Sexual Orientation Gender Identity

On July 25th, 2016, a secret Legislative Session was called, the Premier of British Columbia Christy Clark ordered MLAs to support the amendment to add Gender Identity to the BC Human Rights Code. Over 100 Sex Activists were invited and attended as guests. 

As a result all districts and schools had until the end of 2016 to include the new  Gender Identity  within their policies. This spurred the creation of the SOGI 123 program by the Arc foundation and other social justice warriors and sex activists. The SOGI 123  program is already active within many of our BC and Alberta schools. The BC SOGI Educators Network now has participation from 51 out of 60 districts.  Within the next couple of years we could see the SOGI 123 program being mandated into independent and homeschooling/home educating organizations with the threats of losing government funding. 

Sexual Orientation and Gender Identity is simply the gateway in allowing gender fluid and social justice ideologies to permeate within the children’s classrooms to affect the minds of the next generation. The SOGI 123 program promotes gender fluidity and teaches children that they can be whoever or whatever they want to be, and if anyone says different then they are a bigot. They promote gender fluidity by removing all stereotypical gender distinctions, (pink, blue, feminine toys, masculine toys, terms like mom, dad, boy, girl, drawing skirt or pants on stick figures)

Gender Dysphoria

SOGI 123 program explains that a ‘transgender’ lifestyle is completely healthy and acceptable to explore because everyone should be able to express themselves anyway they want to. What the SOGI 123 program does not explain to children, is that true transgenderism is referred to by medical professionals as Gender Dysphoria which is a diagnosable mental disorder. Gender Dysphoria is typically comorbid with other disorders like depression, anxiety, separation anxiety, substance abuse, and lifelong suicidal tendencies. 

Diagnosis In Children

The Diagnostic and Statistical Manual of Mental Disorders (DSM-5)  In adolescents and adults gender dysphoria diagnosis involves a difference between one’s experienced/expressed gender and assigned gender, and significant distress or problems functioning. 

Gender Dysphoria diagnosis involves at least six of the following and an associated significant distress or impairment in function, lasting at least six months.

  •  A strong desire to be of the other gender or an insistence that one is the other gender
  •  A strong preference for wearing clothes typical of the opposite gender
  •  A strong preference for cross-gender roles in make-believe play or fantasy play
  •  A strong preference for the toys, games or activities stereotypically used or engaged in by the other gender
  •  A strong preference for playmates of the other gender
  •  A strong rejection of toys, games and activities typical of one’s assigned gender
  •  A strong dislike of one’s sexual anatomy
  •  A strong desire for the physical sex characteristics that match one’s experienced gender

All of these ‘distress and impairment signs’ of gender dysphoria are being promoted as acceptable behaviour and taught as normal throughout (K-12) in the SOGI 123 program!  

Why are we allowing the indoctrination of a mental illness into the minds of our children!? 



Policies and Procedures

Minister of Education mandated that every school had to include Gender Identity. This extends to policies allowing the opposite sex to use the bathrooms and change-rooms of their choice. cross dressing in school, transgender pronoun usage,  preferred naming, and confidentiality from parents. As well as Gender Integrated and Inclusive activities, and educator training.



Inclusive Environments

Removes the use of gender describing language such as not using “Boys and Girls” and “Mom and Dad.” Display LGBTQ symbols, posters, and quotes within the classrooms. Have SOGI themes books in the library. Celebrate LGBTQ awareness days. Address comments that are ‘heterosexist or gender-identity biased.’



Curriculum Resources

Minimum required teaching topics that must be taught in the school, which include:

Family Diversity,  Pronouns, Gender and Labels,  LGBTQ+ Families,  Gender Diversity, Gender Identity, Questioning Gender Expectations, Gender Identity Media and Stereotypes, LGBT+ Human Rights,  Gender Stereotypes and Bullying, Gender and Appearance in Media.

SOGI 123 Lesson Plans

SOGI 123 is incorporated into any K-12 curriculum in an ‘age-appropriate’ way. The sample entry points highlight the key themes at each grade level. It is important to note that while these lesson plans provide guidance, the classroom experience will be determined by the students participating along with the professional autonomy of the classroom teacher.

This material is not what it purports to be.  It is pitched as anti-bullying educational material.  If this were its sole purpose, it is vastly more extensive than necessary.  Do we need to delve into the sexual details of people to realize that we must treat all people with respect and courtesy, regardless of our own opinions and beliefs?  The majority of the materials are concerned with the elimination of gender nouns and pronouns, the celebration of the LGBTQ2 community as a unique group that needs not only to be accepted, but celebrated, perhaps by inference, as superior to the heterosexual population.  For instance, in one lesson plan there is the suggestion that two dads are “more fun” than having one dad and similarly two moms versus one momThere is a continual thread that teaches gender is not binary, but fluid.  In my opinion, this is the greatest lie and most deceitful trickery.

It is now clear the amount of immense pressure and unnecessary confusion that this will put on students from Kindergarten all the way through to University. Not only the logical inconsistencies of their curriculum resources, and lack of care to the negative mental, physical, and social affects this can have on the majority of students.

Below are some excerpts from the original lesson plans with course outline and content. 
Note: They are all linked to the pdf version

(Kindergraten – Grade 3)

Lesson Plan: Why that’s so Gay, is not Okay

  • Who knows what the word gay means? (definition: a man who is romantically attracted to another man, or a woman who is romantically attracted to another woman. Students might also know the word lesbian, which is only for 2 women who are romantically attracted to other women).

Lesson Plan: What is a Family?

This lesson explores the diverse types of family that exist in society. The interactive activity teaches students that all families are special, express love and support their family members in similar ways to others families and are of equal importance and value within society.

  • Ask students “Who’s in a family?” Record their ideas on chart paper along with key words and picture symbols (i.e. people’s heads) so that non-readers can tell who is who. Be careful not to draw girls and boys in gender stereotypical ways (i.e. stick figures with skirts or pants) or using gendered colours (i.e. pink and blue). Instead you could use letters with the stick figures, ie. F=Father, M=Mother, etc
  • When you mention gay and lesbian parented families, some children may giggle or think that these are bad words. Take this teachable moment to let students know that these are the proper words to describe people who fall in love with someone of the same gender. “Gay” is usually used to describe two men, but can be used for two women also. “Lesbian” is only used for two women who fall in love. It’s not OK to use these words in a mean way, or to tease someone.
  • Homophobia is still a problem in society. As such, this unit on families is a terrific opportunity to do another lesson and read a book about same-sex parents. Because it is based on a true story and features a student favourite (penguins) we recommend a lesson featured on TEACH BC using: And Tango Makes Three by Justin Richardson and Peter Parnell – Heart-warming true story of two male penguins who yearn to have a family

Lesson Plan: Gender Identity and Pronouns

Storybooks are an excellent way to learn about ourselves as well as the world around us. By incorporating books with gender-diverse characters in the classroom, students will appreciate the gender spectrum, fluidity, and the use of gender pronouns. Students who do not identify within a rigid gender binary or with the gender they were assigned at birth may feel validated by seeing their lived experience respectfully represented in the classroom.

  • Curiosity and wonder leads us to new discoveries about ourselves and the world around us. By reading 10,000 Dresses, we build personal and social competency, respect for difference and acknowledgement of gender diversity and gender identityStudents will begin to develop an understanding of gender identity.
  • Students will engage as listeners, viewers and readers to develop an understanding of the use of gender pronouns, “she”, “he”, and “they.” Students will begin to appreciate that when we use a person’s correct gender pronouns, we respect that person and validate their gender identity
  • Using the role-play activity, students will be able to draw connections based on prior knowledge, comprehend various elements within the story, and draw connections between the story and the world around them.
  • Ask students, what does it mean to feel like a boy? Or feel like a girl? Do people ever feel like a bit of both?
  • Possible teacher response: When babies are born, doctors and parents usually decide if the baby is a boy or girl. However, not everybody will grow up feeling like or identifying as a boy or a girl, just like Bailey.

Lesson Plan: Gender and Labels

  • Read to the Class, ‘Red: A Crayon’s Story, by Michael Hall,’ is about being true to your inner self and following your own path despite obstacles that may come your way.
  • Students will be able to comprehend and connect with the story through reading, listening, and viewing. Students will begin to develop an understanding of gender identity.
  • Students can write about a time that they felt different inside from what they showed on the outside.

i. What made them feel different?

ii. How did they show themselves differently?

iii. How did it feel at that time?

  • Red crayon was blue inside. Their inside did not match the outside.

i. How do you think Red felt when everyone else told them to change?

ii. How would you feel if someone kept telling you to change?

  • Are there times that you don’t feel the way you look?

i. What if you felt different inside?

ii. What if you felt like an owl inside but everyone else kept telling you that you were a person? How would that make you feel?

iii. What if I felt like a boy / girl inside but person kept telling me that I am a girl / boy because of the way I look? Would that be ok?

iv. What if I looked like a boy but wanted to wear a dress?

v. What if a boy wanted to join a dance class or play with barbies?

vi. What if a girl wanted to join hockey or play with trucks

(Note: Not all lesson plans are presented within these sections. These are excerpts from the original lessons)

(Grade 4 – Grade 6)

Lesson Plan : LGBTQ+ Families

  • Are there times that you don’t feel the way you look?

i. What if you felt different inside?

ii. What if you felt like an owl inside but everyone else kept telling you that you were a person? How would that make you feel?

iii. What if I felt like a boy / girl inside but person kept telling me that I am a girl / boy because of the way I look? Would that be ok?

iv. What if I looked like a boy but wanted to wear a dress? v. What if a boy wanted to join a dance class or play with barbies?

vi. What if a girl wanted to join hockey or play with trucks?

  • Brainstorm with the students what a family could look like

a. Two parents versus one

b. Two moms versus two dad

c. One parent living here versus living away

d. Grandparents involved

e. Siblings

Lesson Plan: Fairytales and Gender Roles

Introduce students to the concept of sexism – the belief that male gender identities and masculine gender expressions are superior to female and/or feminine ones. Then read stories together and use any of the following strategies:

  • Pick a traditional fairy tale and read it aloud. Ask students to stop you when they see or hear a sexist incident in the story. Students call out “Stop!” when they want you to cease reading. They must then identify the sexist incident before you can proceed with the story.
  • Ask students to write their own non-traditional fairy tale where the prince or princess is portrayed in a non-gender specific role. Tell them you are looking for non-sexist behaviour in at least one character.
  • Brainstorm with the class or in small groups what a non-sexist or non-gender binary monarchy would look like. How would it be ruled? What would the laws be to prevent the bullying of queens or kings who weren’t like some of the others?

Lesson Plan: Questioning Gender Stereotypes

This lesson will explore identity, the societal stereotypes often held about gender, how these affect us, and how we can encourage one another to be authentic to our passions and interests. Teachers should be familiar with the terms biological sex (which is assigned at birth based on external characteristics) and is sometimes different from gender identity (which is someone’s personal sense of being a girl/woman, a boy/man, or somewhere in between along the gender spectrum.

  • A natural progression from this lesson could be a lesson on Gender Identity where students learn that everyone has their own idea of their own gender and this may not be the same as others, and that’s OK and needs to be respected. 
  • Sexism – Ask students if they think it’s harder for boys who cross into “girl culture” or for girls who cross into “boy culture”? Why do they think one is harder? Introduce the concept of sexism to the class. For example, boys are often harshly teased for engaging in activities perceived to be part of girl culture (ie. dance, figure skating) because these pursuits are seen as lesser. Similarly, girls are sometimes excluded from activities perceived to be the domain of boy culture (i.e. hockey, football, etc.). Also, boys and girls are sometimes teased and targeted with sexist language…. “You throw like a girl!” What effect does this have on these kids? What effect does it have on other kids?

Lesson Plan: Gender Identity, Media, and Stereotypes

  • Use the Gender Unicorn or Genderbread Person to discuss the differences between biological sex, gender identity, gender expression, and sexual orientation. Note that each of these represent spectrums, versus binary constructs.
  • Present students with pictures of babies in diapers or animals. Next, present students with pictures of “gendered” children (e.g. girl in dress, boy in suit). Ask students how they can tell the biological sex of a new baby or animal. Ask students how they can tell what gender someone is.
  • Unlike a person’s biological sex, which is pretty much fixed, a person’s gender identity (how you think about yourself) and gender expression (how you demonstrate your gender [based on traditional gender roles] through the ways you act, dress, behave and interact) is largely up to the individual.

(Note: Not all lesson plans are presented within these sections. These are excerpts from the original lessons)

(Grade 6 – Grade 8)

Lesson Plan: The Struggle for LGBTQ+ Rights in Canada and Around the World

This lesson will explore the history of LGBTQ (Lesbian, Gay, Bisexual, Transgender, and Queer* or Questioning) rights in Canada and make comparisons to other countries around the world. It will highlight that different governments vary in their level of protection for human rights and freedoms, and that these protections often build, but sometimes are taken away over time.

  1. What about gay and lesbian people? Have you heard the acronym LGBT or LGBTQ? It stands for Lesbian, Gay, Bisexual, Transgender, and the Q can mean Queer or Questioning. These are OK words to use as long as they’re used respectfully and not hurtfully. 
  2. Do you think that LGBTQ people have ever been treated unfairly? How? (employment, housing, marriage, benefits)
  3. Queer is also a term used by activists and academics: queer politics; scholars of queer literature. And the term has more recently come to include any person whose sexuality or gender identity falls outside the heterosexual mainstream or the gender binary. A person identifying as queer can be gay, lesbian, bisexual, transgender, gender-fluid, etc.,

Lesson Plan: School Climate Map on Gender Diversity

In this activity, students will create a map of their high school that evaluates how comfortable and welcoming its spaces are for trans, two-spirit and gender diverse students. Students will consider how gender identity and expression is influenced by societal expectations and develop strategies to improve their school climate so that it can be more inclusive and welcoming.

  • Use the Gender Unicorn or Genderbread Person to discuss the differences between biological sex, gender identity, gender expression, and sexual orientation. Note that each of these represent spectrums, versus binary constructs. Teach basic terminology (listed below) or using the Kahoot “Essential SOGI (LGBTQ) Terminology”
  • During this discussion, students may say that some people don’t feel comfortable with a trans person in the washroom. Take this opportunity to ask whether their discomfort is because of inappropriate actions/behaviour by the trans person or simply their presence. What would we say to someone who feels uncomfortable sharing a washroom based on another person’s ethnicity?

Lesson Plan: Gender Stereotypes in Literature

This is a checklist of questions which will help students to think critically and discuss the gender stereotypes and bias presented in various novels.

  • Within the novel, how are characters described? Is everyone white, slim, middle class and able-bodied or is there diversity with respect to race, body type, class, and ability?
  • In the novel, is it mostly the males who are participating in the action of the novel while the females are observers or supports? Who solves the main conflict and how? Is it solved by a female through social maneuvering? Or is it solved by a male through courage and action?
  • Examine the relationships among the characters in the story. Who is dominant? Who is sub- servient? 6. Are all the romantic relationships in the novel heterosexual?
  • Stories and novels can be a way for society to reinforce societal norms. What societal norms are being reinforced by this novel? Examples of societal norms might include ideas such as: work hard at school, be loyal to your friends, or men should not cry. To what extent do you agree with the social norms reinforced by your novel?

(Note: Not all lesson plans are presented within these sections. These are excerpts from the original lessons)

(Grade 9 – Grade 12)

Lesson Plan: Social Justice Vocabulary

This lesson will explore language and vocabulary related to social justice issues, and will help students to examine connections between various forms of oppression and discrimination

  • Have students take a few moments to record their current understanding of their assigned terms. Then have them independently research definitions and usage of these terms in a variety of print and online sources.

i. Social justice, human rights

ii. Equity, equality, fairness

iii. Sexism/sexist, feminism/feminist, misogynist/misogyny

iv. Racism/racist, cultural imperialism, genocide

v. Anti-Semitism, anti-Islam, anti-Christian, anti-faith 

vi. Stereotype, discrimination, oppression 

vii. Heterosexism/heterosexist, homophobia/homophobic.

viii. Gender normative, cisgender, transphobia/transphobic

  • What other terminology related to social justice did you find during your research? 
  • Were there instances where you didn’t find a term used where you thought it should be? Why might that be? (e.g., Is a racist, sexist, or homophobic/transphobic rant likely to identify itself as racist, sexist, or homophobic/transphobic?) 
  • How does our understanding of these terms evolve over time? Which terms would you expect to find or not find in articles and dictionaries from 20 years ago? 50 years ago?
  • How does media usage of these terms affect the public understanding of social justice issues?

Lesson Plan: Gender in Short Stories and Poetry

  • Discuss the difference between sex and gender. Brainstorm personal characteristics, behaviours, occupations, physical appearances, etc. that are generally expected of each gender in students’ cultures.
  • Assess students’ discussions and work for understanding of how gender identity and expression is influenced by societal expectations. Also assess students’ ability to explain and support person- al responses to the text by: making connections with prior knowledge and experiences, describing reactions and emotions, and developing opinions using evidence.
  • Read the lyrics and listen to When I Was a Boy by Dar Williams. Discuss student reactions to the song. Sample prompts might include: 

i. What did the singer mean when she talks about having been a boy?

ii. What changed for her? Why?

iii. What are the dominant emotions in the early part of the song when she’s describing herself as a “boy”?

iv. What is the dominant emotion at the end of the song? What message does this send?

v. What does the line that starts, “They got pills to sell” combined with the line about the clothing store imply about what helps drive the construction of gender roles in society?

Lesson Plan: Language and Terminology to Explore Gender and Sexuality

This lesson will explore the language and terminology which help us to understand and discuss the historical inequality which gender and sexual minorities have faced and continue to face

  • Suggest that one of the main ways society is organized is through gender. We often don’t question the common beliefs we have about gender and this leads to inequality for many people
  • Wrap up the lesson by encouraging students to identify forms of sexism, heterosexism, homophobia, transphobia, privilege and oppression in their everyday lives. (You might even make this a homework assignment.) 

Lesson Plan: First Nations’ Perspectives and Gender

In this lesson, students will explore indigenous perspectives of gender, and contrast these to European beliefs. Students will also consider the impact of these colonial ideas about gender on indigenous people and communities both at the time of colonization and today.

  • The author writes, “The existence of two-spirit people challenges the rigid binary worldview of the North American colonizers and missionaries, not just of the binary gender system, but of a binary system of this or that, all together.” What do you think this means?
  • Collect students’ scripts for evaluation. Does the student apply critical thinking skills (questioning, comparing, summarizing, making judgments)? Does the student demonstrate an understanding of two spirit identities, both pre-contact and post-contact? Does the student demonstrate open-minded- ness and respect for diversity?

Lesson Plan: Science, Life Sciences, Biology, Anatomy, Physiology

  • Intersex is an umbrella term used to define someone who’s sexual and reproductive characteristics do not fit perfectly into our standard definitions of male or female.Are intersex and hermaphrodite the same thing?
  • Hermaphrodite is an older term generally intended to refer to the idea of someone who has full male and full female sexual and reproductive organs- a biological impossibility. The term hermaphrodite is now considered to be out of date and offensive to intersex people.
  • Types of Intersex Conditions (Not a complete list)

Androgen insensitivity syndrome​ (1 in 13 000)

Partial androgen insensitivity syndrome​ (1 in 130 000)

Klinefelter syndrome​ (1 or 2 in 1000)

Congenital adrenal hyperplasia​ (1 in 15 000)

Vaginal agenesis/ MKRS​ (1 in 5000)

Ovotestes​ (1 in 83 000)

5 alpha reductase deficiency​ (no estimate)

Gonadal dysgenesis​ (1 in 150 000)

Hypospadias​ (1 in 770)

(Note: Not all lesson plans are presented within these sections. These are excerpts from the original lessons)

SOGI Policies

Privacy and Confidentiality

All persons have a right to privacy.  This includes the right to have one’s gender identity and sex assigned at birth private at school.  Disclosing this information to other students, parents, or other third parties may violate privacy laws,  such as the Freedom of Information and the Protection of Privacy Act (FOIPPA).  The district will ensure that all medical information relating to transgender and gender nonconforming students will be kept confidential in accordance with applicable district, municipal, provincial and federal policies and privacy laws.  School staff will not disclose information that may reveal students’ sexual orientation or gender identity unless legally required to do so, or the student/parent or guardian has authorized such disclosure through the use of the district’s release of information form.

This privacy and confidentiality also extends against parents who’s child may be displaying gender dysphoric identifiers, such as dressing up, and changing their name/pronouns in school. 

Washrooms, Locker & Change Rooms

“All students have a right to safe and private washroom and changing facilities.  They have the right to access washrooms, locker rooms and changing facilities that correspond to their gender identity regardless of their legal sex.  The student’s self-identification is the sole measure of the student’s gender.  Schools may maintain separate washrooms, locker rooms or changing facilities for male and female students, provided that students can access them based on their gender identity.  Where available, schools will designate facilities designed for use by one person at a time as accessible to all students, and to incorporate such single-use facilities into new construction or renovation.  Any student who is uncomfortable using a shared facility while attending an off-site school-sponsored co-ed activity will be provided with a safe and private alternative. Students will not be required to use facilities that are inconsistent with their gender identity.”

SOGI 123 History

The ARC Foundation

In September of 2016, the ARC Foundation entered into a collaboration with BC Ministry of Education. The ARC foundation funded the new SOGI education advisor to develop the policies and “anti-bulling” programs to support inclusivity. BC Teachers’ Federation, UBC Faculty of Education, Out in Schools, nine school districts across BC, and local, national, and international LGBTQ2 (Lesbian, Gay, Bi-Sexual, Transgender, Queer, Two-Spirited) community organizations also assisted in the creation of SOGI 123 programs.  This partnership alone between Public Education and private foundations such as the ARC foundation, is unprecedented in implementing curriculum resources.

The ARC foundation then purchased a department with the faculty of  Education of the University of British Columbia for $125,000 to enforce this same ideology on university students studying to become teachers; this department is called TEFA.  The Teacher Education for All! (TEFA) project aims to build capacity within Teacher Education to create and provide an inclusive culture, workplace, and learning environment with a particular focus on sexual orientation and gender identity (SOGI).

It has become apparent that the ARC foundation’s definition of ‘diversity’ is that which is within the LGBTQ community. This ‘diversity’ excludes anyone who finds themselves within the traditional and scientific view of sex and gender and labels them as transphobic or homophobic.

The ARC Foundation, as a “charity,” funds—in part—the annual Queer Film Festival and the controversial Out in Schools program. Out in Schools deceptively markets itself to schools and parents as an “anti-bullying” program. Out in Schools delivers the radicalized vocabulary of sex activism and incorporates identity politics into their in-school presentations. Those presentations and the presenters have no educational credentials or credible research basis. 

Launched in 2004, Out in Schools brings independent queer films into local high schools in British Columbia. In conjunction with gay–straight alliances, Out in Schools focuses on the serious issues that affect queer youth. Out in Schools aims to increase understanding through education to combat issues such as homophobia and bullying that threaten the safety of the classrooms for both queer and straight students. 

In 2013, Out in Schools expanded its program reach by 25% into new school districts, delivering 100 classroom presentations focused on queer and ‘anti-bullying’ education to more than 8,200 high school students across BC. 

Out in Schools collaborate with school districts and the BC Teachers Federation to deliver presentations throughout British Columbia. Out In Schools ‘educates’ corporate teams, government ministries, parents, and politicians to create greater social change.

FirstOUT Video Scholarship Program is an intensive digital filmmaking program for youth aged 16 to 24. This is part of the youth education initiatives which, together with Out In Schools, seeks to give media literacy and production opportunities to queer youth and their allies. It brings independent media artists together with queer youth to work with them on developing their own cultural voice and producing their first video. Since its inception, five films have been produced and exhibited. 

The film based organization is known for showing and promoting the creation of extremely pornographic and erotic pictures, or film undertones. Exposing children to over sexualized content without the oversight or concern of the schools is completely unacceptable. 

Out On Screen is the umbrella organization that funds the Vancouver Queer Film Festival and the Out in Schools program. Out On Screen showcases films of the moments in the lives of queer, trans, and two-spirit people.   Out On Screen (formally the Vancouver Out On Screen Film Society) is an LGBTQ-oriented arts organization based in Vancouver, British Columbia, Canada. It began as a small, community-based film festival first held publicly in 1989 in anticipation of the 1990 Gay Games. 

Since then, Out On Screen has evolved to become a professional arts organization with two key program initiatives: the Vancouver Queer Film Festival, the annual queer film festival in Vancouver, and Out in Schools, a province-wide educational program aimed at high school students that employs film and video to address homophobia, transphobia, and bullying.

Out on screen values Intersectionality, anti-oppression, and social justice ideologies which they teach in their ‘workshops’ in schools and expect from those who participate in the scholarship programs.

The Vancouver Queer Film Festival is a film festival that takes place annually during the month of August. The festival was first held publicly in 1989. It is Vancouver’s second largest film festival and Western Canada’s largest queer arts event.

SOGI Terms

Sexual Orientation

An identity based on a person’s sexual attraction to others and how that person’s own gender corresponds to the gender of the people to whom that person is attracted.

Gender Identity

An individual’s internal, deeply felt sense of being a man, a woman, both, neither, or in-between. This may or may not match the individual’s biological or legal sex.


Individuals whose gender identity or expression aligns with the sex assigned to them at birth.


An umbrella term for people whose gender identity and/or expression differs from cultural expectations based on the sex they were assigned at birth


A person whose gender falls outside of typical cultural definitions of being either a man or a woman. This person may identify with multiple genders, no gender, and/or with notions of gender outside of the mainstream.


A process during which a person changes their gender expression and/or sex characteristics. This may include changing pronouns, changing one’s name, taking estrogen or testosterone, gender confirmation surgeries.



A term to describe people of any gender who are sexually and romantically attracted to people of the same gender as their own. In some countries, this term is increasingly seen as inappropriate and outdated for colloquial use given its clinical and pathological connotations.


A man who is sexually and romantically attracted to other men. Also often used as a generic term used to describe people of any gender who are sexually and romantically attracted to people of the same gender as their own.


A woman who is sexually and romantically attracted to other women.



A person who is sexually and romantically attracted to both women and men.


A term for lesbian, gay, bisexual and transgender people. More recently reclaimed by some LGBT people to refer to themselves. Often used to reference a more flexible view of gender and/or sexuality. Some people still find the term offensive, others use it as a more inclusive term that allows for more freedom of expression.

Cross Dresser

A person who enjoys wearing the clothes associated with and/or appearing as a different gender.

You should know these terms because..
Your Children and Grandchildren already know them!

"It Begins with a Book, A story is really crucial."

- Linda Emigh (Delta Teacher/SOGI Leader)

SOGI 123 Materials

SOGI 123 program resources uses LGBTQ+ children books and other resources, which promote transgenderism, LGBTQ+ lifestyles, cross dressing, and social transitioning. They are attempting to normalize these situations to children at a young age to create longterm ‘inclusiveness.’  This is just another term for brainwashing, and was going on within BC and Alberta schools without the knowledge or acceptance of many parents. 

The materials outwardly promote LGBTQ+ families and lifestyles while avoiding and subconsciously shaming heterosexuals and the traditional family structure. This alienates children with traditional families, and even more so, children from Christian and other faith based families. These materials show children that they can can be a girl even though they are biologically a boy, or they can be a boy even though they are biologically a girl and that it is okay. This is absolutely false and plants unnecessary thoughts and questions into the minds unsuspecting children.

These ideas will cause a wedge between families. Children are supposed to trust their school teachers and believe what they say, and the same goes with their parents. But, when their teacher says that parents who do not want you to be transgender are mean, bigoted, and unreasonable; it creates a huge conflict in families with religious beliefs or those that  understand the truth of transgenderism. Who is that child supposed to believe? 

Gender Spectrum

The largest ideological attack on our children through the SOGI 123 program resources is the false idea that gender is on a spectrum. This is an open door to confusion, fear,  doubt, and lack of confidence in the already stressful stage of adolescence. Their is no scientific proof to this claim, and it runs contrary to mainstream biological understanding and scientific fact. This normalization of gender dysphoric ideas will have long lasting psychological affects on our future generations. 

Human sexuality is binary (as in only male and female). We can see this in biology through genetic differences in our Chromosomes  (XX/XY). This genetic difference obviously effects the physical differences through appearance and function. These differences in our genetics, function, and appearance also effect  the psychological and instinctual differences between the sexes. All of these distinct differences are the reasons why men and women behave, think, and act differently. 

They are a result of biological makeup of men and women. The roles we take on, our forms of expression, the goals we aspire to, and the way we behave and think as men and women are not artificial constructs created by society. They are scientifically understandable attributes of biological sex which help us to attract the opposite sex in order to reach the aspired biological goal which is reproduction.  These differences are so apparent and ingrained into every aspect of our person that we simply cannot run from them and refuse reality, because refusing it will not change it. 

A scene from the documentary “Creating Gender Inclusive Schools” from the Youth and Gender Media Project and focused on Peralta Elementary in Oakland.

In the Classrooms

This scene from the  documentary, “Creating Gender Inclusive Schools,”  displays the way they are teaching Sexual Orientation and Gender Identity in elementary schools. This documentary is promoted for teachers and these practices are widely used as ‘learning tools’ in many schools.  The gender spectrums are drawn out and students are required to mark on the spectrum where they ‘feel’ they line up in each category with an x and their name. 

Students unknowingly go up and mark themselves in the middle of the spectrum, producing false ideas about their who they really are. This simple action could sit in their minds for years later, making them wonder why they marked themselves where they did. They marked themselves where they did because if they didn’t the teacher would go up to the child and say they don’t understand the exercise. The teachers want the students to choose a ‘gender fluid’ identity so that everyone is ‘inclusive’ and ‘understanding’,  because they want everyone at some extent to be queer.   

This is one step of many from kindergarten until graduation in which the schools want to indoctrinate children to believe in the pseudoscience of gender identity. Throughout the many years of childhood development, everyone finds the ways that make them unique through personality, skills, interests, traits, and experiences. We need to stop this brainwashing of our kids which is leading them down a dark path of confusion, depression, anxiety, suicide, puberty suppression, hormone replacement therapy, and sex change surgery.

These are posters which are posted around in BC schools in their classrooms, hallways, and washrooms. 

American College of Pediatricians

The American College of Pediatricians has come out against SOGI program resources in schools because of the lies told about transgenderism and their harmful affects on children. The field which works the closest with children is speaking out with grave concern for the affects that affirming this mental illness will have on children. The lack of medical understanding on the subjects, the experimentation on children,  and the statistics  which speak for them self. 84% of children who do not socially transition desist from gender dysphoria after puberty!

Transgenderism is a social contagion which can spread quickly effecting many people. This is even greater within the school systems, as being transgender, gay, or queer is now the cool thing and the new ‘fad’ granting you more attention than your classmates. We should not allow children to go through years and trauma from transitioning just because they thought it was cool because their friends were doing it. It is absolutely unacceptable and borderline child abuse.

If they do NOT socially transition

0 %

of adolescence desist from Gender Dysphoria after puberty

0 %

of TRANS youth have thought about attempting suicide


0 %

of youth have thought about attempting suicide

Socially Contagious

Transgender Clinic Referals

Social Justice Ideology

Relative Truth v.s Absolute Truth

The idea of relative truth is the foundation of social justice ideologies. Relative truth is the belief that there are many truths and that no one could possibly know the absolute truth of a situation. Christians and many scientists would believe that there is in fact absolute truths which govern human biology, physics, and other laws of nature. Christians believe in absolute truth in that there is a creator which has placed and planned this world for us, and that everything was made for its designed purpose. 

Because to SJW’s truth is ‘relative,’ it is relative to an individual as well, which means that everyone can produce or construct their own form of ‘truths’ which are ‘valid’. These truths are formed through the feelings of the individual. And because there are no real truths, reasons, or acceptable explanations social justice warriors believe that everything that we see in society is a form of social construct.

Social Constructivism

To SJWs a social construct is a socially, culturally, and historically fabricated construct of ‘absolute’ truths. They believe that social constructs include that of identities, groups, beliefs, sensibilities, tastes, and sexual attractiveness. Social constructivism holds that even things like “nature,” and  “science,” are also social constructs. 

Social Justice ideologies believe that the social constructs were made to form a hierarchy in society to oppress those which do not fall into a social construct. They believe that the hierarchy is a construct in itself, which was created for the advantage of certain groups of people and for the disadvantage of others. 

Because of this, identity politics is a huge part of the Social justice ideology. They love to forcibly segregate people into sections of who they feel is oppressed the most, by also turning them against each other. They use identity politics to divide people by their sex, race, faith, economic status, sexual orientation, and weight. For instance, they believe that the differences between men and women are socially constructed and not real,  all in order for men to keep women oppressed.  

So, who are those at the top of the so called ‘hierarchy’?

Basically your average person, excluding their race and sex. This is the cisgendered (not trans) heterosexual white male, and then its the cisgendered heterosexual white female. This is why we can see clear biases in the SOGI 123 programs. Their Social justice ideological beliefs force them to be openly against heterosexuals, because if they fully supported normal people with traditional families and values, they would be supporting the so called ‘Hierarchy’ which ‘oppresses’ them. 

The Hierarchy

Social justice ideology  wishes to reverse the ‘hierarchy’ which they believe oppresses them.  It is no wonder then that social justice activists and other participants compete vigorously for the status of “most oppressed”  because the most oppressed gets put on the top of the totem pole in social-justice-dominated spaces. These spaces now include the major institutions of academia, mass media, social media, and others.

The social justice phrase “check your privilege” is best understood, then, in connection with this inverted hierarchy. It should be interpreted as follows: Note where you stand on the (inverted) social-justice hierarchy, and act accordingly. Defer to all those ranked above you. Acknowledge their superior access to knowledge, experience, or what have you. Never suggest that you have knowledge or experience that they do not have. And finally, speak only if/when granted permission by your social justice superiors. This has had drastic impact on freedom of speech, religion,  within many schools and universities which have blocked the rights of others to speak their mind.
Social justice ideology will also be opposed by those satisfied with whatever social position or currency they enjoy, including even the manual laborer and the middle-class stay at home mothers. That is, it will not attract those who do not harbor ressentiment or live under the sway of a slave morality.

Transgenderism Fits Nicely

Transgenderism is a subset of a broader social justice ideology, and radical constructivism which underlies nearly all social justice claims. This form of self constructive truth and the constructed ‘gender roles’, is why SJW’s have to accept that transgenderism isn’t a mental illness, but that they are actually the opposite gender they claim they are. They believe that what they ‘feel’ is the truth and therefore nobody else has the right to say otherwise. Transgenderism falls neatly into the Social justice ideology because it is “breaking gender differences” which they believe is beneficial to “inverting the hierarchy.” But what will happen when they find other medical disorders which are beneficial to their cause? Will the unhealthy, depressed, and delusional become the new form to aspire to?

It is clear that Social Justice Ideologies are not based in facts but instead feelings. The continual refusal of logical reasoning, and the hopeful destruction of every ‘construct’ or (in reality) every level of civil order that society entails.  Social Justice ideologies are in fact destructive and should not be taught or accepted in schools. 

But there is Hope!

Canadians everywhere have the ability to make a change in their schools by uniting together and speaking out against  SOGI 123. In the Greater Vancouver area the Christian population is the majority! And when we unite with other faiths to fight this intrusive ideology we can take charge of what is taught in our schools! We can not allow this ideological movement to grab onto the minds of our children. The effects of transgenderism are too toxic and extreme that we cannot sit ideally by.

Canada's Population


A Religious Orientation

0 %
Catholic (44%)
Protestant (29%)
Non-Religous (17%)
Non-Religous 17%
Muslim (2%)
Buddhist (1%)
Sikh (1%)

Greater Vancouver's Population


A Religious Orientaion

0 %
Christian (41.7%)
Non-Religous (41.5%)
Non-Religous 41%
Sikh (6.8%)
Buddhist (3.4%)
Muslim (3.2%)
Jewish (1.8%)

Thank you for Reading!


We need your testimony of your experience dealing with  SOGI 123 or transgenderism in your life or those you know. We would like to share this on the website!

Education Alternatives

Life is precious, and the health and well being of our youth is critical. Learn about the education alternatives to avoid SOGI 123 programs impacting your kids!

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