This presentation teaches students about developing a healthy self-concept and healthy relationships.
Target audience: students in Grades 6
Length of core content presentation: 50 minutes
|6||Grades 1-8: Health and Physical Education (2015)||1.3, C1.3, C2.5, C2.6, C3.3|
In delivering this presentation, the teacher will:
By the end of this presentation, students will:
Core knowledge content provides the teacher with the background information needed to prepare and teach this health class.
E.g. mostly heterosexuality; some homosexuality represented in media; both hetero and homosexuality are often represented in stereotypical and exaggerated ways. Heterosexuality is represented in very gendered ways. Heterosexual men are represented as initiators of sex and in behaviours that celebrate promiscuity and a high sex drive. Heterosexual women are represented in a positive light as chaste or as consenting to one man's sexual advances, and in a negative light as promiscuous.
Homosexuality is often represented as exceptional to a heterosexual norm. Homosexual couples in presence of heterosexual couples are often depicted as making one or more of the others uncomfortable if they display any affection, but the reverse does not occur (for example, in early episodes of Modern Family, Jay knocks and closes his eyes before entering any room in which Mitchell and Cam are, because he does not want to see them kissing). What message does this send?
Homosexuality is represented as something that has to be announced or admitted ("coming out") but rarely do we hear of heterosexual adolescents having to announce their sexuality. What message does this send?
Femininity expressed through clothing, grooming (e.g. make-up, long, styled hair), colours, movement (graceful), talking, being responsible, being overly cautious, being sensitive or overly sensitive.
Masculinity expressed through clothing, grooming, colours (blues, greens, reds, and neutrals), movement and posture, aggression, athleticism, physical strength, being silent (and resenting talking), being irresponsible or immature, being fun and adventurous, being insensitive
Homosexual men expressing themselves in feminine ways
Homosexual women expressing themselves in masculine ways
Heterosexual men expressing themselves in masculine ways and being put down for showing any feminine tendencies (including crying or being well-groomed) or lacking athleticism
Heterosexual women expressing themselves in feminine ways and being celebrated for masculine behaviours (e.g. building something using power tools), and athleticism is celebrated but treated as unexpected or a surprise
Often homogeneous (males friends with males, females with females, except homosexual males are often shown as being friends with females)
What happens when friendships between a heterosexual male and a female are shown? Often end up in a romantic relationship.
Do we see friendships between heterosexual and homosexual males? What about heterosexual and homosexual women?
Read-aloud or group reading: Couple this lesson with a read-aloud or group reading of a book that explores self-concept and challenges faced by middle schoolers in their interpersonal relationships. Examples of books include:
As with all resources, Public Health recommends that these books are first read by the classroom teacher to ensure that they are appropriate for their students.
Throughout the story, pause and encourage students to reflect on aspects relating to development and relationships during puberty, such as:
Your school's public health nurse can help you prepare for delivering this presentation and can assist you in developing engaging projects and extension activities. To reach your school health nurse, contact firstname.lastname@example.org or 905-688-8248 ext. 7379.