Choosing the Best Life
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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
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