10th Grade
FAMILY LIFE AND HUMAN SEXUALITY
Note: The section of this unit that addresses human sexuality is optional. Students under age 18 must have parental permission prior to receiving instruction. Only those outcomes noted with an (o) require parental permission. The remaining outcomes are required for all students.
Instructional Outcomes
By the end of this course students should be able to:
- Define terms related to human sexuality (o)
- Define the term family and describe a variety of differing family configurations that exist in society
- Cite ways in which culture and other forces affect family values and practices
- Describe how the family meets the needs of its members throughout the life cycle
- Discuss effects of hormonal changes on behavior throughout the life cycle
- Describe factors that contribute to sexual identity as part of personal identity (o)
- Identify issues that may enhance or threaten relationships, marriage, and families
- Identify and describe the anatomy and physiology of the human reproductive systems (o)
- Describe physiological dysfunctions, STD's, and psychological factors that affect human reproduction (o)
- Describe fertilization, fetal development, and child bearing (o)
- Identify the most prevalent congenital and hereditary conditions that affect the fetus (o)
- Examine how culture, value systems, and the family influence attitudes toward sexual behavior (o)
- Analyze how the media and social trends influence relationships, sexual behavior, marriage, and family (o)
- Examine myths and facts of human sexuality (o)
- Analyze risks and consequences of sexual activity (o)
- Recognize how laws relate to relationships, marriage, and sexual behavior (o)
- Demonstrate resistance skills and assertive behaviors which contribute to healthy sexuality (o)
- Analyze the responsibilities and psychological impact of marriage and parenthood (o)
- Examine moral, religious views, health, and economic considerations that influence family planning decisions (o)
- Identify abstinence from sexual intercourse as the most effective means of preventing pregnancy (o)
- Evaluate methods of family planning and the effectiveness of methods of contraception (o)
Introduction to Unit:
Addressing human sexuality in an appropriate and factual fashion leads to informed teens, increasing the likelihood of students making healthy decisions. The study of human sexuality provides young adults with the knowledge and skills necessary to make informed choices. Human sexuality encompasses much more than sexual feelings or sexual intercourse. It is an important part of who a person is and what she or he will become. It includes all the feelings, thoughts, and behaviors of being female or male, being attractive and being in love, as well as being in an intimate relationships that may or may not include physical sexual activity. During this unit we will cover the five components of human sexuality.
1. Sexual Identity -- The development of a sense of who one is sexually, including a sense of maleness and femaleness. (See complete definition in IA)
2. Intimacy -- The ability and need to experience emotional closeness to another human being and have it returned.
3. Sensuality -- Awareness, acceptance of and comfort with one’s own body; physiological and psychological enjoyment of one’s own body and the bodies of others.
4. Sexualization -- The use of sexuality to influence, control or manipulate others.
5. Sexual Health and Reproduction -- Attitudes and behaviors related to producing children, care and maintenance of the sex and reproductive organs, and health consequences of sexual behavior.
Content Outline
I. Describe Factors Contributing to Sexual Identity as Part of Personal Identity
A. What is Sexual Identity? This term refers to a person's understanding of who she or he is sexually, including the sense of being male or female. Sexual identity can be thought of as three interlocking pieces: gender identity, gender role and sexual orientation. Together, these pieces of sexual identity affect how each person sees herself or himself and each piece is important:
1. Gender Identity: a person's internal sense of knowing whether you are male or female.
2. Gender Role: knowing what it means to be male or female, or what a man or woman can or cannot do because of their gender. Some things are determined by the way male or female bodies are built. For example, only women menstruate and only men produce sperm. Other things are culturally determined. In our culture, only women wear dresses to work, but in other cultures, men wear skirt-like outfits everywhere.
3. Sexual Orientation: the persistent pattern of physical and/or emotional attraction to members of the same or opposite sex (gender). Included in this are heterosexuality (opposite-gender attractions), homosexuality (same-gender attractions), and bisexuality (attractions to members of both genders).
a. Heterosexual or "Straight" refers to people whose sexual, emotional and
affectional feelings are for the opposite gender (sex): Men who are attracted
to women, and women who are attracted to men.
b. Homosexual or Gay refers to people whose sexual, emotional and affectional feelings are for the same gender (sex): Men who are attracted to men; and women who are attracted to women.
c. Lesbian refers to women who are homosexual.
http://www.apa.org/pubinfo/answers.html
d. Bisexual or "Bi" refers to people whose sexual, emotional and affectional feelings are for both genders.
e. Questioning refers to people who are uncertain as to their sexual orientation.
Note: Transgender refers to someone whose gender identity or expression differs from conventional expectations for their physical sex.
A. Definition: A family is two or more people who are joined together by emotional feelings or who are related to one another.
1. The year 2000 U.S. Census showed a significant increase in nontraditional households and family configurations
2. American families are becoming more complex and the greater variety of households encourages open mindedness in society
B. Kinds of Families
1. Nuclear family
2. Single-parent family
3. Married couple without children
4. Extended family (includes additional relatives and/or friends)
5. Blended family (remarriage with children)
6. Same sex parents family
7. Foster family
8. Adoptive family
9. Others
C. Values
1. Examples (i.e., loyalty, honesty)
2. How family imparts values to members
3. How culture and other influences affect family values
D. Roles and Responsibilities in Meeting Needs Throughout The Life Cycle
1. Family needs (physical, emotional, financial)
2. Changing roles and needs of family members
E. Impact of Family-Related Issues On Society
1. Violence (against family members and/or society)
2. Socio-economic factors
3. Divorce
4. Education
5. Neglect/Abuse
6. "Latch-key generation"
7. Same sex relationships
8. Illness/death
9. Drug involvement
10. Geriatric care
11. Others (e.g. assisted reproductive technology)
A. Overview of Growth and Development Process
1. Changes of adolescence/puberty
2. Effects of hormones on behavior throughout adolescence and life
B. Factors Contributing to Sexual Identity as Part of Total Personality
1. Physical (genetic, anatomical)
2. Psychological
3. Environmental
4. Other
A. Definition of Relationship
B. Types of Relationships (list below is not in any priority order)
1. Familial
2. Friendship
3. Platonic
4. Romantic
5. Intimate
6. Sexual
7. Marital
8. Professional
9. Others
C. Factors to Consider in Forming a Healthy Relationship
1. Mutual respect
2. Trust
3. Friendship
4. Open communication
D. Responsibilities in Relationships
E. Issues Which Enhance or Threaten Relationships
1. Communication
2. Trust/Respect
3. Compatibility
4. Honesty
5. Abuse
6. Children
7. Financial
8. Other
F. Laws Relating to Relationships/Marriage
G. Importance of Monogamy in Building Trust in a Relationship/Marriage
Grade 10 resources to support revisions, in addition to resources approved for use in Grade 8
Lesbian, Gay, and Bisexual Youth Q&A, Caitlin Ryan and Donna Futterman, The Prevention Researcher, December 2002
Respecting the rights of GLBTQ Youth, A Responsibility of Youth-Serving Professionals, Jessie Gilliam, Advocates For Youth, June 2002
Creating Inclusive Programs, Jennifer Augustine, Kayla Jackson, and Jane Norman, Advocates For Youth, June 2002