Aim: What are the benefits to being abstinent?

Do now: Why do teenagers choose to be abstinent? What might be some reasons teenagers would choose not to be abstinent?

Class notes: Reasons that many teens don’t have sex.

Aim: How does the male reproductive system work?

HW #19

HW- What My Peers Think worksheet- DUE Tomorrow!!!

Aim: How does abstinence apply to my life?

Do now: Define what you think it means to be abstinent.

Class notes: Abstinence is a decision teens make to not have sex or use drugs or alcohol.
There are many reasons teenagers choose to be abstinent. There are also different ways teenagers choose to be abstinent. Some teenagers choose to remain abstinent until they are married, until they are in love, until they find “the right one.” Tomorrow’s lesson will discuss individual’s choices to remain abstinent.

Aim: How does the male reproductive system work?

Do now: What I know, wonder and learned about the male reproductive system worksheet. Fill out what I know, and what I wonder section.

Class notes: Puberty in Males

Primary sex characteristics- sex characteristics present at birth (penis)
Secondary sex characteristics- sex characteristics that appear during puberty that gives the male the ability to reproduce. The hormone production of testosterone in the male testes causes this, as well as other changes, including (enlargement of the testes, pubic hair, armpit hair, lower voice, growth spurt, muscle growth, acne, nocturnal emissions, ejaculation, facial hair, chest hair, etc.)

Aim: How can sexual stereotyping be harmful and hurtful?

Class notes:
Challenging Sexual stereotyping:
Point out the facts (It is not true that people can choose their sexual orientation *do you choose to be straight?)
Ask for more information (Why do you believe that?)
Listen and learn (Be conscious of your own stereotyping and assumptions)
Challenge assumptions (Just because one person did that, doesn’t mean that all ___ do)

Aim: How does the female reproductive system work?

Class notes: Puberty in Females

Primary sex characteristics- sex characteristics present at birth (vagina)
Secondary sex characteristics- sex characteristics that appear during puberty that gives the female the ability to reproduce. The hormone production of estrogen and progesterone in the female causes menstruation to occur. These hormones are also responsible for other physical changes, including (enlargement of the breasts, pubic hair, armpit hair, growth spurt, hip widening, acne)

Aim: How can sexual stereotyping be harmful and hurtful?

Do now: Gender stereotyping activity: Females, write down all of the stereotypes there are about your gender (or what it means to be feminine); males, write down all of the stereotypes there are about your gender (or what it means to be masculine).

Class notes:
Sexual stereotyping: judging a person’s sexuality based on a limited perception of their appearance, beliefs or actions.
Sexual stereotyping is caused by fear, ignorance, or misunderstanding. It can be hurtful or harmful.

Aim: What are the constructive and destructive elements of relationships?

Do now: Complete the “How’s my relationship?” worksheet.

Class notes: Constructive elements: Self esteem, responsibility for self, flexibility, trust, honesty, communication.
Destructive elements: Jealousy, overdependency, selfishness, control, abuse.
In healthy relationships, constructive elements are always there, even when people disagree or are annoyed at each other.
In unhealthy relationships, destructive elements take over, making both people unhappy.

Aim: What are the risks and consequences of having sex?

Do now: Create a list of risks people take when deciding to have sex.

Aim: How can we appropriately discuss sex and sexuality in class?

Do now: On a note card, write down a question you have about sex or sexuality.

Class notes:
1. Everyone has a right to pass. Each person, including the teacher or any guest speaker, has the right to pass on an activity, or choose not to answer a question. Alternate activities will be assigned.
2. Every question is a good question. Questions show a desire to learn new things, clarify information, or confirm what you already know.
3. No teasing, put-downs or talking about others. All thoughts, feelings, ideas and opinions are respected. Class members do not tease, put down or talk about others inside or outside the classroom.
4. Classroom discussions are confidential. Personal information will not be shared outside of the classroom by the teacher or other students. This helps everyone feel safe and supported here. However, students should understand that the teacher is required, by law and school policy, to report certain kinds of information, such as abuse, suicidal feelings, or other dangerous behaviors.
5. Treat role plays seriously. Use them to learn the skills. Remember that the role plays are fictional. People may say things in a role play they would not otherwise say. Nothing in a role play should be considered to indicate an interest in having a relationship or sex.
6. No personal questions. People can voluntarily share information about themselves, but no one should be put on the spot with specific questions about personal beliefs or practices, including the teacher or any outside speaker.
7. Use standard terms. Slang terms or street language are not acceptable in the class, unless someone doesn’t know the standard terminology. When slang is used, the standards term will be given and used in subsequent discussions.
8. Be accurate with parents. When you discuss the class with parents, be accurate about what the class is about. Give specific examples, and don’t sensationalize.
9. Each person speaks for himself or herself. This class is not a forum for discussing other people’s beliefs or behaviors. Comments should be limited to what is though or felt by individuals in this class.

Student Presentation Schedule

Student Presentation Schedule
Wednesday 11/12/08
1. Claudia
2. Chris
3. Roberto
4. Jasmin
5. Matthew
6. Emily
7. Selaida

Thursday 11/13/08
1. Francis
2. Mark
3. Abby
4. Daquan
5. Ariel
6. Darryl

HW #18

1. What makes you angry?
2. What do you do to stop yourself from getting angry?

Aim: How can an individual properly manage anger?

Do now: What makes you angry?

HW #17

How can you avoid a situation in which rape or sexual assault may be a result?

How can an individual lower their risk of being sexually assaulted?

Notes: Rape and sexual assault
Rape: Sexual intercourse (oral, anal, vaginal) that is committed against a person’s will or is committed with physical force or a threat to hurt the victim or another person. It is also considered rape if a person is intoxicated or unconscious and is unable to give consent. Rape and sexual assault are not about desire- they are about power and control.
Sexual assault: includes other behaviors beyond forced sexual intercourse. It includes unwanted touching, fondling, groping of sexual body parts. It can be committed by the use of threats or force or when someone takes advantage of circumstances that render a person incapable of giving consent, such as intoxication.
Consent: an agreement that two people make if they want to have sex. Both partners are fully conscious and aware. Both partners are equally free to act. Both partners clearly communicate their willingness and permission. Both partners are positive and sincere in their desires.

Powerpoint Project Project due on 11/12/08.

http://docs.google.com/Presentation?id=dgqv468f_0qndzj3cv

Please cut and paste the url into your browser window and enjoy.