This sort of curriculum, at the centre of a storm that is upturning state governance in the US, has already been largely implemented and accepted in the BC public school system, as in other jurisdictions across Canada.
By Christopher F. Rufo
As originally published in City Journal
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Evanston–Skokie School District 65 has adopted a radical gender curriculum that teaches pre-kindergarten through third-grade students to celebrate the transgender flag, break the “gender binary” established by white “colonizers,” and experiment with neo-pronouns such as “ze,” “zir,” and “tree.”
I have obtained the full curriculum documents, which are part of the Chicago-area district’s “LGBTQ+ Equity Week,” which administrators adopted last year. The curriculum begins in pre-kindergarten, with a series of lessons on sexual orientation and gender identity. The lesson plan opens with an introduction to the rainbow flag and teaches students that “Each color in the flag has a meaning.” The teacher also presents the transgender flag and the basic concepts of gender identity, explaining that “we call people with more than one gender or no gender, non-binary or queer.” Finally, the lesson plan has the teacher leading a class project to create a rainbow flag, with instructions to “gather students on the rug,” “ask them to show you their flags,” and “proudly hang the class flag where they can all see it.”
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In third grade, Evanston–Skokie students are told that white European “colonizers” imposed their “Western and Christian ideological framework” on racial minorities and “forced two-spirit people to conform to the gender binary.” The teacher tells students that “many people feel like they aren’t really a boy or a girl” and that they should “call people by the gender they have in their heart.” Students are encouraged to “break the binary,” reject the system of “whiteness,” and study photographs of black men in dresses and a man wearing lipstick and long earrings. “It is a myth that gender is binary,” the lesson explains. “Even though we are all given a sex assigned at birth, you are NOT given your gender. Only you can know your gender and how you feel inside.” At the end of the lesson, students are instructed to write a letter to the future on how they can change society. “Society right now is very unfair,” reads a sample letter. “I see a lot of marches on the T.V and I even went to a march last summer.”
The curriculum in Evanston–Skokie School District 65 is the perfect illustration of college-level queer theory translated into early-elementary pedagogy. For weeks, as the nation has debated Florida’s Parental Rights in Education Act, which prohibits public schools from teaching gender identity and sexual orientation in grades K–3, commentators on the political left have claimed that public schools do not teach this material and have accused conservatives of instigating a “moral panic.” This claim is demonstrably false, and the Evanston–Skokie lesson plans offer additional proof for parents and legislators concerned about gender ideology in American public schools. Queer theory has made its way into public school curriculums for children as young as four. This development should be subject to robust political debate, not denial and dismissal from the political Left.
