Family life education



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HIGH SCHOOL

FAMILY LIFE EDUCATION



SOL: 9.2 The student will explain the importance of the family as a basic unit of society and his or her responsibility as a member of the family.
Descriptive Statement: Topics include the function of the family, family forms, family strengths, and family influences on society. The benefits, challenges, responsibilities and value of marriage for men, women, and children, and communities in society will be included.

ESSENTIAL KNOWLEDGE & SKILLS:

  • The student will be able to identify what their role is as a family member.

  • The student will be able to define what a “family unit” consists of and the importance in society.

  • The student will be able to define and list characteristics that describe a family unit (or components that make a family).

  • The student will be able to list and identify characteristics that a family unit contributes to our society.

INSTRUCTIONAL MATERIALS:

  • Discussion within classroom

  • Guest speakers

  • Powerpoint presentations

  • DVD/Media materials (video)... to be determined

KEY TERMS:

  • family

  • society

  • responsibility

  • role

  • contributions




ASSESSMENT OPPORTUNITIES:

  • Open group discussion in class

  • vocabulary quiz




PARENT/STUDENT ACTIVITY:

  • Students and parents will have open discussions about their own relationships within their family unit and how their family makes contributions to society.







SOL: 9.3 The student will recognize the development of sexuality as an aspect of the total personality.
Descriptive Statement: Discussion focuses on the development of one’s sexual identity. Internal and external conflicts associated with problems of sexual identity are addressed.

ESSENTIAL KNOWLEDGE & SKILLS:

  • The student will understand the components of one’s sexual identity.

  • The student will recognize the components of sexual identity including the basic perceptions of oneself as male or female, as a sexual being, their sexual values, and their gender identity.

  • The student will understand the importance of open and honest communication regarding sexuality.

  • The student will be made aware of diverse sexual preferences.

  • The student will understand the importance of open and honest communication regarding sexuality.

  • The student will recognize that individual values about sexuality are based in the home.

  • The student will increase their awareness and understanding of different value systems relating to sexuality and different secdual lifestyles that individuals may choose.

INSTRUCTIONAL MATERIALS:

  • DVD/Videos (to be determined)

  • Medial Materials

  • Guest Speakers

  • Self-help books (Life Strategies for Teens by, Jay McGraw and Dr. Phillip C. McGraw)




KEY TERMS:

  • Personality

  • Tolerance

  • Acceptance

  • Sexual Identity - the component of a person’s identity that pertains to his or her sexuality

    • Self identity / perception of one’s self

      • male

      • female

    • Sexuality

      • sexy vs. not sexy

      • libido - sex drive (it’s normal to have secual feeling snd desires known as sex drivers)

      • sexual restraint - controlling sexual urges by not acting on them

    • Sexual orientation (defined only)

      • heterosexual (being attracted to the opposite gender)

      • homosexual (being attracted to the same gender)

      • bisexual (being attracted to both genders)

    • Sex values

      • permissive (to freely give of one’s self sexually)

      • liberal (one who is not strict in their views or observances when it comes to sexual activity)

      • conservative (one who adheres to traditional methods or values; discreet)

    • Gender Identity

      • masculine (having traditional male qualities appropriate to a man)

      • feminine (having traditional female qualities appropriate to a female)




ASSESSMENT OPPORTUNITIES:

  • Active participation and discussion

  • Class activity (tolerance)




PARENT/ STUDENT ACTIVITY:





SOL: 9.5 The student will review the nature and purposes of dating.
Descriptive Statement: Topics include understanding family guidelines, the functions of dating, and coping with the pressures experienced in dating situations. Students will discuss the signs of dating violence and physically and mentally abusive relationships. Discussion also focuses on the importance of group dating, rather than dating as a couple, in early adolescence.
SOL: The student will describe his or her own attitudes concerning expectations of self and interpersonal relationships.
Descriptive Statement: Appropriate friendships, dating or group activities, stages of developing relationships, assertiveness, types of love, communication , and individual and family roles are stressed. Discussion will include the expectations of virtual relationships.

ESSENTIAL KNOWLEDGE & SKILLS:

  • The student will be able to discuss types of dating, to include, but not limited to

    • Single (2 people)

    • Double (4 people)

    • Group dating (more than 4 people)

  • The student will be able to discuss and identify benefits or single dating vs. double dating vs. group dating.

  • The student will be able to establish “Dating Standards”, (i.e.: age, types, places to go), that are age appropriate

  • The student will be able to discuss and identify pressures related to dating relationships.

  • Examine his/her value in choosing friend, dating partners and relationships.

INSTRUCTIONAL MATERIALS:

KEY TERMS:

  • Dating (in general)

  • Guidelines (dating and personal)

  • Coping strategies

  • Peer Pressure

  • Group dating

  • Relationships

ASSESSMENT OPPORTUNITIES:

  • Brainstorming (allow groups to brainstorm various dating activities and types of dating; compare girls ideas with boys ideas… share with alternate group

  • Group discussion




PARENT/ STUDENT ACTIVITY:

  • Discuss with parents regarding dating rules/guidelines that relate to their own family and standards.


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