Course Profile Healthy Active Living
Education, Grade 10, Open, Catholic
Unit 4: Healthy Lifestyle Choices: Growth and Sexuality, Substance Use and Abuse
Activity
1 | Activity 2 | Activity
3 | Activity 4 | Activity 5
Unit Developers
Anne Burns, Simcoe Muskoka Catholic District School Board
Karen Connolly, Simcoe Muskoka Catholic District School Board
Laura Gulley Annecca, Simcoe Muskoka Catholic District School Board
Jim Hall, Simcoe Muskoka Catholic District School Board
Michele May, Simcoe Muskoka Catholic District School Board
Craig McLaughlin, Simcoe Muskoka Catholic District School Board
Development Date: February 15, 2000
Throughout this unit the decisions students make regarding their sexuality and the use of alcohol, tobacco and drugs will be examined. Students will demonstrate an understanding of the effects of their choices as they relate to sexual intimacy (e.g., STDs, HIV/AIDS), and identify community services related to sexual health concerns. “The dignity of belonging to Christ ... entails the demand that (one) should treat with respect (one’s) own body, but also the body of every other person...” (CCC, 1004). Students will explore factors that lead to substance dependency and demonstrate an understanding of the issues and coping strategies related to substance use and abuse. Emphasis will be placed on the legal, physiological and sociological impact of substance use and abuse.
Ontario Catholic School Graduate Expectations: CGE 1d, 2a, 2b, 2c, 2d, 3a, 3c, 3d, 4a, 4f, 4g, 7a, 7b, 7c, 7h.
Strand(s): Healthy Living, Living Skills
Overall Expectations: HLV.01, HLV.02, HLV.03, LSV.01.
Specific Expectations: HL1.01, HL1.02, HL1.03, HL1.04, HL2.01, HL2.02, HL2.03, LS1.02, LS1.04.
|
Activity 1 |
Personal Choices and Decisions |
72 minutes |
|
Activity 2 |
Effects of Your Choices |
72 minutes |
|
Activity 3 |
Sexuality |
72 minutes |
|
Activity 4 |
Research Report |
72 minutes |
|
Activity 5 |
Community Resources: Guest Speakers |
144 minutes |
· Schedule a guest speaker to discuss legal aspects of substance abuse, e.g., police officer and a speaker to discuss support services related to sexual health concerns, e.g., public health nurse, natural family planning before this activity begins.
· Book Library/Resource Centre in advance to ensure availability for final research project (Activity 5).
A variety of teaching/learning strategies are used in this unit including:
· brainstorming;
· note making;
· co-operative learning;
· self-reflection;
· direct instruction;
· journal writing;
· worksheets;
· guest speaker;
· research report.
Teachers assess and evaluate student progress continually using appropriate resources and strategies to facilitate and improve each student's learning. The following table is intended to aid teachers in reporting student achievement according to the Achievement Chart categories found in the policy document The Ontario Curriculum, Grades 9 and 10, Health and Physical Education (these categories are: Application, Knowledge & Understanding, Thinking & Inquiry, Personal Communication). The table below contains the following:
·
Unit
· Activity and the Teaching Learning Strategy (TLS)
·
Achievement Category
· Method of assessment used, e.g., Paper and Pencil, Performance Assessment and Personal Communication
· Strategy (strategies refer to the specific activity being assessed in the unit)
· Assessment Tool, e.g., checklist, marking scheme, rubric, portfolio, anecdotal comment
· User refers to the individual performing the assessment (e.g., teacher, self, peer) and whether the assessment is Formative (during learning; ongoing feedback to the teacher about the quality of learning and the effectiveness of instruction) or Summative (carried out at the end of the learning process; may include feedback and/or judgement).
|
Unit 4 |
|||||
|
Activity and TLS |
Achievement Category |
Method |
Strategy(ies) |
Assessment Tool(s) |
User |
|
Activity 1 TLS 1, 2, 3 |
Thinking & Inquiry |
Performance Assessment |
sharing decisions brainstorming group work |
Checklist |
Teacher Formative |
|
Activity 1 TLS 4 |
Application |
Performance Assessment |
reflection, poem, monologue |
Rubric |
Teacher Formative |
|
Activity 2 TLS 6 |
Thinking & Inquiry |
Performance Assessment |
Performance |
Checklist |
Teacher Formative |
|
Activity 2 TLS 10 |
Communication, Thinking & Inquiry |
Pencil & Paper, Performance Assessment |
Journal |
Rubric |
Teacher Formative |
|
Activity 3 TLS 4, 5 |
Knowledge & Understanding, Thinking & Inquiry, Communication |
Pencil & Paper |
chart paper lists |
Rubric, Checklist |
Peer/Self-Assessment Formative |
|
Activity 3 TLS 7 |
Thinking & Inquiry, Application |
Pencil & Paper |
answers regarding scenario |
Marking Scheme |
Teacher Formative |
|
Activity 4 TLS 2 |
Knowledge & Understanding, Communication |
Pencil & Paper |
report |
Rubric |
Teacher Summative |
|
Activity 5 TLS 1 |
Thinking & Inquiry |
Performance Assessment |
active participation in presentation |
Rubric |
Teacher |
To make accommodations most successful, the following suggestions should be considered by the teacher:
· Pair or group students to assist with the note-making task.
· Recognize that there are other opportunities for those with different learning styles to express their learning and skill abilities.
· Plan to make effective use of Instructional Assistants assigned to students.
· Provide continual encouragement, praise and assistance.
· Provide a positive atmosphere that allows students to perform at their own level.
Ayer, Eleanor H. Everything You Need to Know About Teen Marriage. New York: Rosen Publishing Group, Inc., 1990. ISBN 0-8114-3046-4
Ball, Jacqueline A. Everything You Need to Know About Drug Abuse. New York: Rosen Publishing Group, Inc., 1994. ISBN 0-8114-3396-X
Clayton, L. Steroids. New York: The Rosen Publishing Group, Inc., 1999. ISBN 0-8239-2888-8
Keene, Michael. Living Faith: Christianity and Social Issues. England: Stanley Thornes Publishers Limited, 1995. ISBN 0-7487-2190-8
Keyishian, Elizabeth. Everything You Need to Know About Smoking. New York: The Rosen Publishing Group, Inc., 1993. ISBN 0-8239-1615-4
Merki, Don. Glencoe Abstinence Making Responsible Decisions. New York: Glencoe/McGraw-Hill, 1999. ISBN 0-02-651588-1
Merki, Don. Glencoe Education
in Sexuality. New York: Glencoe/McGraw-Hill, 1999.
ISBN 0-02-651583-0
Merki, Don. Glencoe The
Reality of Drugs. New York: Glencoe/McGraw-Hill, 1999.
ISBN 0-02-651587-5
Merki, Mary and Don Merki. Glencoe Health: A Guide to Wellness. New York: Glencoe/McGraw-Hill, 1999. ISBN 0-02-651562-8
OCCB. Turning Points: Readings in Family Life Education. Scarborough: Prentice Hall Ginn, 1997.
OCCB. Intimacy and Sexuality: A Letter to Catholic Secondary Students in Ontario from the Roman Catholic Bishops of Ontario. Toronto: Roman Catholic Bishops of Ontario, 1994.
Rizzo-Toner, Patricia. Relationships and Communication Activities. New York: The Centre for Applied Research in Education, 1993. ISBN 0-87628-847-6
Rizzo-Toner, Patricia. Substance Abuse Prevention Activities. New York: The Centre for Applied Research in Education, 1993. ISBN 0-87628-879-4
Taylor, Barbara. Everything You Need To Know About Alcohol. New York: Rosen Publishing Group, Inc., 1996. ISBN 0-8172-6324-1
Wilkinson, Beth. Drugs and Depression.
New York: The Rosen Publishing Group, Inc., 1994.
ISBN 0-8239-1536-0
Addiction Research Foundation Information Center: 1-800-463-6273 (This is an interactive hotline students may call and listen to information on particular drugs).
County Health Unit Nurse
Drug Alcohol Registry Of Treatment (DART) - Ontario Line 1-800-565-8603 (This is a referral agency that will identify treatment facilities in your area that may be approached as potential guest speakers).
Guidance Counsellor/Student Services
Local Hospital
Local Police Department or OPP
Addiction Research Foundation
www.arf.org
(This site allows students to click on links providing information on specific
drugs.
Eastnet Schools
http://schools.eastnet.ecu.edu/pitt/ayden.
Physical Education Central www.pecentral.vt.edu.
Catholic Online
www.catholic.org
Time: 72 minutes
Decision-making is an important aspect of everyday life. In this activity students identify decisions faced by teens today including sexual intimacy and substance use and abuse. Factors that affect decision-making such as values, family, friends, and community will be explored. The impact of media and culture on one’s decisions will be examined in detail. Students reflect on the effects of personal decisions and choices as it relates to their overall health and well-being.
Ontario Catholic School Graduate Expectations
The graduate is expected to be:
A discerning believer formed in the
Catholic Faith community who:
1d - develops attitudes and values founded on Catholic social teaching and acts to promote social responsibility, human solidarity and the common good.
An effective communicator who:
2a - listens actively and critically to understand and learn in light of gospel values;
2b - reads, understands and uses written materials effectively.
A reflective and creative thinker who:
3c - thinks reflectively and creatively to evaluate situations and solve problems.
A self-directed, responsible, life
long learner who:
4a - demonstrates a confident and positive sense of self and respect for the dignity and welfare of others;
4f - applies effective communication, decision-making, problem-solving, time and resource management skills;
4g - examines and reflects on one’s personal values, abilities and aspirations influencing life’s choices and opportunities.
A responsible citizen who:
7a - acts morally and legally as a person formed in Catholic traditions;
7b - accepts accountability for one’s own actions;
7c - seeks and grants forgiveness.
Strand(s): Healthy Living, Living Skills
Overall Expectations
HLV.01 - explain strategies to promote positive lifestyle choices and relationships with others;
LSV.01 - identify ways of taking appropriate action in new situations based on knowledge of positive decisions.
Specific Expectations
LS1.02 - analyse the impact of media and culture on decision making;
LS1.03 - produce a sequential action plan (e.g., using the IDEAL model) to achieve personal goals related to new situations (e.g., those requiring time management);
LS1.04 - explain their reasoning for their personal choices and actions related to health and well-being.
· Gather information on the impact of media and culture on decision-making.
· Provide students with exemplars for the final activity TLS 7.
· collaborative learning/co-operative group skills
· brainstorming skills
· communication skills
· active-listening skills
· decision-making skills
1. Introduce the importance of decision-making in our daily lives. Students make a list of all the things they had to decide since the moment they woke up, e.g., what to wear, what to eat for breakfast, whether or not to study, how to fix my hair.
2. Students make a list of five or more decisions that they have made in the last week. Students share their list of decisions with the rest of the class. This sharing experience should identify a variety of moral decisions that are important and influential in the lives of teenagers today, e.g., use of alcohol, tobacco and other drugs, relationships with peers and family.
3. Through a discussion clarify that responsible decision-making is a skill that requires practice and that the effects of personal decisions impact overall health and well-being. (Teachers could refer to the Decision Making Model used in Grade 9 - See, Judge, Act, Evaluate – as a method to help students make decisions or the IDEAL model for Decision Making: identify the decision to be made; discuss the decision options and their consequences; evaluate the options and select a choice; act on your decision; learn from your decision.)
4. Students brainstorm a list of factors that influence our ability to make decisions. Record responses on the board, e.g., family, peers, religion, siblings, media, culture, society.
5. Divide class into groups of two to three people and examine more specifically the impact of media and culture on decision-making. Assign each group one (or more) of the factors listed below. Each group is responsible for identifying and presenting the impact that the factor has on decision making.
|
Impact of Media on Decision-making |
Impact of Culture on Decision-making |
|
· character relationships on television · lifestyles of characters in sitcoms · seductive commercials · images in magazines · images on billboards · newspaper articles |
· upbringing · values from parents · role models · self-esteem · gender role · expectations · religious beliefs |
6. By reflecting on the day’s activities and their own decision-making skills, students produce a piece of original work that demonstrates their reasoning for their personal choices and actions related to their health and well-being. This product should reflect who they are and how they became that person, e.g., cultural influences. Main factors influencing their decisions, choices and consequences of decision making should be identified. This could be done in the form of a reflection, a collage, a poem, a monologue, etc. This activity may be done as a culminating activity or homework assignment.
· Formative assessment of student participation, using the health participation rubric.
· Formative assessment of culminating activity, to demonstrate the students ability to make decisions and recognize what influences his/her decisions the most.
· Formative assessment of the learning skills homework and work habits, using the work habits rubric.
· Allow extra time for students to complete the activities if necessary.
· Ensure appropriate groupings of students for group work.
· Implement strategies recommended in student’s IEP.
· Be sensitive to the skill level and ability of students when assigning presentation topics.
Ayer, Eleanor H. Everything You Need to Know About Teen Marriage. New York: Rosen Publishing Group, Inc., 1990. ISBN 0-8114-3046-4
Merki, Don. Glencoe Health: Abstinence Making Responsible Decisions. New York: Glencoe/McGraw-Hill, 1999. ISBN 0-02-651588-1
Merki, Don. Glencoe Health:
The Reality of Drugs. New York: Glencoe/McGraw-Hill, 1999.
ISBN 0-02-651587-5
Merki, Mary and Don Merki. Glencoe Health: A Guide to Wellness. New York: Glencoe/McGraw-Hill, 1999. ISBN 0-02-651562-8
Rizzo-Toner, Patricia. Relationships and Communication Activities. New York: The Centre for Applied Research in Education, 1993. ISBN 0-87628-847-6
Time: 72 minutes
For every decision made there is an outcome. The physiological, sociological, and legal effects of substance use and abuse as well as the physical, social, and emotional effects of choices related to sexual intimacy are explored. Abstinence and its benefits are explored as an alternative choice to sexual activity and alcohol and drug use, for overall health and well being.
Ontario Catholic School Graduate Expectations
The graduate is expected to be:
A discerning believer formed in the
Catholic Faith community who:
1d - develops attitudes and values founded on Catholic social teaching and acts to promote social responsibility; human solidarity, and the common good.
An effective communicator who:
2a - listens actively and critically to understand and learn in light of gospel values;
2b - reads, understands, and uses written materials effectively.
A reflective and creative thinker who:
3c - thinks reflectively and creatively to evaluate situations and solve problems;
3d - makes decisions in light of gospel values with an informed moral conscience.
A self-directed, responsible, life
long learner who:
4a - demonstrates a confident and positive sense of self and respect for the dignity and welfare of others;
4f - applies effective communication, decision-making, problem-solving, time and resource management skills;
4g - examines and reflects on one’s personal values, abilities, and aspirations influencing life’s choices and opportunities.
A
responsible citizen who:
7a - acts morally and legally as a person formed in Catholic traditions;
7b - accepts accountability for one’s own actions;
7c - seeks and grants forgiveness;
7h - exercises the rights and responsibilities of Canadian citizenship.
Strand(s): Healthy Living, Living Skills
Overall Expectations
HLV.01 - explain strategies to promote positive lifestyle choices and relationships with others;
HLV.02 - demonstrate understanding of the factors affecting human sexuality as it relates to themselves and others;
HLV.03 - demonstrate understanding of the issues and coping strategies related to substance use and abuse.
Specific Expectations
HL1.02 - explain the effects (e.g., STDs, HIV/AIDS) of choices related to sexual intimacy (e.g., abstinence, using birth control);
HL2.01 - describe the factors that lead to substance dependence;
HL2.02 - describe the physiological and sociological effects of substance use;
HL2.03 - demonstrate knowledge of the legal aspects of substance use and abuse (e.g., regarding under-age drinking, impaired driving, the Tobacco Control Act).
· Prepare the overhead note Sociological Effects of Substance Abuse (Appendix 4a).
· Prepare the overhead note Why Wait? The Church’s Answer (Appendix 4b).
· Prepare and provide students with a chart The Effects of Choices Related to Sexual Intimacy TLS 6 (e.g., STDs, pregnancy).
· Familiarize yourself with the legal consequences of tobacco, alcohol, and other substance use and abuse (see Resources).
· collaborative learning/co-operative group skills
· brainstorming skills
· communication skills
· active-listening skill
· note-taking skills
1. Draw a relationship between decision-making and consequences. Every decision made will have an outcome. The outcome could have a positive or negative impact on one’s life depending on whether the decision was a good one or a bad one. Refer to the list of decisions faced by teens created in the previous lesson. The impact of decisions concerning sexuality and substance use and abuse are now examined in detail.
2. a) In a board note define the term substance abuse. Substance Abuse is any unnecessary or improper use of chemical substances for non-medical purposes. Substance abuse includes, overuse or multiple use of a drug, including alcohol taken in combination with other drugs. (Glencoe Health, 1999)
b) Teacher designs a scenario or story illustrating an individual who is dependent on a substance. The story should identify a variety of factors that led to the individual becoming dependent (e.g., peer pressure, stress, heredity). Instruct students to record on paper all of the factors that led to the individual’s dependence while the story is being read. When the story is complete have students discuss the factors that they found in the story and describe how these factors played a role in the individual’s dependence.
3. Brainstorm and compile a board note outlining the physiological effects of substance abuse. Some of these effects include:
|
Short-Term Effects |
Long-Term Effects |
|
· slows brain activity · strains the livers · lowers reflexes (some drugs increase reflexes) · loss of inhibitions · impaired coordination · high or happy feeling · depression or mood swings · faster pulse rate · dizziness · lethargy · loss of appetite |
· impaired memory · menstrual irregularities · impotence · kidney damage · lung problems · risk of damage to the fetus · brain damage · heart damage · liver damage · growth impairment · possible birth defects |
4. Copy and discuss the overhead note The Sociological Effects of Substance Abuse (Appendix 4a).
5. After examining the physical and social effects of substance use, students brainstorm and discuss a list of the legal consequences of substance abuse.
6. Students examine the physical, social, and emotional effects of decisions related to sexual intimacy by completing the following chart with a partner.
|
Effects of Choices Related to Sexual Intimacy |
||
|
Physical |
Social |
Emotional |
|
· pregnancy · pregnancy panic · sexually transmitted diseases · HIV/AIDS |
· damaged reputation · problems with family members · problems with friends |
· guilt and regret · disappointment · loss of self-respect · loss of values |
7. Take up the chart as a class. Students make changes and additions to their chart.
8. Have students define abstinence in their own words. Provide them with the following definition: “The conscious decision to avoid harmful behaviours such as sexual activity before marriage, and the use of tobacco, alcohol and other drugs” (Merki, D., 1999).
9. Having discussed the negative consequences associated with becoming sexually active, ask the students the following question “What are the benefits of abstinence? Write a list on the board.
10. Along with the negative consequences associated with becoming sexually active, discuss the position of the Catholic Church on the issue of sex outside of marriage (Appendix 4b). Make reference to the letter from the Bishops (Appendix 4d).
11. As a homework assignment, students reflect on their personal feelings about abstinence, in journal format (e.g., Have students choose one benefit of abstinence that is most important to them. Write a paragraph explaining their choice.).
· Formative assessment of student participation.
· Formative assessment of journal assignment outlining the students’ ability to articulate the importance of abstinence.
· Formative assessment of the learning skills of work habits.
· Allow extra time for students to complete the activities if necessary.
· Ensure appropriate groupings of students for group work.
· Implement strategies recommended in student’s IEP.
· Provide handouts where necessary.
· Photocopy students’ notes for insertion into notebook.
Ayer, Eleanor H. Everything You Need to Know About Teen Marriage. New York: Rosen Publishing Group, Inc., 1990. ISBN 0-8114-3046-4
Ball, Jacqueline A. Everything You Need to Know About Drug Abuse. New York: Rosen Publishing Group, Inc., 1994. ISBN 0-8114-3396-X
Keene, Michael. Living Faith: Christianity and Social Issues. England: Stanley Thornes Publishers Limited, 1995. ISBN 0-7487-2190-8
Merki, Don. Glencoe Abstinence Making Responsible Decisions. New York: Glencoe/McGraw-Hill, 1999. ISBN 0-02-651588-1
Merki, Don. Glencoe The
Reality of Drugs. New York: Glencoe/McGraw-Hill, 1999.
ISBN 0-02-651587-5
Merki, Mary and Don Merki. Glencoe Health: A Guide to Wellness. New York: Glencoe/McGraw-Hill, 1999. ISBN 0-02-651562-8
OCCB. Turning Points: Readings in family Life Education. Scarborough: Prentice Hall Ginn, 1997.
Rizzo-Toner, Patricia. Relationships and Communication Activities. New York: The Centre for Applied Research in Education, 1993. ISBN 0-87628-847-6
Taylor, Barbara. Everything You Need To Know About Alcohol. New York: Rosen Publishing Group, Inc., 1996. ISBN 0-8172-6324-1
Time: 72 minutes
Students review the term sexuality from a Catholic perspective and analyse the factors affecting the development of one’s sexuality (e.g., family, peers, media, society). Students further examine how these same factors affect one’s feelings, beliefs and decisions regarding sexual intimacy. Students will then demonstrate an understanding of how to use decision-making skills effectively by identifying their feelings and outlining strategies to support their choices concerning sexual intimacy.
Ontario Catholic School Graduate Expectations
The graduate is expected to be:
A discerning
believer formed in the Catholic Faith community who:
1d - develops attitudes and values founded on Catholic social teaching and acts to promote social responsibility, human solidarity, and the common good.
An effective communicator who:
2a - listens actively and critically to understand and learn in light of gospel values;
2b - reads, understands, and uses written materials effectively.
A reflective and creative thinker who:
3c - thinks reflectively and creatively to evaluate situations and solve problems;
3d - makes decisions in light of gospel values with an informed moral conscience.
A self-directed, responsible, life
long learner who:
4a - demonstrates a confident and positive sense of self and respect for the dignity and welfare of others;
4f - applies effective communication, decision-making, problem-solving, time and resource management skills;
4g - examines and reflects on one’s personal values, abilities, and aspirations influencing life’s choices and opportunities.
A responsible citizen who:
7a - acts morally and legally as a person formed in Catholic traditions;
7b - accepts accountability for one’s own actions.
Strand(s): Healthy Living, Living Skills
Overall Expectations
HLV.01 - explain strategies to promote positive lifestyle choices and relationships with others;
HLV.02 - demonstrate understanding of the factors affecting human sexuality as it relates to themselves and others.
Specific Expectations
HL1.01 - describe environmental influences on sexuality (e.g., cultural, social, and media influences);
HL1.02 - explain the effects (e.g., STDs, HIV/AIDS) of choices related to sexual intimacy (e.g., abstinence, using birth control);
HL1.04 - demonstrate understanding of how to use decision-making skills effectively to support choices related to responsible sexuality.
· Prepare a list of qualities/characteristics related to masculinity and femininity.
· Prepare or find a scenario, story, magazine article that deals with teenage sexual decisions.
· collaborative learning/co-operative group skills
· brainstorming skills
· communication skills
· active listening skills
· decision-making skills
1. Review
the definition of the term sexuality from the Catholic perspective (Refer to
Healthy Active Living Education Grade 9 Profile). Use the following definitions
as a guide:
The Ontario Conference of Catholic Bishops provides the following description
of sexuality: some people describe sexuality as a language of love, a force
that draws people out of themselves toward others. It is also a fundamental
aspect of an individual’s personality or identity. Sexuality – maleness and
femaleness - is not something we have, but something that we are. It is one of
God’s gifts of creation and involves the whole person: body and spirit (Intimacy
and Sexuality: A Letter to Catholic Secondary Students In Ontario. p.5).
Sexuality: refers to everything about you as a male or female person. It
includes the way you act, your personality, and your feelings about yourself because
you are male or female (Merki, D., 1999)
2. Brainstorm a list of characteristics of masculinity and femininity. Record the list on the board in T-chart formation. Conduct a brief class analysis to have students identify the characteristics they agree belong to each gender (e.g., Choose a characteristic from the list created by the class. Ask the students put their heads down and close their eyes, “raise your hand if you think crossing your legs is feminine”).
3. In Teaching/Learning Strategy 2 point out that different individuals can have varied or contrasting opinions with respect to masculine and feminine characteristics and/or qualities. Use this information to discuss that although a person’s sexuality appears to be a natural part of their personality, it is actually a learned behaviour moulded through life time experiences.
4. Brainstorm the factors that influence the development of an individual’s sexuality (maleness or femaleness). Students should identify these factors: family, peers, society, media, culture, religion.
5. Using the factors identified in TLS 4 divide students into small groups. Assign each group one factor affecting the development of one’s sexuality. On chart paper students record specific examples in which the factor assigned can impact on the development of an individual’s concept of their sexuality. (e.g., a baby girl is dressed in pink, while a baby boy is dressed in blue).
6. Students present their list of examples generated in TLS 5 to the class.
7. Highlight to the class that the “factors that affect development of one’s sexuality can also have a profound affect on their feelings, beliefs and decisions regarding sexual intimacy”. Generate a discussion as to how the same factors in TLS 4 can affect your decisions regarding sexual intimacy.
8. Present students with a scenario, article, or story that deals with teenagers or young adults faced with decisions concerning sexual intimacy. Students will evaluate and/or reflect on how they would react and make decisions if they were faced with the same situation. Which of the following factors would have an influence on your “personal” decisions about sexual intimacy in the same situation: a) Catholic Faith/Religion b) culture c) relationships with friends/peers d) self-esteem e) media
9. Students complete the following questions in reflection format:
i. What questions would or should you ask yourself before making a final decision concerning sexual intimacy.?
ii. How do your feelings and/or emotions affect your sexual decisions?
iii. Explain why practising abstinence is a sign of emotional maturity and responsible behaviour.
iv. Explain how peer pressure can have either a positive or negative effect on your decision about whether or not to become sexually active.
v. How would the use of alcohol or other drugs affect your ability to make choices related to responsible sexuality?
vi. Outline the steps you can take to reinforce your decision to remain abstinent. How could you avoid situations in which you may be pressured to engage in sexual activity?
· Formative assessment of student participation using the Teamwork learning skill from Provincial Report Card using a rubric?
· Formative assessment of culminating activity Report Card.
· Formative assessment of the Works Independently learning skill from Provincial Report Card using a rubric?
· Allow extra time for students to complete the activities if necessary.
· Ensure appropriate groupings of students for group work.
· Implement strategies recommended in student’s IEP.
· Be sensitive to the skill level and ability of students when assigning presentation topics.
· Partnering students .
· Providing material at different reading levels.
· Provide handouts where necessary.
· Photocopy student notes for insertion into notebook.
Ayer, Eleanor H. Everything You Need to Know About Teen Marriage. New York: Rosen Publishing Group, Inc., 1990. ISBN 0-8114-3046-4
Keene, Michael. Living Faith: Christianity and Social Issues. England: Stanley Thornes Publishers Limited, 1995. ISBN 0-7487-2190-8
Merki, Don. Glencoe Abstinence Making Responsible Decisions. New York: Glencoe/McGraw-Hill, 1999. ISBN 0-02-651588-1
Merki, Don. Glencoe Education
in Sexuality. New York: Glencoe/McGraw-Hill, 1999.
ISBN 0-02-651583-0
Merki, Don. Glencoe The
Reality of Drugs. New York: Glencoe/McGraw-Hill, 1999.
ISBN 0-02-651587-5
Merki, Mary and Don Merki. Glencoe Health: A Guide to Wellness. New York: Glencoe/McGraw-Hill, 1999. ISBN 0-02-651562-8
Rizzo-Toner, Patricia. Relationships and Communication Activities. New York: The Centre for Applied Research in Education, 1993. ISBN 0-87628-847-6
Time: 72 minutes
Students demonstrate an understanding of the issues related to lifestyle choices. Independently each student researches a topic related to substance abuse and sexual health to produce written report.
Ontario Catholic School Graduate Expectations
The graduate is expected to be:
A discerning believer formed in the
Catholic Faith community who:
1d - develops attitudes and values founded on Catholic social teaching and acts to promote social responsibility, human solidarity, and the common good;
An effective communicator who:
2b - reads, understands, and uses written materials effectively;
2c - presents information and ideas clearly and honestly and with sensitivity to others;
2d - writes and speaks fluently one or both of Canada’s official languages.
A reflective and creative thinker who:
3c - thinks reflectively and creatively to evaluate situations and solve problems;
3d - makes decisions in light of gospel values with an informed moral conscience.
A self-directed, responsible, life
long learner who:
4f - applies effective communication, decision-making, problem-solving, time and resource management skills;
4g - examines and reflects on one’s personal values, abilities, and aspirations influencing life’s choices and opportunities.
Strand(s): Healthy Living
Overall Expectations
HLV.01 - explain strategies to promote positive lifestyle choices and relationships with others;
HLV.02 - demonstrate understanding of the factors affecting human sexuality as it relates to themselves and others;
HLV.03 - demonstrate understanding of the issues and coping strategies related to substance use and abuse.
Specific Expectations
HL1.02 - explain the effects (e.g., STDs, HIV/AIDS) of choices related to sexual intimacy (e.g., abstinence, using birth control);
HL1.03 - identify available information and support services related to sexual health concerns;
HL2.02 - describe the physiological and sociological effects of substance use;
HL2.03 - demonstrate knowledge of the legal aspects of substance use and abuse (e.g., regarding under-age drinking, impaired driving, the Tobacco Control Act).
· Reserve the Library/Resource Centre or other research area for this activity.
· Students will need access to computers in order to type up their reports.
· Photocopy handout Research Report – Substance Abuse and Sexuality. (Appendix 4c)
· note-taking skills
· research skills
· computer literacy
· information literacy
1. Provide students with the handout Research Report - Substance Abuse and Sexually Transmitted Diseases (STSs) (Appendix 4c). Each student or pair of students choose both a substance abuse topic and a sexuality topic from the list below. (Topics may be added or deleted depending on the resources available for research. Topics may be used more than once.)
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Substance Abuse Topics |
STD Topics |
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· Stimulants, e.g., nicotine, amphetamines, methamphetamine, cocaine, crack · Depressants, e.g., alcohol, barbiturates, tranquillizers, methaqualone · Narcotics, e.g., morphine, heroin, opium, codeine · Hallucinogens e.g., PCP, LSD, mescaline, cannabis, hashish · Steroids · Inhalants, e.g., glue, spray paint, aerosol, lighter fluid, gasoline · Designer/Look-Alike Drugs, e.g., ecstasy, MDMA |
· Chlamydia · Gonorrhea · Trichomoniasis · Genital Warts · Genital Herpes · Syphilis · Pubic Lice · AIDS |
2. Research the topic and answer the following questions.
Part A. Substance Abuse
1. What drugs are included in this category?
2. What are the laws regarding the use possession and trafficking of the drugs?
3. What are the short- and long-term physiological effects of these drugs?
4. How does the abuse of drugs affect society? (e.g., effects on the user’s family and friends, hospital costs, legal costs)
Part B. Sexually Transmitted Diseases
1. What are the short- and long-term physiological effects of this disease?
2. How is the disease transmitted?
3. Can it be treated? If so how?
4. What support services are available in the local area to help students deal with sexual health concerns?
Part C. “Abstinence is the conscious decision to avoid harmful behaviours, including sexual activity before marriage and the use of tobacco, alcohol, and other drugs.” (Glencoe Health, 1999)
1. Explain strategies that you can follow to remain abstinent and avoid facing the consequences of poor choices from Parts A and B.
3. Answers to the questions should be typed and edited using a computer. Due date for submission could be one to five days later depending on how much access the students have to computers.
· Formative evaluation of Research Report (Appendix 4c).
· Formative assessment of the learning skill Organizational Skills from the Provincial Report Card.
· Allow extra time for students to complete the activities if necessary.
· Implement strategies recommended in student’s IEP.
· Be sensitive to the skill level and ability of students when assigning research topics.
· Pair students with a stronger partner.
Addiction Research Foundation Information Centre, 1-800-463-6273. (This is an interactive hotline students may call and listen to information on particular drugs)
Addiction Research Foundation
Clayton, L. Steroids. New York: The Rosen Publishing Group, Inc., 1999. ISBN 0-8239-2888-8
Keyishian, Elizabeth. Everything You Need to Know About Smoking. New York: The Rosen Publishing Group, Inc., 1993. ISBN 0-8239-1615-4
Merki, Mary and Don Merki. Glencoe Health: A Guide to Wellness. New York: Glencoe/McGraw-Hill, 1999. ISBN 0-02-651562-8
Wilkinson, Beth. Drugs and Depression.
New York: The Rosen Publishing Group, Inc., 1994.
ISBN 0-8239-1536-0
Web Sites
Addiction Research Foundation
www.arf.org
(This site allows students to click on links providing information on specific drugs.)
Time: 144 minutes
Through the support of one or more local agency(ies) or organization(s) in the community students learn about the sexual health services available to them. Through open question and discussion students will acquire knowledge of the legal aspects of substance use and abuse. Students apply this knowledge answering the questions in the research report assigned in Activity 4
Ontario Catholic School Graduate Expectations
The graduate is expected to be:
A discerning believer formed in the
Catholic Faith community who:
1d - develops attitudes and values founded on Catholic social teaching and acts to promote social responsibility, human solidarity, and the common good.
An effective communicator who:
2a - listens actively and critically to understand and learn in light of gospel values.
A reflective and creative thinker who:
3c - thinks reflectively and creatively to evaluate situations and solve problems.
A self-directed, responsible, life
long learner who:
4a - demonstrates a confident and positive sense of self and respect for the dignity and welfare of others;
4f - applies effective communication, decision-making, problem-solving, time and resource management skills;
4g - examines and reflects on one’s personal values, abilities, and aspirations influencing life’s choices and opportunities.
A responsible citizen who:
7a - acts morally and legally as a person formed in Catholic traditions;
7b - accepts accountability for one’s own actions;
7h - exercises the rights and responsibilities of Canadian citizenship.
Strand(s): Healthy Living
Overall Expectations
HLV.01 - explain strategies to promote positive lifestyle choices and relationships with others;
HLV.02 - demonstrate understanding of the factors affecting human sexuality as it relates to themselves and others;
HLV.03 - demonstrate understanding of the issues and coping strategies related to substance use and abuse.
Specific Expectations
HL1.02 – explain the effects (e.g., STDs, HIV/AIDS) of choices related to sexual intimacy (e.g., abstinence, using birth control);
HL1.03 – identify available information and support services related to sexual health concerns;
HL2.02 – describe the physiological and sociological effects of substance use;
HL2.03 – demonstrate knowledge of the legal aspects of substance use and abuse (e.g., regarding under-age drinking, impaired driving, the Tobacco Control Act).
· Arrange for the appropriate speakers to speak to the students. One guest will speak for one class on sexual health concerns while another speaker will present the legal issues related to substance use and abuse in another class.
· When arranging the guest speakers be sure to outline for them what expectations need to be met and what questions the students will need answers to. Speaker should reflect or not speak contrary to the Catholic point of view in discussions of sexuality.
· note-taking skills
· communication skills
· co-operative learning skills
· listening skills
1. Instruct students to take notes from the presentation that provides useful information to be used in the research report in the next activity. Students will use information presented to assist in completing the research report given in Activity 4. Students answer the following questions from the presentation:
a) What support services and information related to sexual health concerns are available in the local area?
b) What effects does the abuse of substances have on society?
c) What are the legal implications of substance use and abuse regarding under-age drinking, impaired driving, the Tobacco Control Act, drug possession, drug use, or drug trafficking?
2. Introduce the guest speakers.
· Formative assessment of student participation using Participation rubric.
· Audio-tape or video record speakers so that students may take notes at their own pace.
· Appropriate seating of students.
· Partner students for note-taking.
· Photocopy notes for insertion into student notebooks.
· Provide students with handout of presentation information.
· Implement strategies recommended in student’s IEP.
Catholic Family Life Centre - Counsellor
Drug Alcohol Registry of Treatment (DART) - Ontario Line 1-800-565-8603 (This is a referral agency that will identify treatment facilities in your area that may be approached as potential guest speakers.)
Guidance Counsellor
Local police department or OPP
Local hospital
Public Health Nurse
Substance abuse affects not just the abuser but others in his/her life.
43% of boys and girls in Grade 10 have been “really drunk” at least twice. This is a serious problem because these young people under the legal age of drinking tend to be beginning drivers. Alcohol abuse also has implications for unwanted pregnancies, STD’s and injuries. (Professionally Speaking, Sept. 1999)
More than 6,000 Canadians die each year as a result of drinking alcohol – from car crashes, other accidents, suicides, murders and from health problems related to their alcohol use. (Addiction Research Foundation, 1996)
Substance abuse can negatively affect performance in school, sports, relationships, and family.
Substance abuse costs employers $60 billion a year in decreased productivity, absenteeism, and accidents. (Addiction Research Foundation, 1999)
Often people who are sexually active outside of marriage believe they are acting responsibly. The Church believes that sexual intercourse is appropriate only within the bond of marriage.
1. Sex is a gift from God which requires total commitment and trust. This commitment and trust is possible only within the bounds of marriage.
2. Sex should not be used selfishly to appease sexual desires (lust). Sex outside of marriage is usually selfish.
3. Sexual intercourse is compared in the New Testament to the special relationship that Christ has with the church.
4. Sex is a beautiful expression of a growing and life-long relationship between two people joined by marriage.
Choose one topic from each list.
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Substance Abuse Topics |
Sexually Transmitted Diseases |
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· Stimulants · Depressants · Narcotics · Hallucinogens · Steroids · Inhalants · Designer/Look-Alike Drugs |
· Chlamydia · Gonorrhea · Trichomoniasis · Genital Warts · Genital Herpes · Syphilis · Pubic Lice |
Knowledge of facts and terms
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Marks ï |
1 - demonstrates limited knowledge of facts and terms |
2 - demonstrates some knowledge of facts and terms |
3 - demonstrates considerable knowledge of facts and terms |
4 - demonstrates thorough knowledge of facts and terms |
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Part A Quest. 1 |
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Part A Quest. 2 |
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Part A Quest. 3 |
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Part A Quest. 4 |
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Part B Quest. 1 |
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Part B Quest. 2 |
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Part B Quest. 3 |
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Part B Quest. 4 |
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Understanding of relationships between concepts
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Marks ï |
2 |
4 |
6 |
8 |
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Part C |
- demonstrates limited understanding of relationships between concepts |
- demonstrates some understanding of relationships between concepts |
- demonstrates considerable understanding of relationships between concepts |
- demonstrates thorough & insightful understanding of relationships between concepts |
Communication of information and ideas
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Marks ï |
2 |
4 |
6 |
8 |
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Overall Report |
- communicates information and ideas with limited clarity |
- communicates information and ideas with some clarity |
- communicates information and ideas with considerable clarity |
- communicates information and ideas with a high degree of clarity, and with confidence |
TOTAL / 48
Ontario Conference of Catholic Bishops
67 Bond Street, Suite 304
Toronto, Ontario
M513 IX5
Dear Friends
A teacher from one of our Catholic secondary schools told us this story. A visitor was coming to talk to a Grade 10 religion class about chastity. Before the arrival of the visitor, the teacher discussed the topic and any questions the students might have. One student had a suggestion: “Why don’t you just write DON’T on the chalkboard, and then we can skip the lecture.” We are not here to lecture you. Together with your parents and teachers, we want you to know that we believe in you. We appreciate your idealism, openness, energy, capacity for friendship, loyalty, humour, and spirit of adventure. These are strengths. We believe in your desire to grow toward full Christian maturity. In our eyes, as in the eyes of God, each one of you is sacred. We have chosen to write to you about intimacy and sexuality for several reasons. First, and most important is the respect and care we have for you. Also, we know how important relationships are in your daily lives. Finally, we believe that some of the messages you are receiving about intimacy and human sexuality are both false and harmful. You deserve the truth, and we want to speak honestly to you. We hope you will accept our letter in this spirit.
The Way Things Are
Our sense is that those of you who are growing up at the end of the 20th century face challenges that no previous generation has known. Families are under great stress, unmarried sexual relationships are promoted as ‘responsible’ behaviour as long as protection is used, pornography is a thriving industry and AIDS and other destructive sexually transmitted diseases are a constant threat.
All of us are bombarded every day with information and ideas about sexuality. The media television, films, radio, newspapers, magazines are a major source. Casual sexual relationships are shown as normal and desirable, the intimate details of people's sexual lives are used as talk-show entertainment, and products are sold on the basis of their ‘sex appeal’. These are only a few examples of the modern sexual values to which we are all exposed. The influence of media does not destroy our Christian values or our ability to make good decisions, but to ignore or deny its impact would be unrealistic.
Your view of sexuality has also been influenced by your parents, teachers, and friends. Among the topics you may have discussed at one time or another with these people are dating, relationships, the difference between love and infatuation, sexually transmitted diseases, and Christian values.
We know from listening to you and to your parents and teachers, that the messages you are getting about sex are often contradictory and confusing, or even frightening: “Most teenagers are sexually active,” “Save sex until marriage,” “Play it safe and wear a condom,” “If it feels good and doesn’t hurt anyone, why not?” “Sexuality is a wonderful gift,” “Unprotected sex can kill you.”
How do you sift through a mixture of facts, beliefs, opinions, and advice about sexuality, and separate the truth from the lies? How do you find guidelines for your own lives that are true to your Christian identity? And what about dealing with the pressure to be sexually active? It’s not easy.
Studies and surveys of secondary students often show that they would like to talk to trusted adults, not so much about the physical facts of sex. but about friendship, intimacy, and romantic relationships:
· How do you mend a relationship that has broken down because of a misunderstanding?
· Why is loneliness so painful?
· How can you be loyal to friends and keep their respect, and still be your own person?
· How do you know if you are really in love with someone?
· How do you say no to someone you really like?
This concern about personal relationships makes a lot of sense. The need for love and for close and trusting relationships is fundamental to being human. God placed these needs in all of us.
You know from your own experience just how valuable a strong friendship is. Good friends accept each other as they are: appearance, personality, interests, talents, and faults. They confide in each other and share the highs and lows of day-to-day life, as well as their hopes and dreams for the future. When one wants to talk, the other is ready to listen. Because they trust each other, they can relax in each other's presence, knowing they are safe. Their attitude is: I will be there for you.
These marks of genuine friendship acceptance, openness, trust, and faithfulness also describe an intimate relationship, whether it is a friendship, a young couple in love, or a marriage of many years. These relationships have important differences, but in each there is the intimacy of self-disclosure. The people involved want to know each other and to be known as they really are.
Today, the word intimacy is most often used to describe a sexual relationship. But the key to intimacy is the closeness, acceptance, and trust that exist between two people, not whether they are sexually involved. Most of us have close relationships with family members and friends that are emotionally and spiritually intimate, but involve no sexual activity.
The capacity for intimacy grows as people develop. Friendships during adolescence are usually much more intimate than childhood relationships. You have a better understanding of yourself, a more developed personality to share with others, and a greater desire to explore the many possibilities of human relationships. You give more to your friendships, because, in a sense, there is more of you to give.
It is also during adolescence when people discover that friendship and intimacy can be painful. One of the most wrenching of human experiences is to place your trust in another person, and then be rejected or betrayed. Most people instinctively know this, and so they are cautious in the early stages of new relationships. They recognize that closeness and trust take time to grow and cannot be forced. Intimacy is a gift two people offer each other. A gift cannot be demanded, but is freely given and accepted.
Love and Sexuality
So far we have talked about friendship, intimacy and love. But we have also been talking about sexuality, because sexuality has a lot to do with love and intimacy. Some people describe sexuality as a language of love, a force that draws people out of themselves toward others. It is also a fundamental aspect of an individual’s personality or identity. Sexuality maleness and femaleness is not something that we have, but something that we are. It is one of God’s gifts of creation and involves the whole. person: body and spirit.
At birth, one of the first questions people ask is: “Is it a girl or boy?” As children grow up they begin to learn about their sexuality. There is biological information: the physical differences between the sexes, the conception and development of new human life, and sexual maturation during puberty. Knowing these facts, however, is only a small part of understanding sexuality. What does it mean to be female, and behave as a female? To be male, and behave as a male? How are males and females supposed to relate to each other? How are sexual feelings to be handled? What is the difference between love and sex? Between intimacy and sex?
At the very beginning of the Old Testament we are told that males and females are made for each other. In the plan of God, their relationship is to be a deeply intimate partnership. Their love for each other is to be so strong and generous that it will literally overflow into new life. Within marriage, sexual intercourse is a unique sign of that love a symbol of the unity, faithfulness, openness, trust, and mutual acceptance of husband and wife. Their children will be born into a family that is prepared to love generously and unconditionally and to create a home that is secure and nurturing.
Many of you will find this description of married love idealistic and out of touch with the world of today. Some of you, because of your own experiences or from what you see around you, may believe that it is impossible to live out this Christian vision of sexuality and marriage. It is certainly easy to find people who have tried and failed, or who have rejected the vision altogether. Because our society offers confusing messages about sexuality and marriage, it is easy to become indifferent to or even scornful of Christian values. To many, they seem old-fashioned and unrealistic. Some suggest that God’s plan for sexuality should be changed since so many people don’t seem to be living up to it.
But none of us is free to rewrite this plan. We cannot make ourselves into a new kind of creation, fashioned according to whatever seems to be easiest or suits the largest number of people. We are God’s creatures, and our happiness can be found only by following God’s plan for us.
Chastity
What is chastity? Is it nothing more than a large “DON’T” as the student mentioned at the beginning of this letter suggested'? Or is it a positive force in our lives, guiding us toward genuine love and intimacy?
Chastity is a virtue – a power or a strength that we develop with the help of God’s grace. Virtues are sometimes compared to habits the way a person usually acts. A chaste person is consistently in charge of his or her sexual feelings, rather than the feelings being in charge of the person. Like all virtues, chastity rarely comes all at once, but is acquired day by day through the choices individuals make choices that are guided by the desire to be a truly loving person.
There is nothing wrong with describing chastity as the habit of sexual self-control. But there is much that is left out of this definition. Also, some people may think that sexual feelings must be controlled because there is something wrong with them. But this is not true. The human body and the gift of sexuality are sacred. We are created male and female in the image of God. Sexual feelings are part of that gift, and result in a strong attraction between the sexes that for many people eventually leads to love, marriage, and children.
But our human tendency to exploit others has to be faced. There is a lack of harmony in us, a disorder, even in our gifts. There are time when we take something good and misuse it. There are times when true love is not the guide for our choices. Sexual feelings are meant to serve love, but they can also be expressed selfishly: for example, by agreeing to sexual intimacy as a way of holding on to a relationship, or by pretending to care about someone so that the person will agree to have sex. This is exploitation, not love. To love someone means to want what is best for that person.
Chastity is also described as the virtue that guides us to express our sexuality according to the plan of God. We are all sexual and are drawn toward relationships. Some of these are casual; others are deeply intimate. But full sexual intimacy is intended only for marriage. Sexual intercourse is not meant to be used to respond to a passing attraction, to satisfy sexual feelings, or to express a youthful love that may not be destined to last. Sexual intercourse is a sign of fully committed love. It is a gift that a man and a woman offer to each other in marriage.
It is very tempting, especially during adolescence, to look for intimacy through a sexual relationship. Because you are experiencing new feelings and attractions, and discovering exciting dimensions of relationships and love, you want a deeper personal intimacy. This desire is natural, but at this time in your life a sexual relationship is premature There are no short-cuts to love and personal intimacy. They are the result of a long process of growth and development, caring friendships, efforts to be sensitive and generous toward others, and the gradual discovery of mutual interests and fascinating differences.
Sexual intimacy creates a bond. The break-up of a relationship is always painful; if the individuals have been sexually intimate, the pain is often deeper and more long-lasting. If this pattern repeats itself in a series of relationships, the people involved eventually build walls around their hearts to protect themselves from being hurt. These barriers can block the capacity for genuine, personal intimacy.
Looking Toward the Future
We hope this letter will encourage all of you to talk to each other, to your teachers, and especially to your parents about the issues it raises. No one can live your life or make your decisions for you. But with the freedom to make your own choices comes the responsibility to seek what is good and true and to consider whether your decisions are in harmony with the Christian way of life.
If you are reading this letter hoping we will say that times have changed and it is unrealistic to expect unmarried people to abstain from sex, you will be disappointed. The message we are offering you on sexuality and intimacy is the teaching of Christ. We have too much respect for you to offer anything else.
Many influences in today’s society make the decision to be chaste a tremendous challenge, not just for young men and women, but for everyone.
Each one of us struggles with loneliness and selfishness. The answer lies in opening our lives to God, for we are never really alone. In the sacrament of Reconciliation we find hope, in the Eucharist, nourishment, and in daily prayer, peace. And in the people who fill our lives, we find the joy of friendship and intimacy.
Each one of you is a unique person of great value. You embody our hopes for the future, including the future of the Church. Together with all Christians, you share a special responsibility to live in such a way that your lives are a sign post to the reality of the God who made you, Jesus who redeemed you, and the Holy Spirit who guides you. The world desperately needs your witness to the priceless value of the gift of sexuality.
You are always in our prayers.
The Bishops of Ontario
Easter
April 3, 1994