COMMENTARY: “Planned Parenthood’s “Health” Bill – H597 (Also S288)- The Massachusetts Health Curriculum

July 22nd, 2017

Awake Goy

Massachusetts is one of the evilest states in the country. Home to the so-called ‘best universities in the world, that are nothing more than terrorist brainwashing centers such as Harvard, MIT, Tufts. This is where all the hard core tribal communists get together and dedicate their lives to brainwashing the youth preparing them to further the Satanic agenda. The State itself is home to mostly repugnant liberals and brainwashed idiots who have helped and continue to help change the course of humanity. The fact that bill H597 was passed is more proof that we are ruled by elected communists, and that the government is shaping your kids ‘education’.

Communist Massachusetts

“Planned Parenthood’s “health” bill – H597 (also S288) – The Massachusetts Health Curriculum,” Source: massresistance.com

The Massachusetts Health Curriculum Frameworks: This document could become the legal guide to what your children are taught in school.

If H597 is passed, Massachusetts Comprehensive Health Curriculum Frameworks now becomes a required guide for K-12 teaching in Massachusetts Public Schools! Written in 1999, this document is over 100 pages long and was meant to serve as non-mandatory, informal guidelines for school systems.

As reflected by the document’s content and the “Resources” listed in it for schools to use (see list below), this document was created by a very radical group of Massachusetts educrats — at least one of whom is still in charge of supporting homosexual clubs in schools for the Mass. Dept. of Education.

This document includes things that are far too radical for most school systems (and certainly for most parents), but since it has had no legal standing it’s been largely overlooked. However, if it is written into Massachusetts statutes, it will likely cause a tremendous upheaval in addition to being an entree to groups like Planned Parenthood and other sex-ed organizations looking to get into the public schools.

Online versions of the Massachusetts Health Curriculum Frameworks
Web version
Adobe Acrobat version
Microsoft Word version.

The content is very deceptive. Overall, it covers a wide range of “health” topics, including legitimate topics such as nutrition, disease prevention, and drug abuse, as well as less standard topics such as “ecological health” and “interpersonal relationships.”

But it also includes as “health” some extremely controversial topics that many people would even consider un-healthy and very objectionable in the way they’re presented. These topics include “family life”, “mental health”, and “reproduction/sexuality” — which covers the normalization of homosexuality even in the younger grades, abortion counseling, and other hotbutton issues.

We’ve listed some of these below; you might ask yourself how these relate to “health”!

The Health Frameworks Curriculum includes the following:

By the end of grade 5:

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

Grades K-5 seems to be way too early to be doing this. (Some schools would do it in Kindergarten, others in Grade 5) Parents decide when a child is ready for these issues.

● 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.

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!

● 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 “Feelings and Emotions” unit, where students will “learn skills to promote self-acceptance.”

● 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.

What examples of these concepts will be used? Will racial discrimination be equated with discrimination against “gays and lesbians”? How will “rights” and “respect” be defined?

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. Children (grades 6-8!) 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! (Will children be encouraged to engage in sexual activities other than vaginal intercourse, in order to prevent pregnancy?)

● 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.

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.)? Will children be told the truth about the ineffectiveness of condom use in preventing most STIs?

● 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. Anyone who disagrees must be a regressive “bigot.”

● After reading literature in which a young person experienced an intense feeling, students write a poem about the feeling(s) the character experienced.

What literature will be chosen? One of the many new works focusing on “gay and lesbian youth”? Upsetting works including a focus on death, or adoption, etc.?

● 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. Students read literature on prejudice and write a paper on how it can cause conflict in communities.

● Identify the social and emotional consequences of harassment (for example, gender, racial, handicap, sexual in nature, etc.)

Again in both sections above, 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 of medical professionals 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.

The “resources” will usually include 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 STI treatment, contraceptives, and abortions, without their parents knowing.

● Explain confidentiality laws and individuals’ rights to seek medical treatment.

Again, 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, and even to discussions of sex changes.

● 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. Is this health???

Some of their “Resources for Health Education”:

These “Resources” listed in the Frameworks document should definitely raise a red flag. They include some very controversial and destructive organizations, books, etc.

● Sexuality Information and Education Council of the United States (SIECUS). For example, “Guidelines for Comprehensive Sexuality Education: Kindergarten-12th grade” by SIECUS. 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, etc.

● “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 ” Westview Press.

● “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 Press.

● “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.

A few general observations:

This is being driven by Planned Parenthood and the homosexual/sex ed lobby. No one has heard of any legitimate parent groups that are asking for this. Just the opposite!

The “attitude” parts regarding homosexual behavior have no obvious connection to “health.” It’s just a back-door way of pushing propaganda.

Even if children are able to opt-out, the general attitudes about homosexuality, family, abortion, etc., would school life even more than currently.

The examples presented here are just a sampling of the units that would be required. How would this fit into already packed school days?

There is a serious question of accuracy regarding controversial issues such as AIDS. 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.

Source Article from https://zionistreport.com/2017/07/commentary-planned-parenthoods-health-bill-h597-also-s288-the-massachusetts-health-curriculum/

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