HEALTHY RELATIONSHIPS/SEXUALITY EDUCATION
Acknowledgement: It is healthier for adolescents to postpone sexual intercourse and many make this choice. At the same time,
knowledge about human sexuality is helpful, not harmful; and students deserve accurate information about relationships and sexuality
to guide their immediate and future decision-making.
“Enduring Understandings”
TIME TO MESSAGES AND
COMMIT ATTITUDES
AFFECTING
TEEN
SEXUALITY
10- 15
Healthy attitudes
DAYS
about one’s own
body, one’s
sexuality, and the
social &
psychological
forces that support
or erode same are
important to
healthy
relationships.
OBJECTIVES
REPRESENTATIVE
ACTIVITIES
RESOURCES
Class-wide or small
group concept maps
for team building
Websites/CDroms available:
Students will:
1. Develop group
cohesion through
the sharing of
ideas
2. Analyze
various positive
and negative
influences on
human sexuality
3. Differentiate
between healthy
and unhealthy
sexual behaviors
4. Explore how
self-esteem and
body image affect
sexuality
including cultural
and societal
Design a collage
using pictures and
words describing
influences on human
sexuality
Self-reflection and/or
journal writing to a
visual or verbal
prompt
Post questions in an
anonymous box that
allow students to ask
any/all questions they
might have pertaining
to healthy
relationships/sexualit
Suggested material that provides information about most of
the topics covered in class curricula:
 Suggested Text: Pearson Healthy Sexual Development
 Child and Adolescent Sexual Development: Learning to Love
curriculum
http://www.kingcounty.gov/healthservices/health/personal/fa
mplan/educators/flash.aspx
Complimentary Resources are matched by the number of the
objectives:
(2 & 4) New Mexico Media Literacy Project, Media Literacy for
Health a K-12
Activity Curriculum, Media & Wellness Media Literacy for
Success, www.nmlp.org
(3) Movie: Speak 2004 Teen Date Rape Story (some 11th grade
English classes already have the book and movie)
4. Youth Talk Back: Sex, Sexuality, and Media Literacy
http://www.cfsh.ca/Resources/Educational_and_Training_tools/Yo
1
HEALTHY RELATIONSHIPS/SEXUALITY EDUCATION
Acknowledgement: It is healthier for adolescents to postpone sexual intercourse and many make this choice. At the same time,
knowledge about human sexuality is helpful, not harmful; and students deserve accurate information about relationships and sexuality
to guide their immediate and future decision-making.
norms
y
uth-Talk-Back.aspx
(3) Movie: Speak 2004 Teen Date Rape Story (some 11th grade
5. Recognize the
Use prompt
English classes already have the book and movie)
benefits and
cards/vignettes/movie
limitations of
clips asking students
(2, 3, 4, 5) Pearson Healthy Sexual Development
establishing
to differentiate
personal
between health and
boundaries
unhealthy and
support their
reasoning
Letter to self –
describe one’s current
personal boundaries
with reference to
friends, family,
acquaintances, and/or
strangers (to be
revisited at the end of
the course)
TIME TO SEXUAL
COMMIT GROWTH &
DEVELOPMENT
5-10
DAYS
Comprehension of
the anatomical and
physiological
development of
sexual beings better
OBJECTIVES
Students will:
1. Describe the
anatomy and
physiology of
reproductive
system over the
REPRESENTATIVE
ACTIVITIES
RESOURCES
Anatomical coloring
book/play dough
activity
(1-5) Suggested Text: Pearson Healthy Sexual Development
(1) Anatomy Labeling cards
(1) ASD AP Biology book Chapter
(1) Health Line 3D body images @ http://www.healthline.com/
directory/3dbodymaps
Labeling of anatomy
2
HEALTHY RELATIONSHIPS/SEXUALITY EDUCATION
Acknowledgement: It is healthier for adolescents to postpone sexual intercourse and many make this choice. At the same time,
knowledge about human sexuality is helpful, not harmful; and students deserve accurate information about relationships and sexuality
to guide their immediate and future decision-making.
informs one’s
life span
models
(1) Anatomy models  purchase sperm/egg prepared microscope
decisions.
slides (available at sciencekit.com)
2. Discuss genetic Video/lecture on
(1) Pregnancy website: http://www.wpclinic.org/parenting/fetaldetermination of
genetic determination development/
male/female with
(1) Empathy Belly device: purchase
variations and
Provide a
(1) Poster: How Your Baby Grows
genetic mutations
reading/visual media http://www.marchofdimes.com/2222_2271.asp
on the sexual
Ambiguous Genitalia website:
3. Define the
response and ask
http://www.nlm.nih.gov/medlineplus/ency/article/003269.htm
“sexual response
students to reflect
(1) Sex Ed 101: A collection of sex education lessons by Bill
cycle”
and/or place
Taverner
responses on a
4. Know terms as
continuum
they relate to
(2) guest speaker, through community resources (e.g. genetic
anatomy and
Matching game with
councilor, pediatrician
sexual diversity
focus on vocabulary
(2) Genetic Home Reference http://ghr.nlm.nih.gov/handbook/
mutationsanddisorders/genemutation
(2) American Pregnancy Association Birth Defects and Disorders
http://www.americanpregnancy.org/birthdefects/
(2) Boys will be Boy… or Not
http://www.scarleteen.com/article/boyfriend/boys_will_be_boys_o
r_not_straight_talk_about_gender
(3) AP Bio Book and Mummy Laid an Egg.
(3) overhead copied from college text (Gary Snyder)
(4) Guest speakers (e.g. Gay Straight Alliance)
3
HEALTHY RELATIONSHIPS/SEXUALITY EDUCATION
Acknowledgement: It is healthier for adolescents to postpone sexual intercourse and many make this choice. At the same time,
knowledge about human sexuality is helpful, not harmful; and students deserve accurate information about relationships and sexuality
to guide their immediate and future decision-making.
TIME TO IDENTITY,
COMMIT INTEGRITY &
INDEPENDENCE
15 DAYS
Who am I? What
are my values? and
How will I pursue
my independence?
are questions
integral to healthy
sexual decisionmaking.
OBJECTIVES
Students will:
1. Explore on a
personal level the
influences on
their identity.
2. Define and
prioritize personal
values
3. Discuss the
stages of
independence and
self-sufficiency
skills
4. Describe
communication
styles and identify
personal style (as
related to
cultural/regional
differences)
REPRESENTATIVE
ACTIVITIES
RESOURCES
Interview family to
identify groups to
which you strongly
identify (cultural,
class, political,
religious, talents)
(1-5) Suggested Text: Pearson Healthy Sexual Development
(1-5) Books: The 7 Habits of Highly Effective Teens by Sean
Covey. What Color is Your Parachute? For Teens; Discovering
Yourself, Defining Your Future by Richard Nelson Bolles and
Carol Christen
(1) Tom Jackson’s Activities that teach → (needs to be Purchased)
(1) Variety of Personality Testing:
http://www.socionics.com/sta/sta_turbo_xl.html
(1) Personality tests: http://truecolorstest.com/ and
http://www.myersbriggsreports.com
Self-defining art
project
Values clarification
exercise
Draw a concept map
related to skills
needed for
independence
Role play assertive,
aggressive, and
passive
communication styles
(as a guest in middle
5. Discuss “tool school or other
set” for promoting classroom)
(2) web sites on values to support discussion:
http://www.gdrc.org/kmgmt/ learning/values.html
(2) Definitions Values:
http://cavplex.richland2.org/Core%20Values/
Core%20Values%20Defined.pdf
http://www.characterunlimited.com/ character_ethics.htm
(3) Independent Living skills Overview
http://www.ncjjservehttp.org/NCJJWebsite/pdf/resourceguide/inde
pendentliving_chapter5.pdf
(4) communication style quiz to support discussion:
http://ezinearticles.com/?Communication-Style-Quiz&id=97457
(4) Definitions and Table to support discussion:
4
HEALTHY RELATIONSHIPS/SEXUALITY EDUCATION
Acknowledgement: It is healthier for adolescents to postpone sexual intercourse and many make this choice. At the same time,
knowledge about human sexuality is helpful, not harmful; and students deserve accurate information about relationships and sexuality
to guide their immediate and future decision-making.
more effective
http://www.cedanet.com/meta/communication_styles.htm
communication
Individuals
http://www.angelfire.com/az2/webenglish/commstyles.html
(e.g., eye contact, anonymously describe http://webhome.idirect.com/~kehamilt/ipsyles1.html
listening,
their communication
(4 or 5) Interpersonal communication w/ instructor guide
restating,
styles on paper. Small http://www.abacon.com/commstudies/interpersonal/
acknowledging,
groups respond with
indefinition.html
not interrupting)
suggestions about how http://www.abacon.com/commstudies/interpersonal/
to improve one’s
interpersonal.html
communication.
TIME TO
COMMIT
HEALTHY
RELATIONSHIPS
OBJECTIVES
REPRESENTATIVE
ACTIVITIES
RESOURCES
Students will:
15 DAYS
Human
relationships are
varied and require
insight and practice
to maintain.
1. Explore stages
of relationships
(attraction,
initiation,
conflict, break up,
make-up….etc)
2. Learn the
components of
relationship
“triangle”
(attraction,
emotional
closeness,
commitment)
Groups brainstorm
(1-6) Suggested Text: Pearson Healthy Sexual Development
aspects of healthy and (Sharon, this text is no longer available)
unhealthy
relationships
(1) The science of Love
(1) PBS Evolution series
List “Key to Success” (1) Link to relationship issues for teens:
(Respect, Mutuality,
http://www.bygpub.com/books/tg2rw/dating.htm
Effective
Communication,
Conflict
Management) and
(2) Link for states of relationships: Ask Kids: Sternberg’s Triangle
have students
of Love http://www.askkids.com/resource/Sternberg-Triangledescribe indicators of Theory-of-Love.html
each in relationships
(2) Science of Love websites
whether it’s based on http://www.youramazingbrain.org/lovesex/sciencelove.htm
5
HEALTHY RELATIONSHIPS/SEXUALITY EDUCATION
Acknowledgement: It is healthier for adolescents to postpone sexual intercourse and many make this choice. At the same time,
knowledge about human sexuality is helpful, not harmful; and students deserve accurate information about relationships and sexuality
to guide their immediate and future decision-making.
a friendship, family
http://www.oxytocin.org/oxytoc/love-science.html
3. Learn about
or intimate
(2) Helen Fisher (Rutgers) youtube video science of love
the variety of
relationship.
(2) Book: The 5 Languages of Love, by Gary Chapman, also these
intimate
Visual media or
are on web.
relationships
movie depicting
(2) Video: PBS Evolution Series, Why Sex?
(friendship,
various relationships http://www.pbs.org/wgbh/evolution/sex/index.html
sexual, spousal,
(heterosexual,
significant other)
homosexual etc) as
(3) Group Discussion
discussion or writing (3) Ten Habits That Predict Relationship Success Adapted from
4. Develop
prompts
Brent J. Atkinson (handout from Julia Lemmerman)
insight into skills
needed for
Students select a card 4). Healthy Relationship Bingo ($39.99)
healthy
identifying a type of
(4) The ABSc of a Healthy Relationship for Teens:
relationships
relationship (familial, http://www.pamf.org/teen/abc/
friend or other) and
(4) CDC Talk to Teens about Healthy Relationships:
5. Recognize the
they discuss 2 or 3
http://www.cdc.gov/features/chooserespect/
characteristics of
video clips of their
unhealthy
choosing that depict (5) The ABSc of a Healthy Relationship for Teens:
relationships
that type
http://www.pamf.org/teen/abc/
including warning
(5) Unequal Partners: Teaching About Power and Consent, by Bill
signs and issues
Select literature,
Taverner
related to consent photography and art to
explore the role of
6. Examine the
sexuality in
effects of drugs,
relationships over
alcohol and other time.
chemical
(6) American Association for Marriage and Family Therapy
substances on
http://www.aamft.org/families/Consumer_Updates/SubstanceAbus
relationships
eandIntimateRelationships.asp
6
HEALTHY RELATIONSHIPS/SEXUALITY EDUCATION
Acknowledgement: It is healthier for adolescents to postpone sexual intercourse and many make this choice. At the same time,
knowledge about human sexuality is helpful, not harmful; and students deserve accurate information about relationships and sexuality
to guide their immediate and future decision-making.
(6) Teen Drug Use:
http://www.teendrugabuse.us/DrugsNFamily.html
(6) Sexuality and Substance Abuse by Bill Taverner
TIME TO REPRODUCTIVE
COMMIT HEALTH
15 DAYS
Reproductive
health covers a
broad spectrum of
decisions and
personal needs
therefore, young
adults must be
empowered to
make healthy
reproductive
decisions.
OBJECTIVES
REPRESENTATIVE
ACTIVITIES
RESOURCES
Guest speakers will
show and tell about
the various forms of
contraception, how
they work and cost,
effectiveness and
limitations
(1-5) book: Changing Bodies, Changing Lives
http://www.ourbodiesourselves.org/publications/cbcl.asp
(1-5) website and video: Sex, A Guide for the Young
http://www.the-mgc.com/Kids/catalog/pdf/kids_01.pdf
(1-5) website:
http://www.kingcounty.gov/healthservices/health/personal/fampla
n/educators/flash.aspx
3. Understand
STIs including
HIV/AIDS modes
of transmission
and treatment
options
Prepare an
informational fact
sheet with local
resources/agencies
which address
pregnancy and
choices parenting and
abortion.
(1) guest speaker, nurse from MOA DHHS’s Reproductive Health
Clinic
(1) contraception kits
(1) American Pregnancy Association: Overview of Different
Types of Birth Control Including Abstinence.
http://www.americanpregnancy.org/preventingpregnancy/overvie
wtypesbirthcontrol.html and
http://www.americanpregnancy.org/preventingpregnancy/
4. Increase
awareness of local
resource options
related to
Guest presenter or
peer educators as
guest presenters about
STI/HIV/AIDS (e.g.,
(2) Types of Adoption:
http://www.americanpregnancy.org/adoption/
(2) All there is to know about adoption:
http://www.adoption.com/
Students will:
1. Understand the
different forms of
contraception and
how they work
2. Examine
responsibilities
associated with
pregnancy
7
HEALTHY RELATIONSHIPS/SEXUALITY EDUCATION
Acknowledgement: It is healthier for adolescents to postpone sexual intercourse and many make this choice. At the same time,
knowledge about human sexuality is helpful, not harmful; and students deserve accurate information about relationships and sexuality
to guide their immediate and future decision-making.
reproductive
“POWER teens” or 4
(2) Teenage pregnancy options: http://www.preteen-thru-teenagehealth
A’s)
parenting-action-guide.com/teenage-pregnancy-options.html
(2) Abortion, Just the Facts: http://www.justfacts.com/abortion.asp
5. Examine the
(2) http://16andpregnant.com/
effects of drugs
and alcohol use
(3) Guest speaker, Nurse from MOA DHHS Reproductive Health
on reproduction
Clinic
(e.g., fetal
(3) Healthy Teen Network STI and HIV:
development,
http://www.healthyteennetwork.org/index.asp?Type=B_BASIC&S
sperm count)
EC={7F5AB7CE-6572-4D7E-B649-08A6BB59D06B}
(4) Guest speaker(s) OBGYN, Nurse from the MOA DHHS
Reproductive Health Clinic
(4) Hospital pamphlets
(4) “Sex” a guide for the young.
(5) Guest speaker from the ANMC Fetal Alcohol Prevention
Program or the Stone Soup Group.
(5) http://www.come-over.to/FAS/alcohol.html (Language a bit
advanced for HS, but does a nice job covering subject)
TIME TO SEXUALITY
COMMIT ISSUES
10 DAYS
Different points of
view on sexuality
issues come from a
broad spectrum of
OBJECTIVES
Students will:
1. Examine
national and
global
controversial
REPRESENTATIVE
ACTIVITIES
Students report on and
debate current events.
Guest presenter from
RESOURCES
(1) CDC’s Stop the Violence Video, interpersonal violence in
Teen relationships:
http://www.cdc.gov/CDCTV/BreakTheSilence/index.html
(1) CDC understanding intimate partner violence:
8
HEALTHY RELATIONSHIPS/SEXUALITY EDUCATION
Acknowledgement: It is healthier for adolescents to postpone sexual intercourse and many make this choice. At the same time,
knowledge about human sexuality is helpful, not harmful; and students deserve accurate information about relationships and sexuality
to guide their immediate and future decision-making.
influences
issues and
APD or other law
http://www.cdc.gov/ViolencePrevention/intimatepartnerviolenc
including media,
challenges related enforcement
e/index.html
cultural norms,
to sexuality
(1) CDC Teen violence Fact Sheet:
community and the (including
Students create a
http://www.cdc.gov/ViolencePrevention/intimatepartnerviolence/t
law.
harassment,
power point or slide
een_dating_violence.html
interpersonal
show showing the
(1) ASD Student Handbook on harassment, interpersonal violence
violence and
benefits and
and exploitation
exploitation)
limitations on
(1)Health risks associated with interpersonal violence:
sexuality decisions by http://www2c.cdc.gov/podcasts/player.asp?f=7993
2. Explore
various groups
internet and other
(1 and 2 and 4) guest speakers FBI and APD about risks associated
social network
Guest presenters from with internet and social networks specifically relating to bullying,
media for their
juvenile justice,
harassment, interpersonal violence, and exploitation
limitations and
probations, Alaska
possible dangers
Cares,
Other on-line references:
related to sexual
(2) Bennett Academy: Avoiding the Dangers of the Internet:
health
http://www.bennettacademy.com/internet.social.networking.htm
(2) http://www.life123.com/technology/internet/online-social
3. Explore
networking/dangers-of-social-networking-sites.shtml
community,
religious, cultural,
(3) Group Discussion and activities, panel discussion(s), exercise
demographic
rotate and review, Book(s): William’s Doll and Mummy Laid an
impacts and
Egg.
biases on
(3) Definitions http://www.umw.edu/bias/terms/default.php
sexuality.
(3) Tool for Teacher on teaching multiculturalism:
http://www.kn.pacbell.com/wired/21stcent/cultural.html
4. Examine the
(3) CNN Movie: The People Bomb
laws related to
(4) Guest speaker from the SOA Attorney Generals Office
sexual behavior
(4a)All 50 state’s age of consent chart
and a) consenting
http://www.4parents.gov/sexrisky/teen_sex/statelaws_chart/statela
9
HEALTHY RELATIONSHIPS/SEXUALITY EDUCATION
Acknowledgement: It is healthier for adolescents to postpone sexual intercourse and many make this choice. At the same time,
knowledge about human sexuality is helpful, not harmful; and students deserve accurate information about relationships and sexuality
to guide their immediate and future decision-making.
and nonws_chart.html
consenting
(4a) Sexual Abuse of a Minor, Alaska Law
individuals, b) use
http://www.touchngo.com/lglcntr/akstats/Statutes/Title11/Chapter
of electronic and
41.htm and
technological
http://www.youthrights.net/index.php?title=Alaska_Sexual_Conse
devices, c)
nt_Age
interpersonal
Sexting lands teen on sex offender list:
violence, d)
http://utcriminologyblog.com/2009/04/08/sexting-lands-teen-onpossession of
sex-offender-list/
child pornography
(1) Anita Hill/Clarence Thomas story
http://chnm.gmu.edu/courses/122/hill/hillframe.htm
TIME TO REALIZING
COMMIT PERSONAL
HEALTHY
RELATIONSHIP
GOALS
5- 10
Knowledge and
DAYS
personal reflection
promote healthy
sexual and
relationship
decisions.
Setting goals for
healthy
relationships
OBJECTIVES
REPRESENTATIVE
ACTIVITIES
RESOURCES
Students will:
1. Demonstrate
personal insight
into sexual and
relationship
decisions
Select a topic from
http://kidshealth.org/teen/sexual_health/guys/virginity.html
one of the units that is
personally relevant
and create a poster
project/media
presentation in
anticipation of group
presentations, sharing
and discussions
10
HEALTHY RELATIONSHIPS/SEXUALITY EDUCATION
Acknowledgement: It is healthier for adolescents to postpone sexual intercourse and many make this choice. At the same time,
knowledge about human sexuality is helpful, not harmful; and students deserve accurate information about relationships and sexuality
to guide their immediate and future decision-making.
empowers youth to
Letter to self: When
make positive
viewing yourself
decisions.
from the third person
perspective what
would you envision
and wish for yourself
in a healthy
relationship?
Draw a pictorial
representation or a
life map from birth to
25 yrs old including
a) where you expect
to be in 10 years with
regard to
relationships and
your representation of
personal boundaries,
and b) positive and
realistic steps you
could take to achieve
your goal
11