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Introduction
Values and Choices is a comprehensive course in human sexuality. The curriculum taught is based on the integration of three curriculums; Values and Choices, Search Institute, 1991, Human Sexuality, Sunburst, 2003 and Teen Health 2, Glencoe, 2009. Information given to the students is updated on a regular basis in an effort to give the students the most current information.
Education in human sexuality is different than any other curriculum taught in school. It allows students to:
*receive updated and correct information on products and
services related to sexuality issues, ?*engage in continual discussion using their values,
*explore issues such as diversity, sexism and stereotyping,
* develop a student-based project, Project Me.
This course encourages serious conversation about sexuality, which is different for students and adults. This course is dealing with more than just facts. Values and Choices
Advocates sexual abstinence as the best choice for teenagers.
Helps teenagers understand basic values that underlie sexuality and sexual choices.
Teaches factual information about sexuality and related issues.
Discusses the problems and dangers of early sexual involvement.
Promotes positive values that help teenagers make healthy, positive choices. Values discussed and referred throughout the course are: honesty, responsibility, respect, social justice, equality, self control, and promise keeping.
*Parent involvement discussing values and morals is encouraged.
Objectives
The following is a list of the Human Growth and Development objectives covered in the 8th grade curriculum. Consumerism, Violence Prevention, Communicable Diseases/HIV/AIDS/Blood Borne Pathogens, and Environmental Health are integrated into the lessons where appropriate. Each objective has been aligned with the Wisconsin State Health Education Standards. (The letters and numbers preceding each object are in correspondence with the state health standards.) The Wisconsin Health Standards can be located at http://www.dpi.state.wi.us/standards/pdf/health.pdf
Human Growth and Development
(Suggested grade level-8)
OBJECTIVES
The student should:
A1 understand the importance of a positive self-esteem, attitudes and behavior.
B4 identify how behaving in accordance with basic human values promotes positive relationships with others and good feelings about individual behavior.
A1 understand the physical, mental and emotional, and social changes of puberty.
A1 recognize constructive ways of dealing with emerging sexuality.
A7, C3, G2 appreciate the establishment of one's identity and understand the consequences of choices.
F4, G2 explore various aspects of dating and develop guidelines contributing to positive growth.
C1, F6 recognize sexual pressure and formalize resistance skills.
A3 understand that abstinence is the only 100% method of avoiding pregnancy and STDs.
A7, B6, D2, D4, D6, E1, G5 become aware of sexually transmitted infections and birth control options and possible consequences of sexual activity.
F2 know the difference between abusive & positive touch.
A5 understand a pregnant mother's ability to affect healthy embryonic and fetal development.
A5 identify the development of the human organism from conception through adulthood.
C1, C2 develop using a decision-making process, a code of behavior for them that is consistent with a positive value system and positive goals.
A1, C2 know that the need for love and affection influences behavior.
Consumerism
(Integrated in grades 6, 7, 8)
OBJECTIVES:
The student should:
D1, E1, E4, G2, G5 demonstrate the ability to think critically about health related products and services.
D5, E3 analyze health related products and services in terms of cost, quality, warranty, and availability.
D1, G1 demonstrate awareness of information, and the implications of information, on the use of prescription and over-the-counter health products.
D4, E2, E3 identify criteria for the selection of appropriate health related products or services.
D3, E2 demonstrate the ability to act upon concerns about ineffective health products or services.
D1, E1 identify valid sources of information to refer to making decisions about health services and products.
D7 identify potential health careers.
Communicable Diseases/Blood Borne Pathogens/ HIV/AIDS
(Integrated in grades 6, 7, 8)
OBJECTIVES
The student should:
A7 define communicable and non-communicable diseases.
A4 compare the spread of a typical communicable disease with that of a sexually transmitted disease.
A4 define HIV/AIDS, symptoms, spread/non-spreading, and prevention.
A5 describe the impact of HIV infection on the immune system and the ability of the body to protect itself from disease
A5, G4, G5 identify prevention techniques for transmitting disease.
A3, G2, G5, E4 identify sexually transmitted infections and their signs and symptoms.
A7 identify risk behaviors/situations for acquiring infection with the AIDS virus and other infectious diseases.
B3, B6 describe healthy behaviors which can prevent or reduce the risk of acquiring the AIDS virus and other infectious diseases.
Violence Prevention
(Integrated in grades 6, 7, 8)
Objectives:
The students should:
F1, F5 describe harassment; accept it is inappropriate behavior.
E2 analyze and evaluate the degree of violence involved in behaviors exhibited in our society and in the media.
F4 interpret the affects that violence might have on our relationships with significant people in our lives.
B6 demonstrate behaviors that enable them to avoid violence.
B3 suggest the role that drug use/abuse may play in violent situations.
B2 describe ways to help others avoid or cope with violent situations.
F1 describe reporting procedures for violent acts.
A7 describe the difference between rape and acquaintance rape, accept that it is a violent act and identify rape prevention strategies and guidelines.
A6 evaluate how a gang can influence violent behaviors among youth and describe ways to resist pressure to join a gang.
Environmental Health
(Integrated in grades 6, 7, 8)
OBJECTIVES
The student should:
A2 explain an appreciation of the beauty and importance of natural resources and of their impact on human health.
D6 explain what effects sanitation has on our nation’s health.
G2 compare the environmental past and future of their local area.
G3 describe ways in which improving the environment can enhance physical, mental and social health.
C3 list negative and positive environmental changes.
FAQ's
Commonly Asked Questions
What is “Project Me” and how much of it is to be completed at home?
Project Me is designed for each student to discover one’s identity, acknowledge the physical, social and emotional changes, and identify positive relationships with others. By reminiscing about their past they will hopefully open communication with their parents or guardians and identify accomplishments they have made. This can be a fun for both the parents and the student. It is also suggested copies of pictures are sent to school.
Students will also identify people in their life who have contributed to their success. Although collecting information for this project may need parent/guardian assistance, Project Me is not intended to be a home project. Class time is available for students to work on the project. It is based on the students’ past as they see it. The only help students should receive at home is locating pictures from their past.
Will students be required to do an oral report involving project me?
In the past, students have had the opportunity to share special people, objects, pets, talents, etc. from their past and present. They will no longer have this opportunity in the same way as before. There is a concern in regard to student allergies and other medical issues, which prevent them from taking part in the class activity. Students will have the opportunity to share unique and special talents in an alternative way.
What if we do not want our child to take part in some of the controversial issues discussed in class?
Please contact me at HYPERLINK "mailto:nagje@mail.onlalaska.k12.wi.us" nagje@mail.onalaska.k12.wi.us or call 783-5366 ex. 4202 and leave me a message. I will return your email or call. The Onalaska School Board Policy addresses this issue (please refer to the section on Legal Requirements located on this web site.) We will schedule a meeting and discuss the objectives/class activities you are concerned about and develop an alternative plan if necessary.
Do you discuss homosexuality?
Yes, this is covered. Sexual orientation is an enduring emotional, romantic, sexual or affectional attraction to another person. There are numerous theories about the origins of a sexual orientation, which is most likely, the result of complex interactions of environment, cognitive, and biological factors. Students commonly will share their values regarding this issue. If a student shows a special interest concerning homosexuality, they have the option to discuss this with me, the guidance counselor, and are encouraged to talk with their parents or a trusted adult.
How in-depth do you teach sexually transmitted infections and birth control?
At this level, it is only an introduction and awareness. Sexually transmitted infections (STI) are listed, how one can come in contact with the infection, prevention, treatment, and what can happen if no medical treatment is provided. Birth control is handled in much the same way, options are listed, the variety of products and services available, and the amount of protection given to prevent pregnancy and STI’s. 8th grade students are at various levels of development. While some students are just starting to have emotional feelings toward someone, others have already engaged in sexual activity. Students are always encouraged to talk with their parents about both topics. Both topics will be covered again in high school health.
How often is the information given to the students updated?
A review of the curriculum taught is updated annually. Videos shown are evaluated for current information. Current statistics from La Crosse County are also shared. If there are several updates needed in the videos, it is replaced with an updated version. Even the most current videos may not cover all the information. A variety of teaching techniques are used because of the wide variety of learners in each class.
Can I view the videos shown?
Yes. This will be done on an individual basis. Please contact me at OMS either through email or phone and we can make arrangements. Also, I have listed the companies in the syllabus. You can access their web site and preview portions of some of the videos listed. This can give you an idea of how topics are addressed. Please keep in mind; publishers have created videos for students across the United States.
Do you discuss illegal drug use?
When discussing choices, outside influences, peer pressure, and decision making skills, discussion of illegal drug use is also integrated. Review of drug education is related to how it may influence their sexuality choices.
Are there guest speakers invited to class?
Guest speakers are always welcome. Often it is difficult to have them because of the number of health classes taught. If you are willing to volunteer your time or know someone, please contact me. If it involves a controversial issue, clearance with a building administrator will be necessary.
Are boys and girls together in the same class when learning about the reproductive systems, STI’s, and birth control?
Yes. A great deal of effort is put into making the students feel comfortable in class to discuss sexuality. There is also a question box located in the classroom for questions they may feel uncomfortable asking in class. I also encourage students to come in and ask questions on their own or to ask a trusted adult.
Legal Requirements
LEGAL REQUIREMENTS
The following Wisconsin State Statutes pertain to the teaching of
Health Education of Onalaska Public Schools:
- Wisconsin State Statute 118.0I: Educational Goals and Expectations
- Wisconsin Assembly Bill 510. 1985 Wisconsin Ret 56: Abortion
Prevention and Family Responsibilities
- Wisconsin State Statute 121.12 (I): Twenty Standards
ASSEMBLY BILL 118.01
Onalaska Public School Health education is complying with this law by
meeting the educational guidelines in specific units of study as
follows:
1. Coping with Social Change: - Contemporary Health Issues
Education
- Human Growth & Development
2. Knowledge of Human Body and Healthy Lifestyle:
- Wellness
- Human Growth & Development
a. Knowledge of Fitness - Wellness
b. Knowledge of Human Diet - Nutrition. Wellness
c. Knowledge of physiology & hygiene, drugs & alcohol.
disease, sexually transmitted diseases
- Human Growth and Development
- Drugs and alcohol
- Prevention & Control of Disease
4. Appreciation of creative self -expression
- Wellness C' Emotional Health
5. Knowledge of personal ethics
- Human Growth and Development
6. Knowledge of family living and consumerism
- Human Growth and Development
- Consumer Health Education
7. Knowledge of responsible behavior concerning safety
- Drugs & Alcohol
- Treatment of Injuries
- First Aid & C.P.R.
Assembly Bill 510
We are complying with Assembly Bill 510 1985 Wisconsin Act 56,
November 28, 1985. We are providing instruction in all the following
areas:
(a) Self-esteem, responsible decision making and personal
responsibility.
(b) Interpersonal relationships.
(c) Discouragement of adolescent sexual activity.
(d) Family life and skills required of a parent.
(e) Human sexuality; reproduction; contraception, including natural
family planning; prenatal development; childbirth;
adoption; available prenatal and postnatal support; and
make responsibility.
(f) Sex stereotypes and protective behavior.
Each pupil enrolled in the Human Growth & Development unit will
recieve a curriculum outline prior to its instruction. If parents object
to instruction for their child, alternate activities will be provided.
An alternative unit policy is provided in the Onalaska Public Schools
Board Policy Book and reads as follows:
5512
1. Students will be informed of the unit objectives at
the beginning of the unit.
2. Students will be informed that they will have the
option to be released from class during the unit if the unit
or individual issue interferes with their family's moral
beliefs.
3. Students will complete an alternate project during
the unit. The project will consist of communication with
their family members regarding beliefs held by them of
the particular controversial issue. Each family member
wilI be interviewed individually and a collective interview
will be held. One parent will supervise the interviews.
^ The student will present a written synopsis of the results
to the parent. The student will have the choice of
presenting the synopsis to the instructor or presenting a
statement by the parent that the project has been
accomplished.
This has been reproduced from the Onalaska School District Board of Education Policy Handbook.
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