Chicago Grassroots Curriculum Taskforce



5492115-43180000Chicago Grassroots Curriculum TaskforceCurriculum Map Template Unit Topic / Theme: Health/Sexual EducationGroup 4: Eric Campbell, Bailey Jayko, Armando Rodriquez, Bibi Tella, and Jose MacielUnit Relevance (Why should students study this theme?): Studying Health and Sexual Education in High School gives students the opportunity and responsibility in taking control over their bodies, through exercise, healthy eating, and making informed decisions when it comes to sexual activity. Students will explore sexuality, its relevance in helping young adults in being confident and competent in choices they make, and allows students to be able to comprehend concepts related to health and nutrition promotion to enhance health.QtrDuration 6 days Essential Questions: What is sex education? Why/how is it useful for me to be informed about it?How does a healthy eating behavior benefit my body and overall wellbeing? How does the perception of norms influence healthy and unhealthy nutritional behaviors?Learning Activities, Projects & Products:Learning activities: “Myth busters”- 2 truths and a lie. What I’ve heard vs. what is true about sex education? Mini-project- “Dear Expert”-Students are given an event/scenario based around a topic/aspect of sex education. With whatever information they are given, students are to come up with a solution or ‘game plan’ for getting through it. A class discussion will follow.Health-Students will bring in their personal lunches for the day to be nutritionally evaluated. Groups will discuss and self-reflect on topics such as food habits, choices, trends, accessibility, and image. Learning Project: Students will work in groups of 2-3 to create a 5 minute promotional commercial which advocated the need for increased or modified nutrition standards in our school cafeteria. The commercial will reach the appropriate audience and include accurate nutritional information, benefits, and information in a creative format. Essential Threads (circle a few):Race Oppression Land / Resources Class Resistance Labor Gender Culture Historical Geography Students Understandings: Historical Understandings:Margaret Sanger who advocated for birth control in the early 1900's, and led the movement to abolish federal and state laws prohibiting publication of information about sexuality, contraception and human reproduction.In 1916, Sanger opened the first birth control clinic, and founded Planned Parenthood Federation of America.In 1923, as the Illinois Birth Control League, family planning services were made available in Chicago, and continued to do so after incorporation as a Planned Parenthood affiliate in 1947.After contraception was legalized nationwide in 1965, PP/CA opened comprehensive reproductive health care centers citywide.In the 1970's we targeted education initiatives to teen populations, and in 1984, eleven years after Roe v. Wade made abortion legal, we made this service available in Chicago.Current Chicago Connections:On April 26 2006, the Chicago Board of Education unanimously passed the Family Life and Comprehensive Sexual Health Education policy submitted by Chicago Public School ( CPS ) administrators, according to a press release from the Illinois Caucus for Adolescent Health ( ICAH ) . The policy requires schools to teach comprehensive and age-appropriate sex education programs.Illinois Department of Public HealthGlobal Connections: Young adults are different in religion, culture, and beliefs on sexuality. Learning Standards (Core, Illinois, ACT College, etc.): Illinois Health Education Standards: () ISBE Goal 22: Understand principles of nutritional promotion and the prevention and treatment of illness and injury.22B: Describe and explain the factors that influence nutrition among individuals, groups, and communities.22C: Explain how the environment can affect nutrition.ISBE Goal 23: Understand human body systems and factors that influence growth and development23 B: Explain the effects of health-related actions on the body systems. Essential Readings: Eating Disorders Among Black Women and Other Women of Colour by Patricia Romney Ph.D, Amherst, Massachusetts()Instructional Approaches / Methods:The students at Corliss High School will be introduced to the topic of health and sexual education with a full class discussion, which will encourage students to share their perspectives and ideas about what it means to be healthy. Questions will be asked that require the students to explore their personal beliefs and experiences based on what a healthy lifestyle consists of, when a student should be given the freewill to make informed decisions about their sex life etc. Through the use of cooperative learning and project-based learning, students will use on other (their experiences and opinion) as a foundation for the Nutrition/Sex Education unit. Assessments:Exhibition of Student Projects: “What did you understand?” –Student’s learning and understanding of the material will be assessed by creating a project of their choice. Options will include 3-section boards, models, photo galleries, self-made videos/documentaries, PowerPoint presentations, written reports, skits, or interactive activities. Topics: Effects of Teen Pregnancy The importance of the freedom to choose between abstinence and being sexually active.HIV/AIDS awareness on the rise/Prevention in the African American communityORPerformance Assessment Task: Students will be assigned a situation in which they must work cooperatively as advocated for proper nutrition to promote improved nutrition practices and standards in their school community. -“You are a High School student at Corliss High School and you are faced with limited and unhealthy cafeteria options at school. The challenge is to convince your target audience that healthier nutritional options will greatly improve student performance and overall well-being. “Students will be assessed on their ability to raise awareness on the benefits of having healthier choices and nutritional standards in the school settingEssential Vocabulary: Health- nutrition, diet, fats, calorie, nutrients (proteins, carbohydrates, vitamins, minerals), food groups, eating habits, MyPyramid, portion control, RDAs (Recommended Daily Allowances), risk factors, obesity, malnutritionSexual Education- contraceptives, abstinence, HIV/AIDS, STI, condom, bisexual, heterosexual, homosexual, erection, sperm, clitoris, uterus, endometrium, cervix, menstruation, testicle, prostate/prostate gland, Vans Deferens, penis, vagina, semen, ova/egg, ovary, scrotum, fallopian tube, tampon/pad, hymen, ovulation, ejaculation, urethraNeeded Supplies and Resources: Students’ lunch for the Health activityMyPlateModels of the human body (male and female)Pamphlets from the clinic about STIs, HIV/AIDS, and teen pregnancy (provided by Planned Parenthood representative)Multimedia, Field Trips, Guest Speakers:Multimedia Field Trips SpeakersMultimedia: & Park | Dr. Ross shows how easy it is to get tested & Park: Dr. Ross on misconceptions and preventions. Trips: US Food and Drug Administration Building. Clinic such a Planned Parenthood or a community health center Speaker: Nutritionist Specialist and Personal Trainer. Speaker/representative from the clinic will answer any health/sex education questions students may have and want answers from a person in the field, with everyday experience about the topic. This will promote dialogue and discussion. ................
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