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Analysis of
Rights, Respect, and Responsibility, Grades K-8
CSE HARMFUL ELEMENTS SCORE = 15/15
Rights, Respect, and Responsibility (the 3Rs) by Advocates for Youth, Grades K-8 contains 15 of the harmful
elements typically found in CSE curricula or materials. The presence of even one of these elements indicates that
the analyzed materials are inappropriate for children. Having several of these elements should definitely disqualify
such materials for use with children.
Program Description: The 3Rs has been approved for use by the Austin Independent School District School (AISD)
Health Advisory Council (SHAC) for Grades K-5, and is being considered for Grades 6-8. This curriculum will be
implemented in May 2019 in order to provide comprehensive sexuality education starting in kindergarten. Page
numbers are taken from 3Rs_ALL_Lesson_Plans.pdf available at: http://advocatesforyouth.org/3rs-curric-
lessonplans
Planned Parenthood Connections: This program was written by Advocates for Youth, which has matching
philosophies and a strong partnership with Planned Parenthood. The program refers youth to Planned Parenthood
to seek services.
HARMFUL CSE ELEMENTS EXCERPTED QUOTES FROM CSE MATERIAL
1. SEXUALIZES CHILDREN
• Graphic descriptions, diagrams, and discussion of genitalia in a group
Normalizes child sex or setting (often co-ed) break down natural modesty and desensitize the
desensitizes children to sexual youngest children to discussing sexual/private topics. Teacher script:
“The vulva describes the whole area including the small hole where
things. May give examples of
urine or pee comes out called the opening to the urethra, the hole
children having sex or imply many below that, which is a little bigger and is called the vagina … So a
of their peers are sexually active. person with a vulva has three holes between their legs and a very
May glamorize sex, use graphic sensitive little area at the top called the clitoris ... Most boys have
materials, teach explicit sexual a penis between their legs which they use to urinate or ‘pee.’ Some
vocabulary, or encourage boys have a foreskin, which is a piece of skin that covers the end of the
discussion of sexual experiences, penis and some boys do not.” Corresponding activities include labelling
a diagram, sharing slang names for private parts as a group
attractions, fantasies or desires. (Kindergarten, Lesson 2, p. 9)
1
The CSE Harmful Elements Analysis Tool was created by Family Watch International. Family Watch is not responsible for the way in
which the tool is used by individuals who do independent analyses of CSE materials. Visit www.stopcse.org for a blank template or to
see analyses of various CSE materials.
2
CSE programs are often labeled as comprehensive sex education, sexual education, sexuality education, anti-bullying programs,
sexual and reproductive health education, welcoming schools programs, and even family life, life skills or abstinence plus education
programs, etc. Regardless of the label, if program materials contain one or more of the 15 harmful elements identified in this
analysis tools, such materials should be categorized as CSE and should be removed from use in schools.
• Anatomy lessons become more detailed with grade level and continue
to involve group activities: “Tell the class that you need their help to
review the names of these body parts … clitoris, urethra, vulva, vagina,
anus, nipples [penis, urethra, scrotum, testicles, anus, and nipples] …
For each one … have the volunteer place the label on the diagram next
to the body part that corresponds with it.” (Grade 2, Lesson 1, p. 44)
• Description of sexual activity: “If the male & female have sexual
intercourse then the penis is inserted into the vagina” (Grade 5, Lesson
2, p. 157)
• “Explain to the students that when they get older, they may have a
boyfriend or girlfriend. Tell them that when they are in those kinds of
relationships there may be different ways they will want to express their
affection or love – which may be doing something sexual together.
Explain that some of these behaviors may be more appropriate for
younger people (e.g., kissing, holding hands, etc.), while others are
more appropriate when they are older.” (Grade 6, Lesson 6, p. 216)
• “Leah has been with Malik for almost a year. Malik has been bringing
up whether they should start having sex, and Leah’s trying to figure out
whether the time is right. She’s never had sex before, and she’s
nervous about getting pregnant or an STD. Malik’s had sex once
before, but things didn’t work out with them. Malik says he’s curious,
but that he’s not sure whether the time’s right.” (Grade 8, Lesson 2, p.
389)
2. TEACHES CHILDREN TO CONSENT
• Introduction to consent begins with lessons on good touch and bad
TO SEX
touch, what touch feels good and what doesn’t, and kids’ right to
determine how they are touched. These provide the foundation for
May teach children how to
consent to sex in later years: “Explain that they have the right to
negotiate sexual encounters or determine whether and how they are touched.” (Kindergarten, Lesson
how to ask for or get “consent” 3, p. 12), “Draw some ways to do and don’t like to be touched.”
from other children to engage in (Kindergarten, Lesson 3, p. 5)
sexual acts with them.
Note: “Consent” is often taught • Scenario of giving/withholding consent: “I saw Sam and Kayla earlier.
under the banner of sexual abuse They said they’ve decided to have sex after all. I know you and I said
we’d wait, but if they’re going to do it, wouldn’t it be okay for us to?”
prevention. While this may be (Grade 7, Lesson 8, p. 347)
appropriate for adults, children of
minor age should never be
encouraged to “consent” to sex.
3. NORMALIZES ANAL AND ORAL
• Grade 6 Learning objective: “Describe the three types of sexual
SEX intercourse, including whether/how they are related to human
reproduction.” (Grade 6, Lesson 6, p. 215)
Introduces these high-risk sexual
behaviors to children and may • Cited as “Low Risk for STDs”: “Anal sex using a condom correctly, Oral
normalize them. May omit vital sex using a latex barrier or cut-open condom correctly.” Actual risk
medical facts, such as the rates are not given. (Grade 7, Lesson 5, p. 309)
extremely high STI rates (i.e., HIV
and HPV) and the oral and anal • “People have referred to this condom as a ‘female’ condom, but this
cancer rates associated with these can be used by someone of any gender for either penis-vagina sex or
during anal sex if the couple removes the interior ring.” (Grade 8,
risky sex acts.
Lesson 9, p. 467)
4. PROMOTES HOMOSEXUAL/
• Teacher script: “Is it okay if some children have two mothers or two
BISEXUAL BEHAVIOR fathers? (Yes)” (Kindergarten, Lesson 1, p. 2)
Promotes acceptance of and/or
• “Discuss that the rainbow flag represents pride of gay and lesbian
exploration of diverse sexual people. Hold one up or show a picture of one for students to see. Ask if
orientations, sometimes in students can think of other symbols that people use to show their pride
violation of state education laws. in their heritage or culture or some other trait about them?” (Grade 3,
May omit vital health information Lesson 1, p. 67)
and/or may provide medically
inaccurate information about • Grade 5 learning objective: “Define ‘sexual orientation’ and its most
common categories” (Grade 5, Lesson 4, p. 167)
homosexuality or homosexual sex.
• “Sometimes, we will have these feelings for people who are our same
gender. This is called being ‘gay.’ Some gay women will call
themselves ‘lesbians.’ And sometimes we might have feelings for
people of all genders. This is called being ‘bisexual.’” Explain that our
understanding of which gender or genders we feel love and attraction
for is called our “sexual orientation.” (Grade 5, Lesson 4, p. 169)
• “Malik’s best friend has had sex, and regularly asks Malik what he’s
waiting for. He’s even asked Malik a few times whether he’s hesitating
because maybe he likes guys, not girls.” (Grade 8, Lesson 2, p. 391)
May provide medically inaccurate • Uses laboratory instead of human use rates (in violation of Texas
information on condom Education Code 28.004): “Condoms, if used consistently and correctly,
effectiveness and omit or are 98% effective at preventing pregnancy.” (Grade 8, Lesson 8, p.
453)
deemphasize failure rates. May
imply that condoms will provide
complete protection against • Use of wooden penis model and vagina model to demonstrate condom
use (Grade 8, Lesson 9, p. 468)
pregnancy or STIs.
• “You and person one have talked about it and think you’re ready to
have sex for the first time. You haven’t really had intercourse before – I
mean, there was that one time when you got pretty close to it – but that
doesn't really count, does it? Do you need to speak with person two
about safer sex or are you good? How do you do that?” .” (Grade 8,
Lesson 4, p. 429)
9. FAILS TO ESTABLISH
• “Explain that when a person waits to do something until they are older,
ABSTINENCE AS THE GOAL or until some other time, it is called “abstinence.” Say, “Abstinence
doesn’t mean you will never do that thing. When it comes to sexual
Fails to establish abstinence (or a
behaviors, it’s the only 100% sure way for you to avoid getting
return to abstinence) as the pregnant, getting someone pregnant, or getting or giving someone an
expected standard for all school STD.” (Grade 6, Lesson 6)
age children. May mention
abstinence only in passing. • “We also talked today about abstinence – waiting until you’re older or
ready to have some kind of sexual intercourse. What do you think
May teach children that all sexual should happen if one person in a relationship wants to have sex, but
activity—other than the other person doesn’t?” (Grade 6, Lesson 6, p. 218)
“unprotected” vaginal and oral
• In a lesson on assessing sexual health websites: “Finally, what stands
sex—is acceptable, and even out to me is this statement, ‘If you and your partner are having sex…’
healthy. May present abstinence This implies to me that it’s a health-related site that’s based in what’s
and “protected” sex as equally going on in the real world. It acknowledges that many people won’t be
good options for children. having sex – and we all know that the only 100% effective way of
avoiding STDs and/or pregnancy is by not having sex with someone.
But it also seems to acknowledge that most people will have some kind
of a sex at some point – and so when they do, using a condom is really
effective.” (Grade 6, Lesson 7, p. 224)
• “Leah doesn’t feel like she can talk with her mom about this stuff,
because her mom was brought up in a pretty conservative household
and they’ve never talked about sex or sexuality. Leah does, however,
have a good relationship with her mom’s best friend, who she’s known
since Leah was a baby, and feels like she can talk with her about
anything.” (Grade 8, Lesson 2, p. 389)
• Testimonial from teen: “The first time I was screened I was still in high
school and living at home with my religious parents who I didn’t want to
know I was sexually active. I knew they would disapprove and likely
punish me or make my life very difficult if they knew I was having sex. I
had done my own research online about sex and sexual health, which
is pretty much the only reason I was educated enough to know that it
was important to get tested, that I could have a sexually transmitted
disease (STD) even if I didn’t show symptoms and that Planned
Parenthood would provide confidential testing.” (Grade 8, Lesson 10, p.
478)