9.ICR.2.1,  page  1    

Essential Standard Clarifying Objective 9.ICR.2  

Evaluate  abstinence  from  sexual  intercourse  as  a  positive  choice  for  young  people.  

9.ICR.2.1  Critique  skills  and  strategies  that  are  used  to  promote  abstinence  from  sexual  activity  in  

terms  of  their  effectiveness.    Materials Needed: Appendix  1  –  copies  of  Preparing  for  the  Future  Book  Oh,  The  Places  You’ll  Go  by  Dr.  Seuss  Access  to  the  Internet,  http://www.seussville.com/games/lb_oh_the_places.html  PowerPoint  –  Skills  and  Strategies  for  Abstinence  Appendix  2a,  b  –  copies  of  Consequences  of  Teenage  Pregnancy  Appendix  3  –  copies  of  Critique  the  Skills  for  Abstinence  Appendix  4  –  Teacher  Key  for  Critique  the  Skills  for  Abstinence  Appendix  5  –  copies  of  Personal  “Reach  the  Top”  Pyramid,  cut  apart  and  placed  in  envelopes    Review: Since  you  were  a  child,  family  and  friends  have  asked  you,  “What  do  you  want  to  be  when  you  grow  up?”  Some  of  you  have  likely  put  a  great  deal  of  thought  into  answering  that  question.  Others  believe  you’ll  figure  it  out  when  the  time  comes.      As  we  think  about  the  future,  you  may  have  stayed  with  one  goal  or  you  may  have  changed  your  goals  multiple  times.  You  may  have  told  others  you  want  to  be  an  astronaut,  a  lawyer,  a  rodeo  clown,  or  a  dentist.  You  may  have  even  considered,  “What  do  I  need  to  be  doing  right  now  to  take  me  where  I  want  to  go  later  in  life?”  For  example,  a  student  who  wants  to  be  a  teacher  might  consider  doing  volunteer  work  with  young  children.  A  student  interested  in  the  armed  services  might  join  Jr.  R.O.T.C.    I’d  like  you  to  think  about  how  to  get  where  you  are  going.  In  this  first  activity,  we  will  think  about  a  goal  for  the  future  and  determine  a  quality  or  experience  needed  to  reach  that  goal.    Display  the  transparency  of  Appendix  1,  Preparing  for  the  Future.  Read  the  item  in  the  left  column  and  ask  students  to  complete  the  columns  on  the  middle  (quality  needed)  and  on  the  right  (experiences  needed).  They  are  to  determine  the  qualities  and  experiences  needed  to  prepare  for  roles  and  responsibilities  they  may  assume  later  in  life.      Statement of Objectives: Over  the  last  few  years,  you  have  learned  that  abstinence  is  the  healthiest  choice  you  can  make.  We  know  that  students  who  remain  abstinent  have  support,  self-­‐control,  good  communication  skills  and  a  strong  motivation  to  remain  abstinent.  In  this  lesson,  we  will  focus  on  having  a  strong  motivation  to  remain  abstinent.      

NC  School  Health  Training  Center  NC  Association  for  the  Advancement  of  Health  Education  

  9.ICR.2.1,  page  2    

Focus: Option  1  Read  the  book,  Oh,  The  Places  You’ll  Go  by  Dr.  Seuss.  Ask  the  following  questions  to  process  the  key  points  of  the  book:    The  book  by  Dr.  Seuss  is  about  “new  beginnings.”  What  new  beginnings  will  you  encounter  as  you  grow  older?  What  are  your  dreams?    Dr.  Seuss  said,  “You  have  brains  in  your  head.  You  have  feet  in  your  shoes.”  What  else  do  we  need  to  be  successful  adults?    What  skills  do  you  need  to  handle  the  ups  and  downs  of  life?    What  inspires  you  to  do  your  best?    What  and  who  provides  motivation  for  you  to  succeed?    Option  2  Have  a  student  play  the  game,  Oh,  The  Places  You’ll  Go  on  the  following  website:  http://www.seussville.com/games/lb_oh_the_places.html  while  displaying  the  game  for  the  class.  As  you  set  up  the  game,  have  the  student  close  his  or  her  eyes  until  the  game  is  underway.  The  rule  is  to  play  first  without  knowing  the  goal,  then  play  again  knowing  the  aim  is  to  pop  as  many  orange  balloons  as  possible.  Process  how  important  it  was  to  “know  the  goal.”  Conclude  that  we  are  more  successful  in  life  if  we  have  a  goal  in  mind  before  we  begin.    Teacher Input: Show  slide  #2  of  the  PowerPoint,  which  reads,  "You've  got  to  be  very  careful  if  you  don't  know  where  you're  going,  because  you  might  not  get  there."  The  quote  is  from  Yogi  Berra,  a  former  catcher  with  the  New  York  Yankees.  He  is  often  quoted  because  he  tells  us  the  obvious  (but  often  ignored)  concepts  about  life.  Ask  students,  How  does  this  quote  have  meaning  for  the  lives  of  high  school  students?      As  teenagers  you  need  a  plan  so  you  can  “step  with  great  care.”  You  need  support,  strong  communication  skills,  self-­‐control  and  motivation  to  help  you  go  places!    The  National  Campaign  to  Prevent  Teen  Pregnancy  has  a  great  deal  of  information  to  help  young  people  make  the  decision  to  delay  having  sex  and  thus  improve  their  chances  of  accomplishing  their  goals  and  dreams  for  the  future.  Here  are  some  statistics  about  teen  moms  and  the  changes  having  babies  made  in  their  lives.    Share  copies  of  National  Campaign  data  on  teen  parents  and  consequences:  The  Consequences  of  Teenage  Pregnancy  (Appendix  2a,  b)  Have  students  answer  the  questions  at  the  bottom  of  the  second  page.  

NC  School  Health  Training  Center  NC  Association  for  the  Advancement  of  Health  Education  

  9.ICR.2.1,  page  3    

 Show  slides  #  3  through  6.  Ask  the  questions  on  the  slides  about  the  skills  needed  to  avoid  early  and  intimate  sexual  behavior.    Guided Practice: Print  copies  of  Critique  the  Skill  for  Abstinence  (Appendix  3),  one  for  every  three  students.  Ask  them  to  recall  the  skills  covered  in  the  PowerPoint  and  identify  the  skill  in  column  two.  They  should  then  decide  whether  the  scenario  reflected  a  positive  or  negative  demonstration  of  that  skill  and  place  a  large  plus  or  minus  sign  in  the  next  column.  In  the  final  column,  they  should  “re-­‐wind”  and  “re-­‐write.”  Check  their  responses  with  the  Teacher  Key  (Appendix  4).    Have  students  select  one  of  the  negative  examples  to  re-­‐wind  and  re-­‐write.  Call  on  several  to  share  how  the  student  can  demonstrate  the  skill  better.    Independent Practice: This  activity  is  intended  to  help  students  think  through  future  goals  and  identify  a  sequence  in  which  they  should  happen.  Give  each  student  an  envelope  in  which  the  pieces  of  the  pyramid  puzzle  are  placed.  Have  them  arrange  the  puzzles  and  ask  these  questions:    Why  are  these  goals  for  the  future  in  a  particular  order  (from  the  bottom  to  the  top)?    Why  is  it  better  for  young  people  to  postpone  sexual  involvement  and  the  chance  of  unintended  pregnancy?    How  will  your  life  and  the  lives  of  your  children  be  better  if  you  reach  the  top  of  the  pyramid  first?      Closure: Today  we  looked  at  the  issue  of  abstinence  and  how  important  it  is  for  you  to  take  time  to  set  goals  and  have  the  motivation  to  reach  those  goals.  There  are  huge  advantages  for  young  people  if  they  wait  until  they  are  older  and  more  mature  before  becoming  parents.  They  are  able  to  complete  an  education,  begin  a  career,  complete  adolescence  with  less  stress,  and  then  become  parents  when  they  are  truly  ready  for  the  responsibility.  They  give  themselves  and  their  future  children  a  gift  of  time,  allowing  everyone  a  greater  chance  of  success.    

 

  9.ICR.2.1,  Appendix  1    

Name:

Preparing for the Future

Possible Goal for the Future

Quality Needed

Experience Needed

To be well educated and a lifelong learner

To have a satisfying career

To be a good citizen of the community, nation, world

To be a good spouse

To be a good parent

 

  9.ICR.2.1,  Appendix  2a    

Consequences of Teenage Pregnancy

• Less than one-half of teen mothers

complete high school and fewer than 2% obtain their college degree by the age of 30.

• Many teen mothers go on to have more children. About one-fourth of teen mothers have a second child within 24 months of the

first birth adding to the likelihood that the family will remain in poverty.

• Two-thirds of families begun by a young unmarried

mother are poor.

• A recent study shows that more than half of unmarried teen mothers go on welfare within the first year of the birth of their first child.

• Within five years after the birth of their first child, almost

80% of all teen mothers are on welfare.

• Teen moms are less likely to have stable relationships.

• Pregnant teens are less likely to have timely and consistent prenatal care.

• Children of teens have lower cognitive test scores at age 2.

• Children of teens are at a greater risk of suffering from

neglect and abuse.

• Daughters of teens are more likely to be teen mothers, too.

 

  9.ICR.2.1,  Appendix  2b    

• Sons of teens are more likely to end up

in prison.

• Eight of 10 fathers do not marry the teen mother of their child.

• Teen fathers are more likely to have low education levels, low paying jobs and higher instances of alcohol and drug abuse.

• The annual cost to the U.S. is about $10.9 billion.

Follow up Questions:

1. What are the effects of premature parenting on teen girls?

2. What are the effects of premature parenting on

teen boys?

3. What are the effects of premature parenting on the children?

4. It is important for a compassionate society to

provide assistance for families who need it. If parenting is delayed until young people are self-sufficient, what effect would that have on the numbers of families who needed to be on welfare?

 

  9.ICR.2.1,  Appendix  3    

Critique the Skills for Abstinence

Scenario Which Skill is Described?

+ or – ? Re-Wind and Re-Write

Penelope loves gossip magazines and reality TV. There is a character on the program 16 and Pregnant named Carlotta, who is fun-loving, loves attention, and does not get along with the boyfriend or her mother. Carlotta is pretty spoiled, immature, and unrealistic about what it will take to raise a baby. When Penelope daydreams about her life, she thinks she might want to go on the show.

Hank plans to be abstinent through high school. He has thought about the “pros” and “cons” of serious dating with someone special. He thinks that dating in groups (such as bowling or hiking) rather than one-on-one will make it easier. He realizes there could be serious consequences if he gets and STD or disappoints his parents by having sex at his age.

Francee and Carlo have dated for a while. He wants to get closer and is putting pressure on her to be alone with him. She wants him to like her so she keeps saying “Maybe” or “I don’t think so” when he makes a move. He says, “I know you want it” and “Just relax and let me make you feel good. She knows she needs to say “No,” but wants him to like her.

Jake has big plans for the future. He wants to become an officer in the Army. He has laid out his plans with his parents and school counselor: to join the Jr. R.O.T.C., to join a gym and work to become physically fit, to talk with an Army recruiter.

 

  9.ICR.2.1,  Appendix  4    

Teacher Key for Critique the Skills for Abstinence

Scenario Which Skill is Described?

+ or – ? Re-Wind and Re-Write

Penelope loves gossip magazines and reality TV. There is a character on the program 16 and Pregnant who is fun-loving, loves attention, does not get along with the boyfriend or her mother. When Penelope daydreams about her life, she thinks she might want to go on the show.

Analyzing Influences -

Hank plans to be abstinent through high school. He has thought about the “pros” and “cons” of serious dating with someone special. He thinks that dating in groups (such as bowling or hiking) rather than one-on-one will make it easier. He realizes there could be serious consequences if he gets and STD or disappoints his parents.

Decision Making +

Francee and Carlo have dated for several weeks. He wants to get closer and is putting pressure on her to be alone with him. She wants him to like her so she keeps saying “Maybe” or “I don’t think so” when he makes a move. He says, “I know you want it” and “Just relax and let me make you feel good. She knows she needs to say “No” but doesn’t want him to break up with her.

Effective Communication -

Jake has big plans for the future. He wants to become an officer in the Army. He has laid out his plans with his parents and school counselor: to join the Jr. R.O.T.C., to join a gym and work to become physically fit, to talk with an Army recruiter.

Goal Setting +

  9.ICR.2.1,  Appendix  5    

Personal “Reach the Top” Pyramid

Place the goals for the future into a pyramid so you can Reach the Top!

Have a child

or children (if wanted) and be ready to care for them

Be in a committed and loving relationship

Live independently

Have a rewarding career and be able to support self

Be well educated and responsible for the future