(a) |
Evaluate and respond to a variety of sources of, and information about, romantic relationships. |
(b) |
Compare why and how people became involved in romantic relationships in the past and become involved in the present. |
(c) |
Categorize similarities and differences that exist among cultural norms and expectations regarding romantic relationships. |
(d) |
Interpret how community and cultural norms might influence the personal standards (introduced in Grade 6) and the limits one sets for dating relationships. |
(e) |
Determine how community and cultural norms might influence the strategies of personal commitment (introduced in Grade 7) required to set limits in healthy dating relationships. |
(f) |
Assess individual, family, and community expectations for dating. |
(g) |
Assess why some young people choose not to become involved in romantic relationships. |
(h) |
Examine how family, cultural, and community expectations influence decisions of setting limits and agreeing to them early in romantic relationships. |
(i) |
Analyze "relationship violence" in the context of family and community norms. |
(j) |
Analyze how the following might assist in planning to promote health:
|
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