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Illinois second graders should be able to define gender identity and how gender-role stereotypes limit behavior

Where to start with this one. We have a nominee for the Supreme Court who can’t define what a woman is. We have Disney employees staging walk-outs because their CEO wasn’t quicker in denouncing a bill that would keep discussions of sex and sexuality out of kindergarten through third grade. People have fought back, though, and started calling those opposed to the so-called “Don’t Say Gay” bill “groomers.” Why is it so important that kindergarten teachers lead class discussions of sexual orientation and gender identity?


Just as they did with critical race theory, they’ll say that no one is teaching second graders about gender identity. But Libs of Tik Tok has posted some “core concepts” for Illinois school children. By the end of second grade, students should be able to define gender, gender identity, and gender-role stereotypes, as well as be able to discuss the range of ways people express their gender and how gender-role stereotypes may “limit behavior.” It’s not until grades six through eight that students should be able to explain a range of identities related to sexual orientation: heterosexual, bisexual, gay, queer, asexual, and pansexual. The curriculum seems wanting, as Duke University covers the whole LGBTQQIP2SAA spectrum, including lesbian, gay, bisexual, transgender, questioning, queer, intersex, pansexual, two-spirit, androgynous, and asexual.

Oh, and grades nine through twelve should be able to define “reproductive justice” and explain its history and how it relates to sexual health.



Except there are the activist teachers who don’t think they’re “your” kids.

Notice how by second grade kids are supposed to be able to describe how they’re “limited” by their gender roles — they’ve got to understand early that gender roles are a bad thing.


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