Fundamentals of Human Growth and Development - Alexandria City ...

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TEACHER REFERENCE SEXUAL HARASSMENT VS. FLIRTING SEXUAL HARASSMENT MAKES THE RECEIVER FEEL: bad angry/sad demeaned ugly powerless SEXUAL HARASSMENT RESULTS IN: negative self-esteem SEXUAL HARASSMENT IS PERCEIVED AS: one-sided demeaning invading degrading SEXUAL HARASSMENT IS: unwanted power-motivated illegal Adolescence Unit 32 FLIRTING MAKES THE RECEIVER FEEL: good happy flattered pretty/attractive in control FLIRTING IS PERCEIVED AS: positive self-esteem FLIRTING IS PERCEIVED AS: reciprocal flattering open a compliment FLIRTING IS: wanted equality-motivated legal Excerpt from Sexual Harassment and Teens by Susan Strauss with Pamela Espeland, copyright 1992. Used with permission of Free Spirit Publishing, Inc., Minneapolis, Minn.; (800) 735-7323. “All rights reserved.”
TEACHER REFERENCE EXAMPLES OF SEXUALLY HARASSING BEHAVIORS REPORTED IN U.S. HIGH SCHOOL touching (arm, breast, buttock, etc.) showing R-rated movies during class verbal comments (about parts of the body, what type of sex the victim would be “good at,” clothing, looks, etc.) name-calling (from “honey” to “bitch” and worse) spreading sexual rumors rape Adolescence Unit 33 “wedgies” (pulling underwear up at the waist so it goes in between the buttocks) sexual assault and attempted sexual assault leers and stares massaging the neck, massaging the shoulders sexual or “dirty” jokes touching oneself sexually in front of others cartoons, pictures, and pornography graffiti using the computer to leave sexual messages or graffiti or to play sexually offensive computer games making kissing sounds or smacking sounds; licking the lips suggestively gestures with the hands and body howling, catcalls, whistles pressure for sexual activity repeatedly asking someone out when he or she is not interested cornering, blocking, standing too close, following “spiking” (pulling down someone’s pants) conversations that are too personal facial expressions (winking, kissing, etc.) “rating” an individual–for example, on a scale from 1 to 10 “slam books” (lists of students’ names with derogatory sexual comments written about them by other students) obscene T-shirts, hats, pins “making out” in the hallway Excerpt from Sexual Harassment and Teens by Susan Strauss with Pamela Espeland, copyright 1992. Used with permission of Free Spirit Publishing, Inc., Minneapolis, Minn.; (800) 735-7323. “All rights reserved.”
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FUNDAMENTALS OF HUMAN GROWTH AND DE
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Review of the Male and Female Repro
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COURSE OVERVIEW The Alexandria City
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9.4 The student will identify good
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Human Development McGraw-Hill Famil
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ADOLESCENCE (con’t) • No Time S
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February/March/April Unit 4: Adoles
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SURVEY - FAMILY LIFE EDUCATION Dire
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STATEMENT: AGREE DISAGREE NO OPINIO
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LEVELS OF LISTENING AND RESPONSE: C
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Purpose Procedure EITHER-OR FORCED
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Perspective Picture 1. Create a tra
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nuclear family extended family blen
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Personal Shield Students design a P
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MARRIAGE FORMS Monogamy: __________
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Family Unit Parent Interview Note:
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Project Family Roles Collage This a
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Family Research Name: Data Sheet Di
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• available community resources f
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CONCEPTION, PREGNANCY AND BIRTH (Po
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I. The Impact of Heredity HEREDITY
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General Information Sex Determinati
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Models of Human Reproduction System
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CERVIX VAGINA HYMEN Appearance: Tip
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SEMINAL VESICLES Appearance: A pair
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The Male Reproductive System Extern
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I The Male Reproductive System Revi
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Method Type Abstinence Behavioral O
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Name of STD/STI Chlamydia Gonorrhea
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Reproductive Health Care Questions
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Individual Research of a Specific G
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Name: Fertilization FERTILIZATION A
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Name: First Trimester Second Trimes
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6. Briefly discuss the history of a
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Standards of Learning 9.5 The stude
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Child Development Theories: Giants
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Erikson’s Stages of Psychosocial
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Sensori-motor (birth-2 years) 5 Sen
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I. Infant's immediate needs - neona
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PLAY AGE (Pre-school) Erickson: In
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Five Year Old • In focus, stable,
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D. Moral and ethical values change
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A LOOK AT THE NEWBORN by H.D. Riley
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The fingernails are usually very lo
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THE STARTLE REFLEX 1. Why do newbor
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Infancy Unit NAME:_________________
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Directions: Read the poem and answe
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5. extracting rules. Not all of a c
Page 98 and 99: Toddler Unit Name: “How Children
Page 100 and 101: Young Children’s Love Objects By
Page 102 and 103: Generally, in the second year the t
Page 104 and 105: 13. What is a young child trying to
Page 106 and 107: Parent’s Belief I must control. I
Page 108 and 109: PLAY Play is the spontaneous activi
Page 110 and 111: 4. Paragraphs 3 & 4: List some of t
Page 112 and 113: Increase vocabulary Learn concepts
Page 114 and 115: MEMORIES AND ACCOMPLISHMENTS SCHOOL
Page 116 and 117: Due Date: CHILDHOOD PROJECTS The ch
Page 118 and 119: • consider the value of abstinenc
Page 120 and 121: ADOLESCENCE I. Overview: Metamorpho
Page 122 and 123: Adolescence Chart EARLY ADOLESCENCE
Page 124 and 125: Adolescence Unit STAGES OF ADOLESCE
Page 126 and 127: Purpose: This exercise is a non-thr
Page 128 and 129: Directions: Read the article titled
Page 130 and 131: I. RESPONDING TO PEER PRESSURE Dire
Page 132 and 133: Peer Pressure Lesson Day 2 1. Discu
Page 134 and 135: Decision Making Model Use the follo
Page 136 and 137: Teen Pregnancy Questions (Answer on
Page 138 and 139: Sexual Orientation Lesson Plan ****
Page 140 and 141: Examples: • Mutual • Voluntary
Page 142 and 143: “GOOD DECISION MAKING NOW AVOIDS
Page 144 and 145: PARENT INTERVIEW 1. How have I chan
Page 146 and 147: excuse for sexual harassment. Certa
Page 150 and 151: TECHNIQUES OF PERSUASION EXAMINING
Page 152 and 153: ADVERTISEMENT ANALYSIS Adolescence
Page 154 and 155: Adolescence Unit: Book Project Titl
Page 156 and 157: Vocabulary • Young Adult • Matu
Page 158 and 159: Young Adult intimacy/isolation marr
Page 160 and 161: B. According to Freud, maturity is
Page 162 and 163: MATURE ADULT I. Transition to and t
Page 164 and 165: Old Age I. General Characteristics
Page 166 and 167: Adulthood Unit 11 Young Adult Chart
Page 168 and 169: Part II What do I want to do? 7. Ra
Page 170 and 171: CAREER INTERVIEW Adulthood Unit 15
Page 172 and 173: Sexual Ethics 1. Have students writ
Page 174 and 175: 5. WHO WILL HANDLE FAMILY FINANCES?
Page 176 and 177: Fair Fighting ( Prelude to film “
Page 178 and 179: Adulthood Unit 23 DOMESTIC VIOLENCE
Page 180 and 181: Understanding Parent/Teen Behavior
Page 182 and 183: VALUES AUCTION 1. My child adopting
Page 184 and 185: Old Age Brainstorm: Characteristics
Page 186 and 187: PERSONAL FEELINGS ABOUT OLD AGE Dir
Page 188 and 189: “MY VIEWS” Directions: This sca
Page 190 and 191: KUBLER-ROSS: STAGES IN ACCEPTANCE O
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