At the recent annual convention in Orlando, the National PTA came out with a resolution backing the Obama administration’s push to create federal policies that would recognize LGBTQ individuals as a “protected class”.

Via EdWeek:

As part of the resolution, the group stated it would support legislation that “addresses discrimination based upon sexual orientation, gender identity and gender expression.”

“Every child deserves to go to school excited to learn in a safe and nurturing environment, without the fear of bullying, violence, or discrimination. However, the vast majority of LGBTQ students are bullied, physically assaulted, and feel unsafe in school because of their actual or perceived sexual orientation or identity,” said Laura Bay, president of National PTA, in a statement.

“National PTA delegates have taken a stand to push for policies and protections for LGBTQ youth to make sure they have positive school experiences.”

The NC PTA is affiliated with the National PTA.  According to their most recent annual report,  NC PTA’s membership stood at “138,453 members as of June 30, 2015” with “PTA units in 40% of NC Public Schools.”.

Here is the text of the resolution; take note of the final item highlighted in blue:

PTA Guidance on Recognition of LGBTQ Individuals as a Protected Class Resolution

Whereas, All children and youth should be able to attend school in a safe and inclusive environment free from discrimination, and that history has shown that civil rights laws are effective in contributing to such environments; and

Whereas, Explicit federal statutory protections currently address discrimination on the basis of race, color, national origin, sex, disability, but not sexual orientation or gender identity; and

Whereas, The lack of awareness and understanding of issues facing LGBTQ children and youth has contributed to a higher rate of isolation, depression, and suicidal ideations or attempts; and

Whereas, Education regarding LGBTQ issues increases understanding and cultivates acceptance of and respect for LGBTQ children and youth; and

Whereas, Harassment and bullying policies that specifically mention sexual orientation, gender identity and gender expression are associated with: students feeling more safe; lower levels of bullying; decreased incidents of harassment related to sexual orientation; increased teacher/staff intervention; and a greater reporting of incidents; now therefore be it

Resolved, That National PTA support current civil rights legislation[1], Department of Education guidance[2], and Department of Justice guidance[3] regarding guidance and protecting all children and youth, and ensuring their equal access to education; and be it further

Resolved, That National PTA seek and support legislation that specifically recognizes LGBTQ as a protected group and addresses discrimination based upon sexual orientation, gender identity and gender expression; and be it further

Resolved, That National PTA encourage state, local units, and councils to review school policies in regard to bullying and support revisions and amendments to those policies that specifically address the topics of sexual orientation and gender identification/expression as they relate to harassment and bullying; and be it further

Resolved, That National PTA and its constituent associations seek and support legislation that creates a safe, supportive and accepting environment in schools, specifically with training for educators and other school related professionals to support all students, updated health education standards that deal with the issues of sexual orientation, gender identity, and gender expression; and be it further

Resolved, That National PTA work with the Department of Education to encourage states to incorporate standards regarding age-appropriate, medically accurate and culturally sensitive information on LGBTQ issues into existing health and other appropriate curricula.

The Dept. of Education does not need to look far, since the “National Sexuality Education Standards” already exist.  Apparently, these standards are already at play in over half the states:

“Developing and disseminating the first-ever National Sexuality Education Standards, K–12 which are being used in 32 states.”

These  standards are a product of  the “Future of Sex Education Initiative” (FoSE). While the website does not use the words ‘Common Core’,  the format and language used to describe them suggests that they are.  View the National Sex Education Standards.

FoSE provides ‘mapping tools‘ for the standards and breaks them out in grade level clusters. The K-2 mapping document includes items like bullying, personal safety and knowing what the difference between male and females are anatomically.  The K-2 document also includes a strand on  “identity:

STRAND 3: identity

ID.2.CC.1 Describe differences and similarities in how boys and girls may be expected to act

ID.2.INF.1 Provide examples of how friends, family, media, society and culture influences ways in which boys and girls think they should act

Under standard ‘ID.5.CC.1’, by the end of grade five the child should be able to, “Define sexual orientation as the romantic attraction of an individual to someone of the same gender or a different gender.”.

Standard ‘SH.5.CC.1’ states that by the end of 5th grade, 10 and 11-year-old  children should be able to, “Define HIV and identify some age appropriate methods of transmission, as well as ways to prevent transmission.”

The 6th to 8th grade standards turn the corner on the ‘identity’ strand and now references gender identity and gender expression:

ID.8.CC.1: Differentiate between gender identity, gender expression and sexual orientation 

 ID.8.INF.1: Analyze external influences that have an impact on one’s attitudes about gender, sexual orientation and gender identity

ID.8.IC.1: Communicate respectfully with and about people of all gender identities, gender expressions and sexual orientations

ID.8.ADV.1: Develop a plan to promote dignity and respect for all people in the school community

ID.8.CC.2: Explain the range of gender roles 

Arguably, the prior years leading up to the 6-8 grade curriculum pave the way for the acceptance of LGBTQ activist altered or promoted terminology such as ‘gender expression’. Grades 9-12 repeat much of the 6-8 standards but in more detail. For example here is the first ‘identity’ standard for each 6-8 and 9-12:

ID.8.CC.1: Differentiate between gender identity, gender expression and sexual orientation 

ID.12.CC.1: Differentiate between biological sex, sexual orientation, and gender identity and expression 

According to the FoSE website, it was “launched in July 2007 as a partnership between Advocates for Youth, Answer, and the Sexuality Information and Education Council of the U.S. (SIECUS)”.  Read more about these groups on the FoSE partnerships page.

Much of the funding for FoSE has come from the George Gund Foundation.  While George Gund died in January, 2013 at the age of 75, some of his foundations are apparently still running.

In the foundation’s IRS 990 filing for 2013, net revenue stood at $52,318,092. That is the last filing for this foundation located via ProPublica.  The 2013 filing show that the foundation made charitable disbursements to the tune of $24,942,312 in 2013.

These disbursements included grants to the arts, Common Core proponent groups like the Council for a Strong America and number of health education and humanitarian related organizations. Also on the list was NARAL, the ACLU, Planned Parenthood, The Sierra Club and nearly $400,000 to Teach for America.

The George Gund Foundation is still giving out grants and the Annual Report for 2015 is available online.  This foundation, however, was not the only one Gund formed.

Between 2007 and 2009, the “Iara Lee and George Gund III Foundation” poured money into multiple radical and left leaning groups and high-profile foundations such as the Tides foundation and the Clinton Foundation. The 990 filings confirm that the Iara Lee and George Gund foundation apparently shut down after Gund’s death in 2013.