arguments in a simulated political conference.

How did The Ladder magazine provide lesbian women support in the 1950s?

Students will experience strategies that will help them analyze primary sources, examine and use literacy strategies that will help them access primary sources, engage in close reading and text-­based discussions in various settings including in pairs/groups and as a classroom and generate at least one writing task that is Common Core based.

The FAIR Act: What are students’ rights to LGBT representation in the classroom?

The FAIR Education Act (Fair, Accurate, Inclusive, and Respectful Education Act) was passed in 2011 in California State Legislature. It advocates for the inclusive representation of LGBTQ and disability communities in California History and Social Science Curriculums. In this lesson, students will participate in pre-­reading activities, close-­read the SB 48 text and build community amongst peers in the classroom. By the end of the lesson, students will have examined the opinions of those in opposition of the bill and those in support of the bill, including the LGBTQ youth voices who advocated for themselves in the senate hearings (using the framework of Critical Media Literacy by Jeff Share). By highlighting youth agency, this lesson aims to both celebrate the people involved in passing this groundbreaking bill and to provide students with the language necessary to communicate what their rights are.

Stonewall 50

This lesson plan explores the history of LGBTQ Liberation from 1959 - 1979, and is a companion to the exhibit "Stonewall 50: The Spark That Lit the Flame" from the Center on Colfax's Colorado LGBTQ History Project. It includes primary sources and panels from the exhibit designed to weave together, in cooperative small-group learning, the narrative of Stonewall with the LGBTQ history of Denver. Students will use primary sources not widely available, and will understand the context leading up to Stonewall and the changes which occurred there after. From the Mattachine Society, the Black Cat Tavern and Compton's Cafeteria Riot, to the Denver Gay Revolt, Harvey Milk, as well as a detailed timeline of the riots, and the diverse voices there-in. Your students will be among the first generation of Americans to know and tell these stories. Their words will shape the future and change the world. (Includes: Bibliography, Teacher Resources, Understanding By Design, Colorado Content Standards Aligned, Grades 8-12). During this lesson students will answer a question open to historical debate "Why were the Stonewall riots the moment that sparked the LGBTQ Liberation Movement in American History?" Students will then be given panels from the Stonewall 50 history exhibit talking about the history of Stonewall: the events leading up to Stonewall, the events of the riots themselves, and the events and organizations that developed after the riots, such as the Gay Activist Alliance (GAA) and Gay Liberation Front (GLF), as well as the first Denver LGBTQ pride event, and the National March on Washington for Gay & Lesbian Rights in 1979. Students will be given 15 minutes to read panels from the exhibit underlining the important names, dates and events. Students will then share what they learned. Students will then create their own posters outlining the events of the riots as a formative assessment.

The Lavender Menace (Lesbian Feminist Movement)

Length: 50 minutes

This lesson covers the contributions of the Lavender Menace, or Lesbian Feminist movement, of the 1970s to the general Second Wave Feminist movement, as well as the limitations and downfalls of Lesbian Feminism.