The nonprofit group Parents Defending Education (PDE) published a report exposing Needham High School in Massachusetts for reinventing its biology course curriculum to scrub all “gendered terms.”
The genetics lesson reportedly urges students to no longer make any references to male or female because other “orientations” and “identities” need to feel “included and respected” – even if actual biology gets lost along the way.
The “Language Matters” section of the course instruction claims that natural human biology is not a fixed thing, but rather a “social conditioned” construct that has long mistakenly taught humans “to view sex and gender as binary.”
“Using language that removes gendered terms to talk about bodies helps to ensure that people with diverse (a)sexualities, (a)genders, bodies, and (a)romantic orientations are included and respected,” it goes on to state. (Related: Public schools in California and elsewhere are also grooming students to accept and embrace LGBTQ doctrines.)
Other slides in the presentation talk about subjects like “anatomical sex,” “gender expression,” “gender identity,” and “attraction,” using made-up “examples of variation” from the animal kingdom as “proof” that LGBTQ ideas exist in nature (you can see more of those slides below).
Your children may be receiving gender ideology indoctrination in school during their “genetics” units in biology class.
— Colin Wright (@SwipeWright) January 25, 2022
“Sex (sometimes called biological sex, anatomical sex or physical sex) is comprised of things like genitals, chromosomes, hormones, body hair and more,” another slide explains. “But one thing it’s not: gender.”
Another claims that attraction “isn’t really a component of gender,” but that humans “often conflate sexual orientation with gender, or categorize the attraction we experience in gendered ways.”
As for gender identity, Needham High School wants its students to believe that this is just one’s “psychological sense of self.”
One’s gender identity is simply “[w]ho you, in your head, know yourself to be, based on how much you align (or don’t align) with what you understand to be the options for gender,” according to the curriculum.
Principal Aaron Sicotte, when asked by the Washington Free Beacon about this deranged lesson plan, stood by it (probably to keep his job).
Sicotte maintains that these and other slides in the lesson plan accurately reflect “the needs of a diverse student body and the standards, values, and high academic expectations of the Needham community.”
Erika Sanzi, the director of PDE, however, disagrees strongly.
“The slides shared by the biology teacher are harmful and wrong because they are factually inaccurate, sow confusion, and rely heavily on regressive sex stereotypes,” she stated, calling the curriculum “pseudoscience.”
“The claim that nearly 2% of the population is intersex is preposterous and deliberately deceptive – the actual number is .018%, or about one out of 5,000. And perhaps most absurd is the implication that biological sex in humans is fluid, or can literally change, because it happens to be true of non-human species like clownfish and tree frogs.”
Unfortunately for Sanzi, she is not an administrator at Needham High School, and thus does not have the power or authority to change anything. And Sicotte is too cowardly to take a stand (unless he supports the LGBTQ agenda) because doing so could cost him his job.
A professor at the University of Alberta in Canada learned this the hard way when she was fired for stating the fact that “biological sex is real.”
More related news about LGBTQ perversion in public schools can be found at Gender.news.
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