What if I told you that a community of American citizens who are defined by a set of subjective, self-disclosed, and self-defined characteristics and personal behaviors have designated at least 163 days of the calendar year to national and international observances honoring their choices? What if I also told you that the group made up only a fraction of the U.S. population? What would you think?

You would probably have two questions: who are these people and what gives?

“These people” are members of the LGBTQ+ syndicate and we’re right in the middle of their annual “LGBT Pride Month.” If you think 30 days of celebrating anal sex, leather bondage, gender confusion, self-mutilation, sadomasochism and other expressions of sexual anarchy might seem like more than enough, you’re wrong. They’re only halfway through the year and you’ve already missed:

Aromantic Awareness Week, Bisexual Health Awareness Month, Day of Silence, Harvey Milk Day, International Day Against Homophobia, Transphobia, and Biphobia, International Holocaust Remembrance Day, International Non-Binary People’s Day, International Stand Up to Bullying Day, International Transgender Day of Visibility, Lesbian Visibility Day, National Black HIV/AIDS Awareness Day, National GLBT Health Awareness Week, No Name-Calling Week, Pan Visibility Day, Pulse Night of Remembrance and Zero Discrimination Day.

Although you probably weren’t aware of these observances, don’t worry. There’s plenty more for you to engage with. Beginning at the end of June with the Stonewall Riots Anniversary, the rest of the year offers:

Ally Week, Asexuality Awareness Week, Bisexual Awareness Week, Celebrate Bisexuality Day, International Drag Day, International Lesbian Day, International Non-Binary People’s Day, Intersex Awareness Day, Intersex Day of Remembrance (or Intersex Solidarity Day), LGBT History Month, National Coming Out Day, Pan Pride Day, Spirit Day (annual LGBTQ awareness day), Trans Parent Day, Transgender Awareness Week, Transgender Day of Remembrance and World AIDS Day.

The only month not represented by any of these annual observances is August, which is kind of like a seventh inning stretch (only longer). After all, you’ve got to take some time off from all that observing!

A couple of the observances are understandable. International Holocaust Remembrance Day and the Pulse Night of Remembrance honor the homosexual victims of both events, none of whom deserved losing their lives to madmen.

But the rest? The most curious thing about all this is the inverse relationship of their minority status with their complete domination of the Gregorian calendar. Eleven million people have staked a claim to 45% of available days which seems, I don’t know, excessive. Imagine some version of the 10-member Glee Club appearing on every other page of the high school yearbook. For comparison, the nine largest world religions representing 5.5 billion people (or about 80 percent of the world’s population) observe 138 days combined. Christianity, the largest of the nine with 2.4 billion followers, only observes 12 days.

What gives?

A quick analysis reveals four main themes behind the designated LBGTQ+ observances: 1) to raise awareness, 2) to prevent bullying, 3) to honor select people or events and 4) to celebrate. If we break down the 35 observances I cite by theme, here’s what we find (some observances have multiple themes):

This tells us “what gives.” The majority of these observances (28 of 35) are to “raise awareness” and to “prevent bullying,” which account for 95 percent of designated days (156 of 163). The LGBTQ+ community is extremely concerned about educating the rest of us about their proclivities and suppressing any kind of bullying.

I will be the first to say that no one, including members of the LGBTQ+ community, should be bullied. Bullying is cruel and unloving, no matter the reason. “‘Love your neighbor as yourself,’” says Jesus. The only problem with the anti-bullying initiative is that none of those days make a clear and explicit distinction between bullying and moral disapproval. While bullying does happen and should be opposed, one wishes that the LGBTQ+ folks would heed their own advice and stop bullying people like Jack Phillips, Barronelle Stutzman, or Aaron and Melissa Klein.

As far as being “educated” or having my “awareness” raised, does anyone seriously think that we need more awareness of the LGBTQ+ crowd? They are represented in music, film, television, advertising, sports, science, federal government, state government, city government, the military, business, education, children’s programming, legal mandates, law enforcement, dedicated parades and, as of this writing, we have an openly gay (and “married”) man running for president of the United States.

It may be true that back in the 1960s, people who called the LGBTQ+ community home were an obscure minority. But that’s no longer true. What is true is that the over-indulgence of the queer-all-year calendar is no longer just about becoming visible, but about pushing an agenda. In fact, that’s what it’s been all along.

The LGBTQ+ movement isn’t just “educating” us; it is indoctrinating us. It isn’t just opposing bullying; it’s demanding no resistance at all. The 163 days are 163 days of impressions being made on you, your children and our society. It’s how advertising works.

“Because of this repeated ‘nudging’ effect, advertising achieves best results on market share when it maintains a continuous presence and a sufficient weight relative to competition. (We also know this to be largely true because brands, on average, gain or lose share of market when their ‘share of voice’ becomes larger or smaller.)”

As further evidence, in their 1989 book, “After the Ball: How America Will Conquer Its Fear and Hatred of Gays in the 90’s,” Marshall Kirk and Hunter Madsen wrote, “Thus propagandistic advertising can depict all opponents of the gay movement as homophobic bigots who are ‘not Christian’ and the propaganda can further show them homosexuals as being criticized, hated and shunned…” (p. 152-153). Madsen earned “a doctorate in politics from Harvard and was an expert on public persuasion tactics and social marketing.”

The more impressions you receive, the more inclined you are to choose the advertised product over a competitor’s. In this case, the “competitor” is the Church. For example, Chai Feldblum, a lesbian and leading gay rights activist, a former law professor at Georgetown University, and an Obama-era appointee who served almost nine years as the Commissioner of the EEOC, said during an interview in 2006 that she was “having a hard time coming up with any case in which religious liberty should win,” when religious and sexual liberties competed.

Fifteen years ago Albert Mohler, Jr., wrote,

“There can be no doubt that Christianity represents the greatest obstacle to the normalization of homosexual behavior. It cannot be otherwise, because of the clear biblical teachings concerning the inherent sinfulness of homosexuality in all forms, and the normativity of heterosexual marriage.”

If you are a believer and you (or your children) participate in any of these so-called “Pride” observances, you have been seduced by a lie. Refuse to participate any longer and “be very careful, then, how you live—not as unwise but as wise, making the most of every opportunity, because the days are evil” (Ephesians 5:15-16).

No group needs 163 days of recognition. It’s all propaganda, part of a master plan for the LGBTQ+ consortium to acquire more power, pressure society into approving sexual anarchy and, ultimately, to destroy the Church.

IFI Fall Banquet with Franklin Graham!
We are excited to announce that at this year’s IFI banquet, our keynote speaker will be none other than Rev. Franklin Graham, President & CEO of the Billy Graham Evangelistic Association and Christian evangelist & missionary. This year’s event will be at the Tinley Park Convention Center on Nov. 1st.

Learn more HERE.

While many conservatives call for a forfeit — I mean, truce — on the social issues, the other side gleefully forges ahead using our money to indoctrinate our kids in public schools. Conservatives used to be asleep at the wheel, but now we’re just asleep. We forfeited the wheel decades ago.

It’s true that public education is public in the sense that whatever it is that goes on in our schools is paid for by the public, but, at least on sexuality issues, there is no education going on. “Progressive” agents of change are unabashedly engaging in censorship in the service of promoting their social and political interests. Their motto: “Critical thinking and intellectual diversity be damned.”

Here is a just a sampling of the “educational” activities, events, projects, and resources that our agents of change and their ideological compeers from the world of homosexual activism have introduced to our public schools during the “truce”:

• Changing the Game: the Gay, Lesbian and Straight Education Network’s (GLSEN) new sports project “is an education and advocacy initiative focused on addressing [lesbian, gay, bisexual, and transgender] issues in K-12 school-based athletic and physical education programs” (emphasis added).
  
  
• Ally Week (GLSEN)
  
  
• GLSEN Elementary Toolkit (Read more HERE.)
  
  
• Welcoming Schools (Human Rights Campaign): “Welcoming Schools” provides “tools, lessons, and resources,” including activities and consultants to administrators and teachers that seek to normalize and affirm homosexuality, bisexuality, and gender confusion in elementary schools.
  
  
• Spirit Day (Gay & Lesbian Alliance Against Defamation)
  
  
• Transgender Day of Remembrance
  
  
• National Coming Out Day (Human Rights Campaign)
  
  
• OK4U2BGAY, created by the organization H8SUX (Read more HERE.)

• National Sexuality Education Standards (GLSEN, Planned Parenthood, SIECUS et al) (Read more HERE.)
  
  
• “Do Something!” Transforming Critiques of Gender Stereotypes Into Activism” (Southern Poverty Law Center’s Educational Project, Teaching Tolerance): This series of lessons on gender confusion is intended for children in pre-school through grade 5 who, according to Teaching Tolerance, will “benefit from participating in activism because it helps them understand the socially constructed nature of gender” and “overcome the damage done by internalized gender stereotypes.”
  
  
• And last, but not least, the queen of public school political protests: the Day of Silence

The Day of Silence, which is promoted by the Gay, Lesbian and Straight Education Network, takes place in middle and high schools all around the country this Friday April 20. GLSEN asks students to refuse to speak in class on the Day of Silence, which, of course, disrupts the normal course of a school day. Imagine if multiple groups were permitted to engage in this kind of political protest during the year.

GLSEN provides cards to students to give to teachers explaining the reason for their refusal to speak. In 2002, this is what the card said:

Please understand my reasons for not speaking today. I am participating in the Day of Silence, a national youth movement protesting the silence faced by lesbian, gay, bisexual and transgender people and their allies. My deliberate silence echoes that silence, which is caused by harassment, prejudice, and discrimination. I believe that ending the silence is the first step toward fighting these injustices. Think about the voices you are not hearing today. What are you going to do to end the silence?

A few observations on this card:

• GLSEN itself called it a protest.
• GLSEN suggests that homosexuals are “silenced,” which is ironic in light of the of the primacy of homosexuality-affirmation in public education, the mainstream news media, and the arts, and the concomitant censorship of dissenting voices in most of those contexts. It is often noted that even FOX News has become increasingly silent on (if not downright supportive of) the homosexuality-affirming movement, with numerous “conservative” FOX contributors displaying an overt hostility and condescension to conservative positions on issues related to homosexuality.
• This 2002 Day of Silence card given by students to teachers challenges teachers to “do” something to “end the silence,” which, translated into plain English, means teachers are supposed to do something to eradicate moral disapproval of homosexuality.

The 2012 card now says this:

Please understand my reasons for not speaking today. I am participating in the Day of Silence (DOS), a national youth movement bringing attention to the silence faced by lesbian, gay, bisexual and transgender people and their allies. My deliberate silence echoes that silence, which is caused by anti-LGBT bullying, name-calling and harassment. I believe that ending the silence is the first step toward building awareness and making a commitment to address these injustices.

Think about the voices you ARE NOT hearing today.

A few observations about this newer card:

• GLSEN hopes to distance the Day of Silence from the notion of “protesting.” Instead, they’re  merely “bringing attention” to an issue.
• They have added the always useful language about “bullying,” and “name-calling.” This language shift enhances GLSEN’s ability to promote the lie that opposition to the Day of Silence constitutes support for bullying.
• They removed the presumptuous suggestion that others have a moral obligation to fight for the eradication of conservative moral beliefs—which is the ultimate end game of GLSEN.

It’s not just parents who should be opposing the Day of Silence. Every conservative taxpayer, every conservative teacher, and every conservative administrator should be coming alongside parents and working to restore integrity to public education.

First, it’s a stewardship issue. Our taxes are being used for illegitimate political purposes.

Second, students in school today are the culture-makers of tomorrow. We have a vested interest in the soundness of their education.

Third, this isn’t one isolated event. It’s one part of a large, ominous picture that includes curricular resources and activities in theater, English, and social studies classes; sex ed classes that promote liberal assumptions about homosexuality; anti-bullying programs; and countless activities created and promoted by homosexual activist organizations. Re-examine the list above and note the cacophonous sounds of “silence.”

Fourth, the rarely told truth is that many students and teachers on both the political right and left dislike intensely the Day of Silence. They hate the dissension that the Day of Silence brings to their school day. Not all liberal teachers use the classroom for political purposes. Many just want to teach their subject matter. Many teachers resent having to modify lesson plans or expectations to accommodate student silence but feel if they don’t, they will be viewed as bigots and bully-enablers.

Administrators:

Tell teachers they have no legal obligation to allow students to refuse to speak in class and that they should not permit political protests in the classroom. Communicate to parents and students that students have no legal right to refuse to speak in class and that classes will take place as usual.

Teachers:

Plan activities that involve student verbal participation and follow all normal disciplinary procedures that would apply to students who refuse to obey instructions.

Community members without students in the school:

Contact your local middle and high school administrators. Ask them if teachers are permitted to allow students to refuse to speak in class on the Day of Silence. If they permit this political protest, tell them you object to public school teachers who are subsidized by your taxes allowing instructional time to be used to promote controversial moral and political views in the classroom. Send a letter to your local press and read a prepared statement at the next school board meeting expressing the same ideas.

Parents:

Call your children’s middle and high schools today. Ask if the school is permitting teachers to allow students to refuse to speak in class on the Day of Silence. If the school says “no,” ask them how and when this will be communicated to parents, teachers, and students. It should be communicated at least several days before the Day of Silence.

If your administration does not communicate this expectation to parents, teachers, and students, call your child out of school, because it means the administration is ignoring the issue and tacitly permitting teachers to allow the silent protest to take place.

If your school administration says that teachers may permit students to refuse to speak during class, call your child out of school. Tell your administration and school board that since they are permitting instructional time to be exploited for a political protest, your child will not be in school. This will remove your child from an environment that fosters controversy, and your child’s absence will cost the district money.

Then go to your next school board meeting and lodge an unequivocal complaint.

While homosexual activism has infiltrated public schools in countless ways, the Day of Silence Walkout is is virtually the only organized effort available to parents to express their opposition to such activism. And it’s one that takes very little courage. If we continue to do and say nothing, the pro-homosexual activism increases and the children who are targets of such indoctrination become ever younger.

For more information, click here: Day of Silence Walkout.

There are approximately 180 days in a typical school year, and it appears that homosexual activists and their ideological compatriots would like to spend part of each and every one on homosexual indoctrination.

We’ve got the Day of Silence, which is sponsored by the Gay, Lesbian and Straight Education Network (GLSEN); Spirit Day sponsored by Gay & Lesbian Alliance Against Defamation (GLAAD); Ally Weeksponsored by GLSEN; National Coming Out Day sponsored by the Human Rights Campaign (HRC); the Transgender Day of Remembrance sponsored by the HRC; and GLBT History Month, which is endorsed by virtually every homosexuality-affirming organization. It might just be easier to have a Federal law mandating Daily Homosexuality Affirmations. They can replace the ever so unpopular nano-moments of silence.

Although, homosexual activists and their “allies” are inveterate propagandists, they aren’t stupid. They know they can’t come straight out and say, “Our learning objective is eradicate the belief that homosexual acts are immoral or to humiliate conservative kids into silence.” So, instead they exploit bullying and suicide to achieve that goal without ever telling taxpayers what moral mischief they’re up to.

This week is “No Name-Calling Week,” a devilish creation of — surprise surprise — GLSEN, that is being promoted by GLSEN and Barnes and Noble. Here are just a few of the activities they’ve concocted to “end bullying” (nudge nudge, wink wink):

Lesson Four (recommended for K-5)

Explain to students that they will hear a number of different scenarios read aloud one at a time, and that for each scenario they hear it will be their job to decide how they think they might act if they were the witness or bystander in the situation.

Scenario #3
Shelly brings her two dads to parent night to show them around her classroom and to meet her friends and teacher. The next day, Rachel turns to Masha and says she doesn’t want to be Shelly’s friend anymore because her family is “weird.” Shelly comes over to color with Rachel and Masha, and Rachel says “Eew, we don’t want any weirdos over here. Go sit somewhere else.” What can Masha do?

Scenario #5
Antonio and Sabine are good friends, and sit together every day on the bus to and from school. Shomi sometimes sits near them, but has stopped recently because a group of students who also ride the bus have started sitting behind Antonio and Sabine and throwing balls of paper and other garbage at them for the whole ride. Shomi also hears the group calling Antonio gay and saying Sabine must really be a boy because otherwise she would have friends who are girls. What can Shomi do?

Lesson Five (recommended for K-5)

Part 1 – Guided Fantasy (10-15 minutes)

Ask students to make themselves as comfortable as possible, and to find a position in which they can relax and close their eyes. You may want to clear space for students to lie down or dim the lights for this portion of the lesson.

By reading directly from the Bully-Free School Guided Fantasy supplement, lead students into a quiet visualization session in which they spend time picturing in detail the way a school without name-calling would look, sound, and feel. Read slowly and pause in between sections of the guided fantasy so that students really have time to make clear pictures in their heads that they will be asked later to flesh out more completely…

“I want you to find a comfortable position that you can stay in the whole time I am reading. When you are comfortable, I want you to close your eyes. Take a deep breath – breathe in, and now breathe out. Let your body begin to relax, and as you breathe deeply in and out, let all the noises around you fade into the background. We are going to use our imaginations to take a journey to a school. This school is a lot like our school, but it is special because in this school there is no name-calling and no bullying at all. I am going to help you walk through this school, but it is up to you to decide what this school looks and sounds like, and how it feels to be there. We’ll talk later about what you see, but for now, let’s start our trip…”

Middle School Lesson

Read the poem below by a theatre troupe that uses it at performances about harassment and homophobia in schools. Think about and discuss the questions that follow.

Ask students to make themselves as comfortable as possible, and to find a position in which they can relax and close their eyes. You may want to clear space for students to lie down or dim the lights for this portion of the lesson.

By reading directly from the Bully-Free School Guided Fantasy supplement, lead students into a quiet visualization session in which they spend time picturing in detail the way a school without name-calling would look, sound, and feel. Read slowly and pause in between sections of the guided fantasy so that students really have time to make clear pictures in their heads that they will be asked later to flesh out more completely.

I AM THE ONE (1ST READING)
I am the one
I am the one who is subject to whispers
I am the one who is always being told to be different.
I am the one who has to pretend, the one who can’t tell my family, the one who walks alone in the hallway. The one who isn’t sure anymore.
I am the one who is afraid I will be the victim of a hate crime.
I am the one you are afraid to be seen with.
I am the one who is quick to point fingers and laugh, whose friends are on both sides of the line, who conjures assumptions and spreads rumors.
I am the one who is surrounded by people who are all the same. Who wants to stick up for people but doesn’t know how, who wants to say something back.
I am the one who just wants to be accepted
I am the one who feels powerless
I am the one who wants to be set free
I am the one who wants my parents to love me for me
Who cares inside but is afraid to speak up.
Who always wanted to have the perfect life, but doesn’t know what that means anymore.
I am the one who is threatened by difference.
I am the one who disagrees with my parents, I am the one who is never safe, who doesn’t know who I can talk to, who avoids the ones that call me names.
I am the one who is outraged at the harassment I see in my school.
I am the one.

I AM THE ONE (2ND READING)
I am the one
I am the one who calls you a fag
I am the one who gets called a fag
I am the one who gets called a fag for the way I dress, who is unsure, is questioning
Who stays home sick, who doesn’t care,
I am the one who wishes it was different
I am the one who is making it different.
I am the one who is invisible only when I lie, is out of the closet, who holds my head high-
I am the one who is vocal about my beliefs, who stands alone but is not lonely.
I am the one who craves acceptance
I am the one who defends gay people and gets ridiculed for it.
I am the one who knows that homosexuality is against God’s will.
I am the one who tries to be someone else in order to be accepted, who hates because I don’t know, who hates because I don’t care
Who hates because my friends do.
Who stands silently and watches, the one who is afraid to tell my friends I might not be straight.
I am the one who doesn’t care what others think, the one willing to risk, the one not afraid to be different.
I am the one who is vulnerable. The one who is openly, happily gay
The one who is incorrectly labeled as gay
I am the one who has no one
I am the one who doesn’t know how, or why, I am the one…alone

High School Lesson Plan

Have students break into groups of 4‐5 and distribute copies of the LGBT Terminology 101 handout to each group, ideally such that every student has a copy. Ask students to spend about five minutes reading and reviewing the terms in their group, and then have each group write down one or two questions they have about the terminology on a piece of paper.

Collect students’ questions, bring students back together as a large group, and read each question out loud (without revealing which group asked which question). Facilitate discussion of the questions, encouraging students as much as possible to answer each other’s questions. Emphasize that it is not wrong to not to know everything about another person’s identity, and that asking respectful questions is often the best (or only) way to find this information out.

LGBT Terminology 101 Handout

Bisexual: A sexual orientation and/or identity of a person who is sexually, erotically and emotionally attracted to some males and some females.

Biological Sex or Sex: This can be considered our “packaging” and is determined by our chromosomes (such as XX or XY), our hormones (e.g., estrogen, progesterone, testosterone) and our internal and external genitalia (e.g., vulva, clitoris, vagina, ovaries, penis, testicles). Typically, we are assigned the sex of male or female at birth.

Coming Out: Declaring one’s identity, specifically, being lesbian, gay, bisexual or transgender, whether to a person in private or a group of people. To be “in the closet” means to hide one’s identity. Many LGBT people are “out” in some situations and “closeted” in others.

Gay: A sexual orientation and/or identity of a person who is sexually, erotically and emotionally attracted to some members of the same sex. Although gay can refer to both gay males and gay females, many gay females prefer the term “lesbian.”

Gender Expression: Refers to an individual’s physical characteristics, behaviors and presentation that are linked, traditionally, to either masculinity or femininity, such as: appearance, dress, mannerisms, speech patterns and social interactions.

Gender Identity: This is how we identify ourselves in terms of our gender. Identities may be: male, female, androgynous, bigender, transgender, genderqueer and others.

Heterosexism: Applies to attitudes, bias and discrimination in favor of heterosexual sexuality and relationships. It includes the presumption that everyone is heterosexual or that male/female attractions and relationships are the norm and therefore superior. It is the belief that everyone is or should be straight.

Heterosexual: A sexual orientation and/or identity of a person who is sexually, erotically and emotionally attracted to some members of another sex (specifically, a male who is attracted to some females or a female who is attracted to some males). Often referred to as “straight.”

Homophobia: An irrational fear of, aversion to or discrimination against homosexuality or lesbian, gay and bisexual people.

Lesbian: A sexual orientation and/or identity of a person who is female‐identified and who is sexually, erotically and emotionally attracted to some other females.

Transgender: An identity of a person whose gender identity is not aligned with their sex assigned at birth and/or whose gender expression is non‐conforming.

Transphobia: An irrational fear and/or hatred of those who are perceived to break or blur societal norms regarding gender identity or gender expression. Usually directed at those who identify as transgender or defy stereotypical gender norms, regardless of their actual gender identity or sexual orientation.

No, Toto, we’re definitely not in Kansas any more.

These activities manipulate emotions while never exposing or critiquing the assumptions embedded within the activities. Some people may hold all of these assumptions to be true, but public school teachers have no right to teach them as if they are, indeed, factual, objective, or true.

All of the activities listed above are laden with embedded, unproven, non-factual assumptions that have no place in public education. For example, the “LGBT Terminology” handout teaches students that “heterosexism” is an attitude in favor of heterosexuality and in favor of the presumption that male/female relationships are the norm and superior. By identifying the traditional and common belief that only heterosexual behavior is moral sexual behavior with the pejorative term “heterosexism,” the handout teaches that it’s bad and wrong to believe that heterosexuality is the moral norm. It should outrage taxpayers that any public school teacher would teach other people’s children that conservative moral beliefs are wrong.

In addition, Orthodox Judaism, Islam, the Catholic Church and many Protestant denominations believe that heterosexuality is morally superior to homosexuality. The public should not tolerate publicly funded government employees teaching other people’s children even implicitly that their religious beliefs are erroneous or problematic.

Homosexuality should not be discussed in public elementary or middle schools at all. Gender Identity Disorder–or what homosexual activists like to refer to with their invented euphemism, “transgender”–should not be discussed in public elementary or middle schools at all.

If homosexuality and Gender Identity Disorder are discussed in public high schools, students should study resources written by the best scholars on both sides of the philosophical spectrum.

Schools should be prohibited from using the term “homophobia” in that homosexual activists use it to refer not just to name-calling and physical harassment but also to conservative beliefs on the nature and morality of homosexuality. In addition, high school teachers should be required to use the correct term for those who experience confusion about their gender: Gender Identity Disorder.

Schools are able to teach students not to bully without specifically addressing homosexuality and Gender Identity Disorder just as they are able to teach students not to bully without specifically addressing a whole host of other moral and psychological disorders. For example, schools can teach students not to bully without specifically mentioning or affirming Body Integrity Identity Disorder, paraphilias, polyamory, or promiscuity.

No public school teacher has the right to teach either implicitly or explicitly that homosexuality is normative or moral (or equivalent to race). Those are unproven beliefs–not facts. Hold your local public school educators to their commitments to honor all voices and to respect diversity. Conservative voices are entitled to be honored, and conservative beliefs are an integral part of a diverse community.

Educators also say they want parents to advocate for their children. Have the courage to be pro-active advocates for your children. If you have children in public schools, notify your children’s teacher/s immediately that under no circumstances are your children to be exposed to any resources, activities, or teacher commentary–including anti-bullying resources and activities–that address homosexuality or Gender Identity Disorder. Then ask them to confirm via email that they will honor your request.

Here’s one of the many truths that GLSEN doesn’t want you to know: You can oppose both name-calling and GLSEN’s propagandistic “No Name-Calling Week.”

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