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Thursday, May 05, 2005

Follow-Up:Education and What are They Teaching, A Challenge

I have been challenged in a comment by a passerby. This person "Suggested" that C-U- Lied in the article I cited. I actually cited 2 articles. If you click the headline for that article you will go to WND. Who was the original Source for the article. It was actually posted some time back last year, and reposted as an update due to the court hearings on it. The second link I put at the bottom was the reference article I used for the Drs. reports. If you go to CRC the parents group who are responsible for this info and the court challenge you can see the handouts and the video in question . If you dont want to read this really long article...Just scroll to the bottom to teacher resources! That will answe any questions. Click on the Links in The Resources.

*Note: altho the 10th grade curriculm has a parental permission requirement for some of their courses, the 8th grade does NOT, It would appear it is Mandatory!

The commenter also posted their own links to the curriculm. I looked at these PDFs . For the record, I will go back to my original statement, " What the heck are they teaching these kids?"

A look at the PDFs: 10 th grade

Recognize that individuals' emotional needs and responses vary

*Describe and analyze factors that influence the development of personal identity
* Examine defense mechanisms and their relationship to personal identity
* Describe how discrimination, prejudice, and harassment impact personal identity
and lead to conflict
*Recognize and respond to signs of potential suicide and other self-destructive
* Consider how emotions, behaviors, and personal identity affect and are affected
by interpersonal relationships

Content Outline -- Mental Health
I. Emotional Needs and Responses

Define Terminology
1. Range of emotions
2. Needs - Maslow's Hierarchy
a. Basic needs
b. Specific individual needs
3. Response to emotions
a. Appropriateness
b. Individuality

Factors Influencing Emotional Response
1. Biological
a. Innate temperament (basic foundation of personality)
b. Hormone levels
c. Fatigue
d. Physical health
2. Psychological
a. Beliefs (about self, others, the experience or stimuli)
b. Evaluation of past experiences
3. Sociocultural
a. Expectations of one’s cultural/ethnic group
b. Level of conformity to expectations
c. Impact of being a member of a minority group (e.g. racial, ethnic, sexual
orientation) (in this context these are only examples and no further
description or information about sexual orientation is to be presented at
this time)

Expression of Emotions
A. Verbal
l. Actual meaning
2. Hidden meaning
B. Non-verbal
1. Facial expressions
2. Body language
3. Spatial-physical distance between people

Personal Identity
1. Components of personal identity
a. Self-concept: Who am I?
1) Socially
2) Emotionally
3) Cognitively
4) Physically (both physical features and health)
5) Sexually (both expression and orientation) (in this context the only
point to reference is how comfortable the individual feels with their
role and how they are treated as a male or female – self-concept
includes how you feel about yourself and how others relate to you as a
male or female)
b. Self-esteem: How do I evaluate myself?
1) Socially
2) Emotionally
3) Cognitively
4) Physically (both physical features and health)
5) Sexually (both expression and orientation) (same context as above
in IV. A. 5)
c. Body image: How do I look to myself? How do I look to others?
1) Socially
2) Emotionally
3) Cognitively
4) Physically (both physical features and health)
5) Sexually (both expression and orientation) (same context as above
in IV. A. 5)

External, negative
1) Poor interpersonal relationships
2) Prejudice, discrimination, fearfulness toward others
3) Excessive risk taking
4) Self-destructive behaviors (i.e. tobacco, alcohol and other drugs,
unprotected sex)

Factors Influencing Self Concept
1. Genetic
2. Family
3. Peers
4. Other people (teachers, coaches, guidance counselors, etc.)
5. Culture

Enhancing Self Esteem
1. Positive self talk
2. Acknowledge strengths and be proud of them
3. Do not judge self by unrealistic standards
4. Do not compare self to others
5. Work at changing things that could be obstacles to success
6. Accept things that cannot be changed

Self Destructive Behavior
1. Negative risk taking
a. Drug and alcohol abuse
b. Speeding
c. Eating disorders
d. Suicide
e. Other
2. Depression
a. Dealing with "the blues"
b. Clinical depression

Signals of suicide
a. Talk about suicide
b. Give possessions away
c. Say good-bye
d. Radical change in behavior

Factors Influencing Stress
1. Age, social status, income, state of health, diet, sleep habits, cultural
background, sexual identity, and previous experience (sexual identity is to be
used as an example only with no further discussion at this point)

Various Video, 3 of them about suicide.

Guest Speakers
Guidance Counselors
School Nurse
Mental Health Association, 301-424-0656

I am a little ill at ease having some mental health person giving lectures to kids. Are we raising up Little Pop Psychologists? Gonna come home and analyze Mommy and Daddy? Do you see where am heading with this? In the same fashion the DARE program turned kids into little snitches, beyond drug use, They started probing kids on whether or not Mommy or daddy had guns, (2nd Amendment) or whether or not their parents drank. ( a little wine with dinner?) Once the child affirmed this the parents were then paid a visit by CPS/DCF , There whole lives were turned upside down as they were put thru microscopes in every facet of their lives.


Causes of Injuries/Death Related to Adolescence
From good to bad behavior, most of it common sense stuff. They learn this in the lower grades. Altho some of this info appears harmless, why are they teaching this in school, instead of educating them on the 3R's.
To continue.,

Accessing Appropriate Services
1. Emergency services
a. Police
b. Fire department
c. Rescue squad
1) Level I - EMT
2) Level II - Medical Technician (cardiac team)
3) Level III - Shock-Trauma Team
C. Major Concerns of Rescue
1. Panic and confusion
a. Rescuer
b. Bystanders
2. Fear of disease transmission
a. Through direct contact with body fluids (i.e., AIDS,
Hepatitis B, other viruses)
b. Airborne - i.e., Tuberculosis
3. Lack of equipment
a. First Aid kits - content and placement
b. Use of alternative materials
4. Lack of training of rescuer
5. Universal precautions

Community Resources and Services
A. Crisis Intervention Agencies
1. Children's Help Center (child abuse)
2. Community Crisis Center (family crisis, sexual assault and spouse abuse)
3. Montgomery County Hotline (crisis advice on anything)
4. Maryland Poison Information Center (identification, information on
treatment after ingestion of poisons, drugs, and plants)
5. Sexual Assault and Rape Services
6. Spouse Abuse Services
7. Washington Area Council on Alcohol and Drug Abuse (WACADA) -
(intervention and treatment for drug/ alcohol abuse)
8. Hospitals (emergency service)


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 (Purple are required w/o perental permission)
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)

Family -- The Basic Unit of Society

Definition: A family is two or more people who are joined together by emotional
feelings or who are related to one another.~ THIS was quoted in my original article. How is it they -C-U- are lying?
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 family
4. Extended family (includes additional relatives and/or friends)
5. Blended family (remarriage with children)
6. Same sex parents family (this should not be interpreted as same sex marriage)
7. Foster family
8. Adoptive family
9. Others

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)
III. Interactions Between Physical and Psychological Development
A. Overview of Growth and Development Process
1. Changes of adolescence/puberty
2. Effects of hormones on behavior throughout adolescence and life

Factors Contributing to Sexual Identity as Part of Total Personality
1. Physical (genetic, anatomical)
2. Psychological
3. Environmental
4. Other

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

Factors Influencing Sexual Attitudes and Behavior

Family (culture, religion, etc.)
B. Peer Pressure
C. Media/Social Trends
D. Biological (hormonal)
E. Misunderstandings
1. Reproductive systems and functions
2. Stereotypes regarding "typical" male and female behaviors and attitudes

Laws Relating to Sexual Behavior

This is a large file, The one good thing I seen , mention of abstinence. Unfortuneatly it is given as a choice along with condoms, and other forms of birth control.

Videos used:
First on list was "Protect Yourself. The video in question, about how to apply a condom.

Additional Resources:
Contraceptive Display Kit - sent to all high schools in 1993.
Abstinence Makes the Heart Grow Fonder (posters). Sent to all high schools in 1994.

Guest Speakers:
School Nurse
Karen Enns, Planned Parenthood - (301) 699-5375

Knowing the agenda behind Planned Parenthood, I suspect the push will NOT be for Abstinence, correction, I should say , I KNOW the push won't be abstinence . PP hates the word abstinence
The 8th grade PDF.

It is basically the same as 10th as far as topics, without as much depth. If you look at the 2 you will see they cover more indepth at the 10th grade level, I did find this of interest There was NO disclaimer for parental permission here...

Liking One’s Self and its Relationship to Taking Care of One’s Self

A. Factors that contribute to liking of self

4. sexual identity (in this context the only thing to reference is how comfortable
the individual feels with their role and how they are treated as a male or
female – liking yourself includes how you feel about, and how you are treated
by others as a male or female)

Taking care of yourself (if you like yourself you're more likely to take care of
1. accept yourself as you are ~ That's a lil self defeating! You can always change!

Giving and Receiving Equally in Relationships
A. Personal qualities
1. dependability
2. honesty (to one’s self, and when presenting one’s self to others)
3. trustworthiness
B. How to develop relationships and share equally
1. avoid criticism, complaints, put downs
2. honest and rewarding feedback
3. learn about others’ strengths and special talents
4. talk openly and honestly about feelings and needs
5. accept individual differences (e.g. ethnicity, religion, sexual identity, etc.)
(same context as above in IX A 4)
6. respect personal values, rights, and needs
7. treat others as you would like them to treat you

By the end of the designated grade level, the student should be able to:
* Define terms related to human sexuality
* Define stereotyping and discuss generalizations regarding sexual identity
* Examine factors that influence stereotyping and generalizations regarding sexual
* Explore how cultural and family values affect relationships and marriage
* Explore the effect of family stress and divorce on the family and society
* Describe the process of pregnancy and birth, recognizing the importance of
prenatal care for the mother and fetus
* Discuss the effects of hormonal changes on the body and on behavior throughout
the life cycle

I. Define Terms Related to Human Sexuality (Please Note: the sources for the
definitions are listed below for teacher use only. The definitions are to be presented to
students as stated below
– no additional information, interpretation or examples are to
be provided by the teacher.)
What is Human Sexuality? This term refers to emotional closeness, sexual
health and reproduction, and sexual identity. (Source: Life Planning
Education, Advocates for Youth, Washington, D.C. page 123)

B. 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. (Source: Life
Planning Education, Advocates for Youth, Washington, D.C., Page 125).
1. Gender Identity: a person’s internal sense of knowing whether he or she is
male or female. (Source: American Academy of Pediatrics, Pediatrics, Vol.
92, No. 4 (Oct. 1993), pp. 631-634)
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. (Source: Life
Planning Education, Advocates for Youth, Washington, D.C., Page 125).
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 (samegender
attractions), and bisexuality (attractions to members of both
genders). (Source: American Academy of Pediatrics, Pediatrics, Vol. 92, No.
4 (Oct. 1993), pp. 631-634)
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.
(Source: American Psychiatric Association Fact Sheet: Gay,
Lesbian and Bisexual Issues (May 2000)).
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. (Source:
American Psychiatric Association Fact Sheet: Gay, Lesbian and
Bisexual Issues (May 2000)).
c. Lesbian refers to women who are homosexual. (Source: American
Psychological Association Online, Answers to your Questions About
Sexual Orientation and Homosexuality (July2003).
d. Bisexual or "Bi" refers to people whose sexual, emotional and
affectional feelings are for both genders. (Source: Id).

Acceptance of Differences
1. Stereotyping promotes discrimination and prejudice and can be destructive to
2. The strength of American society continues to lie in the ability of people to accept
and respect diversity.
3. Being able to see things from another’s view point promotes harmony and strength
in a society.



Myths regarding sexual orientation
1. Myth: Homosexuality is a mental health disorder.
Fact: All major professional mental health organizations affirm that
homosexuality is not a mental disorder.
2. Myth: If you are "straight", you can become homosexual.
Fact: Most experts in the field have concluded that sexual orientation is not a
3. Myth: A person is a homosexual if he or she has ever been sexually attracted to,
or ever had sexual contact with someone of the same gender.
Fact: Fleeting attraction or contact does not prove long-term sexual
4. Myth: Children of homosexual parents/guardians will become homosexuals.
Fact: Having homosexual parents/guardians does not predispose you to being

Teacher resources:
Family Pride Coalition- Issues and News: Myths and Facts
Lesson Plan: Sexual Orientation Myths- Planned Parenthood Association of Edmonton
American Psychiatric Association: FactSheet; Gay, Lesbian, and Bisexual Issues
1400 K Street, N.W. Washington, D.C. 20005
Recognizing Sexual Myths: National Network for Family Resiliency
Just the Facts About Sexual Orientation and Youth: A Primer for Principals, Educators, and School Personnel
Massachusetts Comprehensive Health Curriculum Framework- October 1999

I have seen enough to be convinced I have been Vindicated!