SPRINGFIELD – Was Abraham Lincoln gay or straight? How about Woodrow Wilson or Robert Taft? What type of sex did they prefer – or what were their identified sexual orientations?
The sexual orientation of various historical figures will be mandated to be included in public school's history textbooks for Illinois students if either of two measures in the Illinois General Assembly become law. The contributions of lesbian, gay, transgender and bisexual persons will be the emphasis of the new curriculum requirements for elementary and high school levels.
In addition, exactly how those topics and personalities are portrayed in American history will be outlined int the state proposal, an how they are included in a school's curriculum will be the responsibility of regional superintendents.
Senate Bill 3249 has passed the Senate Education Committee and is on 2nd reading in the chamber.
The current sponsor and co-sponsors are all Democrats, including Sen. Heather A. Steans - David Koehler - Emil Jones, III - Toi W. Hutchinson - Daniel Biss, Cristina Castro, Omar Aquino, Melinda Bush, Julie A. Morrison, Kimberly A. Lightford and Iris Y. Martinez.
Synopsis As Introduced
Amends the School Code. With regard to the textbook block grant program, provides that the textbooks authorized to be purchased must accurately portray the diversity of our society, including the role and contributions of people protected under the Illinois Human Rights Act, and must be non-discriminatory as to certain characteristics under the Act. Provides that the teaching of history of the United States in public schools shall include a study of the role and contributions of lesbian, gay, bisexual, and transgender people in the history of this country and this State. Requires every public elementary school and high school to include in its curriculum a unit of instruction studying the significant role of lesbian, gay, bisexual, and transgender individuals in society. Specifies instruction requirements. Requires the regional superintendent of schools to monitor a school district's compliance with the curriculum requirements. Effective July 1, 2019.
House Bill 5596 has also passed the House Education Committee and is on 2nd reading in the House.
Republican State Rep. Steven A. Andersson has signed on as a co-sponsor, along with Democrats Rep. Anna Moeller - Juliana Stratton - Arthur Turner - Jonathan Carroll - Sam Yingling, Will Guzzardi, Sara Feigenholtz, Ann M. Williams, Theresa Mah, Deb Conroy, Robert Martwick and Jaime M. Andrade, Jr.
Synopsis As Introduced
Amends the School Code. With regard to the textbook block grant program, provides that the textbooks authorized to be purchased must accurately portray the diversity of our society, including the role and contributions of people protected under the Illinois Human Rights Act, and must be non-discriminatory as to certain characteristics under the Act. Provides that the teaching of history of the United States in public schools shall include a study of the role and contributions of lesbian, gay, bisexual, and transgender people in the history of this country and this State. Requires every public elementary school and high school to include in its curriculum a unit of instruction studying the significant role of lesbian, gay, bisexual, and transgender individuals in society. Specifies instruction requirements. Requires the regional superintendent of schools to monitor a school district's compliance with the curriculum requirements. Effective July 1, 2019.
As long as legislation is on 2nd reading, it can be amended. Once moved to 3rd reading, the measure can be voted upon in that chamber. It would then proceed to the other and then to the Governor.
Currently, only the state of California has similar mandates of teaching sexual orientations of certain historical figures.
Walt Heyer, who, during childhood, considered himself a trans-sexual, is adamantly opposed to this idea. He wrote a piece on the California law as a fellow with the Witherspoon Institute which included these thoughts:
Those who design these programs probably believe that they are offering hope to children who may feel different, flawed, or unlovable. They believe that if they affirm children’s LGBT identities as something positive, something that makes up the core of who they are, the children will fare better.
This is not the case. No matter what well-intentioned teachers and administrators believe, these programs ultimately entail an agenda that hurts kids. The messages these programs send do nothing to combat the tragically high suicide rates among the LGBT community. Data indicate that kids are actually put at risk when schools encourage them to identify themselves as gay or transgender at an early age. For each year children delay labeling themselves as LGBT, their suicide risk is reduced by 20 percent.
