This study examines the movement to integrate LGBTQ (Lesbian, Gay, Bisexual, Transgender, Queer) history into high school US history courses. Using such primary sources as government documents, classroom resources, and organizational agendas, and oral history interviews with teachers, gay rights activists, and scholars, the study probes grassroots and top-down initiatives in support of and resistance to this curricular reform. It explores the debate over teaching LGBTQ history in high schools, the conflict between educators and activists who see that history as vital to citizenship education and historical literacy and their foes, evangelicals to whom that history is threatening. The study found evidence that there is, in liberal regions of the US, a small yet vibrant grassroots movement generating quality LGBTQ history curriculum, but that the momentum of this movement has been limited by a lack of widespread support. Even top-down initiatives in liberal California, the first state to mandate teaching LGBTQ history in public schools -- it also does not appear in most states' standards -- have had limited impact on school practice due to a lack of mobilization towards implementation. In conservative states far more formidable legal and moral obstacles exist, including laws prohibiting all but negative representations of the LGBTQ community. Thus, the study reveals that despite the work of dedicated LBGTQ history advocates, twenty first century America remains quite divided over whether high school history classes should include LGBTQ history, so most students encounter very little of it. The study offers the first detailed portrait of a prophetic minority championing a more inclusive, accurate vision of the American past that ends the invisibility of LGBTQ history, and reveals that the troubling narrative of this recent history of curricular reform has been dominated by the reluctance of a conservative nation and many of its school systems to embrace or even consider that vision. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]