(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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Topics include: facts about sexually transmitted diseases, symptoms and treatment for common STDs, consequences of leaving STDs untreated, the truth about common myths concerning STDs and the importance of practicing safe sex.
The program addresses possible consequences of sexting which could range from embarrassment to legal ramifications including child pornography convictions. The program reminds youth that information sent by computer or cell phone is not private and that protecting oneself by using passwords and user IDs is essential for teens.