History-Social Science - Health (Draft)

History-Social Science

·	Geography
·	Driver's Education (Draft)
·	Health (Draft)
·	World History: The Modern World
·	Honors World History: The Modern World
·	U.S. History
·	AP United States History
·	Principles of American Democracy
·	AP US Government & Politics
·	Honors Principles of Economics
·	Principles of Economics

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Oroville Union High School District

History-Social Science Curriculum

History-Social Science - Health (Draft)

Printable Version

Goals and Descriptions

Unit I - Health

The Human Body
The learner will be able to practice good personal hygiene; use protective equipment, such as a helmet when cycling, or practicing behaviors to protect the body, such as avoiding exposure to excessive noises; recognize and accept differences in body types and maturation levels; and respond appropriately to the physical development of older adolescents in ways that promote physical health through such preventive measures as healthy food choices and exercise .

Strand	Scope	Source	Activities
Health	Master	CA: Health Framework Addendum, 2002, Grades 9-12.	Classroom

Food Choices
The learner will be able to make healthy food choices in a variety of settings; establish and maintain healthy eating practices; select appropriate practices to maintain, lose, or gain weight based on scientific research; recognize the need for updating one's personal nutrition plan as individual needs or activities change; and analyze influences on food choices .

Strand	Scope	Source	Activities
Health	Master	CA: Health Health Framework Addendum, 2002, Grades 9-12.	Classroom

Physical Activity
The learner will be able to observe safety rules during physical activities; participate regularly in a variety of enjoyable physical activities; analyze personal motivators related to pursuing physical activity; explore ways to continue regular exercise practices when schedules change, such as during travel or while working; explore ways to engage in out-of-school activities that promote fitness and health; follow through with a personal fitness plan based on fitness goals and the results of periodic self-assessment; and make adjustments needed for successful implementation of a personal fitness plan .

Strand	Scope	Source	Activities
Health	Master	CA: Health Health Framework Addendum, 2002, Grades 9-12.	Classroom

Mental & Emotional Health
The learner will be able to demonstrate characteristics that contribute to self-confidence and self-esteem; develop and use effective communication skills; develop and use effective coping strategies; avoid self-destructive behaviors and practice strategies for resisting negative peer pressure; relate in positive ways to peers and adults in and out of school; identify risk factors for negative behaviors and developing effective strategies for counteracting these risk factors; develop protective factors that help foster resiliency; select entertainment that promotes mental and physical health; identify personal habits influencing mental and emotional health; and develop strategies for changing behaviors as needed to promote positive mental and emotional health .

Strand	Scope	Source	Activities
Health	Master	CA: Health Health Framework Addendum, 2002, Grades 9-12.	Classroom

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Unit II - Health

Disease Prevention
The learner will be able to practice positive health behaviors to reduce the risk of disease; cooperate in regular health screenings, practice and use effective self-examination procedures; analyze personal behaviors in relation to health, well-being, and personal goals; practice good personal hygiene; recognize the importance of prenatal care; demonstrate care and concern toward ill persons in the family, the school, and the community; make a commitment to abstain from sexual activity. Pupils shall be provided with statistics based on the latest medical information citing the failure and success rates of condoms in preventing, AIDS and other sexually transmitted diseases .

Strand	Scope	Source	Activities
Health	Master	CA: Health Health Framework Addendum, 2002, Grades 9-12.	Classroom

Treatment of Disease
The learner will be able to recognize symptoms of common illnesses, take prescription and over-the-counter medicines properly; interpret correctly instructions written on medicine container labels, including information about side effects; determine when treatment of illness at home is appropriate and when and how to seek further help when needed; accept responsibility for active involvement in the treatment or management of disease, interpret information provided by health-care providers regarding tests or procedures, and analyze one's patterns related to treatment of disease to determine their effectiveness .

Strand	Scope	Source	Activities
Health	Master	CA: Health Health Framework Addendum, 2002, Grades 9-12.	Classroom

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Unit III - Health

Potentially Dangerous Situations
The learner will be able to develop and use skills to identify, avoid, and cope with potentially dangerous situations; use skills to avoid, resolve, and cope with conflicts; understand and follow rules prohibiting possession of weapons at school; identify risk factors that reduce risks of accidents; recognize that the use of alcohol, tobacco, and other drugs plays a role in many dangerous situations; use thinking and decision-making skills in high-risk situations involving motor vehicles and other safety hazards; practice safe behavior in or near motorized vehicles, including observing basic traffic safety rules when driving, developing proficiency in handling a vehicle in difficult situations, wearing a seat belt, ensuring that others wear seat belts, carry appropriate emergency equipment, and using latex gloves when assisting individuals who are injured; practice safe behavior in recreational activities, even in the absence of adults; practice safe behavior in and near water, report or obtain assistance when faced with unsafe situations; identify environmental factors that affect health and safety; and demonstrate how peers can help each other avoid and cope with potentially dangerous situations in healthy ways .

Strand	Scope	Source	Activities
Health	Master	CA: Health Health Framework Addendum, 2002, Grades 9-12.	Classroom

Alcohol, Tobacco, and Drugs
The learner will be able to exercise self-control, develop and use interpersonal and communication skills such as assertiveness, refusal, negotiation, and conflict resolution; avoid, recognize, and respond to negative social influences and pressure to use alcohol, tobacco, or other drugs; use positive peer pressure to help counteract the negative effects of living in an environment where alcohol, tobacco, or other drug abuse or dependency exists, identify ways of obtaining help to resist pressure to use alcohol, tobacco, or other drugs; distinguish between helpful and harmful substances; differentiate between the use and misuse of prescription and nonprescription drugs; identify and participate in positive alternative activities, such as alcohol, tobacco, and drug-free events; and help to develop and support the school's no-use policy and work to support it .

Strand	Scope	Source	Activities
Health	Master	CA: Health Health Framework Addendum, 2002, Grades 9-12.	Classroom

Child Abuse and Sexual Exploitation
The learner will be able to identify ways to seek assistance if worried, abused, or threatened; to avoid, recognize, and respond to negative social influences and pressure to become sexually active, including applying refusal skills when appropriate; recognize and avoid situations that can increase risk of abuse; and develop and use assertiveness skills and learn self-defense techniques .

Strand	Scope	Source	Activities
Health	Master	CA: Health Health Framework Addendum, 2002, Grades 9-12.	Classroom

Emergencies
The learner will be able to recognize emergencies and respond appropriately; develop and maintain with other family members a personal and family emergency plan, including maintaining supplies for emergencies, including supplies at home and supplies in their vehicle; identify appropriate use of local emergency services; and use of latex gloves when assisting individuals who are injured .

Strand	Scope	Source	Activities
Health	Master	CA: Health Health Framework Addendum, 2002, Grades 9-12.	Classroom

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Unit IV - Health

Roles of Family Members
The learner will be able to develop and use effective communication skills; seek assistance if living in a family where abuse of alcohol or other drugs exists (e.g., participating in a support group for teens who are the children of alcoholics); support and value all family members; demonstrate ways to help support positive family interactions; practice health-promoting behaviors within the family; complete self-initiated activities beyond assigned chores to help support the family; and identify safety hazards in the home and help to remove them .

Strand	Scope	Source	Activities
Health	Master	CA: Health Health Framework Addendum, 2002, Grades 9-12.	Classroom

Change in the Family
The learner will be able to use effective strategies to cope with change in the family; develop a plan to facilitate transition from the role as a child to the role of an independent adult, and discuss with parents plans to continue education beyond high school; and develop a mutual understanding of how this will affect family roles and interactions .

Strand	Scope	Source	Activities
Health	Master	CA: Health Health Framework Addendum, 2002, Grades 9-12.	Classroom

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Unit V - Health

Friendship and Peer Relationships
The learner will be able to know and use appropriate ways to make new friends; demonstrate positive actions toward others; resolve conflicts in a positive, constructive way; interact effectively with many different people, including both males and females and members of different ethnic and cultural groups; analyze appropriate behaviors in a dating relationship; demonstrate how to resist negative peer pressure; avoid demeaning statements directed toward others; promote positive health behaviors among peers; and participate in group activities as a means of getting to know other people, respect the dignity of others, and respect marriage .

Strand	Scope	Source	Activities
Health	Master	CA: Health Health Framework Addendum, 2002, Grades 9-12.	Classroom

Efforts to Promote and Protect Health
The learner will be able to understand and follow school rules related to health; participate in school efforts to promote health; assume responsibility for helping to take care of the school; participate in community efforts to address local health and environmental issues; encourage others to be come involved in health-promotion efforts at school; analyze the impact of laws, policies, and practices on health-related issues; encourage others to become involved in health-promotion efforts at many different levels, access appropriate services available within the community; and initiate and involve others in health-promotion efforts at school or in the community .

Strand	Scope	Source	Activities
Health	Master	CA: Health Health Framework Addendum, 2002, Grades 9-12.	Classroom

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Unit VI - Health

Life Cycle
The learner will be able to practice behaviors that will provide the option of healthy parenting later in life, such as avoidance of substance abuse; recognize and be prepared to adapt to the changes that occur during life, such as changes associated with young adulthood, pregnancy, middle age, or old age; develop and use effective communication skills to discuss with parents or other trusted adults the changes that occur during adolescence; recognize and acknowledge that different people progress through different stages of the life cycle at different rates; express support and compassion for others who are grieving; recognize and discuss with parents and other trusted adults questions regarding death and dying; and review family histories and determine whether a genetic disorder exists in the family .

Strand	Scope	Source	Activities
Health	Master	CA: Health Health Framework Addendum, 2002, Grades 9-12.	Classroom

Growth and Development
The learner will be able to demonstrate an understanding of individual differences; develop a realistic body image; recognize problems associated with not having a realistic body image; recognize the effects of performance-altering substances and avoid the use of those substances, adapt group activities to include a variety of individuals, promote acceptance of a range of body types and abilities; and use scientific data as a basis for individual nutrition and fitness plans .

Strand	Scope	Source	Activities
Health	Master	CA: Health Health Framework Addendum, 2002, Grades 9-12.	Classroom

Mental and Emotional Development
The learner will be able to identify, express, and manage feelings appropriately; develop and use effective communication skills; recognize one's own strengths and limitations; use coping strategies, including time-management skills; and develop a focus on the future .

Strand	Scope	Source	Activities
Health	Master	CA: Health Health Framework Addendum, 2002, Grades 9-12.	Classroom

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Unit VIII - Health

Sexuality
The learner will be able to recognize and avoid situations that place one at risk of participating in sexual activity; avoid, recognize, and respond to negative social influences and pressure to become sexually active; demonstrate assertive and refusal skills and apply those skills to situations involving pressure to be sexually active; practice behaviors that support the decision to abstain from sexual activity; analyze messages about sexuality from m society, including the media, identifying how those messages affect behavior; develop and use effective communication skills, including the ability to discuss with parents questions on sexuality; identify appropriate ways to show affection, identify ways to seek assistance if abused, evaluate what students can do to counteract the false norms portrayed in the media; and statistics based on the latest medical information shall be provided to pupils citing the failure and success rates of condoms and other contraceptives in preventing pregnancy .

Strand	Scope	Source	Activities
Health	Master	CA: Health Health Framework Addendum, 2002, Grades 9-12.	Classroom

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Unit IX - Health

Products and Services
The learner will be able to identify a variety of consumer influences and analyze how those influence affect decisions; use critical-thinking skills to analyze marketing and advertising techniques and their influence; recognize helpful products and services, seek care from the school nurse or school-linked services when appropriate; identify appropriate sources of health services for a variety of illnesses, develop and apply criteria for the selection or rejection of health products, services, and information; use critical-thinking skills to analyze the cost benefits of health care products and services; and develop and use strategies for identifying and combating fraudulent or misleading health products, services, and information .

Strand	Scope	Source	Activities
Health	Master	CA: Health Health Framework Addendum, 2002, Grades 9-12.	Classroom

Products and Services/Food Choices
The learner will be able to use critical-thinking skills to analyze marketing and advertising techniques and their influence on food selection; use valid nutrition information to make healthy food choices; use critical-thinking skills to distinguish facts from fallacies concerning the nutritional value of foods and food supplements; use critical-thinking skills to analyze weight modification practices and select appropriate practices to maintain, lose, or gain weight according to individual need and scientific research; use labels to compare the contents of food products, use unit pricing to determine the most economical purchases, use effective consumer skills to purchase healthy foods; and adapt recipes to make them more healthy by lowering the amount of fat salt, or sugar and increasing the amount of fiber .

Strand	Scope	Source	Activities
Health	Master	CA: Health Health Framework Addendum, 2002, Grades 9-12.	Classroom

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Unit X - Health

Project Towards No Drug Abuse (TND)
The learner will be able to develeop an understanding of Project TND as it teaches participants increased coping and self-control skills that allow them to: · Grasp the cognitive misperceptions that may lead to substance use and express a desire not to abuse substances · Understand the sequence of substance abuse and the consequences of using substances · Correct myths concerning substance use · Demonstrate effective communication, coping, and self-control skills · State a commitment to discuss substance abuse with others.

Strand	Scope	Source	Activities
Health	Master	Oroville Union High School District(a)	Classroom

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