Here's how H1641 (and S102) will affect children in Massachusetts:
The language of House Bill
S102) the bill is deceptively simple. It adds
another requirement for graduation from Massachusetts
public schools. The complete text of the bill is:
Section 1D of chapter 69 of the General Laws, as
appearing in the 2000 Official Edition, is hereby amended
by inserting after the words "foreign language," in line 6,
the words:- health education, as defined by the
Massachusetts Comprehensive Health Education Framework.
Section 1D of
chapter 69 of the General Laws lists subject matter that must be
learned at various grade levels, as standards. Among other things,it says,
"The standards shall cover grades kindergarten through twelve and shall
clearly set forth the skills, competencies and knowledge expected to be
possessed by all students at the conclusion of individual grades or clusters of
grades. . .Satisfaction of the requirements of the competency determination
shall be a condition for high school graduation."
The Massachusetts Comprehensive Health Curriculum Frameworks now becomes a
mandatory part of K-12 teaching in Massachusetts Public Schools! This
document is over 100 pages long and covers a wide range
of "health" topics (including, for example, health of the
environment!) and appears to be written by the usual
far-left academic we-know-better-than-you crowd. Parts of it are excerpted
below, but you can access the complete version from the Dept. of Education web
site, in various formats:
Here's what's in the Massachusetts Comprehensive Curriculum
Note: References are given after each quote for the topic "strand" and
section numbers where it's found in the Mass. Comprehensive Health Curriculum
Frameworks (Mass. Dept. of Education, October 1999.)
While you read this, you might ask yourself how this relates to "health"!
By the end of grade 5:
● Students label the functions and/or
systems of the reproductive system. [Physical Health:
● 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. [Physical Health:
Reproduction/Sexuality, sec. 4.3, 4.4]
● Describe different types of families,
addressing membership and social influences, and the
functions of family members. [Social & Emotional Health:
Family Life, sec. 6.1]
● Identify whom to talk with about family
problems and successes. [Social & Emotional Health: Family
Life, sec. 6.3]
● Identify the various feelings most
people experience and describe the physical and emotional
reactions of the body to intense positive and negative
feelings. [Social & Emotional Health: Mental Health, sec.
● 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. [Social & Emotional
Health: Interpersonal Relationships, sec. 7.4, 7.2]
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 …) [Physical
Health: Reproduction/Sexuality, sec. 4.6, 4.7]
● Describe behaviors and methods for
pregnancy prevention, including abstinence. [Physical
Health: Reproduction/Sexuality, sec. 4.8]
● 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
among youth. [Physical Health: Reproduction/Sexuality, sec.
● Identify sexual discrimination and
harassment -- Students use current events or media
portrayal to discuss the consequences of discrimination
based on sexual orientation. [Physical Health:
Reproduction/Sexuality, sec. 4.10]
● After reading literature in which a
young person experienced an intense feeling, students write
a poem about the feeling(s) the character experienced.
[Social & Emotional Health: Mental Health, sec. 5.7,
"Feelings and Emotions" unit]
● 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. [Social & Emotional Health:
Interpersonal Relationships, sec. 7.6]
● 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. [Social & Emotional
Health: Interpersonal Relationships, sec. 7.7]
● Identify the social and emotional
consequences of harassment (for example, gender, racial,
handicap, sexual in nature, etc.) [Safety & Prevention:
Violence Prevention, sec. 11.13, "study of awareness"]
By the end of grade 12:
● Describe the effectiveness and
consequences of various pregnancy, HIV, and STI prevention
methods, including abstinence. [Physical Health:
Reproduction/Sexuality, sec. 4.13]
● Identify possible determinants of
sexual orientation and analyze the weight of each in light
of available research. [Physical Health:
● Identify resources available for
treatment of reproductive health problems. [Physical
Health: Reproduction/Sexuality, sec.4.20]
● Explain confidentiality laws and
individuals' rights to seek medical treatment. [Safety &
Prevention: Disease Prevention and Control, sec. 8.b]
● 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. [Social &
Emotional Health: Mental Health, sec. 5.15, "Feelings and
● 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). [Social & Emotional Health:
Family Life, sec.6.9]
● 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
these relationships. [Social & Emotional Health:
Interpersonal Relationships, sec. 7.17]
A few of their "Resources for Health Education":
Sexuality Information and Education Council of the
United States (SIECUS). For example, "Guidelines for
Comprehensive Sexuality Education: Kindergarten-12th grade"
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.
This is clearly being driven by Planned Parenthood and the homosexual lobby.
No one has heard of any legitimate parent groups that are asking for this. Just
So much of this, particularly the "attitude" parts regarding homosexual
behavior, has no obvious connection to "health." It's just a back-door way
of pushing propaganda.
Notice that there is no "opt-out" mentioned anywhere! How would H1641 affect the parental notification law?
This is clearly their answer to the current opt-out law and
the proposed opt-in law. It appears to put parents in a
bind: if you take your child out, and flunks "health" as a
result, he possibly cannot graduate. And the pressure from
both teachers and other children will now be on the child
like never before. Our opinion: This is the end of parents' rights - the
indoctrination machine goes into high gear!
The examples presented here are just a tiny sampling of
the units that would be required. How this would fit into
already packed school days is impossible to imagine.
The controversial issues such as homosexuality or
parental authority over their children's medical treatment
are interspersed throughout the "health" curriculum, in
many different subsections. This way, they will certainly
be included by at least some of the teachers. And they're
harder for parents to track, since they pop up in the
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.