Content Area: Comprehensive Health


Grade Level Expectations: Eighth Grade


Standard: 2. Physical and Personal Wellness in Health


Prepared Graduates: (Click on a Prepared Graduate Competency to View Articulated Expectations)
Concepts and skills students master:
  • 1. Describe the physical, emotional, mental, and social benefits of sexual abstinence, and develop strategies to resist pressures to become sexually active
Evidence Outcomes
21st Century Skill and Readiness Competencies
Students Can:
  1. Demonstrate the ability to anticipate and minimize exposure to situations that pose a risk to sexual health (DOK 1-3)
  2. Demonstrate verbal and nonverbal ways to refuse pressure to engage in unwanted verbal, physical, and sexual activity and advances (DOK 1-3)
  3. Explain why individuals have the right to refuse sexual contact (DOK 1-4)
  4. Seek support to be sexually abstinent (DOK 1-4)
  5. Develop personal standards for dating situations (DOK 1-4)
Inquiry Questions:
  1. How do health practices in adolescence affect lifelong health?
  2. What is the difference between affection, love, commitment, and sexual attraction?
  3. What characteristics do you find most appealing in a dating relationship?
  4. Why would you choose to be sexually abstinent?
  5. What advice would you give to a friend who is being pressured to become sexually active?
Relevance & Application:
  1. Contrasting historical analyses of different societal mores related to sexual activity with today's environment provides information on how a culture perceives and values sexual relationships.
Nature Of:
  1. Learning about sexuality and discussing sexual issues is critical for health.
  2. External pressures and opportunities that present themselves may influence a person's sexual decision-making and activity.
  3. Taking responsibility for one's own health requires verbal and nonverbal communication skills that can help to resist unwanted sexual activity and support positive health choices.

Prepared Graduates: (Click on a Prepared Graduate Competency to View Articulated Expectations)
Concepts and skills students master:
  • 2. Analyze how certain behaviors place one at greater risk for HIV/AIDS, sexually transmitted diseases (STDs), and unintended pregnancy
Evidence Outcomes
21st Century Skill and Readiness Competencies
Students Can:
  1. Explain the benefits and effectiveness of abstinence in preventing HIV, STDs, and unintended pregnancy (DOK 1-2)
  2. Explain the benefits and effectiveness and potential side effects of contraceptives in reducing the risk of HIV, other STDs, and unintended pregnancy (DOK 1-2)
  3. Describe the risk relationship between using alcohol and other drugs and sexual activity (DOK 1-3)
  4. Demonstrate peer resistance skills and personal boundary behavior (DOK 1-4)
Inquiry Questions:
  1. To what extent can we keep ourselves disease-free?
  2. Why might a person be more likely to engage in risky behaviors such as sexual activity when under the influence of alcohol or other drugs?
  3. What advice would you give to a friend who is being pressured to do something he or she does not want to do?
  4. Why is it important to stand up for what you believe?
  5. Why do some countries or cultures have higher rates of unintended pregnancies and sexually transmitted diseases than others?
Relevance & Application:
  1. Age, gender, health history, religious beliefs, cost, and product reliability influence the use of various methods of contraception.
  2. Policies or practices in different cultures impact the number of unintended pregnancies.
Nature Of:
  1. Current and future personal wellness is dependent on a person's ability to apply health-related concepts and skills in everyday situations.
  2. Standing up for yourself and what you believe can affect your physical, mental, emotional, and social health.

Prepared Graduates: (Click on a Prepared Graduate Competency to View Articulated Expectations)
Concepts and skills students master:
  • 3. Describe the signs and symptoms of HIV/AIDS and other sexually transmitted diseases (STDs)
Evidence Outcomes
21st Century Skill and Readiness Competencies
Students Can:
  1. Describe the signs, symptoms, and transmission of common STDs, including HIV, HPV, and chlamydia (DOK 1-2)
  2. Explain that some STDs are asymptomatic (DOK 1-2)
  3. Summarize which STDs can be cured, prevented by vaccine, and be treated (DOK 1-2)
Inquiry Questions:
  1. How would I identify reliable sources of medically accurate information?
  2. Why is it important to seek medical attention if you think you may have been exposed to an STD?
  3. How can you find more information about STDs?
Relevance & Application:
  1. Medical advances for the prevention and treatment of STDs continue to evolve.
  2. Society has viewed persons diagnosed with STDs differently throughout history.
Nature Of:
  1. Current and emerging diagnostic, prevention, and treatment strategies can help people to live healthier and longer lives than ever before.

Prepared Graduates: (Click on a Prepared Graduate Competency to View Articulated Expectations)
Concepts and skills students master:
  • 4. Promote and enhance health through disease prevention
Evidence Outcomes
21st Century Skill and Readiness Competencies
Students Can:
  1. Explain contributing factors to health status (DOK 1-4)
  2. Analyze the relationship among poor eating habits, inactivity, tobacco and alcohol use, and health status (DOK 1-4)
  3. Explain the body's response to disuse and other stressors (DOK 1-3)
  4. Explain how the immune system functions to prevent and combat disease (DOK 1-3)
  5. Describe the potential health consequences of popular fads or trends (DOK 1-3)
Inquiry Questions:
  1. Why are some people healthier than others?
  2. What might happen if there were a cure for cancer and genetic diseases?
  3. When might stress be beneficial?
  4. Why do some people get sick more than others?
Relevance & Application:
  1. Popular fads or trends have potential social and health consequences.
  2. Advances in genetics and science influence health outcomes.
  3. Global travel affects disease transmission and outbreaks.
Nature Of:
  1. Health and wellness is a personal and a global issue dependent on behavior choices, scientific advances, and ever-changing information.
  2. Decisions made today may affect personal health in the future.

Content Area: Comprehensive Health


Grade Level Expectations: Eighth Grade


Standard: 3. Emotional and Social Wellness in Health


Prepared Graduates: (Click on a Prepared Graduate Competency to View Articulated Expectations)
Concepts and skills students master:
  • 1. Access valid school and community resources to help with mental and emotional health concerns
Evidence Outcomes
21st Century Skill and Readiness Competencies
Students Can:
  1. Explain that getting help for mental and emotional health problems is appropriate and sometimes necessary (DOK 1-3)
  2. Understand that stereotypes exist about mental and emotional problems, and those stereotypes can influence a person's desire to seek help (DOK 1-3)
  3. Explain when it is necessary to seek help for mental and emotional health problems such as depression, mood disorders, and anxiety (DOK 1-4)
Inquiry Questions:
  1. Why is it sometimes hard to talk about emotional concerns?
  2. When you need to talk about problems, how do you know who to trust to tell speak to about problems?
  3. Under what circumstances might you strongly encourage a friend to seek help for his problem? Should you ask a trusted adult for advice if your friend refuses to get help?
Relevance & Application:
  1. Laws have been enacted to protect patient confidentiality.
  2. Stereotypes exist about people with mental disabilities and illness.
Nature Of:
  1. Everyone experiences times of stress and anxiety, it is important to ask for help when needed.

Prepared Graduates: (Click on a Prepared Graduate Competency to View Articulated Expectations)
Concepts and skills students master:
  • 2. Internal and external factors influence mental and emotional health
Evidence Outcomes
21st Century Skill and Readiness Competencies
Students Can:
  1. Analyze how culture, media, and others influence personal feelings and emotions (DOK 1-4)
  2. Describe how personal and family values and feelings influence choices (DOK 1-4)
  3. Describe strategies to minimize negative influences on mental and emotional health (DOK 1-3)
  4. Analyze internal factors that contribute to mental and emotional health (DOK 1-3)
Inquiry Questions:
  1. How can too much time on the internet or watching TV affect mental and emotional health?
  2. How can I avoid negative peer pressure that goes against my personal values?
  3. Does everyone have bias?
Relevance & Application:
  1. Alcohol and other drug use can interfere with a person's ability to effectively deal with emotional and mental health issues.
  2. Heredity plays a major role in the development of certain mental illnesses.
Nature Of:
  1. Overall health is enhanced when one learns how to cope with influences on their mental and emotional health.

Content Area: Comprehensive Health


Grade Level Expectations: Eighth Grade


Standard: 4. Prevention and Risk Management in Health


Prepared Graduates: (Click on a Prepared Graduate Competency to View Articulated Expectations)
Concepts and skills students master:
  • 1. Analyze influences that impact individuals' use or nonuse of alcohol, tobacco, and other drugs
Evidence Outcomes
21st Century Skill and Readiness Competencies
Students Can:
  1. Summarize the harmful short- and long-term psychological and social effects of using alcohol and other drugs (DOK 1-3)
  2. List the potential outcomes of typical risk behaviors related to tobacco, alcohol, and other drugs, including the general pattern and continuum of risk behaviors involving substances that young people might follow (DOK 1)
  3. Describe addictions to alcohol, tobacco, and other drugs, and point out that addiction is treatable (DOK 1)
  4. Determine situations that could lead to the use of alcohol and other drugs (DOK 1-3)
  5. Describe how mental and emotional health and life circumstances can affect alcohol or other drug use (DOK 1-3)
  6. Discuss the harmful effects of using weight-loss products (DOK 1-2)
  7. Describe the health risks associated with using performance-enhancing drugs (DOK 1-2)
Inquiry Questions:
  1. How can depression, anxiety, and other mental problems influence a person's decisions related to tobacco, alcohol, and drug use?
  2. Why are tobacco, alcohol, and some drugs addictive?
  3. What does it take to overcome addiction to these substances?
  4. Is the teen brain more susceptible to addictions than the adult brain?
  5. What is the relationship between using drugs and alchohol and involvement in sexual activity?
Relevance & Application:
  1. Support groups exist to clarify, inform and support individuals who are influenced by addictive substances.
  2. Substances that promise health benefits (i.e. weight loss or enhanced performance) must be evaluated carefully before use.
Nature Of:
  1. Overcoming addictions to tobacco, alcohol, or drugs requires making a firm commitment to be substance free, taking purposeful action to quit, establishing a network for support, and getting professional help if needed.
  2. Research has established that alcohol, tobacco and other drugs have a variety of harmful effects on the human body.

Prepared Graduates: (Click on a Prepared Graduate Competency to View Articulated Expectations)
Concepts and skills students master:
  • 2. Access valid sources of information about alcohol, tobacco, and other drugs
Evidence Outcomes
21st Century Skill and Readiness Competencies
Students Can:
  1. Analyze the validity of information, products, and services related to the use of alcohol, tobacco, and other drugs (DOK 1-3)
  2. Analyze the accuracy of images of alcohol and tobacco use conveyed in the media, including advertisements (DOK 1-3)
Inquiry Questions:
  1. How can you tell the difference between valid and invalid sources of information about alcohol, tobacco, and other drugs?
  2. Why is it important to understand that media messaging has embedded values and points of view?
  3. Should alcoholic beverage companies be allowed to sponsor athletic events? Why or why not?
Relevance & Application:
  1. Through varied technologies, there exists a proliferation of accurate and inaccurate health information.
  2. Websites post research which is both informative and biased.
  3. Community groups can provide a network of support for individuals trying to abstain from alcohol, tobacco, and other drug use.
Nature Of:
  1. Analyzing the validity of information is a lifelong practice.

Prepared Graduates: (Click on a Prepared Graduate Competency to View Articulated Expectations)
Concepts and skills students master:
  • 3. Demonstrate decision-making skills to be alcohol, tobacco and drug-free
Evidence Outcomes
21st Century Skill and Readiness Competencies
Students Can:
  1. Use a decision-making process to avoid using alcohol, tobacco, and other drugs in a variety of situations (DOK 1-4)
  2. Analyze choices about using alcohol, tobacco and other drugs and how these choices can affect friends and family (DOK 1-4)
  3. Express intentions to be alcohol, tobacco, and drug free (DOK 1-4)
Inquiry Questions:
  1. Why should I care about about being alcohol, tobacco, and drug free?
  2. Do you create situations or are you merely a participant in them?
  3. How do you express your values about other things to others which are firmly held intentions?
Relevance & Application:
  1. Alcohol, tobacco, and other drug use affects a person's friends and family to the degree that anonymous and supportive groups meet in order to overcome it.
  2. Decisions about alcohol abuse are a daily challenge for some people and drugs have been created to make nausea occur when alcohol enters the system.
Nature Of:
  1. Decision-making about health is affected by a variety of influences.

Prepared Graduates: (Click on a Prepared Graduate Competency to View Articulated Expectations)
Concepts and skills students master:
  • 4. Analyze the factors that influence violent and nonviolent behavior
Evidence Outcomes
21st Century Skill and Readiness Competencies
Students Can:
  1. Identify media and cultural messages that could lead to different types of violence, including sexual violence (DOK 1-3)
  2. Examine the presence of violence in the media and its possible effects on violent behavior (DOK 1-3)
  3. Describe external influences that could lead to violence (DOK 1-3)
  4. Identify verbal and nonverbal communication that constitutes sexual harassment (DOK 1-2)
  5. Recognize behaviors that are perceived as sexually coercive (DOK 1-2)
  6. Explain that rape and sexual assault should be reported to a trusted adult (DOK 1-3)
  7. Understand that sexual assault is a crime and must be reported (DOK 1)
Inquiry Questions:
  1. Is peaceful behavior the same as non-violent? Why or why not?
  2. Would a media-free life diminish assaults?
  3. What would I do if I saw someone being sexually harassed?
Relevance & Application:
  1. Sexual violence and harassment are unacceptable behaviors that result in legal consequences.
  2. Technology has changed the way sexual exploitation and harassment occurs.
Nature Of:
  1. Culture, media and social influences affect violent and non violent behavior.

Prepared Graduates: (Click on a Prepared Graduate Competency to View Articulated Expectations)
Concepts and skills students master:
  • 5. Demonstrate ways to advocate for a positive, respectful school and community environment that supports pro-social behavior
Evidence Outcomes
21st Century Skill and Readiness Competencies
Students Can:
  1. Demonstrate how to prevent or stop bullying as a bystander, perpetrator, or victim (DOK 1-3)
  2. Stand up for those being bullied (DOK 1-4)
  3. Advocate for a positive and respectful school environment that supports pro-social behavior (DOK 1-4)
Inquiry Questions:
  1. How do I know if someone is being bullied?
  2. What if my friend is a bully?
Relevance & Application:
  1. Positive behavior support and other school and community programs advocate for pro-social behavior.
Nature Of:
  1. Personal strategies can be learned to develop and enhance healthy behaviors and to avoid, reduce, and cope with unhealthy, risky, or potentially unsafe situations.