{"id":4144,"date":"2022-02-11T14:23:32","date_gmt":"2022-02-11T14:23:32","guid":{"rendered":"https:\/\/courses.lumenlearning.com\/wm-ushistory2\/?post_type=chapter&#038;p=4144"},"modified":"2022-09-24T00:48:30","modified_gmt":"2022-09-24T00:48:30","slug":"interpreting-events-from-multiple-sources-the-stonewall-riots","status":"publish","type":"chapter","link":"https:\/\/courses.lumenlearning.com\/wm-ushistory2\/chapter\/interpreting-events-from-multiple-sources-the-stonewall-riots\/","title":{"raw":"Interpreting Events from Multiple Sources: The Stonewall Riots","rendered":"Interpreting Events from Multiple Sources: The Stonewall Riots"},"content":{"raw":"<div class=\"textbox learning-objectives\">\r\n<h3>Learning Objectives<\/h3>\r\n<ul>\r\n \t<li style=\"font-weight: 400;\" aria-level=\"1\">Make sense of primary sources covering the same event from different perspectives and understandings (as related to the Stonewall Riots)<\/li>\r\n<\/ul>\r\n<\/div>\r\n<h2>Interpreting History from Multiple Accounts<\/h2>\r\nIt is sometimes easy to distill our understanding of history to \"an account of what happened long ago.\" To discern this, it is important to look at the voices of those who took part in key events, when they are available to us. Oftentimes, these accounts will not agree on the sequence of events, the roles that certain individuals took, or the importance of the event at hand. Part of the historian's craft involves unpacking these seeming contractions and differences, and using them to produce a more nuanced and complex understanding of an important historical event. In this hack, we'll practice We will watch a short video on multiple perspectives on an event before looking at one key moment in this chapter: the 1969 Stonewall Inn riots.\r\n<div class=\"textbox examples\">\r\n<h3>Watch It<\/h3>\r\nIn this short video, historian Dr. Magdalena Gross explains why she wants students to understand history as a collection of accounts.\r\n\r\nhttps:\/\/www.youtube.com\/watch?v=tAh2t1csoVs\r\n\r\nYou can view the\u00a0<a href=\"https:\/\/course-building.s3.us-west-2.amazonaws.com\/US+history+II\/Whyshouldstudentsconsiderhistoryfrommultiplep.html\" target=\"_blank\" rel=\"noopener\">transcript for \u201cWhy should students consider history from multiple perspectives?\u201d here (opens in new window)<\/a>.\r\n\r\n<\/div>\r\n<div class=\"textbox tryit\">\r\n<h3>Try It<\/h3>\r\nhttps:\/\/assess.lumenlearning.com\/practice\/b1c375a4-1530-441b-84a6-98df8695e39c\r\n\r\n<\/div>\r\n<h2>Understanding Primary Sources<\/h2>\r\nPrimary sources are incredibly valuable to the study of history because they provide us access to first-hand accounts of events. In examining primary sources, we are forced to consider two essential facts\u2014first, the record of historical events reflects the personal, social, political, or economic points of view of the participants. Second, we bring to the sources our own biases, created by our own personal situations and the social environments in which we live. As we grapple with primary sources, we realize that history exists through interpretation\u2014and tentative interpretation at that.\r\n<div class=\"textbox exercises\">\r\n<h3>Link to Learning<\/h3>\r\n<a href=\"https:\/\/youtu.be\/tQhLQQcJZyo\" target=\"_blank\" rel=\"noopener\">This Khan Academy video<\/a> explains why\u00a0it is challenging to piece together a complete picture of an event from multiple sources.\r\n\r\n<\/div>\r\nThere are a number of reasons primary sources might seem to disagree or offer striking contrasts when relating the same historical event. Their physical or personal vantage point might be different. The author of a primary source might have a goal or agenda that relates to the event (this isn\u2019t necessarily bad or insidious\u2013 we all have them! But it is good to be aware and open about them.) It is also at times possible that one or more eyewitness is lying, omitting, or severely distorting what he or she remembers.\r\n\r\nMost of the time, seeming differences boil down to three factors, which we will explore today, using primary sources relating to events of the late 1960s and early 1970s. These are: perspective, emphasis, and significance.\r\n<ul>\r\n \t<li style=\"font-weight: 400;\" aria-level=\"1\"><strong>Perspective<\/strong>: Perspective can be physical\u2013 that is, where was this person when the event took place? Think, for example, of how different the Kennedy assassination might seem from the angle of a person in the crowd in Dealey Plaza, compared to a statesman in a car ahead of the president\u2019s in the motorcade. But perspective can be more abstract\u2013 who is this person and what experiences and assumptions do they bring to the table? When is this person relating what he or she saw\u2013is it soon after the event, or many years later?<\/li>\r\n \t<li style=\"font-weight: 400;\" aria-level=\"1\"><strong>Emphasis<\/strong>: Even a person with an excellent memory cannot recount something with precise and unerring detail. It is natural to expect that the eyewitness will edit their memories, or try to turn a cacophony of recollections into something more compact. When this happens\u2013what do they place a greater emphasis upon? What parts of the event do they stress or dwell on?<\/li>\r\n \t<li style=\"font-weight: 400;\" aria-level=\"1\"><strong>Significance<\/strong>: What do these eyewitnesses believe is unprecedented, or impactful, or resonant about what happened? It\u2019s important to know\u2013the participants aren\u2019t just relating what they remember\u2013 they are also actively interpreting its history as they do so.<\/li>\r\n<\/ul>\r\n<h2>The Stonewall Inn Riots<\/h2>\r\nTo understand how there can be some honest differences between primary sources, we will look at one key event that had many eyewitnesses give their account of what took place: the Stonewall Inn Riots in June of 1969. There are small differences in describing the course of events, but these surviving eyewitnesses also place emphasis on very different aspects of what happened that night.\r\n<div class=\"textbox examples\">\r\n<h3>Watch It: Account #1<\/h3>\r\nFirst, watch this video from Miss Major, who talks about her experiences at the Stonewall Riots. Understand that this video and others on this page contain\u00a0mature language expressing the raw feelings from people who experienced the Stonewall Riots firsthand. They use some profanity in speaking about their experiences.\r\n\r\n<center><iframe src=\"\/\/plugin.3playmedia.com\/show?mf=8207366&amp;p3sdk_version=1.10.1&amp;p=20361&amp;pt=375&amp;video_id=O8gKdAOQyyI&amp;video_target=tpm-plugin-7wt4keqd-O8gKdAOQyyI\" width=\"800px\" height=\"450px\" frameborder=\"0\" marginwidth=\"0px\" marginheight=\"0px\"><\/iframe><\/center><center>You can view the\u00a0<a href=\"https:\/\/course-building.s3.us-west-2.amazonaws.com\/US+history+II\/TransOralHistoryProjectMissMajoronStonewall.html\" target=\"_blank\" rel=\"noopener\">transcript for \u201cTrans Oral History Project: Miss Major on Stonewall\u201d here (opens in new window)<\/a>.<\/center><\/div>\r\n<div class=\"textbox tryit\">\r\n<h3>Try It: Perspective<\/h3>\r\nhttps:\/\/assess.lumenlearning.com\/practice\/9e134421-761b-4d4c-a614-925db3ba6244\r\n\r\n<\/div>\r\n<div class=\"textbox examples\">\r\n<h3>Watch It: Account #2<\/h3>\r\nNext, we\u2019ll consider the remembrances of Gil Horowitz. Watch this video to hear his account.\r\n\r\n<center><iframe src=\"\/\/plugin.3playmedia.com\/show?mf=8207367&amp;p3sdk_version=1.10.1&amp;p=20361&amp;pt=375&amp;video_id=oZ5H92hum34&amp;video_target=tpm-plugin-wr16d7aw-oZ5H92hum34\" width=\"800px\" height=\"450px\" frameborder=\"0\" marginwidth=\"0px\" marginheight=\"0px\"><\/iframe><\/center><center>You can view the\u00a0<a href=\"https:\/\/course-building.s3.us-west-2.amazonaws.com\/US+history+II\/InterviewwithGilHorowitzontheStonewallRiots.html\" target=\"_blank\" rel=\"noopener\">transcript for \u201cInterview with Gil Horowitz on the Stonewall Riots\u201d here (opens in new window)<\/a>.<\/center><\/div>\r\n<div class=\"textbox tryit\">\r\n<h3>Try It: Emphasis<\/h3>\r\nhttps:\/\/assess.lumenlearning.com\/practice\/8c4aa3d3-fb48-48fd-97a8-38725f9493c9\r\n\r\n<\/div>\r\n<div class=\"textbox examples\">\r\n<h3>Watch It<\/h3>\r\nFinally, let\u2019s look at how Mark Segal remembers Stonewall. Segal was an eyewitness and also went on to become a key leader of the Gay Liberation Movement.\r\n\r\n<center><iframe src=\"\/\/plugin.3playmedia.com\/show?mf=8207368&amp;p3sdk_version=1.10.1&amp;p=20361&amp;pt=375&amp;video_id=es7aUz5YQv0&amp;video_target=tpm-plugin-ubse4twe-es7aUz5YQv0\" width=\"800px\" height=\"450px\" frameborder=\"0\" marginwidth=\"0px\" marginheight=\"0px\"><\/iframe><\/center><center>You can view the\u00a0<a href=\"https:\/\/course-building.s3.us-west-2.amazonaws.com\/US+history+II\/StonewallRiotshistoryIwasattheprotestinJune1969.html\" target=\"_blank\" rel=\"noopener\">transcript for \u201cStonewall Riots history: I was at the protest in June 1969\u201d here (opens in new window)<\/a>.<\/center><\/div>\r\n<div class=\"textbox tryit\">\r\n<h3>Try It: Significance<\/h3>\r\nhttps:\/\/assess.lumenlearning.com\/practice\/3c6b7bc3-a751-4a7a-a2dc-cd3ce2fd9a50\r\n\r\n<\/div>\r\n<div class=\"textbox tryit\">\r\n<h3>Try It: Review<\/h3>\r\nNow that we have these three eyewitness accounts of the Stonewall riots, let's consider their commonalities in the midst of their different understandings of how the event unfolded.\r\n\r\nhttps:\/\/assess.lumenlearning.com\/practice\/3f922d7c-3f19-4dc4-bd32-1a43fdfc10a9\r\n\r\n<\/div>\r\n<div class=\"textbox exercises\">\r\n<h3>Activity<\/h3>\r\nNow that you have considered these three different accounts, try to create a short 3-4 sentence narrative out of them, as our historian, Dr. Gross, suggested in the introductory video. (To help make sense of these different accounts, it may be helpful to consider <a href=\"https:\/\/www.youtube.com\/watch?v=S7jnzOMxb14\" target=\"_blank\" rel=\"noopener\">this video that looks at how the mythology of the Stonewall Riot was shaped<\/a> in the decades that followed.) In the practice space below, write down a summary of what happened at the Stonewall based on these accounts you heard. Who was there, and how did the rioting begin?\r\n<p class=\"p1\">[practice-area rows=\"4\"][\/practice-area]<\/p>\r\n[reveal-answer q=\"50676\"]Show Answer[\/reveal-answer]\r\n[hidden-answer a=\"50676\"]The individuals who gathered at the Stonewall Inn during June, 1969, were generally outcasts or did not feel safe expressing their sexuality. When the police arrived to shut down the bar and began harassing patrons in ways that eclipsed their official duties, the largely gay clientele of Stonewall began to fight back, throwing bottles and ultimately trapping the police inside the bar. Although accounts differ on who \u201cthrew the first brick\u201d and started the riot, once it was underway, the event lionized the LGBTQ community in Greenwich Village community and began a process of more open, brazen, and defiant gay and lesbian activism in the United States.[\/hidden-answer]\r\n\r\n<\/div>\r\n<div class=\"textbox examples\">\r\n<h3>Link to Learning<\/h3>\r\nIf you're interested in learning more about the events at Stonewall Inn and another influential LGTBQ+ activist from this time period, watch <a href=\"https:\/\/www.youtube.com\/watch?v=ftcvaJCKVjs&amp;list=PL8dPuuaLjXtNYJO8JWpXO2JP0ezgxsrJJ&amp;index=42\" target=\"_blank\" rel=\"noopener\">this CrashCourse Black American History video about Marsha P. Johnson<\/a>.\r\n\r\n<\/div>","rendered":"<div class=\"textbox learning-objectives\">\n<h3>Learning Objectives<\/h3>\n<ul>\n<li style=\"font-weight: 400;\" aria-level=\"1\">Make sense of primary sources covering the same event from different perspectives and understandings (as related to the Stonewall Riots)<\/li>\n<\/ul>\n<\/div>\n<h2>Interpreting History from Multiple Accounts<\/h2>\n<p>It is sometimes easy to distill our understanding of history to &#8220;an account of what happened long ago.&#8221; To discern this, it is important to look at the voices of those who took part in key events, when they are available to us. Oftentimes, these accounts will not agree on the sequence of events, the roles that certain individuals took, or the importance of the event at hand. Part of the historian&#8217;s craft involves unpacking these seeming contractions and differences, and using them to produce a more nuanced and complex understanding of an important historical event. In this hack, we&#8217;ll practice We will watch a short video on multiple perspectives on an event before looking at one key moment in this chapter: the 1969 Stonewall Inn riots.<\/p>\n<div class=\"textbox examples\">\n<h3>Watch It<\/h3>\n<p>In this short video, historian Dr. Magdalena Gross explains why she wants students to understand history as a collection of accounts.<\/p>\n<p><iframe loading=\"lazy\" id=\"oembed-1\" title=\"Why should students consider history from multiple perspectives?\" width=\"500\" height=\"281\" src=\"https:\/\/www.youtube.com\/embed\/tAh2t1csoVs?feature=oembed&#38;rel=0\" frameborder=\"0\" allowfullscreen=\"allowfullscreen\"><\/iframe><\/p>\n<p>You can view the\u00a0<a href=\"https:\/\/course-building.s3.us-west-2.amazonaws.com\/US+history+II\/Whyshouldstudentsconsiderhistoryfrommultiplep.html\" target=\"_blank\" rel=\"noopener\">transcript for \u201cWhy should students consider history from multiple perspectives?\u201d here (opens in new window)<\/a>.<\/p>\n<\/div>\n<div class=\"textbox tryit\">\n<h3>Try It<\/h3>\n<p>\t<iframe id=\"assessment_practice_b1c375a4-1530-441b-84a6-98df8695e39c\" class=\"resizable\" src=\"https:\/\/assess.lumenlearning.com\/practice\/b1c375a4-1530-441b-84a6-98df8695e39c?iframe_resize_id=assessment_practice_id_b1c375a4-1530-441b-84a6-98df8695e39c\" frameborder=\"0\" style=\"border:none;width:100%;height:100%;min-height:300px;\"><br \/>\n\t<\/iframe><\/p>\n<\/div>\n<h2>Understanding Primary Sources<\/h2>\n<p>Primary sources are incredibly valuable to the study of history because they provide us access to first-hand accounts of events. In examining primary sources, we are forced to consider two essential facts\u2014first, the record of historical events reflects the personal, social, political, or economic points of view of the participants. Second, we bring to the sources our own biases, created by our own personal situations and the social environments in which we live. As we grapple with primary sources, we realize that history exists through interpretation\u2014and tentative interpretation at that.<\/p>\n<div class=\"textbox exercises\">\n<h3>Link to Learning<\/h3>\n<p><a href=\"https:\/\/youtu.be\/tQhLQQcJZyo\" target=\"_blank\" rel=\"noopener\">This Khan Academy video<\/a> explains why\u00a0it is challenging to piece together a complete picture of an event from multiple sources.<\/p>\n<\/div>\n<p>There are a number of reasons primary sources might seem to disagree or offer striking contrasts when relating the same historical event. Their physical or personal vantage point might be different. The author of a primary source might have a goal or agenda that relates to the event (this isn\u2019t necessarily bad or insidious\u2013 we all have them! But it is good to be aware and open about them.) It is also at times possible that one or more eyewitness is lying, omitting, or severely distorting what he or she remembers.<\/p>\n<p>Most of the time, seeming differences boil down to three factors, which we will explore today, using primary sources relating to events of the late 1960s and early 1970s. These are: perspective, emphasis, and significance.<\/p>\n<ul>\n<li style=\"font-weight: 400;\" aria-level=\"1\"><strong>Perspective<\/strong>: Perspective can be physical\u2013 that is, where was this person when the event took place? Think, for example, of how different the Kennedy assassination might seem from the angle of a person in the crowd in Dealey Plaza, compared to a statesman in a car ahead of the president\u2019s in the motorcade. But perspective can be more abstract\u2013 who is this person and what experiences and assumptions do they bring to the table? When is this person relating what he or she saw\u2013is it soon after the event, or many years later?<\/li>\n<li style=\"font-weight: 400;\" aria-level=\"1\"><strong>Emphasis<\/strong>: Even a person with an excellent memory cannot recount something with precise and unerring detail. It is natural to expect that the eyewitness will edit their memories, or try to turn a cacophony of recollections into something more compact. When this happens\u2013what do they place a greater emphasis upon? What parts of the event do they stress or dwell on?<\/li>\n<li style=\"font-weight: 400;\" aria-level=\"1\"><strong>Significance<\/strong>: What do these eyewitnesses believe is unprecedented, or impactful, or resonant about what happened? It\u2019s important to know\u2013the participants aren\u2019t just relating what they remember\u2013 they are also actively interpreting its history as they do so.<\/li>\n<\/ul>\n<h2>The Stonewall Inn Riots<\/h2>\n<p>To understand how there can be some honest differences between primary sources, we will look at one key event that had many eyewitnesses give their account of what took place: the Stonewall Inn Riots in June of 1969. There are small differences in describing the course of events, but these surviving eyewitnesses also place emphasis on very different aspects of what happened that night.<\/p>\n<div class=\"textbox examples\">\n<h3>Watch It: Account #1<\/h3>\n<p>First, watch this video from Miss Major, who talks about her experiences at the Stonewall Riots. Understand that this video and others on this page contain\u00a0mature language expressing the raw feelings from people who experienced the Stonewall Riots firsthand. They use some profanity in speaking about their experiences.<\/p>\n<div style=\"text-align: center;\"><iframe loading=\"lazy\" src=\"\/\/plugin.3playmedia.com\/show?mf=8207366&amp;p3sdk_version=1.10.1&amp;p=20361&amp;pt=375&amp;video_id=O8gKdAOQyyI&amp;video_target=tpm-plugin-7wt4keqd-O8gKdAOQyyI\" width=\"800px\" height=\"450px\" frameborder=\"0\" marginwidth=\"0px\" marginheight=\"0px\"><\/iframe><\/div>\n<div style=\"text-align: center;\">You can view the\u00a0<a href=\"https:\/\/course-building.s3.us-west-2.amazonaws.com\/US+history+II\/TransOralHistoryProjectMissMajoronStonewall.html\" target=\"_blank\" rel=\"noopener\">transcript for \u201cTrans Oral History Project: Miss Major on Stonewall\u201d here (opens in new window)<\/a>.<\/div>\n<\/div>\n<div class=\"textbox tryit\">\n<h3>Try It: Perspective<\/h3>\n<p>\t<iframe id=\"assessment_practice_9e134421-761b-4d4c-a614-925db3ba6244\" class=\"resizable\" src=\"https:\/\/assess.lumenlearning.com\/practice\/9e134421-761b-4d4c-a614-925db3ba6244?iframe_resize_id=assessment_practice_id_9e134421-761b-4d4c-a614-925db3ba6244\" frameborder=\"0\" style=\"border:none;width:100%;height:100%;min-height:300px;\"><br \/>\n\t<\/iframe><\/p>\n<\/div>\n<div class=\"textbox examples\">\n<h3>Watch It: Account #2<\/h3>\n<p>Next, we\u2019ll consider the remembrances of Gil Horowitz. Watch this video to hear his account.<\/p>\n<div style=\"text-align: center;\"><iframe loading=\"lazy\" src=\"\/\/plugin.3playmedia.com\/show?mf=8207367&amp;p3sdk_version=1.10.1&amp;p=20361&amp;pt=375&amp;video_id=oZ5H92hum34&amp;video_target=tpm-plugin-wr16d7aw-oZ5H92hum34\" width=\"800px\" height=\"450px\" frameborder=\"0\" marginwidth=\"0px\" marginheight=\"0px\"><\/iframe><\/div>\n<div style=\"text-align: center;\">You can view the\u00a0<a href=\"https:\/\/course-building.s3.us-west-2.amazonaws.com\/US+history+II\/InterviewwithGilHorowitzontheStonewallRiots.html\" target=\"_blank\" rel=\"noopener\">transcript for \u201cInterview with Gil Horowitz on the Stonewall Riots\u201d here (opens in new window)<\/a>.<\/div>\n<\/div>\n<div class=\"textbox tryit\">\n<h3>Try It: Emphasis<\/h3>\n<p>\t<iframe id=\"assessment_practice_8c4aa3d3-fb48-48fd-97a8-38725f9493c9\" class=\"resizable\" src=\"https:\/\/assess.lumenlearning.com\/practice\/8c4aa3d3-fb48-48fd-97a8-38725f9493c9?iframe_resize_id=assessment_practice_id_8c4aa3d3-fb48-48fd-97a8-38725f9493c9\" frameborder=\"0\" style=\"border:none;width:100%;height:100%;min-height:300px;\"><br \/>\n\t<\/iframe><\/p>\n<\/div>\n<div class=\"textbox examples\">\n<h3>Watch It<\/h3>\n<p>Finally, let\u2019s look at how Mark Segal remembers Stonewall. Segal was an eyewitness and also went on to become a key leader of the Gay Liberation Movement.<\/p>\n<div style=\"text-align: center;\"><iframe loading=\"lazy\" src=\"\/\/plugin.3playmedia.com\/show?mf=8207368&amp;p3sdk_version=1.10.1&amp;p=20361&amp;pt=375&amp;video_id=es7aUz5YQv0&amp;video_target=tpm-plugin-ubse4twe-es7aUz5YQv0\" width=\"800px\" height=\"450px\" frameborder=\"0\" marginwidth=\"0px\" marginheight=\"0px\"><\/iframe><\/div>\n<div style=\"text-align: center;\">You can view the\u00a0<a href=\"https:\/\/course-building.s3.us-west-2.amazonaws.com\/US+history+II\/StonewallRiotshistoryIwasattheprotestinJune1969.html\" target=\"_blank\" rel=\"noopener\">transcript for \u201cStonewall Riots history: I was at the protest in June 1969\u201d here (opens in new window)<\/a>.<\/div>\n<\/div>\n<div class=\"textbox tryit\">\n<h3>Try It: Significance<\/h3>\n<p>\t<iframe id=\"assessment_practice_3c6b7bc3-a751-4a7a-a2dc-cd3ce2fd9a50\" class=\"resizable\" src=\"https:\/\/assess.lumenlearning.com\/practice\/3c6b7bc3-a751-4a7a-a2dc-cd3ce2fd9a50?iframe_resize_id=assessment_practice_id_3c6b7bc3-a751-4a7a-a2dc-cd3ce2fd9a50\" frameborder=\"0\" style=\"border:none;width:100%;height:100%;min-height:300px;\"><br \/>\n\t<\/iframe><\/p>\n<\/div>\n<div class=\"textbox tryit\">\n<h3>Try It: Review<\/h3>\n<p>Now that we have these three eyewitness accounts of the Stonewall riots, let&#8217;s consider their commonalities in the midst of their different understandings of how the event unfolded.<\/p>\n<p>\t<iframe id=\"assessment_practice_3f922d7c-3f19-4dc4-bd32-1a43fdfc10a9\" class=\"resizable\" src=\"https:\/\/assess.lumenlearning.com\/practice\/3f922d7c-3f19-4dc4-bd32-1a43fdfc10a9?iframe_resize_id=assessment_practice_id_3f922d7c-3f19-4dc4-bd32-1a43fdfc10a9\" frameborder=\"0\" style=\"border:none;width:100%;height:100%;min-height:300px;\"><br \/>\n\t<\/iframe><\/p>\n<\/div>\n<div class=\"textbox exercises\">\n<h3>Activity<\/h3>\n<p>Now that you have considered these three different accounts, try to create a short 3-4 sentence narrative out of them, as our historian, Dr. Gross, suggested in the introductory video. (To help make sense of these different accounts, it may be helpful to consider <a href=\"https:\/\/www.youtube.com\/watch?v=S7jnzOMxb14\" target=\"_blank\" rel=\"noopener\">this video that looks at how the mythology of the Stonewall Riot was shaped<\/a> in the decades that followed.) In the practice space below, write down a summary of what happened at the Stonewall based on these accounts you heard. Who was there, and how did the rioting begin?<\/p>\n<p class=\"p1\"><textarea aria-label=\"Your Answer\" rows=\"4\"><\/textarea><\/p>\n<div class=\"qa-wrapper\" style=\"display: block\"><span class=\"show-answer collapsed\" style=\"cursor: pointer\" data-target=\"q50676\">Show Answer<\/span><\/p>\n<div id=\"q50676\" class=\"hidden-answer\" style=\"display: none\">The individuals who gathered at the Stonewall Inn during June, 1969, were generally outcasts or did not feel safe expressing their sexuality. When the police arrived to shut down the bar and began harassing patrons in ways that eclipsed their official duties, the largely gay clientele of Stonewall began to fight back, throwing bottles and ultimately trapping the police inside the bar. Although accounts differ on who \u201cthrew the first brick\u201d and started the riot, once it was underway, the event lionized the LGBTQ community in Greenwich Village community and began a process of more open, brazen, and defiant gay and lesbian activism in the United States.<\/div>\n<\/div>\n<\/div>\n<div class=\"textbox examples\">\n<h3>Link to Learning<\/h3>\n<p>If you&#8217;re interested in learning more about the events at Stonewall Inn and another influential LGTBQ+ activist from this time period, watch <a href=\"https:\/\/www.youtube.com\/watch?v=ftcvaJCKVjs&amp;list=PL8dPuuaLjXtNYJO8JWpXO2JP0ezgxsrJJ&amp;index=42\" target=\"_blank\" rel=\"noopener\">this CrashCourse Black American History video about Marsha P. Johnson<\/a>.<\/p>\n<\/div>\n\n\t\t\t <section class=\"citations-section\" role=\"contentinfo\">\n\t\t\t <h3>Candela Citations<\/h3>\n\t\t\t\t\t <div>\n\t\t\t\t\t\t <div id=\"citation-list-4144\">\n\t\t\t\t\t\t\t <div class=\"licensing\"><div class=\"license-attribution-dropdown-subheading\">CC licensed content, Original<\/div><ul class=\"citation-list\"><li>Interpreting Events from Multiple Sources. <strong>Authored by<\/strong>: Mark Lempke for Lumen Learning. <strong>Provided by<\/strong>: Lumen Learning. <strong>License<\/strong>: <em><a target=\"_blank\" rel=\"license\" href=\"https:\/\/creativecommons.org\/licenses\/by\/4.0\/\">CC BY: Attribution<\/a><\/em><\/li><\/ul><div class=\"license-attribution-dropdown-subheading\">All rights reserved content<\/div><ul class=\"citation-list\"><li>Reading multiple accounts of the same topic | Reading . <strong>Provided by<\/strong>: Khan Academy. <strong>Located at<\/strong>: <a target=\"_blank\" href=\"https:\/\/www.youtube.com\/watch?v=tQhLQQcJZyo\">https:\/\/www.youtube.com\/watch?v=tQhLQQcJZyo<\/a>. <strong>License<\/strong>: <em>Other<\/em>. <strong>License Terms<\/strong>: Standard YouTube License<\/li><li>Why should students consider history from multiple perspectives?. <strong>Provided by<\/strong>: Choices Program. <strong>Located at<\/strong>: <a target=\"_blank\" href=\"https:\/\/www.youtube.com\/watch?v=tAh2t1csoVs\">https:\/\/www.youtube.com\/watch?v=tAh2t1csoVs<\/a>. <strong>License<\/strong>: <em><a target=\"_blank\" rel=\"license\" href=\"https:\/\/creativecommons.org\/licenses\/by-sa\/4.0\/\">CC BY-SA: Attribution-ShareAlike<\/a><\/em><\/li><li>Trans Oral History Project: Miss Major on Stonewall. <strong>Provided by<\/strong>:  transhistory. <strong>Located at<\/strong>: <a target=\"_blank\" href=\"https:\/\/www.youtube.com\/watch?v=O8gKdAOQyyI\">https:\/\/www.youtube.com\/watch?v=O8gKdAOQyyI<\/a>. <strong>License<\/strong>: <em>Other<\/em>. <strong>License Terms<\/strong>: Standard YouTube License<\/li><li>Interview with Gil Horowitz on the Stonewall Riots. <strong>Provided by<\/strong>: Witnify. <strong>Located at<\/strong>: <a target=\"_blank\" href=\"https:\/\/www.youtube.com\/watch?v=oZ5H92hum34&#038;feature=emb_logo\">https:\/\/www.youtube.com\/watch?v=oZ5H92hum34&#038;feature=emb_logo<\/a>. <strong>License<\/strong>: <em>All Rights Reserved<\/em>. <strong>License Terms<\/strong>: Standard YouTube License<\/li><li>Stonewall Riots history: I was at the protest in June 1969. <strong>Provided by<\/strong>: PinkNews. <strong>Located at<\/strong>: <a target=\"_blank\" href=\"https:\/\/www.youtube.com\/watch?time_continue=1&#038;v=es7aUz5YQv0&#038;feature=emb_logo\">https:\/\/www.youtube.com\/watch?time_continue=1&#038;v=es7aUz5YQv0&#038;feature=emb_logo<\/a>. <strong>License<\/strong>: <em>Other<\/em>. <strong>License Terms<\/strong>: Standard YouTube License<\/li><\/ul><div class=\"license-attribution-dropdown-subheading\">Public domain content<\/div><ul class=\"citation-list\"><li>History in the raw; grappling with primary sources. <strong>Provided by<\/strong>: National Archives. <strong>Located at<\/strong>: <a target=\"_blank\" href=\"https:\/\/www.archives.gov\/education\/history-in-the-raw.html\">https:\/\/www.archives.gov\/education\/history-in-the-raw.html<\/a>. <strong>License<\/strong>: <em><a target=\"_blank\" rel=\"license\" href=\"https:\/\/creativecommons.org\/about\/pdm\">Public Domain: No Known Copyright<\/a><\/em><\/li><\/ul><\/div>\n\t\t\t\t\t\t <\/div>\n\t\t\t\t\t <\/div>\n\t\t\t <\/section>","protected":false},"author":29,"menu_order":17,"template":"","meta":{"_candela_citation":"[{\"type\":\"copyrighted_video\",\"description\":\"Reading multiple accounts of the same topic | Reading \",\"author\":\"\",\"organization\":\"Khan Academy\",\"url\":\"https:\/\/www.youtube.com\/watch?v=tQhLQQcJZyo\",\"project\":\"\",\"license\":\"other\",\"license_terms\":\"Standard YouTube License\"},{\"type\":\"copyrighted_video\",\"description\":\"Why should students consider history from multiple perspectives?\",\"author\":\"\",\"organization\":\"Choices Program\",\"url\":\"https:\/\/www.youtube.com\/watch?v=tAh2t1csoVs\",\"project\":\"\",\"license\":\"cc-by-sa\",\"license_terms\":\"\"},{\"type\":\"pd\",\"description\":\"History in the raw; 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