Homepage: https://ahwg.org/be-real-be-ready-2017/
“Be Real. Be Ready.” was developed to address the knowledge deficit left behind after decades of teaching young people abstinence-only sex education. This inclusive and current approach to sex education goes beyond explaining anatomy and reproductive organs. The curriculum challenges students to consider what they want from a healthy relationship, how to assess various levels of risk, what are the most effective measures for birth control, and how to navigate conversations about sex with peers and romantic partners.
“Be Real. Be Ready.” is a comprehensive relationship and sexuality curriculum for high school students. It is:
- Science-informed
- Skills-based
- LGBTQ-inclusive
- Medically accurate
- Designed to meet the California State Health Educational Content Standards
- Designed to meet the requirements of the California Healthy Youth Act.
In addition to increasing students’ knowledge and skills, the curriculum connects students to health services in their community.
The curriculum was created by the Adolescent Health Working Group, SFUSD teachers, and the San Francisco Department of Public Health.
“Be Real. Be Ready.” was developed to address the knowledge deficit left behind after decades of teaching young people abstinence-only sex education. This inclusive and current approach to sex education goes beyond explaining anatomy and reproductive organs. The curriculum challenges students to consider what they want from a healthy relationship, how to assess various levels of risk, what are the most effective measures for birth control, and how to navigate conversations about sex with peers and romantic partners.
“Be Real. Be Ready.” is a comprehensive relationship and sexuality curriculum for high school students. It is:
- Science-informed
- Skills-based
- LGBTQ-inclusive
- Medically accurate
- Designed to meet the California State Health Educational Content Standards
- Designed to meet the requirements of the California Healthy Youth Act.
In addition to increasing students’ knowledge and skills, the curriculum connects students to health services in their community.
The curriculum was created by the Adolescent Health Working Group, SFUSD teachers, and the San Francisco Department of Public Health.
“Be Real. Be Ready.” Curriculum
The curriculum was created by the Adolescent Health Working Group, SFUSD teachers, and the San Francisco Department of Public Health.
BE REAL. BE READY
Lesson 4: Sexuality: Sex, Gender, & Orientation
Objectives:
1. Students will find a common language with which to openly talk about issues of sex, gender, gender expression, and sexual orientation.
2. Students will dispel common myths about LGBTQIQ people.
3. Students will understand how gender-role pressures and homophobia affect all young people’s lives.
4. Students will understand gender as a spectrum, not as a binary.
5. Students will develop empathy towards others.
Activity:
Let students know that you will be reviewing words related to sex, gender, and orientation.
Suggested Script: Every person has a gender identity, gender expression, biological sex, and sexual orientation. While these areas of a person’s life may influence each other, they are still distinctly different. Keep in mind, that everyone falls somewhere on each of these lines. The only way to know how someone identifies is to ask them. We cannot guess a person’s identity, and often it would be inappropriate or rude to try to guess how someone identifies. Now that we understand these four main sections of identity and expression, we are going to learn more words that fall under each section.
Video:
Straightlaced
groundspark.org
Straightlaced Video Guide: Chapters & Times Chapter 1 “How We Look” Duration: 12 minutes High school guys go shopping and reveal their concerns about what to wear. Some avoid certain styles for fear of being perceived as gay, another struggles because his clothing doesn’t fit the norms for his ethnic group. Girls describe media messages to look sexy, but not “too” sexy. Another girl defies norms by wearing loose clothing and is often perceived as male or lesbian. Boys express opinions about how they like girls to dress. One guy proudly gets his nails manicured, pointing out that gender norms are different in different countries. A graphic collage highlights media pressures on girls to be sexy to attract guys. Chapter 2 “What We Do” Duration: 4 minutes Starts off with a “Gend-o-meter” that mockingly rates different objects as to how “male” or “female” they are. Several students discuss assumptions about the gender appropriateness of certain activities, as well as strong messaging from their families about what is or isn’t OK for a son or a daughter. We see two guys breaking gender norms by attending ballet class. They both identify as “straight” but say most people think guys who do ballet must be gay. Chapter 3 “Media Messages” Duration: 3 minutes A graphic collage highlights pressures on guys to be “buff” and strong. Girls, however, often feel pressured to pretend they are not. Girls talk about the pressure to be thin, an expectation that doesn’t affect males in the same way. One girl talks about an extreme diet and friends skipping meals trying to stay thin.
BE REAL. BE READY.
Lesson 5: Sexuality: Influences, Expression, & Our Health
Objective:
Lesson 5 and lesson 6 can be combined into one day if necessary. If combining into one day, show chapters 4-13 (end) straight through without discussion.
1. Students will understand how gender-role pressures and homophobia affect all young people’s lives.
2. Students will explore connections among issues of gender, sexual orientation, race, culture, class and other aspects of identity.
3. Students will explore the idea of gender as a spectrum.
4. Students will know they are not alone in the challenges they face by drawing parallels between their experiences and those of students in the film.
5. Students will develop empathy for others.
Lesson 13: Anatomy & Physiology, Female Bodies & Sexual Response
1. Students will find a common language with which to openly talk about issues of sex, gender and development
2. Students will be able to correctly label and describe the functions of the internal and external female sexual organs, including their role in generating sexual pleasure.
3. Students will be able to recognize that there is a wide variation in appearance of external organs associated with sex and reproduction.
4. Students will understand the sexual response cycle
Masturbation
Show the Planned Parenthood YouTube video “Ask the Experts: Masturbation” (Embedded on slide 27 of the PowerPoint. It’s also available here: http://www.youtube.com/watch?v=kr2QiIRJzBY
Teacher Tip: Sexual pleasure is an integral part of sexual function and behavior and is often not discussed by health educators or healthcare providers. While some adults may feel uncomfortable discussing the details of sexual pleasure and function, it is an important topic. For example, discussing pleasure promoted with condom use in addition to safer sex messaging results in increased condom use and safer sex. (See “Pleasure and Prevention: When Good Sex is Safer Sex.” Reproductive Health Matters. 2006; 14(28): 23-31.) For more information on talking to teens about sexual pleasure and dysfunction, please see pages 34 – 38 of the Adolescent Health Working Group’s “Adolescent Health Providers’ Sexual Health Toolkit,” available for free download at: http://www.ahwg.net/assets/library/104_sexualhealthtoolkit2010bw.pdf
Links provided to students:
http://www.plannedparenthood.org/teens/my-body/female-anatomy-vulva-vagina-andbreasts • http://www.scarleteen.com/article/advice/out_out_damn_uti • http://www.plannedparenthood.org/health-info/womens-health/ • http://kidshealth.org/en/parents/menstrual-problems.html
Slide Presentation:
SLIDE 24
Vaginal Fluids: –When a female is sexually excited, the vagina will usually get wet.
-It can be painful or irritating if the vagina does not get wet enough before a finger,
penis, or sex toy is inserted in the vagina.
-Lubricant can be added for extra comfort.
SLIDE 26
Masturbation: -Masturbation is when someone touches themselves for pleasure.
-Many people masturbate, some people don’t—either way is normal and healthy.
-All people can choose to masturbate.
-People can use self-exploration and masturbation to get to know their bodies—this
can help them to communicate to their partner what they like and don’t like.
SLIDE 30
Sexual Response & Pleasure:
–In addition to genitals, many body parts can provide physical pleasure – nipples, arms,
back, buttocks, ears, feet, fingers, legs, neck.
-People differ in what they find pleasurable.
-We all have the right to control our bodies, including when and if we will have sex.
SLIDE 37
(Instruction to teacher) Go through the slides to test students on their knowledge about desire, arousal, and masturbation.
SLIDE 44
Masturbating frequently is a problem. False – There is no problem with masturbating frequently.
SLIDE 46
Video embedded in this slide. “Different is Normal” from Planned Parenthood.
Source: http://www.youtube.com/watch?v=t9tFk835vjo
Lesson 14
SLIDE 14 – Menstruation, Conception, Pregnancy, & Birth
Abortion
Abortion is choosing to end a pregnancy.
Under California law, minors can access abortion services confidentially, meaning without their parent/guardian’s permission.
Lesson 15 – Your Health Rights
Youth Health Rights OBJECTIVES
1. Students will understand the rights youth have to access confidential reproductive health care under minor consent laws.
2. Students will be able to define confidentiality and consent.
3. Students will be able to identify which types of care need parental consent.
4. Students will increase their awareness of community resources such as school wellness centers and locations to receive STI testing and reproductive health care
SLIDE 7
Let students know that there are many types of birth control. Birth control aims to prevent pregnancy. How to access: Some methods require that a teen goes to a doctor, clinic, or health center (IUC, implant, shot, ring, patch, pill) while other methods are available over the counter (internal condom and external condom)
(Photos of all methods are shown to students.)
Lesson 16 – Birth Control
Objective:
- Students will be able to categorize all FDA-approved birth control methods according to their level of effectiveness at preventing pregnancy.
- Students will understand how hormonal and barrier contraceptives work.
- Students will discuss seven questions to consider when selecting a method and practice applying these questions to “real life” situations.
- Students will learn how to access internet resources that provide reliable birth control information.
Lesson 19: Safer Sex: Barriers & Lube
Objective:
1. Students will learn how to effectively use external (male) and internal (female) condoms.
2. Students have the opportunity to have hands on experience practicing following the steps to effectively using a condom (on a penis/pelvic model).
3. Students will learn about dental dams, gloves, and lubricant.
4. Students will understand where and how to obtain barriers and lube for safer sex.
Activity:
In this activity students will have an opportunity to practice putting a condom on a penis model.
SLIDE 36:
Dental dams
Can be used for oral sex on a vulva or anus (not on a penis).
SLIDE 38:
Lube Pictures from Scarleteen.com
◦ Three types of lube: • Water-based • Silicone • Oil-based (not safe to use with latex condoms or dental dams) ◦ Available at pharmacies and health centers.
◦ Reduces friction – makes sex safer and more comfortable. Lube Water-based and silicone-based lubes are safe to use with all barrier methods. Oil-based lube should not be used with latex because it could break down the material. Lube makes condoms work better and feel better by reducing friction and increasing sensation. Lube can also be used with dams and gloves to increase comfort and sensation. Some vaginas produce less natural lubricant than do others (which is completely normal), so lube can be helpful to add to the vagina’s natural lubricant. Also, when having anal sex, lube is very important for safety and comfort since the anus does not produce any natural lubricant like vaginas do.
