Had enough? Citizens, take back your government!

The language of the bill is deceptively simple. It adds another requirement for graduation from Massachusetts public schools:

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.

Sounds innocuous enough -- until you look under the hood. The Massachusetts Comprehensive Health Curriculum Frameworks is a 111-page document that 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.

Here are just a few of the highlights. Think of who is teaching your children, what that person's training is and political motivations, and who makes the decisions about values:

By the end of grade 5:

Define sexual orientation using the correct terminology (such as heterosexual, and gay and lesbian)

In other words, the normalization of homosexuality starts young. We must assume this will also include the latest trends in the GLBT activist lexicon: "bisexual", "transgender", and maybe even "polyamorous". (Are we ready for cross-dressing day in the elementary grades?) Interesting that this discussion of sexual orientation falls within the "Reproduction/Sexuality" unit, when the school administrations are very busy telling parents that the Parental Notification Act does NOT apply to homosexuality issues!

Describe different types of families, addressing membership and social influences, and the functions of family members.

This is where same-sex families are equated with normal families. The "functions" of family members is about breaking down male-female roles in families. THIS is why David Parker was arrested!

Students label the functions and/or systems of the reproductive system.

Grades K-5 seems to be a bit early to be doing this.

Identify whom to talk with about family problems and successes.

This is about telling kids to go to people other than their parents with problems.

Identify the various feelings most people experience and describe the physical and emotional reactions of the body to intense positive and negative feelings

This is from the "mental health" unit, where students will "learn skills to promote self-acceptance."

Describe the concepts of prejudice and discrimination

What examples of these two concepts will be used? Will racial discrimination be equated with discrimination against "gays and lesbians"? (This is in the "interpersonal relationships" unit.)

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 …)

This obviously necessitates imagining and discussing all sorts of sexual situations and activities. Imagine the small co-ed group discussions and the scenarios the children might decide to role play. (Remember, this is grades 6-8).

Describe behaviors and methods for pregnancy prevention, including abstinence.

Abstinence is thus just "another" technique for preventing pregnancy. Kids are introduced to the whole range of contraceptive devices and methods. They are told that they need to make a healthy "choice" that's right for them!

Define the types of sexually transmitted infections, including HIV/AIDS, and how they are prevented

Will the "politically correct" version of AIDS transmission be taught, or will children understand the truth (that homosexual activity is much riskier than natural, vaginal intercourse, etc.)?

Identify sexual discrimination and harassment -- Students use current events or media portrayal to discuss the consequences of discrimination based on sexual orientation.

This equates "sexual orientation" with the Civil Rights movement, and reinforces homosexual behavior as a legitimate part of life.

After reading literature in which a young person experienced an intense feeling, students write a poem about the feeling(s) the character experienced. [From the "Feelings and Emotion" unit]

What literature will be chosen? One of the many new works focusing on "gay and lesbian youth"?

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.

While this might be useful re: drugs and alcohol, imagine the "refusal skills" practiced for sexual situations. This is for grades 6-8.

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. [Interpersonal Relationships unit] Identify the social and emotional consequences of harassment (for example, gender, racial, handicap, sexual in nature, etc.) [Violence Prevention unit]

Again, race, class, and religion are equated with "gender" discrimination (apparently different from "sexual" harassment or discrimination - so opening the door to the "transgenderism"?) and "sexual orientation." Note that an extremist homosexual activist group in Lexington (opposing father David Parker's rights to opt his child out of such propaganda) is called "Respecting Differences."

By the end of grade 12:

Describe the effectiveness and consequences of various pregnancy, HIV, and STI prevention methods, including abstinence.

Again, introducing the wide range of sexual contraception methods, with their own spin on them. Abstinence is just one of many. Particularly dangerous is introducing high-risk methods (such as condoms) to kids. We've also heard that medical professionals are telling teen girls that anal intercourse is a way of avoiding pregnancy!

Identify possible determinants of sexual orientation and analyze the weight of each in light of available research.

More propaganda. Pushing homosexuality as in-born and genetic.

Identify resources available for treatment of reproductive health problems.

This usually includes homosexual activist groups and Planned Parenthood, as well as other sources most parents would prefer their kids not be involved with. I.e., where children can go to get their contraceptives and abortions, so parents won't know.

Explain confidentiality laws and individuals' rights to seek medical treatment.

This is about bypassing parents and going to "health" services, such as Planned Parenthood or Fenway Community Health Center for things like abortions or AIDS tests, which parents would then not know about. Thus, another adult is making medical decisions for your children.

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.

More propaganda about breaking down traditional male / female "gender" roles in the minds of children, despite how parents might feel about that. This also easily leads into the concept of "transgenderism" and cross-dressing, etc.

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).

Note the "constant" given is "caring for each other". But no mention of the "constant" of a father and a mother, and their children. What other "changes appear evident"? Same-sex parent headed households?

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.

Valuable class time given over to discussing and dwelling on heavy-duty sexual scenarios.

General observations:

Also in the frameworks are references to AIDS education, which invariably involve politically correct "facts" which do not instill in kids 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.

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.

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" by SIECUS. A leading advocate for abortion and childhood sexual freedom.

- "Step by Step to Comprehensive School Health…", ETR Associates. Against abstinence education.

- 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, etc.

- "Gay Straight Alliances: A Student Guide from the Safe Schools Program for Gay and Lesbian Students," published by the Mass. Dept. of Education.

- "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 " Westview Press.

- "Coming on Strong: Gender and Sexuality in Twentieth-Century Women's Sport," Harvard University Press.

- "Beyond ecophobia: Reclaiming the heart in nature education," in People and Nature magazine.

- Youth Risk Behavior Survey Results, from the Mass. Dept. of Education.