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The heroism of World War II and the prosperity it brought to those millions of baby boom families are a central part of the accepted narrative of U. It is seen as perhaps the most important event in 20th-century U. No teacher could possibly ignore it. When I think about World War II, what often comes to mind is an iconic photograph taken in Times Square in New York City, just moments after the signing of the final armistice with Japan was announced.

He bends forward and she is leaning back as he kisses her passionately. Without explicitly saying so, the image captures the way that the war years are understood as a heterosexual experience. Needless to say, none of the stories about the war that I heard as a child and none of the accounts found in almost every U. Queer folks are missing entirely from the commonly accepted version of World War II, at home and abroad.

Think about it. The war took almost 16 million young men away from their homes, and families and small towns and put them in an overwhelmingly single-gender environment for several years. A smaller number of women were also placed in a largely single-gender environment in the military. But in a world in which young men had virtually disappeared from civilian life, large numbers of young women also left their homes and families and small towns and migrated to large cities to take jobs in defense-related industries.

They lived in boarding houses with other young women and socialized with other women since so many men were in the armed services and overseas. For countless numbers of young men and women, both in the military and in civilian life, the war years provided perhaps the first opportunity they had ever had to explore same-gender love and intimate relationships. Free from the constraints that family, religion, and their neighborhoods might have imposed, they could discover other men and women like themselves.

Whether they were on leave from military service—in port cities like New York, Boston, or San Francisco—or living and working among other women; these young people had the chance to explore the clubs and bars that catered to an LGBT population. Not surprisingly after the war ended, many of them decided to remain in these large cities where the beginnings of queer communities were taking shape. World War II can rightly be described as a turning point in queer history.

It led to larger urban communities, to a strong sense of identity, and to the beginnings by the early s of an organized LGBT freedom movement. Just as the war is interpreted as a turning point in U. This podcast provides a detailed look at how to incorporate important cultural touchstones, notable figures, and political debates into an inclusive US History curriculum.

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In each episode, we explore a different topic—walking you through historical concepts, suggesting useful source material, and offering practical classroom exercises. Talking with students about sexual and gender identity can be emotional and complex. This podcast is a resource for navigating those challenges, so teachers and students can discover the history and comprehend the legacy of queer America.

There was tremendous discrimination but also tremendous community building. In this episode, Historian Susan Freeman will take us from the start of the war through life after military service—providing examples you can share with your students—so you can introduce your classes to this long hidden aspect of the history of World War II. Here is Susan Freeman. Susan K. The nation united and mobilized to fight against dictatorship and injustice abroad.

Our students today have lived through a time when the country is constantly fighting wars abroad, and for them, the ways that the war unified people in the s may be hard to grasp. Also foreign to them will be the ways that the war interrupted just about every aspect of daily life once the U. Not only were the people joining the military experiencing disruptions in their lives, but also everyday civilians.

They relocated to take industrial jobs in factories and accepted rationing, planted victory gardens, and raised funds to support the Allied cause. As unifying as the war was, Americans didn't experience it the same across the board.

The mobilization for war sometimes made worse the divisions and hierarchies. At the same time, it put a stop to certain parts of the status quo.

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The contradictory impact of war can especially be seen if you look at the lives of women, racial minorities, and sexual minorities. There was some good news that came with the temporary upheaval during wartime. For instance, women could report to work in factories wearing pants, and the social order did not fall apart. African Americans were drawn into the military and workplace.

And we saw some relaxing of segregation in some instances even though racism persisted in job assignments, housing regulations, and other ways. Still, the war enabled advances for people of color and friendships. And camaraderie across the color line formed as well. In addition, the war fueled a desire for justice among those who are being held back by racism, sexism, or both.

When we think about the history of wartime mobilization and social change from the perspective of queer lives, we want to think both about the gains and losses, advances, and setbacks. There were more opportunities to discover others like oneself, and we saw strict gender expectations and sexual taboos loosen up a bit. Yet there was also a great deal of scrutiny, surveillance, and negative consequences for gay and lesbian people—especially built around the idea that homosexuality was a form of pathology.

As you help your students appreciate the mixed impact of the World War II era, you can guide them to think about changes both in terms of individual lives as well as thinking about particular communities and the larger society. Since the discourse of freedom was at the forefront of the U. In , President Roosevelt gave his Four Freedoms speech in which he spoke about American interests that might draw the nation into combat. He included: ensuring the freedom of speech and expression, freedom of worship, freedom from want, and freedom from fear.

The propaganda and rhetoric of the war period deflected attention away from injustices that deprived Americans of basic citizenship rights, especially for Americans who were not white and who were not straight. As historians we can get our students thinking and reflecting about how the federal government and military branches protected freedom and for whom.

Also, we can engage them historiographically with how popular thinking about civil liberties protections has changed over time—which abuses were recognized and which ones received apologies. There are a number of examples you can point to. You could use the example of the apology in the lates for the internment of immigrants and citizens of Japanese descent.

Revisiting with your students these past moments when people were deprived of freedoms or civil liberties is a way to have them think about democratic promises and failures. Re-evaluating past exclusions engages your students in rethinking and rewriting a more inclusive history. If you're listening to this podcast, chances are you're not inclined to shy away from difficult topics. So let's dive in together and look at the Second World War in terms of queer history.

Queer people's place in the story of World War II is part of our national history. Of course, queer histories of the war are rarely highlighted in documentaries on the History Channel, museum exhibits, or the pages of standard textbooks, or in the national standards for how to teach US history. Still, our classrooms provide opportunities to make a difference by covering this neglected material.

This episode gives examples of queer World War II-era experiences that you can share with your students.

You can help them appreciate how the war was significant in bringing into being a fledgling national queer community. In a short few years, many people came to know themselves as gay or lesbian and to know others who were like them.

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In fact, the war cultivated and expanded the very notion of homosexuals as a distinct group of people, contrasted with heterosexuals. In terms of a teaching strategy, sharing and honing the stories of queer historical figures will help students make a personal connection with the pleasures, fears, and self understandings that arose in this era. Is someone more or less deserving of citizenship rights and privileges based on their identities? How did groups go from being outsiders to being insiders in our culture? War brings to mind violence, battle scenes, and the militarization of society.

But World War II for young people was also a period of excitement, new scenes, and new possibilities. Imagine the kid living rurally, anticipating an adult life just like their parents. Imagine the young woman whose mother and aunts are employed as domestic servants in white people's homes, with few employment options due to race and gender discrimination.

Imagine a mechanically inclined woman whose best job option is office work as a receptionist. And imagine the unmarried schoolteacher whose fascination with fashion leaves him feeling isolated. With war mobilization, young people could escape the predictable and limiting circumstances of their immediate lives. With wartime relocation came new adventures. Your students may not have thought about the fact that social life was largely sex-segregated during the war. What would that mean for people who had same sex desires? While they were able to form fierce friendships, and new kinds of intimate relationships were possible, and at the same time the pressure to date or conform to heterosexual norms was lifted, many men and women were elated to inhabit a largely all-male or all-female social world.

And many had their first encounters with people who were unapologetically homosexual. Maybe some who hadn't thought of it before would wonder if they were a little bit gay themselves. Some knew they were gay before joining the service. As one example, Stuart Loomis was a white college student in Omaha, Nebraska.

And he volunteered for the Army after Pearl Harbor. He had heard that being gay might get you kicked out, but he was still willing to sign up to join a company of men.

Vincent Miles was another college student from the Midwest who had discovered his homosexuality before the war. He grew up in an African-American community in Davenport, Iowa, and quit school to enlist. Miles became an Army medical clerk and was badly injured in the line of duty. Service members like Loomis and Miles recognized their closeness to death and the risks that came with their service.

This vulnerability led many men—gay men in particular—to take chances and throw caution to the wind. Loomis recalled a mentality of, "Try to enjoy things because who knows where you might be sent tomorrow.

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Phyllis Abry is also someone who joined the military knowing that she had same-sex attractions. During the war, she worked as a WAC radio technician, became a recruiter, and was even pictured on a poster encouraging women to join the war effort. While a teenager, Abry had been thrown out of her high school after a love letter she wrote to another girl was found.

She got expelled, was kicked out of her father's house, and moved in with her mother in New York City. Later she went to work as a lab technician in Princeton, New Jersey. One of the things she liked about joining the military was the opportunity to wear a uniform. It took the pressure off conforming to feminine beauty standards of the day. In later interviews, she would recall how women all looked a little "butchy" in their uniforms, which helped her and other butch women feel more at ease.

And being a WAC facilitated her meeting other lesbians. Early in her training, she met up with Mildred and they became lovers.

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