There are several recent news items showing once again the determination of some educators to mess with the minds and hearts of children. It’s coercion and grooming, often to draw them into experimentation with sexual feelings and behavior.
But it’s not just at school and not just teachers. It can be a peer, a relative, a neighbor. I’m not talking about molestation, although we must have conversations with our kids about what to watch for there. What I want to cover here is advocacy mixed with obscenity by those who aren’t usually predators, but who want to smash the innocence, ruin the peace and unsettle the spirt of a wholesome American child.
Why would people do this? Most likely because they are mentally ill. Here's an example.
In Colorado, a lesbian French teacher in the Denver Public Schools was fired when it came to light that she asked girls to kiss during skits in her classes. Students also complained that she revealed her thoughts of suicide to her classes. This woman needs serious counseling, not the platform given a teacher.
Even though her rosters contained roughly equal boys and girls, she always called on two girls to be skit participants and for them to kiss. It was a graded assignment. The good news is that the board vote to terminate her was unanimous. The bad news is that this teacher has reportedly been re-employed at a Denver area elementary school.
Requiring students to portray homosexuals in skits or role playing has been a practice in some sex education courses for years, and this recently resurfaced in the good news about funding cuts by the federal Department of Health and Human Services. HHS is cutting $67 million in teen pregnancy prevention programs because the material is too explicit.
The lessons were axed for including advocacy of contraception, condom demonstrations, promotion of abortion, and promotion of transgender identities. Some curricula included graphic skits featuring same sex characters. [Obscene heterosexual skits, also a grooming technique, are included in many of these programs—but that’s an article for another day.]
Pitching homosexuality is apparently a cherished goal for many sex educators. In one skit from the curriculum called “Be Proud, Be Responsible,” two boys are to be chosen from the class to play Will and Alonzo. These two boys, so the storyline goes, have been having homosexual sex but now must start using condoms, which is the focus of their dialogue. No discussion of abstinence, or ending this immoral behavior—just use condoms.
And as part of the backstory, one of the reasons the two boys need to use condoms is because one of them has a serious girlfriend. So not only are we promoting teen hook-ups, and boys having same sex contact, but this curriculum normalizes bisexuality and cheating. This hot mess is fine, these lessons assure students, if condoms are used.
Praise the Lord the Trump administration is ending federal funding for some of these reckless, dangerous programs.
Lest you think this is an isolated example, consider the widely used Planned Parenthood curriculum, Get Real. I consulted my go-to website on sex education, Comprehensivesexualityeducation.org, where the researchers have given us details about many non-abstinence, comprehensive sexuality education curricula (CSE).
Role plays are included in most CSE lessons. Often, these curricula choose names for characters that could be either male or female. The high school version of Get Real makes sure that homosexual-themed conversations take place:
“Have students choose a partner. Read through the scenario together and then guide students through the process of scripting the beginning of a conversation between Chris and Terry...” (Facilitator Manual, p. 57)
So here’s what the students playing “Chris” and “Terry” will be talking about:
“Negotiation scenario: ‘Chris and Terry have made out a few times in the past. They both really like one another and enjoy spending time together, but they haven't discussed or labeled their relationship. This time, while kissing, Chris asks Terry if they have a condom. Terry doesn't feel ready to have sex with Chris, but is worried that if they say no they'll never have another opportunity. They're also afraid that Chris will be angry. Terry doesn't know what to do and doesn't know what to say to Chris. Script an assertive and realistic scene for these two characters.’” (Student workbook, p. 39)
The 8th grade version of another widely used curriculum, Draw the Line/Respect the Line, also seeks to acclimate 13 -year-olds to sexually-charged conversations with someone of the same sex: “Let students know that they may be doing the role plays with a classmate of a different or the same gender...” (Teacher’s Manual p.93)
In the curriculum Rights, Respect, Responsibility, the goal is to proudly shove this nonsense in your child’s face:
“In middle school and high school lessons, the terms ‘partner’ and ‘same sex relationships’ are used deliberately and proactively both to avoid heteronormativity (the assumption that people and relationships are heterosexual unless proven otherwise) and to help students explore, at a developmentally appropriate level, the full range of sexual feelings and expressions both in and out of relationships.” (p.21)
Explore the “full range of feelings”? What about humiliation and embarrassment in front of your peers? Where can the student turn the next day when teasing about his “gay” skit becomes a topic on social media?
But this is the goal. Destabilize comfortable kids by throwing the hand grenade of explicit same sex contact in front of the class, with the expectation that even unwilling students should participate.
A curriculum called Big Decisions has been the source of outrage by parents in Texas in recent years. It too makes sure that teachers can force awkward adolescents into public respect for homosexual sex:
“Note that the names [Chris and Alex] in this role-play are chosen so that the parts can be played by students of any gender.” (page 71)
And the details of these role plays can be quite graphic. In Big Decisions, “Activity 9-2 provides a relatively structured role-play between ‘Angel’ (a male) and ‘Angel’s friend’, which can be a person of any gender. Angel does not want to have sex without a latex [or other type]....condom, but Angel’s Friend pressures him.” (p. 264)
In the HIV high school curriculum for Health Smart, we see the same emphasis on mindless, robotic public “negotiation” for intimate high risk behavior—again, with same sex pairs:
“’Now you’ll have a chance to practice. You’ll work with a partner to take turns using your negotiation skills and skills for saying NO to respond to pressure lines.’ Pair students or allow them to select partners and allow time for practice. Emphasize that it doesn’t matter if students have a partner of the same or opposite gender. They’re simply practicing skills of resisting pressure and negotiating condom use.” (Teacher guide, p. 175) (Emphasis added)
There are endless examples, and just note that if you hear the term “comprehensive sexuality education” in reference to any lessons planned for your child’s class, opt your child out immediately. What I have described above is the least offensive portions of some very widely-used curricula.
And as you can see by the example of the Denver French teacher, this coercion is not isolated to sex education class. And it’s also not isolated to the school climate.
Same sex peers who have an “LGBTQ” identity are sometimes a source of coercion. I will explore this in a future article.
But here’s how to prepare your child. Make sure your son or daughter has an understanding about Scripture’s prohibition of sex before marriage, and that homosexuality is prohibited always. And also, make sure he or she knows that NO ONE is to push them to violate their innocence, their values, or embarrass them publicly while doing so.
The Lord has a standard: innocence until adulthood and marriage. “I charge you, O daughters of Jerusalem, Do not stir up nor awaken love until it pleases.” (Song of Solomon 8:4)
Child sexual exploitation should occur in zero schools, but is unfortunately baked into many classroom messages. Our goal instead should be abstinence and innocence until marriage. When we do this, many more happy, stable young adults and loving relationships will be the result.
