Posts

LGBT movement organizing to mandate “gay history” in schools across America

In California already. Starting now in Massachusetts. Their goal is to force it into schools nationwide.

The push to require that “gay history” be taught in the nation’s is already in place in California and is now making headway in Massachusetts. The LGBT teachers conference brought in techniques that activists can use to expedite that process around the country.

The homosexual movement is organizing and strategizing to achieve their latest goal in the schools.

This is the sixth part in our series on this year’s annual GLSEN (Gay Lesbian Straight Education Network) Conference held in Boston in April 2014 which brought together LGBT teachers, school officials, and education activists (and their “allies”) — along with children as young as fifth grade — where they outlined their latest tactics for the schools.

Why a push for “gay history” in schools?

“Gay history” is an important psychological tool that homosexual movement uses to convince schoolchildren that homosexual behavior is a normal and positive influence in society. By making it part of the school curriculum — with lectures, exams, term papers, etc. – it becomes ingrained in kids’ minds. Thus, students would never question its legitimacy — and legitimacy is an obsessive goal of the homosexual movement.

Perhaps more disturbing, “gay history” introduces deviant figures such as Harvey Milk (a sexual predator of teenage boys), pro-NAMBLA activist Harry Hay, and other“gay pioneers” (some of whom were pornographers) as legitimate historical figures worthy of admiration. Plus it often teaches kids the unproven political “quackery” that famous people such as Eleanor Roosevelt, Julius Caesar, and even Abraham Lincoln were homosexual.

For example, soon after the California law was passed, one LGBT social studies teacher in San Francisco in an interview with a high school newspaper gave a taste of what what “gay history” should include:

In considering the possibilities, [the teacher] described potential lesson plans featuring rumored gay authors such as William Shakespeare and Walt Whitman and famous court cases involving gay defendants like that of Lawrence v. Texas, a 2003 court case that ended Texas’ sodomy law.

Gaining steam since the 1990s

That “gay history” push has been slowly but steadily progressing. Since the 1990s individual “gay activist” teachers have woven homosexual themes into their classes, including history lessons. Over a decade ago “gay history month” displays began to appear in “progressive” school districts, and that has spread across the country. For over a decade, national LGBT groups have trained teachers how to incorporate “gay rights” into history classes (example from 2001). (NOTE: This link is from the MassResistance blog – which Google still partially blocks!) But the goal has always been mandating it across the country.

This handout at the workshop shows some of the LGBT activists over the years that they intend to portray as heroic “historical figures” to schoolchildren.

California becomes first state to mandate “gay history” in schools

In 2011, California passed Senate Bill 48, the Orwellian-labeled “FAIR Education Act.” It requires that the “historical contributions” of “lesbian, gay, bisexual, and transgender Americans” be included in courses, instructional material, and textbooks in California Public Schools. Furthermore, the law includes prohibition of any “materials that reflect adversely” on LGBT persons or the movement. This onerous law was the result of a well-crafted campaign by the homosexual lobby, spearheaded by a homosexual activist state legislator, and actively supported by the liberal press.

This was such an abrupt change that Grades K-8 have been given until July 1, 2015 to comply, but high schools are required to move as fast as possible. Many California high schools are rolling out their new “gay” curricula this month –September 2014.

The conference workshop: Strategies to do it . . .

This year the conference had a special workshop to show teachers and activists how a “gay history” mandate was successfully effected in one school district in Massachusetts. Here’s how the conference program listed it:

2.5 Reversing the Erasure of LGBT History
Using Los Angeles Unified School District and Lowell School District as case studies, this workshop examines strategies for introducing vital LGBT inclusive history curriculum into schools.

Presenter(s): Debra Fowler, Debbie Costello & Erin Kehoe, Lowell High School

This was one of the best-attended workshops of the conference. The room was full. The main presenter was Debra Fowler, who teaches English as a second language at Lowell High School.

The workshop was largely a how-to description of how Fowler and others were able to pressure Lowell High School in Lowell, MA to make “LGBT history” mandatory in the 11th grade. She is also the producer of a very slick and emotional video,“Through Gay Eyes”, which is also now a required part of the Lowell High School curriculum and was shown at the workshop. And they are taking steps to push this statewide (and eventually nationwide).

Debra Fowler’s slick, emotional video, “Through Gay Eyes.”
See trailer here. Facebook page here.

How they got the Lowell politicians & administrators on board

Fowler showed her video “Through Gay Eyes” to the workshop. Some of the messages in the video, which Fowler also talked about) are:

  • Kids need to know they have a gay teacher.
  • The teacher was uneasy about coming out to students, but did anyway.
  • Boston TV News Anchor Randy Price “married” his boyfriend on the State House steps.
  • The world is evolving and changing.
  • It’s wrong to oppose people’s beliefs when they don’t affect you.
  • Children shouldn’t have to worry about growing up with a gay parent.

Fowler described her successful strategy for getting the politicians, school administrators, and faculty all to sign on to requiring “gay history” (and more) at Lowell High School. She said her emotional video “Through Gay Eyes” was used as a “catalyst.”

Starting in August, 2013, she made sure that as many students as possible — and also the key politicians, administrators, and faculty –attended a screening of the video. Although the messages from the video do not have a direct relationship to “gay history” it gave them an emotional attachment to the cause, which was even more important. Then she had hundreds of students and faculty sign two petitions demanding that the video and “LGBT history” be included in the curriculum.

The final step was the Lowell School Committee. At the November 20, 2013 meeting she arranged to have the necessary items on the agenda, and she packed the room with supporters. The two petitions were presented to the Mayor, superintendent, and members of the School Committee to sign themselves, which they all did. All their agenda items were passed unanimously. Thus, the following was accomplished by Fowler and her activists:

  1. Lowell High School would require “gay history” in the 11th grade, starting in September 2014.
  2. The video “Through Gay Eyes” would be required in the middle and high school health curriculum.
  3. The School Committee officially endorsed proposed changes to the Massachusetts Common Core curriculum to include LGBT individuals and events in 11th-grade U.S. History courses statewide. That is the next big push for the LGBT lobby in Massachusetts, they’ve said.
After the School Committee vote, Fowler (left) posed triumphantly with the headmaster of Lowell High School. The photo was circulated on LGBT education sites.

At the workshop, Fowler acknowledged that she got a help from “gay” educators and activists in California. One important thing she told the group: “The lessons are not ‘stand-alone’ lessons,” she said. “The lessons are seamlessly woven into history.”

In closing, Fowler told the workshop, “Reach out to people who can make changes in curriculum. You have the power!”

Below is from the handout that Fowler passed out at the workshop describing their successful strategy. You can also download it here.

National group has already prepared LGBT history curriculum

The homosexual movement is not leaving anything to chance. They are already preparing course material for “gay history” mandates, as well as supplying it to individual activist teachers. GLSEN, the well-funded national organization that organized this LGBT teachers conference, is at the forefront of creating LGBT curriculum for all grades.

GSEN is very serious about supplying your schools with “gay” history.

At the workshop, GLSEN passed out some materials, and they have been posting much more on their website. Here’s a sample of what’s being offered now to schools across America. From the GLSEN web site:

“Celebrating Lesbian, Gay, Bisexual and Transgender (LGBT) History Month.” 18-page document passed out at the workshop. Exhaustive list of LGBT-themed books, websites, and course material targeting schoolchildren. Also includes strategies for introducing it into the schools and weaving it into regular class lessons.

How harmful are the recommended resources in this GLSEN document (above)? To point to just a few:

Kevin Jennings, former Obama “Safe Schools Czar” and founder of GLSEN, edited a gay and lesbian history source book for high school and college classes, Becoming Visible. Included is a chapter praising NAMBLA supporter Harry Hay, along with a portrayal of “gay cruising” (anonymous homosexual sex acts in public places) as a “civil rights” issue!

Another recommended book is Transgender Warriors by Leslie Feinberg.Massachusetts Youth Pride honored Feinberg in 2005, inviting her to lead the youth parade. Besides being a radical transgender activist, she is openly communist and was then editor of Workers World.

At Massachusetts Youth Pride 2005: “Transgender warrior” and communist editor Leslie Feinberg (left of banner) leads the youth parade.
[Mass­Resistance photo]

Can this be stopped?

It can certainly be daunting that major US corporations like Google, Wells Fargo, McDonalds, Target, CitiBank, Disney, Mattel, IBM, and others are funding the homosexual agenda in the schools. But nevertheless, parents and citizens can do amazing things to stop this.

It’s entirely possible keep this from happening. The biggest problem on our side (besides funding) has been that parents have been unaware of what’s happening, are not armed with good information to counter the activists, and have no effective strategies for counteracting their slick lobbying effort.

We at MassResistance are working to help with that.  Exposing this is the start.

Goal of “gay” programs in schools: Persuade kids to “come out” early as homosexuals. Here’s how they do it —

Why are so many kids – many of them troubled – now “coming out” as homosexuals, announcing to everyone that this is their true “identity”, that it’s “who they are”? It doesn’t happen by accident. It’s carefully calculated by national homosexual activist groups pushing their programs in the nation’s schools.

This is the fourth part in our series on this year’s annual GLSEN Conference in Boston in April which brought together LGBT teachers, activists, and supportive administrators where they outlined their latest tactics for the schools. Part IIIexposed the transgender agenda in schools. Part II revealed their plans to push “gay clubs” in middle schools.

Students take in the GLSEN conference.
[MassResistance photo]

At that conference, there were kids as young as 11 and 12, and that younger age group was clearly the focus of much of the conference.

They know that the earlier they get to the youth, the easier their recruitment effort will be. Scene from a Gay Pride Week event in Boston.
[MassResistance photo]

The significance of having youth “come out”

Most people — certainly most parents – have no idea that a major focus of the homosexual movement is to persuade schoolchildren to first accept homosexual behavior as normal, even fashionable and desirable, and then move on to embrace a homosexual “identity”.

They use various well-honed psychological methods to do this. Youths particularly vulnerable to this are those who are troubled, bullied, have family problems or issues with a parent, or have been sexually molested. Younger kids in general are easier to seduce into this false belief, the movement understands.

Making the decision to embrace a homosexual identity, or “coming out,” appeals to their spirit of rebellion and adventure (and often a desire for attention), and has a lasting psychological effect on a young person. The youth is led to fully believe that he (or she) is completely homosexual, has been from birth, and even becomes angry when that is challenged. But in addition, the youth is easily persuaded to begin experimenting with  homosexual behaviors – which over time become addictive. And he or she becomes emotionally connected with the homosexual movement.

One of the favorite psychological methods of helping bring kids into this state of mind is to have them go through the possibly traumatic process of “coming out” to their parents. It helps solidify the “identity” in the youth’s mind, as the youth deals with the parents’ reaction.

Training teachers & activists – Workshop on “Coming out to your parents”

The conference had a high-profile workshop dedicated to the process of helping schoolchildren “come out”:

Coming out to your parents

Coming out to parents as LGBTQ is a big decision. Learn what to expect and get support. Interactive workshop and resources for participants.

Presenter: Pam Garramone, Greater Boston PFLAG

What is PFLAG? The national homosexual group that puts the most energy into persuading kids to “come out” – and then getting their parents to accept that – isParents, Families, and Friends of Lesbians and Gays (PFLAG). It even goes further, to turn newly supportive parents into pro-homosexual activists. This also helps push the child deeper into the behavior and movement.

Pam Garramone, Greater Boston PFLAG director, mingles with the kids at Youth Pride Day in Boston in 2007.
[MassResistance photo]

PFLAG is very well-funded (from various US corporations and apparently some taxpayer money) and is very aggressive. PFLAG has chapters in just about every part of the country and is heavily involved with schools. Chapter meetings are held in locales (often liberal churches) around the country.

From what we at MassResistance have seen, kids at school often get steered in that direction by influential homosexual teachers, radicalized school counselors, and other kids in “gay straight alliance” clubs in the schools. This workshop was mostly geared to help them show kids who are in the process of “coming out” how to deal with their parents – or what to do when their parents simply won’t accept the child’s homosexuality as normal or permanent.

Garramone started out the workshop by telling the attendees that it’s not only “gay” but “LGBTQIA” (lesbian gay bisexual transgender questioning/queer intersex ally) kids that PFLAG works with.

She said that PFLAG makes over 200 presentations per year at middle schools and high schools across the state.  In addition to “coming out” support, PFLAG works with school administrators to make the schools “safer and more inclusive” for LGBT students.

The school presentations include faculty training sessions, assemblies, sessions with personal stories, and health classes, she said.

Handed out at the conference:

Pamphlet by “Out and Proud” homosexual group:“Read this before coming out to your parents.
The American Psychological Associationput out this terrible unscientific pro-“gay” pamphlet, “Answers to your questions about sexual orientation and homosexuality.

She said that kids don’t know if they’re gay or lesbian until they’re 10 or 11 years old, though they know their sex at age 2 or 3. But even gay or lesbian is far too limiting. She brought up the 50 gender options now being listed by FaceBook. It’s not just “binary” – people come in and out of phases their whole lives, she said. (Interestingly, she is admitting a contradiction: Sexual identity is fluid, but at the same time, people are “born” that certain way.)

When kids ‘come out’ PFLAG is ready to help

When kids decide to “come out” PFLAG is ready to spring into action. She said that PFLAG has 13 support groups in the greater Boston area, and provide “one-on-one support,” including phone counseling with parents to help them accept their child’s homosexuality (or whatever LGBTQIA identity). PFLAG also does group support.

She described the “phases” that parents go through when a child “comes out” which PFLAG works to successfully lead them through:

Shock – “No you’re not”
Disbelief – “I can’t believe this”
Denial – “You’ll grow out of it”
Guilt – “What did I do wrong?”
Expressing feelings – Listening, asking questions
Acceptance

Garramone said that PFLAG is working towards “100% acceptance” by parents.

She said that such intervention is critical because otherwise, when kids “come out”, 30% of parents kick them out of the house (and these youth make up 40% of all homeless kids); 50% of parents don’t want to talk about it; and only 20% are supportive. (Is this really true? Like most statistics cited by homosexual activists, these are likely not trustworthy.)

PFLAG’s well-crafted ‘coming out’ self-help book

PFLAG publishes a number of nice-looking but very devious and misleading booklets which they give out to kids in schools on various LGBT subjects. This 24-page book, “Be yourself” is a how-to book for kids to “come out” to their parents. It was passed out to kids and adults at this conference.

PFLAG publication given out to kids at the conference, and many other places.

Some quotes from the book:

“Coming out as a gay, lesbian, bisexual, or transgender (GLBT) youth can be especially complicated and fraught with questions.”

“If you’re a guy, your friends are probably talking about girls, and if you’re a girl, they’re talking about guys. And, while most people your age seem to fit neatly into expected gender roles, you may feel you don’t – or don’t want to.”

“Your school years are a time of figuring out what works for you, and crushes and experimentation are often part of that. Over time, you’ll find that your’re drawn mostly to men or women – or both – and then you’ll know.”

“Remember that your parent(s) are from an older generation – one that was more homophobic and transphobic than yours.”

“PFLAG can help a lot with this process. PFLAG and PFLAG members can help provide books, fillms, and information for you and your parents, and by providing contacts with other families who have GLBT children, or counselors who can help your parents work through their feelings.”

It’s a very slick process that can devestate a vulnerable kid for life. This is what parents are up against in their schools. But most don’t even know it.

PFLAG hands out its “Be Yourself” book to kids wherever it can. This
is the PFLAG table at a recent “Youth Pride” event in Boston. [MassResistance photo]

“LGBT” Teachers Conference in Boston – Part II: Pushing ‘Gay’ clubs in Middle Schools

The latest push: “Gay” clubs for kids in middle schools. Here’s how they get them in — and what comes with them.

The homosexual-transgender movement is working hard to indoctrinate schoolchildren as young as possible. By far, the most effective way is to get them into school-based “gay” clubs that are run by activist, often radical, adults, but though otherwise unsupervised. They have been working at this for several years (see our 2008 report) but are now ramping up their efforts considerably.

We reported last week, on this year’s annual GLSEN Conference in Boston which brought together LGBT teachers, activists, and supportive administrators to discuss their latest tactics for the schools.

A prominent part covered strategies for setting up “gay-straight alliance” (GSA) clubs in as many middle schools as possible, given that most high schools now have them.

Getting kids to feel involved — especially middle school students — is a major tactic of the LGBT movement. These buttons were given out at the GLSEN Conference in Boston.

At that conference, there were kids as young as 11 and 12, and that younger age group was clearly the focus of much of the conference.

Middle school student gives speech at LGBT conference opening session

Middle school are such an important target that GLSEN recruited an activist “LGBT” middle school student to address the conference’s opening session. She said she’s bisexual (in middle school!) and that her sister is lesbian.

The girl spoke about how she helped organize the “Day of Silence” in her middle school. She said that one teacher was reluctant to put up the posters because of parent conferences that evening, saying that parents might not be comfortable seeing it. The girl labeled the teacher “ignorant” and said the teacher is “no longer working at the school” (which brought a cheer).

She added that “kids are figuring out who they are younger than ever” (i.e., being persuaded to self-identify as L, G, B, or T) and that “we need to create a safe environment for them in the lower grades.” This was a mantra that was repeated again and again in the conference. (“Safe environment” is the Orwellian term for a school that aggressively enforces pro-“LGBT” sexual ideology and suppresses all dissent.)

Given that middle school students would not have these ideas and talking points on their own, this shows how well the adult activists instruct them.

Helping kids be “safe” at school is the Orwellian term for aggressively enforcing pro-“LGBT” sexual ideology — and more importantly, suppressing all dissent. In particular, it’s used very effectively to confront any criticism by adults, including parents.

The workshop: “Starting a Middle School GSA”

The LGBT movement is getting serious about the lower grades. One of the prominent workshops at the GLSEN conference was “Starting a Middle School GSA.”

At first glance, a “gay” club for middle school students would seem beyond something even most liberals would buy into. But that’s simply another challenge for the movement to overcome. After all, it wasn’t too long ago that ANY “gay” club at all, even in high school, was beyond the pale.

Here is how the conference program listed it:

3.1 Starting a Middle School GSA: A Sustainable, Grassroots Approach
Practical advice and encouragement for students, staff, parents and community members who would like to establish a sustainable GSA in their local middle school.

Presenter(s): Anna Watson, Friends of the Ottoson Middle School [Arlington, MA] GSA

This workshop gave step-by-step instructions by a seasoned activist.

The presenter, Anna Watson, started out by saying that she believes that “coming out” is a “life-saving adventure” and that kids are coming out at younger and younger ages. Thus, they need support groups to help them do that.

She told the workshop attendees that she has been an “LGBTQ” activist and organizer for several years. In particular, she is interested in starting GSA-type groups for young people.

“Queering the ‘Burbs Since 1992.”  Anna Watson gave out this card at the workshop. She is no casual activist, obviously.

She said that in city schools there are lots of GSAs, but it’s different in the suburbs. This is likely because the parents are more attentive to what’s happening in the schools. She used the term “suburban gap” and said that just a few people with a lot of energy can make it happen.

The strategy: Build up incrementally then hit with petition!

Her goal at the Ottoson Middle School in Arlington, Mass., was to put in a GSA with “permanent club” status — with a line item in the school budget for financial support.

At first, the principal was resistant, even though Arlington is a very liberal town.

The homosexual movement has found that a very effective approach for overcoming resistant school officials is using a petition as a pressure tactic, along with other maneuvers.

Watson’s tactic was to do incremental, smaller things to set up an informal GSA and have it become active as much as possible in the school. They would get everything else in place so that there would be no procedural or other excuse not to allow it. Then they would go over the head of the principal and blitz the superintendent with a petition — with as large a force as necessary — to push it over the top with a demand it be given permanent “club” status in the school.

The Petition presented to the Superintendent (and Anna Watson’s timeline of events)

That strategy worked perfectly. Here’s the timeline of events that Watson described:

1. Starting in the fall of 2010, Watson began discussing it with the principal. Since the principal had an interest in anti-bullying, Watson positioned it as an anti-bullying group.
2. Spring 2011: Watson established an “informal” GSA group at the school that met every other week. She submitted a grant to the local “Arlington Education Fund” for funding.
3. Fall 2011: The grant was awarded from the local group. The GSA’s outside activities, including a stipend to the adult staff advisor, were now funded and it started meeting every week.
4. Spring 2012: The GSA began giving out “Human Rights” awards to students at the school. They also attended the GLSEN Conference that year, brought in “educational” groups, and established a “peer leader” program in the school.
5. Fall 2012: They persuaded the principal’s discretionary fund, the PTO, and the Parent Advisory Council to give the GSA funding. They also had volunteers raise money in the community.
6. Fall 2013: The petition was put together and formally presented to the Superintendent, accompanied by a lot of pressure.  The superintendent easily capitulated and granted the GSA permanent club status and a budget item in the school budget. They achieved their goals.

The principal and any other staff who might have been resistant were completely steamrolled. It’s a strategy that can be replicated at other schools where there is any significant resistance.

Other comments at the workshop

Many of the other people at the workshop were experienced GSA activists. Some of their remarks and ideas on starting a GSA were interesting:

  • Some schools have made it easier by having a less overt title, such as calling it an “affinity” group rather than a GSA.
  • One person said, “For school clubs, no permission slips are needed. Thus parents do not know. The same is true for GSAs. You don’t have to let your parents know. There is a sort of goodwill around it.”
  • They always say that GSA’s are about “school safety” and suicide prevention. They also remember to make a point to say that GSAs “are not about sex.”
  • One teacher recommended that the GSA follow the GLSEN “Ally week” program. (See more on that below.)

How to get kids to come to their first GSA meeting? Most middle school kids would not normally think of going to a “gay” club. So the LGBT activists use a variety of tricks and misleading tactics. Once the kids are there, it’s easier to persuade or pressure them to keep coming back.

Here are some of the ideas brought up by activists at the workshop:

  • Announcing a “cheese & food” party.
  • Getting the school football coach to come is a great draw for bringing kids to a GSA meeting.
  • One school put up posters with the message: “You don’t have to be gay to be in the GSA.”

For a larger view click on the flyer.

The LGBT movement will use any tactic they can to lure kids into their “gay” clubs for the first time. GLSEN passed out this information at the Conference.

What is Watson’s next project? Apparently, her next goal is to set up AGLY (“Arlington Gay and Lesbian Youth”) which would probably be a youth/adult “gay” club not connected with the school. There are several of those around the state, supported at least in part by taxpayers.

GSAs: A poisonous experience for vulnerable kids

In our experience going back nearly twenty years working with parents and kids, the GSAs in the schools are emotionally poisonous and physically dangerous to vulnerable kids, many of whom have serious psychological issues to deal with. And GSAs are often run by radical “gay” adults who themselves are psychologically dysfunctional.

GSAs persuade students that homosexuality, transgenderism, etc., is perfectly normal to engage in. They take troubled kids and tell them that if they feel “different” or that they “don’t fit in” then they’re probably really “gay” or “transgender.” This causes enormous trauma down the road. We’ve seen that these kinds of “clubs” lead kids into engaging in perverse sexual activities.

Also in GSAs: Indoctrinating kids in radical “queer theory” as “LGBT allies”

But additionally, a purpose of GSAs is to indoctrinate the kids (including those calling themselves “straight”) in the radical ideas of the LGBT movement, which they term “queer theory.” Most people are not aware just how extreme this is. Then the GSA leaders have the kids spread those ideas to the rest of the school through events like the “Day of Silence”“Gay History Month”, and “Transgender Awareness Day.”

When getting this training, the kids are told that this helps them become “allies” of the LGBTs. The concept of being an “ally” pushed very hard throughout the schools. It becomes another identity for the kids in their fight for so-called social justice.

At the GLSEN Conference, this “training” pamphlet, titled “Ally Packet” was given out. It’s a pretty frightening example of what the LGBT movement teaches children, and what parents know almost nothing about.

“Ally Packet” given out at GLSEN Conference

Here are just a few examples and excerpts from the 8-page pamphlet. THIS is what the LGBT movement is teaching schoolchildren:

What is an Ally?
An ally is a member of the dominant social group who takes a stand against social injustice directed at target group(s) – for example .. . heterosexual individuals who speak out against heterosexism and homophobia. An ally works to be an agenda of social change rather than an agenda of oppression.

Characteristics of an ally
Recognizing that unlearning oppressive beliefs is a lifelong process.

Appropriate Group Terminology
Genderqueer: A term used by individuals, especially transgender youth, who identify as neither male nor female, or as both, and who often seek to blur gender lines.

Appropriate Social Justice Terminology
Gender-Normative Privilege: The benefits and advantages that gender-normative people receive in genderist culture.

Inappropriate Terminology
Homosexual: A clinical term for gay men and sometimes lesbians.
Transvestite: An outdated clinical term for crossdressers.

What are Biphobia, Homophobia, and Transphobia?
Example of Biphobia: Believing that bisexuals are confused or indecisive about their sexuality. Example of Transphobia: Believing that cross-dressing is a sexual perversion or that people who cross-dress do so for sexual gratification.

How to Be an Ally to LGBT People
Validate people’s gender expression. For example, if a person assigned male at birth identifies as female, refer to that person as “she” and use her chosen name.
Educate yourself about LGBT histories, cultures, and concerns.
Support and involve yourself in LGBT organizations and causes.

What is Heterosexual Privilege?
You can belong to the religious denomination of your choice and know that your sexuality will not be denounced by its religious leaders.
You can expect to see people of your sexuality positively presented on nearly every television show and in nearly every movie.

Myths and Realities of LGBT Life
Myth: The majority of child molesters are gay men. Reality: Very few gay men molest children. Myth: Bisexual men are largely responsible for the spread of HIV/AIDS to heterosexual women. Reality: This stereotyping of bisexual men ignores the realities of AIDS. It is unsafe sexual practices and needle-sharing behavior, not membership in a particular group, that spreads HIV.

Lots of help from your tax dollars

In Massachusetts, once these “clubs” are set up, they get substantial organizational and financial help from the state. This will likely become more prevalent in other states.

Among other things, the Mass. State Department of Elementary and Secondary Education maintains a staff to make sure that the GSA clubs across the state are properly organized and that the school is cooperating with them. The Department also provides training for GSA adult leaders.

In addition, the state-funded Mass LGBTQ Youth Commission goes into the schools and works directly with students and pushes LGBT programs statewide.

Just the beginning

The GSAs and the “training” are, unfortunately, just the foundation of what the LGBT movement is doing in the nation’s high schools and now, the middle schools.

In upcoming posts we will reveal more from the 2014 GLSEN Conference. As we’ve said, most people are completely uninformed of what the LGBT movement does with schoolchildren . . . and where this leads beyond the school doors.