The bully is the scourge of the elementary
school playground. So who could object to a new anti-bullying
curriculum scheduled to be tested in three Minneapolis elementary
schools -- Hale, Jefferson and Park View -- and adopted
districtwide if successful?
But what if that curriculum is really a
disguise for a very different agenda brought to Minneapolis by the
Human Rights Campaign, a Washington, D.C.-based gay and
transgender advocacy group? What if its lessons have little to do
with bullying, and much to do with ensuring that kids as young as
age 5 submit to HRC's orthodoxy on family structure, even if it
differs from their own parents' view?
What if students who dissent are subjected
to teacher-directed peer pressure and negative evaluations?
In other words, what if anti-bullying
advocates themselves turn out to be the bullies?
Welcome to the "Welcoming Schools"
curriculum....Welcoming Schools" has three sections. The
first, on "family diversity," drums into kids the idea
that "traditional families" are outdated. To emphasize
this point, kids in grades 3-5 "act out" being members
of nontraditional families, including same-gender-headed families.
K-3 students study words like "lesbian" and
"gay," while fourth- and fifth-graders learn
"bisexual," "dyke" and
"transgender."
In the curriculum's second section -- "Looking at Gender
Roles and Stereotyping" -- children learn to "expand
their notions of gender-appropriate behavior." They read
books such as "Sissy Duckling," which deals with
"characters challenging gender norms," and "King
and King," in which a prince proposes to and marries
another prince....
"Welcoming Schools" does not address bullying until
its third and final section. It says relatively little about
bullies' traditional targets -- kids who are overweight, short
or the wrong skin color, for example -- and places heavy
emphasis on anti-gay name-calling.
To promote its agenda, "Welcoming Schools" employs
classic indoctrination techniques.
Teachers begin lessons by questioning students to identify their
current beliefs. Then they use group exercises, films and books
to convince the kids that any traditional attitudes they harbor
about family structure and homosexuality are harmful
"stereotypes." At the end of a lesson, teachers
"evaluate" students to ensure that their views now
pass official muster....
One fill-in-the-blank phrase that students are to complete
during evaluation says it all: "I used to think, but now I
know ..."
The "Family Diversity Photo Puzzle," a typical lesson
for grades 1-3, exemplifies this approach.
In the exercise, the teacher instructs students to arrange
photos of adults and children to create seven families. But the
exercise is rigged, though children don't know it.
"The packets of photographs selected make it impossible to
create seven 'traditional' families: that is, families that
include a mother, a father and children," says the
curriculum guide. "Students will find that they must create
some families with adults of the same gender. ..." and then
decide how to label the members.
The guide advises teachers to use their authority to encourage
the right answer: "[I]t is helpful for students if you use
your own set of photos to create a family with two moms and/or
two dads."
When the lesson is over, the teacher exhorts students to examine
their beliefs, confess their errors and commit to reform.
"Were there types of families you didn't create?" asks
the teacher. "Why do you think you didn't create those
families?" (In other words, what's wrong with you?)
"If you did this activity again, would you do anything
differently?" (Hmm, I wonder what the right answer is to
that one?)
"Welcoming Schools" uses the same strategy in its
section on expanding "gender norms." (The guide
advises teachers to avoid referring to their class as
"boys and girls." "For some children," it
explains, "identifying as a boy or girl in order to
participate in an activity creates internal dissonance.")
Students are evaluated on "whether or not [they] feel
comfortable making choices outside gender expectations."
At Hale School, some parents are up in arms. While they oppose
bullying, they say, this is not the way to address it. They
have been explaining their concerns since February, when
Principal Bob Brancale announced in an e-mail that
"Welcoming Schools" "will be piloted ...
regardless of the personal issues or concerns of parents or
staff."
"It's a direct slap at parents' face," said Hale
parent Arbuc Flomo of the newly formed Coalition for Parents'
Rights. " 'I used to think, but now I know ...'?
It's like a teacher saying to your first-grader, 'what you
learned in your seven years before coming to first grade here
-- what you learned from your parents -- is wrong.' "
Dan Loewenson of the Minneapolis School District says that
parents are free to opt their children out of the program.
After Hale parents filed formal objections to "Welcoming
Schools" in March, district leaders referred the matter
to the district's Curriculum and Instruction Committee. On May
28, the committee will deliberate about next steps after
hearing from parents and staff.