Gen & WS week 2

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School

University of Wisconsin, Madison *

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Course

101

Subject

Anatomy

Date

Apr 3, 2024

Type

pdf

Pages

2

Uploaded by LieutenantAtom13286

1. Imagine you’re developing a sexual education class for high school students in your area. What would be your two primary learning goals in each of these areas? Give concrete examples and provide connections to course material when applicable. Anatomy/Physiology: My primary learning goals in the Anatomy/Physiology section of the sexual education class would be to ensure that students have a comprehensive understanding of the human reproductive system and to promote body positivity. Comprehensive Understanding: The first learning goal would be for students to understand the male and female reproductive systems, including the functions of each organ, the process of fertilization, and the menstrual cycle. This aligns with the course material which emphasizes the importance of accurate and factual information about anatomy and physiology. Body Positivity: The second learning goal would be to promote body positivity by discussing the natural variations in human bodies and challenging harmful beauty standards. This is important because body image issues can have a significant impact on young people's sexual health. Intimate/Sexual Violence Prevention: In this section, my primary learning goals would focus on raising awareness about consent and teaching students how to recognize and prevent intimate/sexual violence. Consent Education: The first learning goal would be to educate students about the importance of consent in sexual relationships, emphasizing that consent should be enthusiastic, informed, and ongoing. This aligns with the course material's emphasis on the importance of teaching consent as a fundamental aspect of sexual education. Prevention and Awareness: The second learning goal would be to teach students to recognize the signs of intimate/sexual violence and how to prevent it. This aligns with the course material that highlights the need for sexual education to address issues of sexual violence and provide students with tools to protect themselves (American Association of University Women, 2018). HIV/STI Prevention: For this topic, my primary learning goals would revolve around educating students about the risks of HIV and STIs and how to protect themselves. Understanding Risks: The first learning goal would be for students to understand the risks associated with unprotected sexual activity and the modes of transmission of HIV and STIs. This aligns with the course material that emphasizes the importance of accurate information to prevent the spread of STIs Safe Practices: The second learning goal would be to teach students about safe sexual practices, including the proper use of condoms and regular STI testing. This aligns with the course material's recommendation to provide practical information on preventing STIs Pregnancy Education: In this section, my primary learning goals would focus on providing students with comprehensive knowledge about pregnancy and their reproductive options. Understanding Pregnancy: The first learning goal would be to ensure that students have a clear understanding of the process of pregnancy, from conception to childbirth. This aligns with the course material's emphasis on providing accurate information about reproductive processes. Reproductive Choices: The second learning goal would be to inform students about their reproductive choices, including contraception options and the importance of family planning. This aligns with the course material's emphasis on empowering students to make informed decisions about their reproductive health.
2. Additional Topic : Healthy Relationships I would include a section on healthy relationships because it is essential for students to understand the dynamics of healthy, respectful, and consensual relationships. Recognizing Healthy Relationships: One learning goal would be to help students recognize the characteristics of healthy relationships, including communication, trust, and mutual respect. This aligns with the course material's focus on promoting healthy and safe relationships (Jones, 2019). Understanding Boundaries: The second learning goal would be to teach students about setting and respecting boundaries in relationships. This aligns with the course material's emphasis on promoting respectful behavior and consent within relationships 3. Categorization of Curriculum : My curriculum would be categorized as "comprehensive." This categorization is based on the inclusion of a wide range of topics, including anatomy, violence prevention, STI prevention, pregnancy education, and healthy relationships. It takes into account the course material's recommendation to provide a comprehensive and holistic approach to sexual education. 4. Alignment with Reproductive Justice: My curriculum aligns with the tenets of reproductive justice by recognizing and respecting the individual rights and choices of all students. It ensures that students have access to accurate information about their bodies, relationships, and reproductive options, allowing them to make informed decisions that align with their values and circumstances. Additionally, by addressing topics such as consent, healthy relationships, and body positivity, the curriculum empowers students to navigate their sexual and reproductive lives in a way that is just and equitable, regardless of their background or circumstances. Work Cited American Sexual Health Association: Home , https://www.ashasexualhealth.org/. Accessed 25 September 2023. Palumbo, Jennifer “Jay.” “The Body Positive Movement Encourages Inclusion, Not Obesity.” Forbes , Forbes Magazine, 12 Sept. 2023, www.forbes.com/sites/jenniferpalumbo/2022/05/12/how-the-body-positive-movement-do esnt-encourage-obesity-but-inclusion/?sh=1ae729021737. Simple the Truth - AAUW : Empowering Women since 1881 , www.aauw.org/app/uploads/2020/12/SimpleTruth_2.1.pdf. Accessed 26 Sept. 2023. Sparks, Sarah D. “We’re Teaching Consent All Wrong.” Education Week , Education Week, 15 Sept. 2021, www.edweek.org/teaching-learning/were-teaching-consent-all-wrong/2019/01.
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