Sex, Emotions and
Self-respect
LESSON ONE
Turn to page 6 in your student manual. As you
watch the video, record your responses to each
question.
Page 5
Guys vs. Girls
LESSON ONE
Take a moment to record responses to the
discussion questions on page 6.
1. How do guys and girls sometimes view sex
differently?
2. Guys – What would you like girls to better
understand about guys?
3. Girls – What would you like guys to
understand about girls?
Page 6
Guys and Girls Can View
Sex Differently
GUYS
LESSON ONE
GIRLS
✔
1. Having sex does not necessarily mean there is a personal relationship.
✔
2. Expect sex to occur sooner when in any type of relationship.
✔
✔
3. Report more love and commitment toward sexual partners.
4. More likely to have had first sex in a less than serious relationship.
✔
5. Reasons given for having first sexual intercourse include: “being turned
on”, “curious”, “to impress friends.”
✔
✔
6. More likely to feel pressure from their partner to have sex.
7. First sexual experience left them feeling less pleasure and satisfaction.
Page 7
3 Ways Sex is Misused to Meet
Emotional Needs
LESSON ONE
1. Acceptance
2. Man
3. Valued
DISCUSSION: Why do you think that 66% of sexually active tens
reported that they wished they had waited longer before having
sex? ________________________________________________
Misusing sex to meet emotional needs leads to
Disappointment
__________________________
Page 7 (cont.)
Six Possible Emotional
Consequences of Teen Sex
LESSON ONE
Please refer to page 8 in your student
manual. As you discuss the possible
emotional consequences of teen sex,
please fill in the chart.
Page 8
Antonio and Kendra
LESSON ONE
For the story of Antonio and Kendra,
please refer to page 9 in your student
manual.
Page 9
Sex and Self-respect
LESSON ONE
Please refer to page 10 in your
student manual. As you discuss the
questions, write the answers in your
book. Be prepared to complete the
homework assignment and
parent/guardian interviews as
assigned.
Page 10
Sex, Alcohol and Respect
LESSON TWO
Turn to page 12 in your student manual. As you
watch the video, record your responses to each
question.
Page 11
Sex and Alcohol Don’t Mix
LESSON TWO
LESSON TWO
Take a moment to record responses to the
discussion questions on page 12.
1. What effect does alcohol have on young
people?
2. Why do you think some teens drink
alcohol?
3. What are some of the risks of “hooking up”
under the influence of alcohol?
Page 12
What Do You Know About “Date
Rape”?
LESSON TWO
LESSON TWO
T
1.
Rape occurs when one person forces another person to have sex.
T
2.
Female adolescents are at high risk for becoming victims of rape.
T
3.
In eight out of ten rape cases the victim knew the perpetrator.
F
4.
Victims of sexual abuse should never tell anyone what has happened to them.
F
T
5.
The victim usually shares in the blame of the rape.
6.
Rape is an act of violence rather than an act of sex.
T
7.
Date rape drugs, such as rohypnol (“roofies”), make the victim lose inhibitions and
even consciousness.
F
8.
“Date rape” drugs have a strong taste and odor.
T
9.
Rape is a crime and punishable by imprisonment.
T
10.
If someone makes you feel uncomfortable, it’s best not to be alone with that person.
Page 13
How Alcohol Affects A Young
Person
LESSON TWO
LESSON TWO
Fill in the blanks with the correct answers.
1. Brain
2. Memory
3. Death
4. Inhibitions
5. Unconsciousness
6. Sex
7. Four
8. Alcohol
9. 50 to 75 percent
10. Unplanned
Page 14
The Physical Effects of Alcohol
Abuse
LESSON TWO
LESSON TWO
Fill in the blanks with the correct answers.
BRAIN:
MENTAL AND NEUROLOGICAL:
HEART:
DIGESTIVE TRACT:
IMMUNE SYSTEM:
STOMACH:
LIVER:
REPRODUCTIVE SYSTEM:
Learning
Coordination
Attack
Cancer
Infections
Ulcers
Cancer
Impotence; Irregular
Page 15
Sex and Respect
LESSON TWO
Please refer to page 16 in your
student manual. As you discuss the
questions, write the answers in your
book. Be prepared to complete the
homework assignment and
parent/guardian interviews as
assigned.
Page 16
Sex, STDs, and Honesty
LESSON THREE
Turn to page 18 in your student manual. As you
watch the video, record your responses to each
question.
Page 17
A Visit to a Microbiology Lab
LESSON THREE
Take a moment to record responses to the
discussion questions on page 18.
1. How can you tell if a person has a sexually
transmitted disease (STD)?
2. Why are most teenagers not concerned
about getting an STD?
3. What are some of the most common sexually
transmitted diseases?
Page 18
Chlamydia: The Silent
Disease
LESSON THREE
Word Bank
Bacterial
Oral
Infertile
PID
No
1.5 million
3 to 5
Cured
Fill in the blanks with the correct answers.
Page 19
Gonorrhea: One of the Oldest
STDs
LESSON THREE
Word Bank
650,000
Oral
HIV
50
No
PID
Fill in the blanks with the correct answers.
Page 20
LESSON THREE
Syphilis and Trichomoniasis
Word Bank
Parasite
Bacterial
No
Cured
Oral
Death
Cured
Sore
Direct
Fill in the blanks with the correct answers.
Page 21
LESSON THREE
Human Papilloma Virus (HPV)
Word Bank
No
43 Percent
Oral
Die
Genital
50 Percent
Pap
Viral
Cancer
HPV
Fill in the blanks with the correct answers.
Page 22
LESSON THREE
Genital Herpes
Word Bank
Skin-to-skin
Life
Not
90 percent
Viral
Visual
45
Blisters
Fill in the blanks with the correct answers.
Page 23
LESSON THREE
STDs – An Epidemic
Fill in the blanks with the correct answers.
Word Bank
457
65 million
15 million
No
8
Multiple
25
10, 959
Cervix
4 million
Please refer to page 24 in your
student manual for the activity, “How
STDs are Spread”.
Page 24
LESSON THREE
What About “Safe Sex”?
Fill in the blanks with the correct answers.
Word Bank
Half
Condom
8
5
15 Percent
Not
every
HPV
Fluids
correctly
15
Break
Skin-to-skin
50
Abstinence provides the only 100% protection against contracting an STD.
_________________
Page 25
Sex and Honest
LESSON THREE
Please refer to page 26 in your
student manual. As you discuss the
questions, write the answers in your
book. Be prepared to complete the
homework assignment and
parent/guardian interviews as
assigned.
Page 26
Sex, Pregnancy, and
Responsibility
LESSON FOUR
Turn to page 28 in your student manual. As you
watch the video, record your responses to each
question.
Page 27
Nicole and Raoul
LESSON
FOUR
LESSON
ONE
Take a moment to record responses to the
discussion questions on page 28.
1. How did getting pregnant affect Nicole’s life?
2. How did the pregnancy affect Raoul’s life?
3. What happened to their relationship after
the baby was born? Why?
Page 28
Teen Pregnancy
LESSON FOUR
Fill in the blanks with the correct answers.
Teen pregnancy is a significant problem.
STATEMENT 1: highest
STATEMENT 2: 820,000; one-third (31%)
Who suffers the consequences?
STATEMENT 1:
STATEMENT 2:
STATEMENT 3:
STATEMENT 4:
one-third
health
poverty
low
Page 29
Reducing the Risk of Teen
Pregnancy
LESSON FOUR
Please refer to the contraceptive
method chart on page 30 in your
student manual.
Page 30
Choices and Consequences
LESSON FOUR
Please refer page 31 in your student
manual. As you discuss choices and
consequences with the class, fill in the
chart.
Page 31
Sex and Responsibility
LESSON FOUR
Please refer to page 32 in your
student manual. As you discuss the
questions, write the answers in your
book. Be prepared to complete the
homework assignment and
parent/guardian interviews as
assigned.
Page 32
Sex, HIV/AIDS and
Compassion
LESSON FIVE
Turn to page 34 in your student manual. As you
watch the video, record your responses to each
question.
Page 33
A Life-Changing Visit to an
AIDS Clinic
LESSON FIVE
Take a moment to record responses to the
discussion questions on page 34.
1. What was Lisa’s experience with HIV/AIDS?
What did she mean when she encouraged
the students to “just hold off”?
2. What was Dottie’s experience with HIV/AIDS?
3. Do teenagers need to be concerned about
contracting HIV/AIDS?
Page 34
What Happens If You Contract
HIV?
LESSON FIVE
Fill in the blanks on pages 35 and 36 with the correct
answers.
STAGE 1 – INITIAL INFECTION:
STAGE 2 – INITIAL SYMPTOMS:
STAGE 3 – ASYMPTOMATIC STAGE:
STAGE 4 – EARLY AIDS SYMPSTOMS:
STAGE 5 - AIDS:
STAGE 6 - TREATMENT:
Sexual
Not
Many
Immune
Opportunistic
no
Pages 35 and 36
Ten Common Myths
LESSON FIVE
Please refer page 37 in your student
manual. As you discuss common
myths associated with HIV/AIDS,
please correct the sentences to make
them true.
Page 37
Compassion
LESSON FIVE
Please refer to page 38 in your
student manual. As you discuss the
questions, write the answers in your
book. Be prepared to complete the
homework assignment and
parent/guardian interviews as
assigned.
Page 38
Sex, Love, and Choices
LESSON SIX
Turn to page 40 in your student manual. As you
watch the video, record your responses to each
question.
Page 39
Choosing Abstinence
LESSON SIX
Take a moment to record responses to the
discussion questions on page 40.
1. Why are these teenagers choosing
abstinence?
2. Why are teenagers who have been sexually
active choosing to stop and become
“secondary virgins”?
Turn to page 33 in your student manual. As you
3. How
does
beingrecord
abstinent
help ato each
watch
the video,
your responses
question.
relationship
develop?
Page 40
Decisions About Sex
LESSON SIX
Please refer to page 41 in your
student manual. As you discuss the
the reasons teens decide to and not to
have sex, write the answers in your
book.
Page 41
LESSON SIX
Choosing the Best Life
Take a moment to record answers on page 42.
Abstinence is making an informed decision _____to
not
participate in at-risk sexual behavior which includes:
1. ________________________2._______________________
3. ________________________4._______________________
Abstinence provides
From:
Freedom
To:
Renewed Virginity – A Chance to Start Over
STATEMENT 1:
STATEMENT 2:
STATEMENT 3:
STATEMENT 4:
Renewed
People
Share
Accountable
Page 42
LESSON SIX
Infatuation or Love?
Refer to page 43 in your student manual. Record
answers on the chart provided.
Infatuation
Love
Focus
How_____feel
I
How_______person
feels
other
Feelings
Very intense
________
Levels out over time
________
Time Together
short time
Together a _______
long time
Together a ______
Tested
problems
No real ___________
through problems
Worked _________
Commitment
my well-being
To ______
other person’s well-being
To ______
As you discuss the the story of Tom and Kristie on
page 43, write the answers to the discussion
questions in your book.
Page 43
Sex and Choices
LESSON SIX
Please refer to page 44 in your
student manual. As you discuss the
questions, write the answers in your
book. Be prepared to complete the
homework assignment and
parent/guardian interviews as
assigned.
Page 44
Sex, Limits and Self-discipline
LESSON SEVEN
Turn to page 46 in your student manual. As you
watch the video, record your responses to each
question.
Page 45
Dealing with Pressure
LESSON SEVEN
Take a moment to record responses to the
discussion questions on page 46.
1. What pressures to be sexually active do
teenagers experience?
2. What message does the media give about
sex?
3. What helped these teenagers handle the
pressure?
Page 46
Five Sources of Pressure
LESSON SEVEN
Please refer to page 47 in your
student manual. As you discuss the
five sources of pressure, please fill in
the chart provided.
Page 47
Becoming Pressure Proof
LESSON SEVEN
Step One: SET IT! – Set Boundaries
Please refer to page 48 in your student manual to read about
Jesse and Leanne. As you discuss setting boundaries, please
fill in the banks.
Sexual Progression
1. Progressive
2. Not
Setting Your Boundaries
1. Alone
2. Parties
3. Clothes; alcohol
Page 48
Becoming Pressure Proof
LESSON SEVEN
Step Two: SAY IT! – Give a Verbal Response
Please refer to page 49 in your
student manual. As you discuss
possible responses to the “Big Ten
Lines”, please fill in the chart
provided.
Page 49
Self-Discipline
LESSON SEVEN
Please refer to page 50 in your
student manual. As you discuss the
questions, write the answers in your
book. Be prepared to complete the
homework assignment and
parent/guardian interviews as
assigned.
Page 50
Sex, Saying “No”, and
Courage
LESSON EIGHT
Turn to page 52 in your student manual. As you
watch the video, record your responses to each
question.
Page 51
Taking a Stand
LESSON EIGHT
Take a moment to record responses to the
discussion questions on page 52.
1. What specific pressure situations did these
young people experience?
2. What helped them handle these pressure
situations?
3. It is possible to tell someone “no” and still
communicate that you care for him/her?
How?
Page 52
Becoming Pressure-Proof
LESSON EIGHT
Step Three: SHOW IT! – Being Assertive
Please refer to page 53 in your
student manual. As you discuss
becoming pressure proof, please fill in
the chart provided.
Page 53
Learning How to Say NO With
Positive Results
LESSON EIGHT
Please refer to page 54 in your
student manual to learn about YesNo-Yes and creative dating activities.
Page 54
Role-Play – “In the Heat of the
Moment”
LESSON EIGHT
As you discuss the role-play, record responses to the
discussion questions in your student manual.
1. How realistic was the role-play?
2. How did Alicia demonstrate her
assertiveness?
3. Do you think Bryan got the message?
4. What are some other ways that Alicia could
have avoided this pressure situation?
Page 55
Role-Play – “Come On Over”
LESSON EIGHT
As you discuss the role-play, record responses to the
discussion questions in your student manual.
1. How realistic was the role-play?
2. How did Andrew demonstrate his
assertiveness?
3. Did Marissa get the message?
4. What are some other ways that Andrew
could have avoided this pressure
situation?
Page 56
Role-Play – “No Respect”
LESSON EIGHT
As you discuss the role-play, record responses to the
discussion questions in your student manual.
1. How realistic was the role-play?
2. How did Andrea demonstrate her
assertiveness?
3. Did Stefan get the message?
4. What are some other ways that Andrea
could have avoided this pressure
situation?
Page 57
Sex and Courage
LESSON EIGHT
Please refer to page 58 in your
student manual. As you discuss the
questions, write the answers in your
book. Be prepared to complete the
homework assignment and
parent/guardian interviews as
assigned.
Page 58