Drawing the Line

1. Drawing the Line Learning About Sexuality and Gender Lesson 1

2. Ground Rules To create a safe environment: • Do not use put downs. • Be sensitive to others. • You have the right to privacy/confidentiality. • Use correct terminology. • Do not divulge private information. • There are no dumb questions. • Talk to your parents for more information.

3. Introduction • It is important for you to have a basic understanding of sex and sexuality so you can make good decisions in life. • You will be learning about the following aspects of sexuality over the next two weeks: Reproductive Anatomy Relationships HIV/STD Prevention Personal Health Contraception Gender Roles Sexual Assault Making Decisions

4. Class Discussion: Talking About Sexuality • Sexuality begins at birth and develops over a person’s lifetime. • What are some of the components that make up sexuality? • Review the components on the following chart and think about how they are all part of a person’s sexuality.

5. Comprehensive Sexuality .

6. Class Activity: “Exploring Gender” There are three different aspects to gender: • Gender Identity: Person’s sense of being male, female or in between • Gender Expression: The way a person communicates their identity to others; behavior, clothing, voice, etc. • Gender Roles/Norms: Learned expectations of what males and females are supposed to be and do

7. Class Activity: “Exploring Gender” Gender Role Stereotypes are expectations, ideals and scripts we learn for how males and females should think, behave and feel: • Stereotypes can influence our relationships. • Suggest some stereotypes for males and females that you experience or see in the media (see next slide for template). Remember that we are talking about stereotypes and not the personal beliefs of students in the class.

8. Class Activity: “Exploring Gender” MALE FEMALE ___________________ ___________________ ___________________ ___________________ ___________________ ___________________ ___________________ ___________________ ___________________ • ___________________ • ___________________ • ___________________ • ___________________ • ___________________ • ___________________ • ___________________ • ___________________ • ___________________

9. Reviewing Stereotypes • What are one or two words that summarize each list? • How does it make you feel to see the stereotypes about gender? • What impact does gender stereotyping have on young people, especially in intimate relationships? • How can you challenge these stereotypes?

10. Power and Control in Relationships Gender stereotypes can create an imbalance of power in relationships: • Who is expected to make the first move? • Who is expected to pay for dates? • Who is expected to have more sexual experience? • Who is expected to lead, and who is expected to defer, when decisions are made? Power and/or control can lead to abuse or coercion in a relationship.

11. Class Discussion: Health Laws • Minors > 12 can receive treatment for STDs. • Minors any age can purchase contraception. • Students in grades 7–12 can be released from school to seek confidential medical services. • Minors have a right to confidential health services. • Sexual intercourse must be reported when a minor is 14 or 15 and the partner > 21. • Parents can surrender custody of a newborn within 72 hours of birth.

12. Responsibilities of Sexual Health In addition to rights, you also have responsibilities for being sexually healthy: • Show respect for other’s boundaries/limits. • Do not knowingly spread disease. • Treat others with respect. • Keep your body healthy. • Engage in open and honest communication.

13. Summary • You can access medical services without parental consent, but it is important to talk to your parents or other trusted adults about health decisions. • Be aware of your own values, know the consequence of your behavior and make decisions to protect your health.