Please sign up your name and email to get email updates, join the strike today and help in saving Ontario children.No school for one week May 4th to May 11th 2015 (Monday to Friday) all schools across Ontario, all grades including high school.
All parents participating in the strike need to inform the schools before the strike week, please download, complete, sign the letter below and pass to your kid’s school before the strike week. Letter is available in English and French.
来源1：https://www.facebook.com/parentsstrike
来源2：http://parentsstrike.com/
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Parent’s Name:
Address:
Phone:
E-mail:
Child(ren) Name(s):
School Board:
Child’s School:
School Address:
Grade Level:
Date:
Dear Principal, Teachers, and Parents’ Council Coordinator.
We wish to thank the school for its commitment to our child and his/her education. We believe in our role as educators. We believe that the new Health and Physical Education curriculum contains information
that we consider age-inappropriate and do not align with the principles and beliefs of our family, and thousands of other families across Ontario.
As a family, we adhere to a set of values based on our beliefs and culture. We believe that it is our responsibility to teach these values to our children and have the greatest authority over how and when
such sensitive topics are being introduced to our children.
As a result, we decided to join the thousands of other dissatisfied parents and be part of the strike against the new curriculum. We would like to inform you that our child will not be attending school for the period
between May 4th, 2015 and May 11th, 2015. We expect the schools to support parents’ choice and communicate our concerns to the school board and the ministry.
Thank you for your respect and understanding.
Sincerely,
Parent’s Signature:
回复
华嘉
2015-04-29 09:06
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摘录自大纲：
Grade 1, P93C1.3 identify body parts, including genitalia (e.g., penis, testicles, vagina, vulva), using correct terminology
Grade 3, P124C3.3 describe how visible differences (e.g., skin, hair, and eye colour, facial features, body size and shape, physical aids or different physical abilities, clothing, possessions) and invisible differences (e.g., learning abilities, skills and talents, personal or cultural values and beliefs, gender identity, sexual orientation, family background, personal preferences, allergies and sensitivities) make each person unique, and identify ways of showing respect for differences in othersTeacher prompt: “Sometimes we are different in ways you can see. Sometimes we are different in ways you cannot see – such as how we learn, what we think, and what we are able to do. Give me some examples of things that make each person unique.” Student: “We all come from different families. Some students live with two parents. Some live with one parent. Some have two mothers or two fathers. Some live with grand parents or with caregivers. We may come from different cultures. We also have different talents and abilities and different things that we find difficult to do.”
Grade 3, P231 (Glossary)gender identity. A person’s sense of self, with respect to being male or female. Gender identity is different from sexual orientation, and may be different from birth-assigned sex.
Grade 4, P141C1.5 describe the physical changes that occur in males and females at puberty (e.g., growth of body hair, breast development, changes in voice and body size, production of body odour, skin changes) and the emotional and social impacts that may result from these changes? ? ? ? ?Teacher prompt: “What can change socially as you start to develop physically?” Student: “Relationships with friends can change, because sometimes people start being interested in different things at different times. Some people start ‘liking’ others. They want to be more than ‘just friends’ and become interested in going out. Sometimes people treat you as if you are older than you actually are because of how you look. Sometimes classmates, friends, or family make comments or tease you about the changes.”
Grade 6, P175C2.5 describe how they can build confidence and lay a foundation for healthy relationships by acquiring a clearer understanding of the physical, social, and emotional changes that occur during adolescence (e.g., physical: voice changes, skin changes, body growth; social: changing social relationships, increasing influence of peers; emotional: increased intensity of feelings, new interest in relationships with boys or girls, confusion and questions about changes)? ? ? ? ? Teacher prompt: “Things like wet dreams or vaginal lubrication are normal and happen as a result of physical changes with puberty. Exploring one’s body by touching or mastur bating is something that many people do and find pleasurable. It is common and is not harmful and is one way of learning about your body.”
Grade 7, P196C1.5 identify ways of preventing STIs, including HIV, and/or unintended pregnancy, such as delaying first intercourse and other sexual activities until a person is older and using con doms consistently if and when a person becomes sexually active Teacher prompt: “Engaging in sexual activities like oral sex, vaginal intercourse, and anal intercourse means that you can be infected with an STI. If you do not have sex, you do not need to worry about getting an STI. (By the way, statistics show that young people who delay first intercourse are more likely to use protection when they choose to be sexually active.) If a person is thinking of having sex, what can they do to protect themselves?” Student: “They should go to a health clinic or see a nurse or doctor who can provide important information about protection. People who think they will be having sex some time soon should keep a condom with them so they will have it when they need it. They should also talk with their partner about using a condom before they have sex, so both partners will know a condom will be used. If a partner says they do not want to use a condom, a person should say, ‘I will not have sex without a condom.’ If you do have sex, it is important that you use a condom every time, because condoms help to protect you against STIs, including HIV, and pregnancy.” ? ? ? ? ? Teacher prompt: “HIV (Human Immunodeficiency Virus) is a serious viral infection that can be controlled with treatments. HIV attacks the cells in the body that help to fight infections until they are no longer able to do their job. With treatment, the damage that HIV does to the body’s immune system can be slowed or prevented. But HIV infection cannot be cured. The only way to know if you have HIV is to get an HIV test. Today, when people get tested for HIV early in the infection and access HIV treatments, they have the opportunity to live a near-to-normal lifespan. HIV can lead to AIDS (Acquired Immune Deficiency Syndrome), a state of health in which a person’s immune system has been weakened by HIV and the person can no longer fight other infections. It is common for a person with AIDS to develop other infections, such as pneumonia or some kinds of cancer. HIV can be transmitted whether or not someone has symptoms of the infection. However, HIV treatment can reduce the amount of HIV in someone’s body to the point where it is much less likely that HIV will be transmitted. HIV transmission results from specific activities and does not occur through everyday contact with someone living with HIV/AIDS. What are some of the ways a person can be infected with HIV, and what can be done to prevent the transmission of HIV?”
Grade 8, P216C1.5 demonstrate an understanding of gender identity (e.g., male, female, two-spirited, transgender, transsexual, intersex), gender expression, and sexual orientation (e.g., heterosexual, gay, lesbian, bisexual), and identify factors that can help individuals of all identities and orientations develop a positive self-concept
Every school, and every curriculum, has an underlying belief system, and imparts knowledge from a particular set of assumptions, or worldview. Collecting taxes from citizens who adhere to a wide range of different world views, and only returning the money to parents for education if those parents agree to have their children educated in the way chosen by the state, is quasi-totalitarian.When politicians and bureaucrats use the education system as a tool to impose their own moral beliefs on every child through a “one-size-fits-all” curriculum, they threaten Canada’s free society.
Whether Premier Wynne’s curriculum is good for children is not something that parents will ever agree on. That is exactly why, in Canada’s still-free society, parents should have the right to choose the kind of education that shall be given to their children. There is no reason for education funding to be limited to only one curriculum, and only one kind of school.
来源：National Posthttp://news.nationalpost.com/2015/03/09/john-carpay-imposing-moral-beliefs-on-children-through-a-one-size-fits-all-curriculum/
因为爱所以爱：你是帮助还是要害下一代