Canandaigua - New York Civil Liberties Union

More documents

Recommendations

Info

<strong>Canandaigua</strong> 80 • How many girls in this class are always neat? • Does that make you less of a lady because you didn't raise your hand? • Key Concept • We're all real people and we can experience the full range of emotions, including happiness and sadness, love and anger. The bottom line is that stereotypes are destructive because they limit our potential! • This is not to say that it's wrong for guys to like sports or fix cars or for girls to enjoy cooking (cite other examples from student generated list). • The problem is that we are told that we must perform these roles in order to fit in. lt is important for all of us to make our own decisions about what we do. • A stereotype rigidly confirms the belief that if you are a girl or a boy, or a woman or a man, you must perform these specific roles, and do them well. This belief takes away our personal choices in determining our own interests and skills. lt also discourages men from participating in "women's work" (such as flower arranging and child care) and it restricts women from choosing roles that are traditionally "male" (such as engineering and science). • You need to be able to be your true self and do what make you happy. • Key Concept • This brings me to the second stereotype rd like to talk about. • Sexual Orientation • Think about doing the same activity we just did but with three boxes each one titled differently: Gay, Lesbian, Bi-Sexual. • What would you write in those boxes? • Let's ask the same questions: • Where did we learn the messages we would put in those boxes? • How are these gender roles reinforced? • What happens when we are called these names? • We can answer exactly the same as before. • Remember a stereotype is a mental picture you have of someone just because they belong to a certain group. • You can't tell if people are gay, lesbian, bi-sexual by how they look or talk. Only some people fit the stereotypes; that's what makes them stereotypes. • Some people who aren't gay also fit stereotypes about gay people . • Recap • What did we learn today? • Stereotypes limit people.
<strong>Canandaigua</strong> 81 Homework • No matter what gender you are, what sexual orientation you are, what ethnicity, what age, what religion, etc., nothing should restrict you from choosing your personal choice. • Be proud of the unique individual each of you are. • Being unique is a good thing! • Don't be afraid to stand out in the crowd. • Have you ever experienced a situation where you were expected to act a certain way because you were a girl or a boy, even though it may not have been the way you felt like acting? • Think about this statement and complete the "Reflecting on Stereotype" worksheet. • Remind students to receive credit for the "Reflecting on Stereotypes" worksheet, they need to turn them in. Put them in the homework tray. Resources • http://www.safeschoolscoalition.org • http://www.media-awareness.ca • http://www.winspiration.co.uk/positive.htm
Page 1 and 2:
Canandaigua 1 I4A_.~ • l=a!lÎl l
Page 3 and 4:
J Canandaigua 3 UNIT 5: DISEASES Un
Page 5 and 6:
Canandaigua 5 * describe various ty
Page 7 and 8:
Canandaigua 7 Outcome #4: 4.1 Discu
Page 9 and 10:
Canandaigua 9 Canandaigua City Scho
Page 11 and 12:
Canandaigua 11 Lesson #1 7 th Grade
Page 13 and 14:
Canandaigua 13 :f~ jj ,~ INTRODUCIN
Page 15 and 16:
Canandaigua 15 J Student Name: ----
Page 17 and 18:
H ¡í 1$ ~~ ~ .~¡J '~i ",,::.:.",
Page 19 and 20:
Canandaigua 19 ~~~~"¿liI,1~~';::;'
Page 21 and 22:
'\.IIHe __ Date __ Canandaigua 21 T
Page 23 and 24:
Name _ Date ----- Canandaigua 23 TH
Page 25 and 26:
" ';"-.'-'"
Page 27 and 28:
Canandaigua 27 ~~~/'.!"~:;.' -.,."'
Page 29 and 30: Canandaigua 29 fl) Embryo o o Month
Page 31 and 32: Canandaigua 31 Canandaigua City Sch
Page 33 and 34: · ..__ . - .. -.. ---- ..._-- ....
Page 47 and 48: Canandaigua 47 Units to be covered:
Page 49 and 50: Canandaigua 49 Lan~scape Map Page 2
Page 51 and 52: Canandaigua 51 Landscape Map Page 4
Page 53 and 54: Canandaigua 53 • The opening wher
Page 55 and 56: Canandaigua 55 • There is no bone
Page 57 and 58: Canandaigua 57 Homework • Remind
Page 59 and 60: Canandaigua 59 Name: --------------
Page 61 and 62: Canandaigua 61 ~aD1e: -------------
Page 63 and 64: I· s ~ It .g ¡- :J Er [ ~ ~ a > =
Page 65 and 66: Canandaigua 65 • If no responses
Page 67 and 68: Canandaigua 67 • Sweat and oil gl
Page 71 and 72: Canandaigua 71 Males Females Pubert
Page 73 and 74: Canandaigua 73 • I just want to t
Page 77 and 78: ,.. .. c.¡, .$ c O· ø :~ g' ~ ~
Page 79: Canandaigua 79 • As they get seat
Page 83 and 84: Canandaigua 83 Please sit down quic
Page 85 and 86: Canandaigua 85 Sure Sweet Swell Sym
Page 87 and 88: Canandaigua 87 Family Life/Sexual H
Page 89 and 90: - ..-~-.- ...-- _._. --_.__ ._--_._
Page 91 and 92: Canandaigua 91 Family Life/Sexual H
Page 93 and 94: Canandaigua 93 Homework • Take go
Page 95 and 96: Daily Log Day 2 (2 Points) Time Per
Page 97 and 98: Daily Log Day 4 (2 Points) Time Per
Page 99 and 100: Canandaigua 99 What physical respon
Page 101 and 102: Canandaigua 101 Why are you NOT REA
Page 103 and 104: Canandaigua 103 • This includes o
Page 105 and 106: -- - _._-------_ .._._~"- Canandaig
Page 107 and 108: Canandaigua 107 Healthy & Ammmriate
Page 109 and 110: Canandaigua 109 • This will impac
Page 111 and 112: ------- ---------_.- Canandaigua 11
Page 113 and 114: •• OJ to z"",, .. 00 I -" -" I
Page 115 and 116: Canandaigua 115 Canandaigua City Sc
Page 117 and 118: Canandaigua 117 • Demonstrates th
Page 119 and 120: Canandaigua 119 Canandaigua City Sc
Page 121 and 122: Canandaigua 121 attack. Students sh
Page 123 and 124: Canandaigua 123 Units to be covered
Page 125 and 126: Canandaigua 125 Lanascape rviap .Pa
Page 127 and 128: Canandaigua 127 Lanascape Map Page
Page 129 and 130: Canandaigua 129 STDName Chlaymdia G
Page 131 and 132:
Canandaigua 131 STDName Hepatitis B
Page 133 and 134:
Canandaigua 133 STDName HIV/AIDS HI
Page 135 and 136:
~. __ ._. __ ._.~ ,_o, •• , ~~_
Page 137 and 138:
Canandaigua 137 Signs & Symptoms ~
Page 139 and 140:
Canandaigua 139 Potential Complicat
Page 141 and 142:
Canandaigua 141 Signs & Symptoms Tr
Page 143 and 144:
Canandaigua 143 » Sexually Transmi
Page 145 and 146:
.-._._---_ .. _- ._. _.. _.- Canand
Page 147 and 148:
Canandaigua 147 Sexual Risk Functio
Page 149 and 150:
Canandaigua 149 HIV/AIDS Functional
Page 151 and 152:
Canandaigua 151 Sex Education Lesso
Page 153 and 154:
Canandaigua 153 Name: _ Class Perio
Page 155 and 156:
Canandaigua 155 Section 4 Give 3 ex
Page 157 and 158:
"¡:::""¡:::"W"Tj ......0\0(1) ...
Page 159 and 160:
Canandaigua 159 Section 2 If the ST
Page 161 and 162:
Canandaigua 161 Section 7 Label the
Page 163 and 164:
Canandaigua 163 Canandaigua City Sc
Page 165 and 166:
--------_.,-_._- .._-- ----,._-- --
Page 167 and 168:
Canandaigua 167 a Demonstrates the
Page 169 and 170:
-------_._------------------ -- - ~
Page 171 and 172:
Page 173 and 174:
Page 175 and 176:
Page 177 and 178:
.s->: Canandaigua 177 IV. Exercise
Page 179 and 180:
Canandaigua 179 CURRICULUM OVERVIEW
Page 181 and 182:
Canandaigua 181 HEALTH OUTCOMES K -
Page 183 and 184:
Canandaigua 183 SUGGESTED INSTRUCTI
Page 185 and 186:
Canandaigua 185 * discuss the dange
Page 187 and 188:
Canandaigua 187 SUGGESTED INSTRUCTI
Page 189 and 190:
Canandaigua 189 7.3 Divide the stud
Page 191 and 192:
Canandaigua 191 Landscape Map Page
Page 193 and 194:
Page 195 and 196:
Canandaigua 195 Page 18 of21 Landsc
Page 197 and 198:
Page 199 and 200:
Canandaigua 199 Human Sexuality Uni
Page 201 and 202:
Canandaigua 201 NaUŒe _ Date _ WHO
Page 203 and 204:
Canandaigua 203 Na~e _ Date -'--...
Page 205 and 206:
Page 207 and 208:
" Canandaigua 207 Nanœe ___ Date _
Page 209 and 210:
I ! ¡"~I ¡ : " Canandaigua 209 Na
Page 211 and 212:
a~ ~ f-c~ . ~ ~~ Qi £. f ~ , ! 9-'
Page 213 and 214:
Canandaigua 213 Name --------------
Page 215 and 216:
Canandaigua 215 ~~ •Embryo Month
Page 217 and 218:
~~~~~ ~~~~-- ~- - ~~----~- ~- Canan
Page 219 and 220:
Page 221 and 222:
---_... --- _..... ------,-- .. Can
Page 223 and 224:
Canandaigua 223 Which ofthe followi
Page 225 and 226:
Canandaigua 225 making verbal threa
Page 227 and 228:
Jim~häs. ", • Canandaigua 227 'I
Page 229 and 230:
,~ ~lo Canandaigua 229 HUMAliSE.XUA
Page 231 and 232:
Canandaigua 231 51. This fonn of co
Page 233 and 234:
" , . . , Canandaigua 233 e 64. DIA
Page 235 and 236:
Canandaigua 235 68. List 3 fanns of
Page 237 and 238:
Page 239 and 240:
Page 241 and 242:
Canandaigua 241 Policy Information
Page 243 and 244:
Canandaigua 243 CURRICULUM OVERVIEW
Page 245 and 246:
Canandaigua 245 x. Pre-natal Care A
Page 247 and 248:
~~~--- Genital Herpes • Viral, He
Page 249 and 250:
Canandaigua 249 lilitflteens Ila Si
Page 251 and 252:
Canandaigua 251 75 percent of peopl
Page 253 and 254:
Canandaigua 253 NAME: _ PERIOD: ~ _
Page 255 and 256:
Canandaigua 255 ~id- 1~ HIV/AIDS Ed
Page 257 and 258:
Canandaigua 257 NAME: ------- PERIO
Page 259 and 260:
Page 261 and 262:
Canandaigua 261 'r--1:'~':· :"~i-;
Page 263 and 264:
Canandaigua 263 13:28 3155365556 VA
Page 265 and 266:
Canandaigua 265 " ._. ---." .._- ._
Page 267 and 268:
Canandaigua 267 Page 1 of1 einesbtc
Page 269 and 270:
Page 271 and 272:
Page 273 and 274:
Canandaigua 273 attack. Students sh
Page 275 and 276:
Page 277 and 278:
show all

Canandaigua - New York Civil Liberties Union

You also want an ePaper? Increase the reach of your titles

Delete template?

Save as template?