| (B) identify and describe the categories of prescription
drugs and their proper uses;
(C) identify and explain the importance of each component
of an over-the-counter drug warning label; and
(D) describe how substance misuse and addiction to
alcohol, tobacco, vaping products, drugs, and other substances, including
prescription drugs, affect the body systems and brain.
(16) Alcohol, tobacco, and other drugs--short- and
long-term impacts. The student identifies and analyzes the short-
and long-term impacts of use and misuse of alcohol; tobacco; drugs,
including prescription drugs; and other substances. The student is
expected to:
(A) analyze and explain the short- and long-term health
consequences of addiction to alcohol and tobacco and prescription
and over-the-counter drug misuse and substance use disorders;
(B) analyze the importance of alternative activities
to drug and substance use and misuse on mental and social health;
and
(C) analyze the legal consequences of the use and misuse
of alcohol; tobacco; drugs, including prescription drugs; and other
substances.
(17) Alcohol, tobacco, and other drugs--treatment.
The student recognizes and understands the options for treatment and
how to seek help related to the use and misuse of alcohol; tobacco;
drugs, including prescription drugs; and other substances. The student
is expected to:
(A) identify and describe treatment options for substance
abuse and addiction;
(B) identify signs and symptoms of alcohol; tobacco;
drugs, including prescription drugs; and other substance use and misuse
such as using medicine prescribed for someone else or for reasons
other than intended; and
(C) identify at least one example of who, when, where,
and how to get help related to the use and misuse of alcohol; tobacco;
drugs, including prescription drugs; and other substances.
(18) Alcohol, tobacco, and other drugs--risk and protective
factors. The student understands how various factors can influence
decisions regarding substance use and the resources available for
help. The student is expected to:
(A) examine the effects and role of peer influence
on decision making and problem solving regarding the use and misuse
of alcohol, tobacco, and other drugs;
(B) examine physical and social influences on alcohol,
tobacco, and other drug use behaviors;
(C) differentiate among the relationships of alcohol,
tobacco, drugs, and other substances and the roles these substances
play in unsafe situations such as drinking and driving; and
(D) identify support systems and describe ways to report
the suspected abuse of drugs to a parent, school administrator, teacher,
or another trusted adult.
(19) Alcohol, tobacco, and other drugs--prevention.
The student analyzes information and applies critical-thinking skills
to avoid substance use and misuse and recognizes the benefits of delayed
use. The student is expected to develop and apply strategies, including
demonstrating refusal skills, for avoiding alcohol, tobacco, and other
drugs in various scenarios.
(20) Reproductive and sexual health--healthy relationships.
The student understands the characteristics of healthy romantic relationships.
The student is expected to:
(A) compare and contrast the difference between friendship,
infatuation, dating/romantic relationships, and marriage;
(B) explain how friendships provide a foundation for
healthy dating/romantic relationships;
(C) describe healthy ways to express friendship, affection,
and love;
(D) describe appropriate and effective methods of communicating
emotions in healthy dating/romantic relationships and marriage;
(E) evaluate the importance of mutual respect, trust,
support, honesty, commitment, and reliability in healthy dating/romantic
relationships and marriage;
(F) describe behaviors in dating/romantic relationships
that enhance dignity and respect; and
(G) describe the benefits of healthy marriages, including
companionship and social, emotional, financial, and health benefits.
(21) Reproductive and sexual health--personal safety,
limits, and boundaries. The student understands how to set and respect
personal boundaries to reduce the risk of sexual harassment, sexual
abuse, and sexual assault. The student is expected to:
(A) explain that physical, emotional, and sexual abuse
and exploitation are all forms of abuse;
(B) explain the social and emotional impacts of sexual
harassment, sexual abuse, sexual assault, and sex trafficking;
(C) define dating violence and the characteristics
of unhealthy or harmful relationships, including anger, controlling
behavior, jealousy, manipulation, and isolation;
(D) identify protective strategies for avoiding unsafe
situations that heighten the risk of sexual harassment, sexual abuse,
sexual assault, sex trafficking, and teen dating violence;
(E) explain the importance of reporting to a parent
or another trusted adult sexual harassment, sexual abuse, sexual assault,
sex trafficking, and dating violence involving self or others;
(F) describe how a healthy sense of self and making
decisions regarding setting and respecting personal boundaries promote
healthy dating/romantic relationships;
(G) discuss and practice how refusal skills can be
used to resist negative peer influences and reinforce personal boundaries
to avoid dangerous situations and behaviors that increase sexual risk
in dating/romantic relationships; and
(H) explain the importance of clearly communicating
and respecting personal boundaries and why individuals have the right
to refuse sexual contact.
(22) Reproductive and sexual health--anatomy, puberty,
reproduction, and pregnancy. The student analyzes adolescent development,
the process of fertilization, and healthy fetal development. The student
is expected to:
(A) compare and contrast the physical, hormonal, and
emotional changes in males and females that occur during puberty and
adolescence;
(B) identify how the process of fertilization occurs
between a man and a woman through sexual intercourse;
(C) explain significant milestones of fetal development
and the harmful effects on the fetus of certain substances such as
alcohol, tobacco, and prescription drugs and environmental hazards
such as lead;
(D) describe the importance of telling a parent or
another trusted adult, obtaining early pregnancy testing, and seeking
prenatal care if signs of pregnancy occur; and
(E) define the emotional changes that may occur during
and after pregnancy, including postpartum depression, and discuss
resources for support and treatment.
(23) Reproductive and sexual health--sexual risk. The
student understands that there are risks associated with sexual activity
and that abstinence from sexual activity is the only 100% effective
method to avoid risks. The student is expected to:
(A) explain how teen pregnancy is a possible outcome
of sexual activity;
(B) explain the short- and long-term educational, financial,
and social impacts of pregnancy on teen parents, the child, families,
and society;
(C) identify the difference between bacterial and viral
sexually transmitted diseases/sexually transmitted infections (STDs/STIs),
including long-term or lifetime effects such as infertility and cancer;
(D) describe various modes of transmission of STDs/STIs;
(E) identify the prevalence of STDs/STIs among teens
by referencing county, state, and/or federal data sources;
(F) list the signs and symptoms of STDs/STIs, including
human papillomavirus (HPV), human immunodeficiency virus (HIV) and
acquired immunodeficiency syndrome (AIDS), chlamydia, syphilis, gonorrhea,
herpes, and trichomoniasis, and explain why not all STDs/STIs show
symptoms initially;
(G) explain the importance of STD/STI screening, testing,
and early treatment for sexually active individuals, including during
yearly physicals or if there is a concern;
(H) identify community resources, a minor's right to
consent under certain circumstances, and the importance of parent
or other trusted adult support for STD/STI testing and treatment;
(I) identify emotional risks that can be associated
with sexual activity for unmarried persons of school age, including
stress, anxiety, and depression;
(J) identify support from parents and other trusted
adults to be abstinent from sexual activity and create strategies
for building peer support to be abstinent;
(K) analyze the importance of abstinence as the preferred
choice of behavior in relationship to all sexual activity for unmarried
persons of school age;
Cont'd... |
