LGBTQ+ History in Connecticut: Advocacy and Organization

• What were the positions of pro-LGBTQ+ organizations and activists in 20th-century Connecticut and how did they influence the local community?
• How was the LGBTQ+ community inspired by the civil rights movement?
• How did early LGBTQ+ advocacy groups shape state policy and social life in Connecticut?

In this lesson, you will examine the events that led to the modern LGBTQ+ movement in Connecticut.

Engage:
The Stonewall Riots was a monumental event in LGBTQ+ history.
While it occurred in New York City, its effects sent a ripple across the country.
Watch the video: “How the Stonewall Riots Sparked a Movement.” (3:54)
“Do Now” slip or discussion questions:
1. What was life like in the United States for LGBTQ+ people during the 1960s? Where did they go to seek haven?
2. Who owned The Stonewall Inn? Why was this important?
3. Describe the events that occurred on June 28, 1969. Why was this moment significant?
4. What was the lasting impact of the Stonewall riots?

Now we will examine how these events influenced Connecticut and the course of LGBTQ+ history in the state.

Explore:
Go to the Connecticut Museum of Culture and History’s “Historic Timeline of Connecticut’s LGBTQ Community.”
Click through and scan the “1970-Today” section.
What events occurred that led to future LGBTQ+ advancements?
Use a “Cause and Effect” graphic organizer to record your thoughts.

Explain:
Students get a copy of the Think–Pair–Share Worksheet. Teacher can distribute digitally or a paper copy.
Students partner for Think–Pair–Share activity.
Before reading, students answer the first question on the graphic organizer.

Together, they will read the 1991 Metroline article, “How the Gay Rights Bill Was Won.”

Students complete the “What I Thought” column independently.
As they share out their answers, their partner will record their findings in the column labeled, “What My Partner Thought.”
Together, through discussion of the reading, they record the third column labeled, “What we will share.”
Students will share out their findings to the class.

Extend:
Compare and contrast the “Victory for Jesus—Gay Rights Bill Defeated” paid advertisement from the Hartford Courant, published on March 11, 1989, with the “Where Do We Go From Here” editorial, published in Metroline in 1991.

Use this Written Document Analysis Worksheet or a Venn diagram to organize your thoughts as you analyze the texts.

Evaluate:

Imagine you are a Connecticut state legislator in 1989. The gay rights bill was just struck down again. You know that the issue of gay rights has been a controversial topic for decades at this point. You also know the Roman Catholic Church has strong organizational and political influence. After you’ve analyzed the sources we’ve examined in this lesson, you will answer the following:

1. Summarize the two sides to the gay rights argument: the Roman Catholic Church position and the pro-gay rights stance.
2. How will you vote? Defend your decision, using the texts and other information you know from the time period. Remember, you are legislator in 1989, not today.
3. Now, pretend you are a legislator today voting on legislation banning conversations about LGBTQ+ identity in public schools. What would your decision be? What justification would you give? You must at least partly defend your decision by using historical information from the sources. You may also bring in more recent information as appropriate.

OR

Watch the video: “How Florida’s ‘Don’t Say Gay’ law regulates school lessons on gender, sexual orientation,” from PBS.

Imagine the Connecticut state legislature is proposing a similar “Don’t Say Gay” bill for public schools.
Write a speech taking a stance on the bill.
Do you believe this bill will do more good or more harm?
You must at least partly defend your decision by using historical information from the sources.
You may also bring in more recent information as appropriate.

Place to GO

Things To DO

Websites to VISIT

Articles to READ