The Masachusetts Health Curriculum Frameworks:
Could this document become the legal requirement to what your children are taught in school?
It's currently just an optional "guide". But radical activists want the Massachusetts Comprehensive Health Curriculum Frameworks to becomes a
legal requirement for K-12 teaching in Massachusetts Public Schools! Written in 1999, this
document is over 100 pages long and was meant to serve as non-mandatory, informal guidelines for school systems.
As reflected by the document's content and the "Resources" listed in it for schools to use (see list below), this document was created by a very radical group of Massachusetts educrats -- at least one of whom is still in charge of supporting homosexual clubs in schools for the Mass. Dept. of Education.
This document includes things that are far too radical for most school systems (and certainly for most parents), but since it has had no legal standing it's been largely overlooked. However, if it is written into Massachusetts statutes, it will likely cause a tremendous upheaval in addition to being an entree to groups like Planned Parenthood and other sex-ed organizations looking to get into the public schools.
Online versions of the Massachusetts Health Curriculum Frameworks
The content is very deceptive. Overall, it covers a wide range of "health" topics, including legitimate topics such as nutrition, disease prevention, and drug abuse, as well as less standard topics such as "ecological health" and "interpersonal relationships."
But it also includes as "health" some extremely controversial topics that many people would even consider un-healthy and very objectionable in the way they're presented. These topics include "family life", "mental health", and "reproduction/sexuality" -- which covers the normalization of homosexuality even in the younger grades, abortion counseling, and other hotbutton issues.
We've listed some of these below; you might ask yourself how these relate to "health"!
The Health Frameworks Curriculum includes the following:
By the end of grade 5:
● Students label the functions and/or
systems of the reproductive system.
● Define sexual orientation using the
correct terminology (such as heterosexual, and gay and
lesbian) - Students write short answer to define the types
of sexual orientation.
● Describe different types of families,
addressing membership and social influences, and the
functions of family members.
● Identify whom to talk with about family
problems and successes.
● Identify the various feelings most
people experience and describe the physical and emotional
reactions of the body to intense positive and negative
● Describe the concepts of prejudice and
discrimination. Students design posters, bulletin boards or
web page components on the theme of the 3R's -
Responsibilities, Rights, and Respect.
By the end of grade 8:
● Explain setting limits on sexual
behavior -- Students discuss consequences around sexuality
decisions. Determine and role-play steps that improve
decision-making (such as with whom to consult …)
● Describe behaviors and methods for
pregnancy prevention, including abstinence.
● Define the types of sexually
transmitted infections (STIs), including HIV/AIDS, and how
they are prevented. Students report on the policies of
various states and countries regarding STIs prevention
● Identify sexual discrimination and
harassment -- Students use current events or media
portrayal to discuss the consequences of discrimination
based on sexual orientation.
● After reading literature in which a
young person experienced an intense feeling, students write
a poem about the feeling(s) the character experienced.
● Students identify risk-taking behaviors
that a teen might consider. Working in small groups,
practice and evaluate refusal skills for those risk
behaviors that are dangerous.
● Recognize the positive contribution of
character traits (such as tolerance …) to relationships,
the benefit to relationships which include understanding
and respecting individual differences, and the detrimental
effect of prejudice (such as prejudice on the basis of
race, gender, sexual orientation, class, or religion) on
individual relationships and society as a whole. Students
read literature on prejudice and write a paper on how it
can cause conflict in communities.
● Identify the social and emotional
consequences of harassment (for example, gender, racial,
handicap, sexual in nature, etc.)
By the end of grade 12:
● Describe the effectiveness and
consequences of various pregnancy, HIV, and STI prevention
methods, including abstinence.
● Identify possible determinants of
sexual orientation and analyze the weight of each in light
of available research.
● Identify resources available for
treatment of reproductive health problems.
● Explain confidentiality laws and
individuals' rights to seek medical treatment.
● Describe the influence of gender on
identity and self-concept -- Students have a class
discussion on the influence of group stereotypes about
gender roles on identity and self-concept.
● Explain the functions, purposes, and
social significance of family from various historical
periods, including modern times - Students view films that
show changes in families in the last 50 years and identify
what constants appear (e.g., caring for each other) and
what changes appear evident (e.g., role changes in
household and parenting tasks).
● Through the study of Romantic
Relationships students will … describe commitment in casual
and serious relationships - Students create skits that deal
with various decisions made at the developmental stages of
relationships. Videotape and analyze the skits with regard
to the different decisions people might be faced with in
Some of their "Resources for Health Education":
These "Resources" listed in the Frameworks document should definitely raise a red flag. They include some very controversial and destructive organizations, books, etc.
● Sexuality Information and Education Council of the
United States (SIECUS). For example, "Guidelines for
Comprehensive Sexuality Education: Kindergarten-12th grade"
by SIECUS. SIECUS is a leading advocate for abortion and childhood sexual freedom, with
close ties to Planned Parenthood.
● GLSEN Boston [Gay, Lesbian, Straight Education Network].
The most radical homosexual propaganda factory out there, responsible for the
gay clubs in the high schools, Day of Silence, "Safe Zones", gay day assemblies,
● "Gay Straight Alliances: A Student Guide from the Safe
Schools Program for Gay and Lesbian Students," published by
the Mass. Dept. of Education. Need we say more?
● "Resources for Education and Counseling Faculty," Mass.
Governor's Commission on Gay and Lesbian Youth, Project for
the Integration of Gay & Lesbian Youth Issues…
● "A Staff Development Manual for Anti-Homophobia
Education in the Secondary School", by the Harvard Graduate
School of Education.
● "Understanding Homosexuality, Changing School: A Text "
● "Step by Step to Comprehensive School Health…", ETR
Associates. A group that strongly opposes abstinence education.
"Coming on Strong: Gender and Sexuality in
Twentieth-Century Women's Sport," Harvard University
● "Beyond Ecophobia: Reclaiming the heart in nature
education," in People and Nature magazine. That's right, "Eco-phobia."
● Youth Risk Behavior Survey Results, from the Mass. Dept.
of Education. This "survey" is as fraudulent as they come.
Click here for more on it.
A few general observations:
This is being driven by Planned Parenthood and the homosexual/sex ed lobby.
No one has heard of any legitimate parent groups that are asking for this. Just
The "attitude" parts regarding homosexual
behavior have no obvious connection to "health." It's just a back-door way
of pushing propaganda.
Even if children are able to opt-out, the general attitudes about homosexuality, family, abortion, etc., would school life even more than currently.
The examples presented here are just a sampling of
the units that would be required. How would this fit into
already packed school days?
There is a serious question of accuracy regarding controversial issues such as AIDS. AIDS education will invariably involve politically
correct "facts" which do not instill in children the truth
about how AIDS is principally caused (homosexual behavior
and drug use) and that by avoiding these, our society could
drastically cut down the incidence of AIDS.