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Advocates for Youth Curriculum

Advocates for Youth
Rights. Respect. Responsibility Curriculum

 “Rights, Respect, Responsibility is a curriculum that is fully meets the National Sexuality Education Standards. The curriculum seeks to address both the functional knowledge related to sexuality and the specific skills necessary to adopt healthy behaviors. Rights, Respect, Responsibility reflects the tenets of social learning theory, social cognitive theory and the social ecological model of prevention.”

https://3rs.org/3rs-curriculum/ 

Foundational Information
National Health Standards Review

SHECAT Curriculum Review

Oregon Administrative Rule (OAR) 581-022-2050

3 R’s Teacher Guide

Comprehensive Sexual Health Requirements

●      To provide pupils with the knowledge and skills necessary to protect their sexual and reproductive health from HIV and other sexually transmitted infections and from unintended pregnancy;

●      To provide pupils with the knowledge and skills they need to develop healthy attitudes concerning adolescent growth and development, body image, gender, sexual orientation, relationships, marriage, and family;

●      To promote understanding of sexuality as a normal part of human development;

●      To ensure pupils receive integrated, comprehensive, accurate, and unbiased sexual health and HIV prevention instruction and provide educators with clear tools and guidance to accomplish that end;

●      To provide pupils with the knowledge and skills necessary to have healthy, positive, and safe relationships and behaviors

Curriculum

6th Grade Curriculum

6th Grade Curriculum

Lesson 1: Change is Good

National Standard(s)

●      CC.1 – Describe the physical, social, cognitive and emotional changes of adolescence.

●      AI.1 – Identify medically- accurate sources of information about puberty, adolescent development and sexuality.

BSD Targets

●      AST 1.1 (HE.1.6.16) Identify the human sexual and reproductive systems including body parts and their functions (includes menstruation, ovulation and sperm production).

●      AST 1.6 (HE1.6.22) Describe the physical, social, cognitive and emotional changes of adolescence.

●      AST 3.1 (HE.3.6.8) Identify resources, including people at home, school or in the community who can provide medically accurate information and/or support about puberty and health care practices during puberty.

Lesson 2:  Gender Roles, Gender Expectations

National Standard(s)

●      CC.2 – Explain the range of gender roles.

BSD Target(s)

●      AST 1.5 (HE.1.6.21) Identify the differences between biological sex, sexual orientation, and gender identity and expression.

Lesson 3:  Understanding Boundaries

National Standard(s)

●      IC.2 – Demonstrate effective ways to communicate personal boundaries and show respect for the boundaries of others.

●      CC.3 – Explain that no one has the right to touch anyone else in a sexual manner if they do not want to be touched.

●      PS.8.CC.4 – Explain why a person who has been raped or sexually assaulted is not at fault.

BSD Target(s)

●      AST 1.8 (HE.1.6.30) Identify situations and behaviors that constitute bullying, sexual harassment and sexual abuse.

●      AST 1.11 (HE.1.6.44) Identify why a person who has been sexually abused is not at fault.

●      AST 1.12 (HE.1.6.42) Describe how consent is a foundational principle in healthy sexuality and in violence prevention.

●      AST 3.3 (HE.3.6.11) Identify sources of support, such as parents or other trusted adults; including school staff, they can tell if they are experiencing sexual abuse.

●      AST 4.1 (HE.4.6.10) Explain effective communication skills to ensure affirmative consent in all sexual relationships.

●      AST 5.1 (BSD) Decide who has the right to touch your body, when and how.

Lesson 4:  Communicating About a Sensitive Topic

National Standard(s)

●      IC.1 – Demonstrate the use of effective communication skills to support one’s decision to abstain from sexual behaviors.

BSD Target(s)

●      AST 1.2 (HE.1.6.18) Define sexual abstinence as it relates to pregnancy prevention.

●      AST 4.1 (HE.4.6.10) Explain effective communication skills to ensure affirmative consent in all sexual relationships.

Recommendations

●      For the scenario activity allow students to select a partner or work individually. 

●      Come up with scenarios for groups to answer, allow groups to choose which scenario they would like work on. 

●      Role plays in front of the class should be on a voluntary basis only.

Lesson 4:  Communicating About a Sensitive Topic

National Standard(s)

●      IC.1 – Demonstrate the use of effective communication skills to support one’s decision to abstain from sexual behaviors.

BSD Target(s)

●      AST 1.2 (HE.1.6.18) Define sexual abstinence as it relates to pregnancy prevention.

●      AST 4.1 (HE.4.6.10) Explain effective communication skills to ensure affirmative consent in all sexual relationships.

Recommendations

●      For the scenario activity allow students to select a partner or work individually. 

●      Come up with scenarios for groups to answer, allow groups to choose which scenario they would like work on. 

●      Role plays in front of the class should be on a voluntary basis only.

Lesson 5:  More than Friends: Understanding Romantic Relationships

National Standard(s)

●      CC.3 – Analyze the similarities and differences between friendships and romantic relationships.

BSD Target(s)

●      None

Recommendations

●      This lesson is not recommended as it does not match any of the BSD Health Education Learning Targets.

Lesson 6:  Liking and Loving: Now and When I’m Older

National Standard(s)

●      CC.4 – Describe a range of ways people express affection within various types of relationships.

●      CC.1 – Define sexual intercourse and its relationship to human reproduction.

●      CC.2 – Define sexual abstinence as it relates to pregnancy prevention.

BSD Target(s)

●      AST 1.2 (HE.1.6.18) Define sexual abstinence as it relates to pregnancy prevention.

●      AST 1.3 (HE.1.6.19) Recognize that HIV and STDs/STIs can be spread through sexual contact with someone who has HIV and/or a STD/STI.

●      AST 1.7 (HE.1.6.25) Define sexual intercourse and its relationship to human reproduction.

Lesson 7:  Being a Sex Ed Sleuth

National Standard(s)

●      AI.1 – Identify accurate and credible sources of information about sexual health.

●      AI.3 – Identify medically- accurate sources of pregnancy- related information and support including pregnancy options, safe surrender policies and prenatal care.

●      AI.1 – Identify medically- accurate resources about pregnancy prevention and reproductive health care.

●      AI.1 – Identify medically- accurate information about STDs, including HIV

BSD Target(s).

●      AST 3.5 (HE.3.6.15) Identify medically-accurate resources that provide assistance around sexual health and pregnancy.

7th Grade Curriculum

7th Grade Curriculum

Lesson 1:  Everybody’s Got Body Parts- Part One

National Standard(s)

●      CC.1 – Students will be able to describe the male and female sexual and reproductive systems including body parts and their functions.

BSD Target(s)

●      AST 1.1 (HE.1.7.17) Describe the human sexual and reproductive systems including body parts and their functions.

●      AST 1.13 (HE.1.7.60) Describe sources of medically accurate information about human sexual and reproductive anatomy (including fertilization, ovulation and menstruation).

Lesson 2:  Everybody’s Got Body Parts- Part Two

National Standard(s)

●      CC.1 – Students will be able to describe the male and female sexual and reproductive systems including body parts and their functions

BSD Target(s)

●      AST 1.1 (HE.1.7.17) Describe the human sexual and reproductive systems including body parts and their functions.

●      AST 1.13 (HE.1.7.60) Describe sources of medically accurate information about human sexual and reproductive anatomy (including fertilization, ovulation and menstruation).

Lesson 3:  Reproduction Basics

National Standard(s)

●      CC.1 – Define sexual intercourse and its relationship to human reproduction.

BSD Target(s)

●      AST 1.2 (HE.1.7.19) Describe how sexual abstinence relates to pregnancy prevention and STDs/STIs.

●      AST 1.13 (HE.1.7.60) Describe sources of medically accurate information about human sexual and reproductive anatomy (including fertilization, ovulation and menstruation).

Lesson 4:  Great Expectations: Signs and Symptoms of Pregnancy

National Standard(s)

●      CC.5 – Describe the signs and symptoms of a pregnancy.

●      CC.6 – Identify prenatal practices that can contribute to a healthy pregnancy.

BSD Target(s)

●      AST 1.13 (HE.1.7.60) Describe sources of medically accurate information about human sexual and reproductive anatomy (including fertilization, ovulation and menstruation).

●      AST 3.3 (HE.3.7.15) Describe medically-accurate resources that provide assistance around sexual health and pregnancy.

Recommendations

●      Omit Step 3 talking about abortion.  Does not meet BSD Comprehensive Guide.

Lesson 5:  Protecting Your Health: Understanding and Preventing STDs

National Standard(s)

●      CC.1 – Define STDs, including HIV, and how they are and are not transmitted.

●      CC.2 – Compare and contrast behaviors, including abstinence, to determine the potential risk of STD/ HIV transmission from each.

●      CC.3 – Describe the signs, symptoms and potential impacts of STDs, including HIV.

BSD Target(s)

●      AST 1.2 (HE.1.7.19) Describe how sexual abstinence relates to pregnancy prevention and STDs/STIs.

●      AST 1.3 (HE.1.7.20) Define how HIV and STDs/STIs can be spread through sexual contact with someone who has HIV and/or a STD/STI.

●      AST 1.10 (HE.1.7.39) Define the myths and facts of how STDs/STIs are transmitted and not transmitted.

●      AST 1.11 (HE.1.7.40) Define ways to prevent HIV and other STDs/STIs.

●      AST 7.1 (HE.7.8.12) Evaluate personal health care practices that prevent the spread of communicable disease.

Lesson 6:  I Am Who I Am

National Standard(s)

●      CC.1 – Differentiate between gender identity, gender expression and sexual orientation.

●      IC.1 – Communicate respectfully with and about people of all gender identities, gender expressions and sexual orientations.

BSD Target(s)

●      AST 1.8 (HE.1.7.37) Define how sexuality includes a multitude of sexual expressions and behaviors that are a normal part of being human.

●      AST 3.1 (HE.3.7.9) Describe accurate information about healthy sexuality, including sexual orientation and gender identity.

●      AST 3.2 (HE.3.7.11) Describe sources of support such as parents or other trusted adults they can tell if they are being teased, harassed or bullied based on gender identity, sexual orientation, and gender expression.

Recommendations

●      Omit the myth/fact portion of this lesson as it may lead to discussions that may not be respectful to all students.

Lesson 7:  Blue is for Boys, Pink is for Girls...Or Are They?

National Standard(s)

●      INF.1 – Analyze external influences that have an impact on one’s attitudes about gender, sexual orientation and gender identity.

BSD Target(s)

●      AST 1.8 (HE.1.7.37) Define how sexuality includes a multitude of sexual expressions and

behaviors that are a normal part of being human.

●      AST 3.1 (HE.3.7.9) Describe accurate information about healthy sexuality, including sexual orientation and gender identity.

●      AST 3.2 (HE.3.7.11) Describe sources of support such as parents or other trusted adults they can tell if they are being teased, harassed or bullied based on gender identity, sexual orientation, and gender expression.

Lesson 8:  Making SMART Choices

National Standard(s)

·       DM.1 – Demonstrate the use of a decision-making model and evaluate possible outcomes of decisions adolescents might make.

·       DM.1 – Apply a decision- making model to various sexual health decisions.

BSD Target(s)

·       AST 5.1 (BSD) Decide the health benefits, risk, and effectiveness of various methods of contraception including abstinence and condoms.

·       AST 6.1 (BSD) Demonstrate the ability to set a physical, mental, social, or emotional health enhancing goal.

Recommendations

·       Have students each go through scenarios individually.  Only have students share if they volunteer.

Lesson 9:  Let’s Talk About Sex

National Standard(s)

·       IC.1 – Demonstrate the use of effective communication skills to reduce or eliminate risk for STDs, including HIV.

·       IC.2 – Demonstrate the use of effective communication and negotiation skills about the use of contraception including abstinence and condoms.

BSD Target(s)

·       AST 1.4 (HE.1.7.28) Discuss why everyone has the right to say who touches their body and how.

·       AST 2.1 (HE.2.7.24) Analyze influences that may have an impact on deciding whether or when to engage in sexual behavior.

·       AST 4.2 (HE.5.7.11) Practice a decision making process to give or receive consent.

·       AST 4.3 (HE.1.7.44) Discuss how affirmative consent mitigates confusion within a sexual relationship.

Recommendations

·       Only have volunteers read the dialogue, if no one volunteers, the teacher can read the dialogue aloud.

Lesson 10:  Being the Change You Want to See In the World

National Standard(s)

·       SM.1 – Describe ways to treat others with dignity and respect.

·       ADV.1 – Advocate for safe environments that encourage dignified and respectful treatment of everyone.

BSD Target(s)

·       AST 1.6 (HE.1.7.32) Define situations and behaviors that constitute cyber bullying, sexual harassment, and sexual abuse.

·       AST 1.8 (HE.1.7.37) Define how sexuality includes a multitude of sexual expressions and behaviors that are a normal part of being human.

·       AST 3.2 (HE.3.7.11) Describe sources of support such as parents or other trusted adults they can tell if they are being teased, harassed or bullied based on gender identity, sexual orientation, and gender expression.

Lesson 11:  Being Smart, Staying Safe Online

National Standard(s)

·       GS.1 - Develop a plan to stay safe when using social media.

·       SM.2 - Describe strategies to use social media safely, legally and respectfully.

BSD Target(s)

·       AST 1.5 (HE.1.7.31) Describe the advantages and disadvantages of communicating, within relationships, using technology, social media and how to report and block.

·       AST 1.6 (HE.1.7.32) Define situations and behaviors that constitute cyber bullying, sexual harassment, and sexual abuse.

AST 4.1 (HE.4.7.12) Demonstrate effective verbal and nonverbal communication skills, within relationships, using technology, social media and how to report and block

8th Grade Curriculum

 

8th Grade Curriculum

Lesson 1:  Creating a Safe School: Celebrating All

National Standard(s)

        ADV.1 - Develop a plan to promote dignity and respect for all people in the school community.

·       AI.1 - Access accurate information about gender identity, gender expression and sexual orientation.

·       SM.2 - Demonstrate ways they can respond when someone is being bullied or harassed.

BSD Target(s)

·       AST 3.1 (HE.3.8.12) Assess sources of support, such as parents, other trusted adults, and community resources, which they can go to if they are or someone they know is being sexually harassed, bullied, abused, assaulted, or stalked.

·       AST 3.3 (HE.3.8.15) Access medically-accurate resources that provide assistance around sexual health, pregnancy, and emergency contraception.

Lesson 2:  The World Around Me

National Standard(s)

·       INF.1 – Analyze how friends, family, media, society and culture can influence self-concept and body image.

·       INF.1 – Examine how alcohol and other substances, friends, family, media, society and culture influence decisions about engaging in sexual behavior.

·       INF.1 – Analyze the ways in which friends, family, media, society and culture can influence relationships.

·       INF.1 – Analyze the impact of alcohol and other drugs on safer sexual decision-making and sexual behaviors.

BSD Target(s)

·       AST 2.1 (HE.2.8.13) Review how the perceptions of norms influence healthy and unhealthy behaviors.

·       AST 2.2 (HE.2.8.2) Assess factors that may influence condom use and other safer sex decisions.

·       AST 2.3 (HE.2.8.21) Analyze how family and friends can influence one’s decisions within a healthy intimate relationship.

·       AST 2.4 (HE.2.8.24) Assess influences that may have an impact on deciding whether or when to engage in sexual behaviors.

·       AST 7.1 (HE.7.8.1) Justify the importance of assuming responsibility for personal health behaviors.

·       AST 8.1 (HE.8.8.3) Advocate for the promotion of empathy for individual differences. 

 Lesson 3:  Healthy or Unhealthy Relationships

National Standard(s)

·       CC.1 – Compare and contrast the characteristics of healthy and unhealthy relationships.

·       HR.8.SM.1 – Explain the criteria for evaluating the health of a relationship.

·       HR.8.CC.2 – Describe the potential impacts of power differences such as age, status or position within relationships.

BSD Target(s)

·       AST 1.5 (HE.1.8.27) Compare and contrast the characteristics of healthy and unhealthy relationships.

·       AST 2.1 (HE.2.8.13) Review how the perceptions of norms influence healthy and unhealthy behaviors.

·       AST 4.4 (HE.4.8.14) Demonstrate effective strategies to avoid or end an unhealthy relationship.

Lesson 4:  Choose Your Words Carefully

National Standard(s)

·       IC. – Demonstrate communication skills that foster healthy relationships.

·       IC.3 – Demonstrate effective skills to negotiate agreements about the use of technology in relationships.

BSD Target(s)

·       AST 1.5 (HE.1.8.27) Compare and contrast the characteristics of healthy and unhealthy relationships.

·       AST 1.7 (HE.1.8.31) Describe the advantages and disadvantages of communicating, within relationships, using technology and social media in relation to sexual health and how to report and block.

·       AST 4.2 (HE.4.8.12) Demonstrate effective skills to negotiate agreements about the use of technology in relationships.

 Lesson 5:  We Need To Talk

National Standard(s)

·       IC.1 – Demonstrate the use of effective communication skills to reduce or eliminate risk for STDs, including HIV.

·       IC.2 – Demonstrate the use of effective communication and negotiation skills about the use of contraception including. abstinence and condoms.

BSD Target(s)

·       AST 4.5 (HE.4.8.15) Demonstrate ways to communicate decisions about whether or when to engage in sexual behaviors and to practice safer sex.

·       AST 8.1 (BSD) Advocate for healthy ways to prevent HIV and other STDs/STIs.

 Lesson 6:  Talking Without Speaking: The Use of Technology in Relationships

National Standard(s)

·       CC.5 - Describe the advantages and disadvantages of communicating using technology and social media.

·       INF.2 - Analyze the impact of technology and social media on friendships and relationships.

BSD Target(s)

·       AST 1.7 (HE.1.8.31) Describe the advantages and disadvantages of communicating, within relationships, using technology and social media in relation to sexual health and how to report and block.

·       AST 4.2 (HE.4.8.12) Demonstrate effective skills to negotiate agreements about the use of technology in relationships.

Lesson 7:  Warning Signs: Understanding Sexual Abuse and Sexual Assault

National Standard(s)

·       CC.1 – Describe situations and behaviors that constitute bullying, sexual harassment, sexual abuse, sexual assault, incest, rape and dating violence.

·       CC.2 – Discuss the impacts of bullying, sexual harassment, sexual abuse, sexual assault, incest, rape and dating violence and why they are wrong.

·       AI.1 – Identify sources of support such as parents or other trusted adults that they can go to if they are or someone they know is being bullied, harassed, abused or assaulted.

BSD Target(s)

·       AST 1.6 (HE.1.8.28) Explain why everyone has the right to say who touches their body and how.

·       AST 1.13 (HE.1.8.44) Discuss consent as a freely given yes.

·       AST 1.14 (HE.1.8.47) Identify why a person who has been raped or sexually assaulted is not at fault.

·       AST 1.15 (HE.1.8.45) Demonstrate an understanding of how affirmative consent mitigates the impact and consequences of sexual pressure.

·       AST 1.16 (HE.1.8.46) Discuss that no one has the right to touch anyone else without giving and receiving consent.

·       AST 3.1 (HE.3.8.12) Assess sources of support, such as parents, other trusted adults, and community resources, which they can go to if they are or someone they know is being sexually harassed, bullied, abused, assaulted, or stalked.

·       AST 4.3 (HE.4.8.13) Demonstrate asking for help and support if they or someone they know is in an abusive relationship.

Lesson 8:  Birth Control Basics

National Standard(s)

·       CC.3 - Explain the health benefits, risks and effectiveness rates of various methods

·       of contraception, including abstinence and condoms.

·       CC.4 - Define emergency contraception and its use.

·       AI.2 - Identify medically- accurate information about emergency contraception.

BSD Target(s)

·       AST 1.8 (HE.1.8.36) Explain various methods of contraception, including abstinence, condoms, and emergency contraception.

·       AST 1.9 (HE.1.8.38) Explain the health benefits, risks and effectiveness rates of various methods of contraception, including abstinence, condoms, and emergency contraception.

·       AST 3.2 (HE.3.8.14) Access medically-accurate information about HIV and STD/STI transmission and prevention.

·       AST 3.3 (HE.3.8.15) Access medically-accurate resources that provide assistance around sexual health, pregnancy, and emergency contraception.

Lesson 9:  Using Condoms Effectively

National Standard(s)

·       SM.1 – Describe the steps to using a condom correctly.

BSD Target(s)

·       AST 1.8 (HE.1.8.36) Explain various methods of contraception, including abstinence, condoms, and emergency contraception.

·       AST 1.9 (HE.1.8.38) Explain the health benefits, risks and effectiveness rates of various methods of contraception, including abstinence, condoms, and emergency contraception.

Recommendations

·       Omit the video “Condoms: How to Use them Effectively”

·       Only demonstrate on 2 fingers or an appropriate model, do not use produce.

Lesson 10:  STD Basics: Reducing Your Risks

National Standard(s)

·       GS.1 – Develop a plan to eliminate or reduce risk for STDs, including HIV.

·       AI.2 – Identify local STD and HIV testing and treatment resources.

BSD Target(s)

·       AST 6.3 (HE.6.8.13) Develop a plan to eliminate or reduce risk for STDs/STIs, including HIV.

·       AST 3.2 (HE.3.8.14) Access medically-accurate information about HIV and STD/STI transmission and prevention.

Health I Curriculum

Health 1 Part 1 (9th Grade Listing) Curriculum

Lesson 1:  They Love Me...They Love Me Not

National Standard(s)

·       CC.1 – Describe characteristics of healthy and unhealthy romantic and/or sexual relationships.

·       INF.1 – Describe potential impacts of power differences (e.g., age, status or position) within sexual relationships.

BSD Target(s)

·       AST 1.4 (HE.1.12.22) Describe characteristics of healthy and unhealthy romantic and/or sexual relationships.

·       AST 1.5 (HE.1.12.28) Define sexual consent and explain its implications for sexual decision-making.

·       AST 2.2 (HE.2.12.10) Analyze potential impacts of power differences (e.g., age, status or position) within sexual relationships.

Lesson 2:  How Well Do I Communicate With Others

National Standard(s)

·       IC.1 – Demonstrate ways to communicate decisions about whether or when to engage in sexual behaviors.

BSD Target(s)

·       AST 4.1 (BSD) Effectively communicate the decisions that promote healthy sexual behaviors.

·       AST 4.2 (HE.4.12.6) Demonstrate communication skills that foster healthy intimate and sexual relationships and show personal boundaries around consent and respect for others.

·       AST 4.4 (HE.4.8.11) Demonstrate skills to communicate with a partner about STD/STI and HIV prevention, testing and disclosure of status.

·       AST 5.2 (HE.5.12.10) Apply a decision making process to promote healthy consensual sexual activity within healthy relationships.

·       AST 7.1 (HE.H.12.10) Demonstrate respect for the boundaries of others and practice affirmative consent.

·       AST 4.5 (HE.4.8.9) Demonstrate the use of effective communication about the use of contraception, including abstinence, condoms, and other safer sex practices.

·       AST 4.6 (HE.4.12.1) Practice effective and appropriate verbal and nonverbal communication skills with peers and adults to enhance health.

Recommendations

·       Have students select the role they want to portray for the activity

Lesson 3:  It Wasn’t My Fault

National Standard(s)

·       CC.4 – Explain why a person who has been raped or sexually assaulted is not at fault.    

·       IC.1 – Demonstrate effective ways to communicate with trusted adults about bullying, harassment, abuse, or assault.

·       AI.1 – Access valid resources for help if they or someone they know are being bullied or harassed, or have been sexually abused or assaulted.

·       AI.2 – Demonstrate ways to access accurate information and resources for survivors of sexual abuse, incest, rape, sexual harassment, sexual assault and dating violence.

BSD Target(s)

·       AST 1.1 (HE.1.12.27) Discuss the impacts of bullying, sexual harassment, sexual abuse, sexual assault, incest, rape, stalking, and dating violence.

·       AST 1.2 (HE.1.12.30) Explain Oregon’s laws related to bullying, sexual harassment, coercion, sexual abuse, sexual assault, incest, rape, stalking, domestic violence, and dating violence.

·       AST 3.1 (HE.3.12.10) Access resources for help if they or someone they know are being bullied or harassed, or have been sexually abused or assaulted or otherwise feel unsafe.

·       AST 3.2 (HE.3.12.9) Access accurate information and resources for survivors of sexual abuse, incest, rape, sexual harassment, sexual assault, domestic violence, and stalking.

·       AST 3.3 (BSD) Identify reliable and valid violence prevention resources.

·       AST 4.1 (HE.4.12.11) Demonstrate asking for help and support, if they or someone they know is being hurt or feels unsafe in an intimate or sexual relationship.

Recommendations

·       Refer to the Controversial Guest Speaker Policy & Guidelines if you choose to teach this lesson.

Lesson 4:  Sexual Orientation, Behavior, and Identity

National Standard(s)

·       CC.2 – Distinguish between sexual orientation, sexual behavior, and sexual identity.

BSD Target(s)

·       AST 1.4 (HE.1.12.16) Differentiate between biological sex, sexual orientation, sexual identity and sexual behavior, gender identity and gender expression.

·       AST 3.3 (HE.3.12.7) Access accurate information about healthy sexuality, including sexual orientation and gender identity.

·       AST 1.8 (HE.1.12.34) Explain that sexuality includes a multitude of sexual expressions and behaviors that are a normal part of being human.

·       AST 1.9 (HE 1.12.18) Describe the intersections of varied identities, including gender, race, ethnicity, sexual orientation, ability, etc.

·       AST 2.1 (HE.2.12.7) Analyze the influence of friends, family, media, society, and culture on the intersections of gender, sexual orientation, race, ethnicity, and other identities.

·       AST 7.2 (HE.7.12.4) Demonstrate ways to treat yourself and others with dignity and respect, with regard to gender, gender identity, gender expression, and sexual orientation.

Lesson 5:  Understanding Gender

National Standard(s)

·       CC.1 – Differentiate between biological sex, sexual orientation, and gender identity and expression.

BSD Target(s)

·       AST 1.4 (HE.1.12.16) Differentiate between biological sex, sexual orientation, sexual identity and sexual behavior, gender identity and gender expression.

·       AST 3.3 (HE.3.12.7) Access accurate information about healthy sexuality, including sexual orientation and gender identity.

·       AST 1.8 (HE.1.12.34) Explain that sexuality includes a multitude of sexual expressions and behaviors that are a normal part of being human.

·       AST 1.9 (HE 1.12.18) Describe the intersections of varied identities, including gender, race, ethnicity, sexual orientation, ability, etc.

·       AST 2.1 (HE.2.12.7) Analyze the influence of friends, family, media, society, and culture on the intersections of gender, sexual orientation, race, ethnicity, and other identities.

·       AST 7.2 (HE.7.12.4) Demonstrate ways to treat yourself and others with dignity and respect, with regard to gender, gender identity, gender expression, and sexual orientation.

Recommendations

·       Reference Grade 11 Understanding Gender Lesson for additional teaching materials (photos to use)

·       Homework in 9th grade lesson may not be suited for all populations. 

 Lesson 6:  Decisions Decisions

National Standard(s)

·       DM.1 – Apply a decision making model to choices about contraception, including abstinence and condoms.

·       DM.1 – Apply a decision making model to choices about safer sex practices, including abstinence and condoms.

·       DM.1 – Apply a decision making model to various situations relating to sexual health.

BSD Target(s)

·       AST 5.1 (HE.5.12.2) Examine protective factors and barriers that can impact decision-making.

·       AST 5.2 (HE.5.12.3) Evaluate when additional adult and/or professional input is appropriate for health-related decision-making.

·       AST 5.3 (HE.5.12.4) Generate a variety of options to solve health related issues or problems and predict potential short term and long term impacts of each option on self and others.

·       AST 5.2 (HE.5.12.7) Evaluate the outcome and effectiveness of a health-related decision.

·       AST 2.3 (HE.2.12.15) Analyze factors that may influence condom use and other safer sex decisions.

·       AST 4.5 (HE.4.8.9) Demonstrate the use of effective communication about the use of contraception, including abstinence, condoms, and other safer sex practices.

Recommendations

·       Please use the revised scenario “Kyle & Erika” as a whole class discussion to better guide the process and steps of the decision making model.

Lesson 7:  Sexual Decision Making

National Standard(s)

·       CC.2 – Describe a range of ways to express affection within healthy relationships.

·       IC.2 – Demonstrate effective ways to communicate personal boundaries as they relate to intimacy and sexual behavior.

·       SM.1 – Demonstrate respect for the boundaries of others as they relate to intimacy and sexual behavior.

·       INF.1 – Analyze influences that may have an impact on deciding whether or when to engage in sexual behaviors.

BSD Target(s)

·       AST 4.1 (HE.4.12.3) Demonstrate and/or assess refusal, negotiation, and collaboration skills to enhance health and avoid or reduce health risks.

·       AST 4.3 (HE.4.12.6) Demonstrate communication skills that foster healthy intimate and sexual relationships and show personal boundaries and respect for the boundaries of others.

·       AST 4.5 (HE.4.8.9) Demonstrate the use of effective communication about the use of contraception, including abstinence, condoms, and other safer sex practices.

·       AST 5.1 (HE.5.12.2) Examine protective factors and barriers that can impact decision-making.

·       AST 7.3 (HE.7.12.5) Explain individual responsibility for testing and informing partners about STDs and HIV status.   

·       AST 3.3 (HE.3.12.8) Access reliable information and resources about healthy and unhealthy relationships, and health boundaries as they relate to intimacy and sexual behavior.

·       AST 2.2 (HE.2.12.10) Analyze potential impacts of power differences (e.g., age, status or position) within sexual relationships.

·       AST 2.3 (HE.2.12.15) Analyze factors that may influence condom use and other safer sex decisions.

·       AST 2.5 (HE.2.12.19) Analyze influences that may have an impact on deciding whether or when to engage in sexual behaviors.

·       AST 8.2 (HE.8.8.9) Advocate for informed personal decision-making around sexual activity as it relates to pregnancy, reproduction, and preventing STDs/STIs.

·       AST 4.4 (HE.4.8.11) Demonstrate skills to communicate with a partner about STD/STI and HIV prevention, testing and disclosure of status.

Recommendations

·       For the scenario activity allow students to select one or two partners. 

·       Allow groups to choose which scenario they would like work on. 

·       Role plays in front of the class should be on a voluntary basis only.

Lesson 8:  Planning and Protection: Avoiding or Managing STDs

National Standard(s)

·       GS.1 – Develop a plan to eliminate or reduce risk for STDs, including HIV.

·       AI.1 – Explain how to access local STD and HIV testing and treatment services.

BSD Target(s)

·       AST 1.1 (BSD) Explain why abstinence is the safest, most effective method of protection from pregnancy, HIV, and other STDs/STIs.

·       AST 1.6 (HE.1.12.33) Describe the importance of getting tested for HIV and other STDs/STIs when people are sexually active.

·       AST 2.3 (HE.2.12.15) Describe factors that may influence condom use and other safer sex decisions.

·       AST 3.4 (HE.3.12.11) Access medically-accurate information about HIV and STD/STI transmission and prevention, including local STD/STI and HIV testing and treatment services with support for disclosure of STD/STI status.

·       AST 8.1 (HE. 8.8.8) Advocate for personal health practices that prevent the spread of HIV, Hepatitis B and C, and other STDs/STIs.

·       AST 8.2 (HE.8.8.9) Advocate for informed personal decision-making around sexual activity as it relates to pregnancy, reproduction, and preventing STDs/STIs.

Lesson 9:  What If…?

National Standard(s)

·       CC.4 – Describe the signs of pregnancy.

·       CC.5 – Describe prenatal practices that can contribute to or threaten a healthy pregnancy.

·       INF.2 – Analyze internal and external influences on decisions about pregnancy options.

·       INF.3 – Analyze factors that influence decisions about whether and when to become a parent.

·       AI.3 – Access medically accurate information about pregnancy and pregnancy options.

·       AI.4 – Access medically accurate information about prenatal care services.

BSD Target(s)

·       AST 1.3 (HE.1.12.40) Explain the ovulation cycle, how fertilization occurs, and the stages of pregnancy.

·       AST 8.2 (HE.8.8.9) Advocate for informed personal decision-making around sexual activity as it relates to pregnancy, reproduction, and preventing STDs/STIs.

·       AST 1.2 (HE.1.12.5)  Describe the importance of accessing medical care and self-care exams.

·       AST 1.6 (HE.1.12.31) Identify the laws related to reproductive and sexual health care service (i.e., confidentiality, contraception, pregnancy resources, safe surrender policies, prenatal care).

·       AST 2.6 (HE.2.12.21) Analyze internal and external influences on decisions about pregnancy options and parenthood.

Recommendations

·       Do not have students complete Student Worksheet C. 

·       For the homework assignment ask students to find reliable and valid sources for answering the questions listed.  It is not necessary to provide websites for them.

Lesson 10:  STD Smarts

National Standard(s)

·       CC.1 – Describe common symptoms of and treatments for STDs, including HIV.

·       CC.2 – Evaluate the effectiveness of abstinence, condoms, and other safer sex methods in preventing the spread of STDs, including HIV.                        

·       AI.2 – Access medically- accurate prevention information about STDs, including HIV.

BSD Target(s)

·       AST 1.1 (BSD) Explain why abstinence is the safest, most effective method of protection from pregnancy, HIV, and other STDs/STIs.

·       AST 1.6 (HE.1.12.33) Describe the importance of getting tested for HIV and other STDs/STIs when people are sexually active.

·       AST 3.4 (HE.3.12.11) Access medically-accurate information about HIV and STD/STI transmission and prevention, including local STD/STI and HIV testing and treatment services with support for disclosure of STD/STI status.

·       AST 8.1 (HE. 8.8.8) Advocate for personal health practices that prevent the spread of HIV, Hepatitis B and C, and other STDs/STIs.

·       AST 8.2 (HE.8.8.9) Advocate for informed personal decision-making around sexual activity as it relates to pregnancy, reproduction, and preventing STDs/STIs.

Recommendations

·       Do not assign the homework assignment as it does not meet the BSD Health Education Best Practices.  

Lesson 11:  Creating Condom Confidence

National Standard(s)

·       SM.1 – Describe the steps to using a condom correctly.

BSD Target(s)

·       AST 1.2 (BSD)  Describe contraceptive methods, proper use, and their effectiveness.

·       AST 2.3 (HE.2.12.15) Describe factors that may influence condom use and other safer sex decisions.

·       AST 3.2 (HE.3.12.12) Access medically-accurate information and resources about contraceptive methods, including abstinence, emergency contraception, and condoms.

·       AST 4.5 (HE.4.8.9) Demonstrate the use of effective communication about the use of contraception, including abstinence, condoms, and other safer sex practices.

Recommendations

·       Do not assign the homework lesson as it does not meet BSD Health Education Best Practices.

·       Do not have students demonstrate putting a condom onto a wooden model or banana.

Health 1 Part 2 (10th Grade Listed) Curriculum

Lesson 1:  Rights, Respect, Responsibility: Don’t Have Sex Without Them

National Standard(s)

·       CC.3 – Define sexual consent and explain its implications for sexual decision making.

·       CC.3 – Explain why using tricks, threats or coercion in relationships is wrong.

·       INF.2 – Analyze factors, including alcohol and other substances, that can affect the ability to give or perceive the provision of consent to sexual activity.

BSD Target(s)

·       AST 1.7 (HE.1.12.28)​ Define sexual consent and explain its implications for sexual decision-making.

·       AST 1.8 (HE 1.12.36) ​Define affirmative consent as a freely given enthusiastic yes.

·       AST 1.9 (HE 1.12.24) ​Express that everyone has the right to say who touches their body and how.

·       AST 2.2 (HE.2.12.16) ​Analyze external influences that can impact one’s decisions within a healthy intimate relationship.

·       AST 2.4 (HE.2.12.18) ​Describe factors that can affect the ability to give or perceive the provision of consent to sexual activity.

·       AST 4.2 (HE.4.12.6) ​Demonstrate communication skills that foster healthy intimate and sexual relationships and show personal boundaries around consent and respect for others.

·       AST 5.2 (HE.5.12.10)​ Apply a decision making process to promote healthy consensual sexual activity within healthy relationships.

·       AST 7.1 (HE.H.12.10)​ Demonstrate respect for the boundaries of others and practice affirmative consent.

Recommendations

·       For the scenario activity allow students to select one or two partners. 

·       Allow groups to choose which scenario they would like work on. 

·       Role plays in front of the class should be on a voluntary basis only.

Lesson 2:  Know Your Options

National Standard(s)

·       CC.1 – Compare and contrast the advantages and disadvantages of abstinence and other contraceptive methods, including condoms.

·       CC.2 – Define emergency contraception and describe its mechanism of action.

BSD Target(s)

·       AST 1.1 (BSD) Explain why abstinence is the safest, most effective method of protection from pregnancy, HIV, and other STDs/STIs.

·       AST 1.2 (BSD)  Describe contraceptive methods, proper use, and their effectiveness.

·       AST 2.3 (HE.2.12.15) Describe factors that may influence condom use and other safer sex decisions.

·       AST 3.1 (HE.3.12.5) Access community resources that provide medically-accurate information about adolescent sexual anatomy and reproductive health.

·       AST 3.2 (HE.3.12.12) Access medically-accurate information and resources about contraceptive methods, including abstinence, emergency contraception, and condoms.

·       AST 8.1 (HE. 8.8.8) Advocate for personal health practices that prevent the spread of HIV, Hepatitis B and C, and other STDs/STIs.

·       AST 8.2 (HE.8.8.9) Advocate for informed personal decision-making around sexual activity as it relates to pregnancy, reproduction, and preventing STDs/STIs.

·       AST 4.5 (HE.4.8.9) Demonstrate the use of effective communication about the use of contraception, including abstinence, condoms, and other safer sex practices.

·       AST 8.3 (HE.8.12.10) Advocate for use of products, services and medical care to maintain sexual and reproductive health.

Lesson 3:  We All Have Rights

National Standard(s)

·       CC.3 – Identify the laws related to reproductive and sexual health care services, i.e., contraception, pregnancy options, safe surrender policies, prenatal care.

·       CC.3 – Describe the laws related to sexual health care services, including STD and HIV testing and treatment.

BSD Target(s)

·       N/A

Recommendations

·       Do not teach this lesson as it does not adhere to the majority of the BSD Health Education Best Practices.

Lesson 4:  Let Me Tell You

National Standard(s)

·       IC.1 – Demonstrate skills to communicate with a partner about STD and HIV prevention and testing.

·       INF.1 – Analyze factors that may influence condom use and other safer sex decisions.

BSD Target(s)

·       AST 3.1 (HE.3.12.5) Access community resources that provide medically-accurate information about adolescent sexual anatomy and reproductive health.

·       AST 3.2 (HE.3.12.12) Access medically-accurate information and resources about contraceptive methods, including abstinence, emergency contraception, and condoms.

·       AST 3.3 (HE.3.12.7) Access accurate information about healthy sexuality, including sexual orientation and gender identity.

·       AST 3.4 (HE.3.12.11) Access medically-accurate information about HIV and STD/STI transmission and prevention, including local STD/STI and HIV testing and treatment services with support for disclosure of STD/STI status.

Recommendations

·       Only use the homework assignment tied to this lesson.

·       Do not teach the other parts of this lesson as it does not adhere to the majority of the BSD Health Education Best Practices.

Lesson 5:  Using Technology Respectfully and Responsibly

National Standard(s)

·       CC.4 – Evaluate the potentially positive and negative roles of technology and social media in relationships.                    

·       HR.12.SM.2 – Describe strategies to use social media safely, legally and respectfully.

BSD Target(s)

·       AST 1.7 (HE.1.12.28) Define sexual consent and explain its implications for sexual decision-making.

·       AST 2.2 (HE.2.12.16) Analyze external influences that can impact one’s decisions within a healthy intimate relationship.

·       AST 4.3 (HE.4.12.10) Demonstrate effective skills to negotiate agreements about the use of technology in relationships.

·       AST 7.2 (HE.H.12.11) Demonstrate how to set and respect boundaries around social media and technology use in relationships.

·       AST 3.3 (HE.3.12.8) Access reliable information and resources about healthy and unhealthy relationships, and health boundaries as they relate to intimacy and sexual behavior.

·       AST 4.3 (HE.4.12.6) Demonstrate communication skills that foster healthy intimate and sexual relationships and show personal boundaries and respect for the boundaries of others.

·       AST 8.2 (BSD) Advocate for the use of effective communication skills within healthy relationships

·       AST 2.1 (HE.2.12.17) Analyze the external influences and societal messages that impact attitudes about bullying, sexual harassment, coercion, sexual abuse, sexual assault, incest, rape, stalking, domestic violence, and dating violence.

Lesson 6:  Our Space, Safe Space

National Standard(s)

·       SM.1 – Explain how to promote safety, respect, awareness and acceptance.

·       ADV.1 – Advocate for school policies and programs that promote dignity and respect for all.                                     

·       ADV.1 – Advocate for safe environments that encourage dignified and respectful treatment of everyone.

BSD Target(s)

·       AST 8.1 (HE.8.12.7)​ Advocate for school policies and programs that promote healthy

·       relationships with dignity and respect for all in a safe and inclusive environment.

·       AST 8.2 (HE.8.12.5)​ Advocate for the promotion of respect and empathy for individual

·       differences.

·       AST 4.4 (HE.4.12.5) Demonstrate respectful communication with and about people of all gender identities, gender expressions and sexual orientations.

·       AST 1.7 (HE.1.8.25)​ Examine diversity among people, including age, disability, national origin, race, ethnicity, color, marital status, biological sex, sexual orientation, gender identity and expression.

Lesson 7:  Trust It or Trash It

National Standard(s)

·       AI.1 – Access medically- accurate information about contraceptive methods, including abstinence and condoms.                                               

·       PR.12.AI.2 – Access medically- accurate information and resources about emergency contraception.

BSD Target(s)

·       AST 3.1 (HE.3.12.5) Access community resources that provide medically-accurate information about adolescent sexual anatomy and reproductive health.

·       AST 3.2 (HE.3.12.12)​ Access medically-accurate information and resources about contraceptive methods, including abstinence, emergency contraception, and condoms.

·       AST 3.3 (HE.3.12.7)​ Access accurate information about healthy sexuality, including sexual orientation and gender identity.

·       AST 3.1 (H.E.3.12.4)​ Determine the accessibility of valid and reliable products and services that enhance health and resources or solutions to overcome barriers to access.

·       AST 3.3 (HE.3.12.8)​ Access reliable information and resources about healthy and unhealthy relationships, and health boundaries as they relate to intimacy and sexual behavior.

·       AST 3.4 (HE.3.12.11) ​Access medically-accurate information about HIV and STD/STI transmission and prevention, including local STD/STI and HIV testing and treatment services with support for disclosure of STD/STI status.

Health II Curriculum

Health 2 Part 1 (11th Grade Listed) Curriculum

Lesson 1:  How Do You See Me?

National Standard(s)

·       INF.1 – Analyze how friends, family, media, society, and culture can influence self concept and body image.

BSD Target(s)

·       AST 2.1 (HE.2.12.17) Analyze the external influences and societal messages that impact attitudes about bullying, sexual harassment, coercion, sexual abuse, sexual assault, incest, rape, stalking, domestic violence, and dating violence.

·       AST 2.1 (HE.2.12.7) Analyze the influence of friends, family, media, society, and culture on the intersections of gender, sexual orientation, race, ethnicity, and other identities.

·       AST 4.2 (HE.4.12.5) Demonstrate respectful communication with and about people of all gender identities, gender expressions and sexual orientations.

·       AST 8.4 (HE.8.12.5 ) Advocate for the promotion of respect and empathy for individual differences.

Lesson 2:  My Boundaries

National Standard(s)

·       IC.2 – Demonstrate effective ways to communicate personal boundaries as they relate to intimacy and sexual behavior.

·       SM.1 – Demonstrate respect for the boundaries of others as they relate to intimacy and sexual behavior.

BSD Target(s)

·       AST 2.1 (HE.2.12.20) Analyze how our values impact our sexual health-related decisions.

·       AST 2.2 (HE.2.12.16) Analyze external influences that can impact one’s decisions within a healthy intimate relationship.

·       AST 2.4 (HE.2.12.18) Describe factors that can affect the ability to give or perceive the provision of consent to sexual activity.

·       AST 4.2 (HE.4.12.6) Demonstrate communication skills that foster healthy intimate and sexual relationships and show personal boundaries around consent and respect for others.

·       AST 7.1 (HE.H.12.10) Demonstrate respect for the boundaries of others and practice affirmative consent.

·       AST 2.4 (HE.2.12.18) Analyze factors that can affect the ability to give or perceive the provision of consent to sexual activity.

Lesson 3:  Is It Abuse If...?

National Standard(s)

·       CC.1 – Compare and contrast situations and behaviors that may constitute bullying, sexual harassment, sexual abuse, sexual assault, incest, rape, and dating violence.

·       IC.2 – Identify ways in which they could respond when someone else is being bullied or harassed.

·       IC.1 – Demonstrate effective strategies to avoid or end an unhealthy relationship.

BSD Target(s)

·       AST 1.1 (HE.1.12.27) Discuss the impacts of bullying, sexual harassment, sexual abuse, sexual assault, incest, rape, stalking, and dating violence.

·       AST 1.5 (HE.1.12.42) Compare and contrast situations and behaviors that may constitute bullying, sexual harassment, coercion, sexual abuse, sexual assault, incest, rape, stalking, domestic violence, and dating violence.

·       AST 2.1 (HE.2.12.17) Analyze the external influences and societal messages that impact attitudes about bullying, sexual harassment, coercion, sexual abuse, sexual assault, incest, rape, stalking, domestic violence, and dating violence.

·       AST 3.2 (HE.3.12.9) Access accurate information and resources for survivors of sexual abuse, incest, rape, sexual harassment, sexual assault, domestic violence, and stalking.

·       AST 4.1 (HE.4.12.11) Demonstrate asking for help and support, if they or someone they know is being hurt or feels unsafe in an intimate or sexual relationship.

·       AST 1.4 (HE.1.12.22) Describe characteristics of healthy and unhealthy romantic and/or sexual relationships.

·       AST 4.3 (HE.4.12.6) Demonstrate communication skills that foster healthy intimate and sexual relationships and show personal boundaries and respect for the boundaries of others.

·       AST 4.4 (HE.4.12.12) Demonstrate effective strategies to avoid or end an unhealthy relationship.

Lesson 4: Wanted: Qualified Parent

National Standard(s)

·       DM.2 – Assess the skills and resources needed to become a parent.

BSD Target(s)

·       AST 1.6 (HE.1.12.31) Identify the laws related to reproductive and sexual health care service (ie confidentiality, contraception, pregnancy resources, safe surrender policies, prenatal care).

·       AST 2.6 (HE.2.12.21) Analyze internal and external influences on decisions about pregnancy options and parenthood.

Lesson 5: Gender and Sexual Orientation: Understanding the Difference

National Standard(s)

·       CC.1 – Differentiate between biological sex, sexual orientation, and gender identity and expression.

·       INF.1 – Analyze the influence of friends, family, media, society and culture on the expression of gender, sexual orientation and identity.

BSD Target(s)

·       AST 1.4 (HE.1.12.16) Differentiate between biological sex, sexual orientation, sexual identity and sexual behavior, gender identity and gender expression.

·       AST 1.9 (HE 1.12.18) Describe the intersections of varied identities, including gender, race, ethnicity, sexual orientation, ability, etc.

·       AST 2.1 (HE.2.12.7) Analyze the influence of friends, family, media, society, and culture on the intersections of gender, sexual orientation, race, ethnicity, and other identities.

·       AST 4.2 (HE.4.12.5) Demonstrate respectful communication with and about people of all gender identities, gender expressions and sexual orientations.

·       AST 7.2 (HE.7.12.4) Demonstrate ways to treat yourself and others with dignity and respect, with regard to gender, gender identity, gender expression, and sexual orientation.

Recommendations

·       Omit this lesson as it may lead to discussions that may not be respectful to all students.

 

Health 2 Part 2 (12th Grade  Listed) Curriculum

Lesson 1: What are My Reproductive Rights?

National Standard(s)

·       CC.6 – Compare and contrast the laws relating to pregnancy, adoption, abortion and parenting.

BSD Target(s)

·       AST 1.6 (HE.1.12.31) Identify the laws related to reproductive and sexual health care service (i.e., confidentiality, contraception, pregnancy resources, safe surrender policies, prenatal care).

·       AST 2.6 (HE.2.12.21) Analyze internal and external influences on decisions about pregnancy options and parenthood.

·       AST 3.2 (HE.3.12.12) Access medically-accurate information and resources about contraceptive methods (including abstinence, emergency contraception and condoms), pregnancy, and pregnancy services.

·       AST 5.2 (HE.5.12.3) Evaluate when additional adult and/or professional input is appropriate for health-related decision-making.

·       AST 8.2 (BSD) Advocate for the use of effective communication skills within healthy relationships.

Recommendations

·       This lessons is most appropriate for Seniors only...perhaps in a Health Topics class.

·       Scenarios are sensitive in nature.  Updating the scenarios to better reflect a school’s climate is recommended.

·       For the scenario activity allow students to select one or two partners. 

·       Allow groups to choose which scenario they would like work on. 

Lesson 2: My Life, My Decisions

National Standard(s)

·       CC.1 – Analyze how brain development has an impact on cognitive, social and emotional changes of adolescence and early adulthood.  

·       INF.1 – Analyze influences that may have an impact on deciding whether or when to engage in sexual behaviors.

BSD Target(s)

·       AST 2.5 (HE.2.12.19) Analyze influences that may have an impact on deciding whether or when to engage in sexual behaviors.

·       AST 3.3 (HE.3.12.8) Access reliable information and resources about healthy and unhealthy relationships, and health boundaries as they relate to intimacy and sexual behavior.

·       AST 5.1 (HE.5.12.2) Examine protective factors and barriers that can impact decision-making

Lesson 3: Sexual Rights: Who Decides?

National Standard(s)

·       CC.2 – Analyze the laws related to bullying, sexual harassment, sexual abuse, sexual assault, incest, rape and dating violence.

·       INF.2 – Analyze the external influences and societal messages that impact attitudes about bullying, sexual harassment, sexual abuse, sexual assault, incest, rape and dating violence.

BSD Target(s)

·       AST 2.2 (HE.2.12.10) Analyze potential impacts of power differences (e.g., age, status or position) within sexual relationships.

·       AST 2.4 (HE.2.12.18) Analyze factors that can affect the ability to give or perceive the provision of consent to sexual activity

Lesson 4: Getting Savvy About STD Testing

National Standard(s)

·       SM.1 – Analyze individual responsibility about testing for and informing partners about STDs and HIV status.

·       ADV.1 – Advocate for sexually active youth to get STD/ HIV testing and treatment.

BSD Target(s)

·       AST 1.2 (HE.1.12.5)  Describe the importance of accessing medical care and self-care exams.

·       AST 1.7 (HE.1.12.33) Describe the importance of getting tested for HIV and other STDs/STIs when people are sexually active.

·       AST 3.4 (HE.3.12.11) Access medically-accurate information about HIV and STD/STI transmission and prevention, including local STD/STI and HIV testing and treatment services with support for disclosure of STD/STI status.

·       AST 7.3 (HE.7.12.5) Explain individual responsibility for testing and informing partners about STDs and HIV status.

Lesson 5: Fantasy or Reality?

National Standard(s)

·       INF.1 – Explain how media can influence one’s beliefs about what constitutes a healthy sexual relationship.      

·       AI.1 – Demonstrate how to access valid information and resources to help deal with relationships.                    

BSD Target(s)

·       AST 1.4 (HE.1.12.22) Describe characteristics of healthy and unhealthy romantic and/or sexual relationships.

·       AST 2.5 (HE.2.12.19) Analyze influences that may have an impact on deciding whether or when to engage in sexual behaviors.

Recommendations

·       Preview the examples used in the lesson.  A teacher may want to use different examples as to not promote specific magazines.