What is a Boy/Girl?
Radio Commentary, 90.7, 91.7 New Life FM, July 12, 2013 – By Sue Ella Deadwyler
In 2001 a K ‑5 curriculum was introduced in San Francisco to counteract home-taught moral values of very young children. It is a systematic, persistent, progressive training of children to accept alternate lifestyles and emerge as future civil rights activists promoting all sexual preferences.
The first lesson introduces kindergartners to slang terms for male and female homosexuals – terms most children that young have not heard at home or church. The title of the second lesson is “What is a Boy/Girl?” You might expect a scientific biology lesson, but not so. The children are instructed to make a column for boys and a column for girls on a sheet of paper, after which the teacher deems all of them to be “kids,” implying there’s no difference between boys and girls. Lesson three, about building a family with two mom or two dads, ends with the teacher reading Asha’s Mums and Who’s in a Family?
Since lesson four is about cross-dressing, the teacher explains that there’s no difference between boys wearing skirts and girls wearing baseball uniforms. After learning that, the class ends with dress-up time! In lesson five the teacher reads storybooks, changes mom and dad to “mom and mom” or “dad and dad,” then compares husband-and-wife families to households headed by lesbian, gay, bisexual, transgender partners. Note how the terms change from “families with husband and wife” to “households headed by partners.”By lesson six, pupils must replace fairy tales characters with lesbians, gays, bisexuals and transsexuals and the teacher asks whether it’s fair that same-sex couples can’t get married. (Note the insertion of a political agenda.) Each child writes a make-believe story about a family that looks different from his own family and homework is assigned to get the family involved. (Note the use of homework to reach parents with the social change.)
Lesson seven introduces gay-pride symbols. So, the pupils make enough rainbow flags in class to put one of them in the hall. For homework the family (another clever move) makes a rainbow flag with authentic colors and, for lesson eight, local LGBT people visit the class to talk about their partners and answer questions from their captive audience of children K – 5. The curriculum suggests a class field trip to the speakers’ job sites. (No mention of parental permission.) For homework, pupils write thank-you notes to the visitors and list something they learned in class.
Lesson nine focuses on literature about diverse families and their various ways to live and love. Library books are discussed with a partner (opposite- or same-sex?) and partnered pupils decide whether biographies mention LGBT partners. An entire LGBT family visits the class to tell about their family. For homework (engaging the family again), the children write a paragraph about life in a lesbian or gay family.
There are three more lessons in this curriculum. So, tune in next week. You might be surprised at what fifth-graders are expected to do after these lessons. For Georgia Insight I’m Sue Ella Deadwyler, your Capitol correspondent.