Content Area: Comprehensive Health


Grade Level Expectations: High School


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. Analyze the benefits of a healthy diet and the consequences of an unhealthy diet
Evidence Outcomes
21st Century Skill and Readiness Competencies
Students Can:
  1. Use nutritional evidence to describe a healthy diet and an unhealthy diet (DOK 1-3)
  2. Analyze and describe the relationship among healthy eating, physical activity, and chronic diseases such as heart disease, cancer, type-2 diabetes, hypertension, and osteoporosis (DOK 1-3)
  3. Describe the importance of eating a variety of foods to balance nutrient and caloric needs (DOK 1-3)
  4. Explain the effects of disordered eating and eating disorders on healthy growth and development (DOK 1-3)
  5. Analyze the relationship between eating behavior and metabolism (DOK 1-3)
Inquiry Questions:
  1. How do you define "healthy eating"?
  2. If everyone had a healthy diet, how would diseases be impacted?
  3. Can frequent exercise make up for poor food habits (or vice versa)? Why or why not?
Relevance & Application:
  1. Nutritionists evaluate the diets and eating behaviors of others, and recommend strategies for improving health.
  2. Restaurants and food companies respond to concerns among consumers about healthful food choices, and create menus and products to address those concerns.
  3. Community leaders advocate for nutritious foods in public programs such as food banks and school lunch programs.
Nature Of:
  1. Healthful living requires an individual to act on available information about good nutrition, even it means breaking comfortable habits.

Prepared Graduates: (Click on a Prepared Graduate Competency to View Articulated Expectations)
Concepts and skills students master:
  • 2. Analyze how family, peers, media, culture, and technology influence healthy eating choices
Evidence Outcomes
21st Century Skill and Readiness Competencies
Students Can:
  1. Analyze advertising claims for nutrition supplements and weight-loss products (DOK 1-3)
  2. Analyze how family, peers, and the media influence food choices (DOK 1-4)
  3. Analyze the influence of media on the selection of products and services related to weight management (DOK 1-4)
  4. Analyze the influence of family, peers, culture, and media on body image and the subsequent effects on eating behavior (DOK 1-4)
  5. Analyze how a positive or a negative body image can influence eating behavior (DOK 1-4)
Inquiry Questions:
  1. What might a media campaign to promote healthy eating look like?
  2. If there were no food advertising, how might your diet be different?
  3. How does body image affect behavior?
  4. How can you determine which claims about nutrition supplements and weight-loss, if any, are true? What criteria can you use, and what supporting evidence should you seek?
  5. How can personal economics influence food choices?
Relevance & Application:
  1. Diet analysis software helps people to create healthy diets by providing extensive nutritional information.
  2. School and community policies such as replacing soda machines with water and high-quality juices can influence healthy or unhealthy eating.
  3. Food availability subsidies, farm policy, food advertising and cultural and media messages influence nutritional choices.
Nature Of:
  1. Healthful living requires an individual to critically analyze all available information about good nutrition, and make healthy, informed choices based on that information.

Prepared Graduates: (Click on a Prepared Graduate Competency to View Articulated Expectations)
Concepts and skills students master:
  • 3. Demonstrate ways to take responsibility for healthy eating
Evidence Outcomes
21st Century Skill and Readiness Competencies
Students Can:
  1. Describe and explain how current federal nutrition standards and guidelines are useful in planning a healthy diet (DOK 1-2)
  2. Use information on food labels to make healthy eating choices (DOK 1-3)
  3. Demonstrate how to balance caloric intake with caloric expenditure to maintain, gain, or reduce weight in a healthy manner (DOK 1-3)
  4. Set a goal to improve one's personal food choices that lead to a healthier diet (DOK 1-4)
Inquiry Questions:
  1. How can you use "Nutrition Facts" labels and federal nutrition standards and guidelines such as the Dietary Guidelines for Americans or My Pyramid to help to make nutritious food choices as well as establish healthy eating habits?
  2. From a health perspective, how can you become a "wise" shopper?
Relevance & Application:
  1. "Nutrition Facts" labels provide information that aid in making healthy choices.
  2. Current research on how heredity and individual metabolism impacts caloric needs is revolutionizing the wellness industry.
  3. Specific diet plans found in popular magazines, books, Internet sites, and infomercials should be carefully evaluated for health benefits or consequences.
Nature Of:
  1. Dietary requirements vary for individuals based on age, activity level, metabolism, and health.
  2. Healthy eating can influence physical, emotional, and mental health in a variety of positive ways.

Prepared Graduates: (Click on a Prepared Graduate Competency to View Articulated Expectations)
Concepts and skills students master:
  • 4. Use a decision-making process to make healthy decisions about relationships and sexual health
Evidence Outcomes
21st Century Skill and Readiness Competencies
Students Can:
  1. Define the characteristics of healthy relationships, dating, committed relationships, marriage, and family (DOK 1-4)
  2. Analyze the possible consequences of early sexual activity and the emotional, mental, social, and physical benefits for delaying sexual activity (DOK 1-4)
  3. Describe how a person can choose to abstain from sexual activity at any point in time, even after having engaged in prior sexual activity (DOK 1-4)
  4. Analyze factors that influence the choice, use, and effectiveness of contraception, including the availability of contraceptive methods (DOK 1-4)
  5. Explain the difference between risk avoidance and risk reduction and strategies one can utilize for each as it relates to STD's and pregnancy. (DOK 1-3)
  6. Analyze when it is necessary to seek help with or leave an unhealthy situation (DOK 1-4)
  7. Analyze risks of sharing personal information thru modern technology (DOK 1-4)
  8. Evaluate how HIV/AIDS and other sexually transmitted diseases (STDs) or pregnancy could impact life goals (DOK 1-4)
  9. Examine the responsibilities of parenthood (DOK 1-4)
  10. Appraise internal and external influences and pressures to become sexually active, and demonstrate strategies to resist those pressures (DOK 1-4)
Inquiry Questions:
  1. How can a personal decision to become sexually active affect one's future goals and options?
  2. How does one know when one is ready to become a parent?
  3. What kind of work is involved in being a parent?
  4. In order to achieve lifelong sexual and reproductive health, what should I plan for?
  5. Why are relationships important?
  6. How do we learn to understand and respect diversity in relationships?
  7. How do we know when a relationship is not worth saving?
  8. How do we know when someone is being truthful online?
Relevance & Application:
  1. Family structures, values, rituals, and traditions impact decisions regarding health, and vary from individual to individual, family to family, and culture to culture.
  2. Various factors often create discrepancies between actual and perceived social norms related to sexual activity among teenagers.
  3. Cultural and religious beliefs, popular trends and fads, and current and emerging technological advances influence sexual and reproductive health.
  4. Analyze the physical, economic, emotional, social, intellectual, and cultural demands of raising a child.
  5. Culture, media, and other people influence perceptions about body image, gender roles, sexuality, attractiveness, relationships, and sexual orientation.
  6. Prenatal exposure to alcohol, tobacco, and other drugs, infections, and environmental hazards may affect the incidence of fetal alcohol syndrome, sudden infant death syndrome, low birth weight, and disabilities.
Nature Of:
  1. Decision-making can be affected by a variety of influences that may or may not be in a person's best interest.
  2. Tolerance, appreciation, and understanding of individual differences are necessary in order to establish healthy relationships.
  3. Technological advances continue to provide increased opportunities to develop relationships anytime and anyplace with a worldwide audience.

Prepared Graduates: (Click on a Prepared Graduate Competency to View Articulated Expectations)
Concepts and skills students master:
  • 5. Support others in making positive and healthful choices about sexual activity
Evidence Outcomes
21st Century Skill and Readiness Competencies
Students Can:
  1. Demonstrate ways to encourage friends to remain sexually abstinent or return to abstinence if sexually active (DOK 1-3)
  2. Communicate the benefits of avoiding or reducing the risk of unplanned pregnancy and sexually transmitted diseases, including HIV (DOK 1-4)
  3. Communicate the importance of HIV and sexually transmitted disease (STD) testing and counseling to those who are sexually active (DOK 1-3)
Inquiry Questions:
  1. Why would someone engage in intimate behaviors without first having the emotional safety to talk about it?
  2. What support do you need to assist you in making healthy decisions about sexual activity?
  3. Why would a teenager choose to delay sexual activity?
Relevance & Application:
  1. Cultural and religious beliefs, popular trends, fads, and current and emerging technological advances influence sexual and reproductive health.
  2. Advocating to others at school or in the community regarding positive and healthful choices about sexual activity creates an environment of open communication.
Nature Of:
  1. Leadership and advocacy to promote personal and community wellness can impact the immediate community and society as a whole.
  2. Reliable personal and professional resources are available to assist with sexual and reproductive health problems.

Prepared Graduates: (Click on a Prepared Graduate Competency to View Articulated Expectations)
Concepts and skills students master:
  • 6. Develop and maintain the ongoing evaluation of factors that impact health, and modify lifestyle accordingly
Evidence Outcomes
21st Century Skill and Readiness Competencies
Students Can:
  1. Analyze the role of personal responsibility in maintaining and enhancing personal, family, and community wellness (DOK 1-4)
  2. Debate the social and ethical implications of the availability and use of technology and medical advances to support wellness (DOK 3-4)
  3. Explain the importance of health screenings, immunizations, checkups, i and other examinations that are necessary to maintain overall health and wellness (DOK 1-3)
Inquiry Questions:
  1. Would one still need a doctor if one always ate "healthy," and always maintained an active lifestyle?
  2. What could happen if everyone's medical records were open for public viewing?
  3. How does one's neighborhood impact one's health?
  4. What are the obstacles to accessing health care?
  5. Should medical research focus on promoting wellness or finding cures for known diseases?
Relevance & Application:
  1. Individuals who lack access to health care and adequate wellness information may be at risk for developing illnesses.
  2. Socioeconomic status and educational attainment impact health.
  3. Public health policies are designed to protect the health of a community and can include laws pertaining to air quality, food protection, solid waste management, hazardous waste management, and water quality.
  4. Behavioral and environmental factors can contribute to major chronic diseases.
Nature Of:
  1. Quality of life is linked to our personal investment in health and wellness.
  2. Self-evaluation and self-regulation contribute to well-being.

Content Area: Comprehensive Health


Grade Level Expectations: High School


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. Analyze the interrelationship of physical, mental, emotional, and social health
Evidence Outcomes
21st Century Skill and Readiness Competencies
Students Can:
  1. Analyze the characteristics of a mentally and emotionally healthy person (DOK 1-4)
  2. Describe how mental and emotional health can affect health-related behaviors (DOK 1-3)
  3. Evaluate effective strategies for dealing with stress (DOK 1-3)
  4. Analyze the causes, symptoms, and effects of depression and anxiety (DOK 1-3)
Inquiry Questions:
  1. How do you recognize stress in others and respond with kindness and respect, and offer assistance?
Relevance & Application:
  1. Individual, family, school, peer, and community factors can affect physical, mental, emotional and social health.
  2. Consistent access to real-time technologies can influence a person's stress level.
  3. There are strategies that can relieve stress.
Nature Of:
  1. One's overall well being and learning are affected by physical, mental and emotional health.

Prepared Graduates: (Click on a Prepared Graduate Competency to View Articulated Expectations)
Concepts and skills students master:
  • 2. Set goals, and monitor progress on attaining goals for future success
Evidence Outcomes
21st Century Skill and Readiness Competencies
Students Can:
  1. Analyze why setting a personal goal contributes to mental and emotional wellness (DOK 1-4)
  2. Define a clear, attainable personal goal (DOK 1-4)
  3. Describe steps needed to reach personal goals (DOK 1-4)
Inquiry Questions:
  1. How can planning affect my future?
  2. How does future orientation and goal setting increase one's mental, emotional and social well-being?
  3. Why is achieving a goal gratifying?
Relevance & Application:
  1. Setting goals can influence a person's health.
  2. Individual, family, school, and peer factors influence goal setting.
Nature Of:
  1. The ability to plan and set realistic goals can lead to a sense of well being and positive mental health.

Prepared Graduates: (Click on a Prepared Graduate Competency to View Articulated Expectations)
Concepts and skills students master:
  • 3. Advocate to improve or maintain positive mental and emotional health for self and others
Evidence Outcomes
21st Century Skill and Readiness Competencies
Students Can:
  1. Demonstrate effective and respectful advocacy strategies in support of the needs and rights of others (DOK 1-3)
  2. Demonstrate support and respect for diversity (DOK 1-3)
  3. Advocate for positive and respectful school environment that supports pro-social behavior (DOK 1-4)
  4. Demonstrate how to communicate the importance of seeking help for mental and emotional problems (DOK 1-3)
Inquiry Questions:
  1. Why are some people embarrassed or afraid to speak up on behalf of others?
  2. Why do we have biases?
  3. What if I found out my best friend was involved in something I had been raised to believe was not right?
Relevance & Application:
  1. The Internet and other digital communications devices allow people from different countries to correspond and learn about each other's lives and culture.
  2. Specialized support groups offer respectful assistance to those experiencing medical, mental, emotional, or addiction-related challenges.
Nature Of:
  1. Mental and emotional health sometimes seems like a personal issue but others can support and advocate for improved mental and emotional health.

Content Area: Comprehensive Health


Grade Level Expectations: High School


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. Comprehend concepts that impact of individuals’ use or nonuse of alcohol or other drugs
Evidence Outcomes
21st Century Skill and Readiness Competencies
Students Can:
  1. Analyze healthy alternatives to substance use (DOK 1-4)
  2. Predict the potential effects of an individual's substance abuse on others (DOK 1-4)
  3. Analyze the consequences of using weight-loss pills and products as well as and performance-enhancing drugs (DOK 1-3)
  4. Analyze the relationship between using alcohol and other drugs as well as other health risks such as unintentional injuries, violence, suicide, sexual activity, and tobacco use (DOK 1-3)
  5. Describe the harmful effects of binge drinking (DOK 1-2)
  6. Summarize the relationship between intravenous drug use and the transmission of blood-borne diseases such as HIV and hepatitis (DOK 1-2)
Inquiry Questions:
  1. Why does it matter whether or not I understand there are relationships between risky behaviors?
  2. What could happen if I relied on substances to solve situational needs that confronted me (weight, trying to improve athletic performance, adrenalin rush...)
  3. Why is a person more likely to engage in risky behaviors when under the influence of alcohol or drugs than when sober?
  4. What kinds of risks do people sometimes take when under the influence of alcohol or drugs?
  5. How can a person's decision to use/abuse tobacco, alcohol, or drugs affect other people (e.g., friends, families, strangers)?
Relevance & Application:
  1. There are physical, financial, social, and psychological cost of addiction.
  2. Rules and community laws related to the sale and use of tobacco, alcohol, and other drug products are based on the potential risks of drug and alcohol use.
  3. Alcohol, tobacco and other drug use is related to the major causes of death, including driving a motor vehicle, and disease in the United States.
Nature Of:
  1. There are common indicators, stages, and influencing factors of chemical dependency.
  2. Knowledge about alcohol, tobacco, and other drugs inform decision making related to personal wellness and the wellness of others.

Prepared Graduates: (Click on a Prepared Graduate Competency to View Articulated Expectations)
Concepts and skills students master:
  • 2. Analyze the factors that influence a person's decision to use or not to use alcohol, tobacco, and other drugs
Evidence Outcomes
21st Century Skill and Readiness Competencies
Students Can:
  1. Evaluate strategies for managing the impact of internal and external influences on alcohol, tobacco, and other drug use (DOK 1-3)
  2. Analyze the role of individual, family, community, and cultural norms on the use of alcohol, tobacco, and other drugs (DOK 1-4)
  3. Describe the financial, political, social, and legal influences on the use of alcohol, tobacco, and other drugs (DOK 1-2)
Inquiry Questions:
  1. Why would I choose not to use alcohol, tobacco, and other drugs when it sometimes feels like "everyone is doing it"?
  2. How do I make the "right" decisions?
  3. Is the teen brain the same as an adult brain?
Relevance & Application:
  1. Financial interests based in agriculture, lobbying, manufacturing and distribution support targeted marketing to maintain or increase sales of alcohol and tobacco.
  2. Normal and daily socializing may present access to alcohol, tobacco and drugs.
  3. As society changes and new drugs are developed, knowledge and skills about drugs will need to be learned.
Nature Of:
  1. Culture, media and social pressures influence health decision-making related to alcohol, tobacco, and other drug use.
  2. Effective decision-making and communication skills and accurate information about tobacco, alcohol, and drugs can help people make healthy choices that benefit themselves and others.

Prepared Graduates: (Click on a Prepared Graduate Competency to View Articulated Expectations)
Concepts and skills students master:
  • 3. Develop interpersonal communication skills to refuse or avoid alcohol, tobacco, or other drugs
Evidence Outcomes
21st Century Skill and Readiness Competencies
Students Can:
  1. Demonstrate verbal and nonverbal ways to refuse alcohol, tobacco, and other drugs (DOK 1-3)
  2. Demonstrate effective negotiating skills to avoid riding in a car with someone who has been using alcohol or other drugs (DOK 1-3)
  3. Demonstrate effective persuasion skills that encourage friends and family not to use alcohol, tobacco, and other drugs (DOK 1-3)
Inquiry Questions:
  1. What would I say if my best friend wanted to drive home after drinking alcohol at a party?
  2. Are some strategies more effective than others in getting people to stop pressuring you to use tobacco, alcohol, or other drugs?
  3. What could you say or do to convince a friend not to try or use tobacco, alcohol, or other drugs?
Relevance & Application:
  1. Communication skills will need to change as communication technology changes.
  2. Automobile technologies exist to prevent the starting of an ignition if alcohol is present in the driver.
Nature Of:
  1. Knowledge and skills about alcohol, tobacco, and other drugs are needed to inform decision making related to personal wellness and the wellness of others.

Prepared Graduates: (Click on a Prepared Graduate Competency to View Articulated Expectations)
Concepts and skills students master:
  • 4. Develop self-management skills to improving health by staying tobacco, alcohol, and drug-free
Evidence Outcomes
21st Century Skill and Readiness Competencies
Students Can:
  1. Develop a personal plan to improve health by staying free of alcohol, tobacco, and other drugs (DOK 1-4)
  2. Demonstrate the ability to monitor personal behavior related to alcohol or other drug use, including sexual activity and other risky behaviors (DOK 1-4)
  3. Make a personal commitment to avoid situations that put a person at risk due to the presence of alcohol and other drugs (DOK 1-4)
  4. Predict how a drug-free lifestyle supports the achievement of short- and long-term goals (DOK 1-3)
Inquiry Questions:
  1. Under what circumstances, if any, is it "ok" to use alcohol, tobacco, or other drugs?
  2. If you make a commitment to remain or become tobacco, alcohol, and drug free, what support will you need to be successful?
  3. How can remaining alcohol and drug free help you achieve your goals for the future?
Relevance & Application:
  1. Groups in neighborhoods and around the world exist to support alcohol and drug-free living.
  2. Many athletes promote and demonstrate examples of how clean lifestyles bring success.
  3. The use of alcohol, tobacco, and other drugs has short- and long-term psychological and social effects on self and others.
Nature Of:
  1. Effective strategies can be learned to develop and promote healthy behaviors and to avoid, reduce, and cope with, risky, or potentially unsafe situations.
  2. Choosing a drug-free lifestyle can lead to a variety of health benefits, and can help a person set and achieve important personal goals and lead a fulfilling life.

Prepared Graduates: (Click on a Prepared Graduate Competency to View Articulated Expectations)
Concepts and skills students master:
  • 5. Analyze the factors that influence community and societal beliefs that underlie violence, and describe relationships, attitudes, behavior, and vulnerability to violence
Evidence Outcomes
21st Century Skill and Readiness Competencies
Students Can:
  1. Demonstrate tolerance for individual differences (DOK 1-3)
  2. Analyze the consequences of prejudice, discrimination, bias, racism, sexism, and hate crimes (DOK 1-4)
  3. Analyze situations that could lead to different types of violence such as bullying, verbal abuse, hazing, physical assault and fighting, dating violence, acquaintance rape, sexual assault, and family violence (DOK 1-4)
  4. Demonstrate the ability to take the perspectives of others in a conflict situation (DOK 1-3)
Inquiry Questions:
  1. Under what circumstances is conflict necessary?
  2. What are strategies for preventing a conflict from escalating?
  3. Is society desensitized to violence?
  4. Are all prejudices wrong?
Relevance & Application:
  1. Police responsible for stopping and reducing crime often measure related symptoms and contributing behaviors which lead to fights, bullying, and assaults.
  2. Blogs, websites and social networks provide vast opportunities to see the perspectives of others in a conflict situation.
Nature Of:
  1. Personal responsibility is the first line of violence-freebehavior.
  2. Individual differences are linked to personal perspectives.
  3. Federal, state, and local laws are often written to prevent violence.

Prepared Graduates: (Click on a Prepared Graduate Competency to View Articulated Expectations)
Concepts and skills students master:
  • 6. Analyze the underlying causes of self-harming behavior and harming others, and identify steps involved in seeking help
Evidence Outcomes
21st Century Skill and Readiness Competencies
Students Can:
  1. Analyze the signs and symptoms of people who are in danger of harming themselves or others (DOK 1-4)
  2. Explain how self-directed violence is the result of the accumulation of multiple problems rather than just one problem (DOK 1-4)
  3. Summarize why it is important to tell an adult if there are people who are in danger of harming themselves or others (DOK 1-3)
Inquiry Questions:
  1. Why might someone think it is necessary to feel pain to feel alive?
  2. Under what circumstances should you maintain a confidence with someone who may be at risk of hurting himself or others?
Relevance & Application:
  1. School and community resources for adolescent mental and emotional health services provide support for those in need.
Nature Of:
  1. Knowledge about self harming behaviors informs decision making related to personal wellness and the wellness of others.

Prepared Graduates: (Click on a Prepared Graduate Competency to View Articulated Expectations)
Concepts and skills students master:
  • 7. Identify the emotional and physical consequences of violence, and find strategies to deal with, prevent, and report them
Evidence Outcomes
21st Century Skill and Readiness Competencies
Students Can:
  1. Analyze how power and control differences in relationships such as peer, dating, or family relationships can contribute to aggression and violence (DOK 1-4)
  2. Analyze situations that could lead to pressure to have sex (DOK 1-4)
  3. Summarize why individuals have the right to refuse sexual contact (DOK 1-4)
  4. Analyze the effects of emotional abuse (DOK 1-4)
  5. Analyze how media messages normalize violence (DOK 1-4)
  6. Explain the risks associated with choosing friends who use substances and violence to solve problems (DOK 1-3)
Inquiry Questions:
  1. Is emotional abuse as harmful as physical abuse?
  2. What are the short- and long-term effects of emotional abuse and physical abuse?
  3. Are the friends and relationships you keep a reflection of yourself or just a collection of people to keep you company?
  4. How do I know what personal boundaries to set in relationships?
Relevance & Application:
  1. School and community resources for domestic violence, abuse and rape are available to those in need.
  2. Power and control differences affect personal relationships.
Nature Of:
  1. Personal strategies can be learned to develop and enhance healthy behaviors and to avoid unsafe situations.

Prepared Graduates: (Click on a Prepared Graduate Competency to View Articulated Expectations)
Concepts and skills students master:
  • 8. Access valid information and resources that provide information about sexual assault and violence
Evidence Outcomes
21st Century Skill and Readiness Competencies
Students Can:
  1. Demonstrate the ability to access resources such as rape crisis centers that provide accurate information about sexual assault and sexual violence (DOK 1-3)
  2. Demonstrate the ability to locate reliable school and community resources to assist with problems related to violence (DOK 1-3)
Inquiry Questions:
  1. Who can I trust to talk to about sexual assault and personal violence?
  2. Under what circumstances should you maintain confidentiality with someone who has been sexually assaulted?
  3. When is it most important to turn to adult resources and/or school or community authorities for help?
Relevance & Application:
  1. School and community resources are available to assist individuals with problems related to violence.
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.
  2. The school and community provide valuable resources to support adolescent mental and emotional health, including providing immediate aid, protection, or shelter following an act of violence.

Prepared Graduates: (Click on a Prepared Graduate Competency to View Articulated Expectations)
Concepts and skills students master:
  • 9. Demonstrate verbal and nonverbal communication skills and strategies to prevent violence
Evidence Outcomes
21st Century Skill and Readiness Competencies
Students Can:
  1. Demonstrate verbal and nonverbal ways to ask for help from a parent, other trusted adult, or friend when pressured to engage in violence (DOK 1-3)
  2. Demonstrate verbal and nonverbal ways to refuse pressure to engage in violence (DOK 1-3)
  3. Demonstrate strategies that could be used to prevent a conflict from starting or escalating (DOK 1-3)
  4. Demonstrate effective strategies for resolving conflicts with another person in nonviolent ways (DOK 1-3)
  5. Demonstrate verbal and nonverbal ways to stop or prevent hazing (DOK 1-3)
Inquiry Questions:
  1. How can I stop violence and still keep my friends?
  2. How can I tell if someone needs help?
  3. What are different strategies for helping someone who may be at risk of being a victim of violence?
  4. When does good-natured teasing become hazing?
Relevance & Application:
  1. Effective conflict resolution strategies?both verbal and non-verbal are learned over time when the temptation to accept pressure is resisted.
  2. Hostage negotiators utilize conflict resolution strategies to avoid violence and the escalation of conflict.
  3. Effective refusal skills can be used to resist pressures to engage in unhealthy behaviors and situations.
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.

Prepared Graduates: (Click on a Prepared Graduate Competency to View Articulated Expectations)
Concepts and skills students master:
  • 10. Advocate for changes in the home, school, or community that would increase safety
Evidence Outcomes
21st Century Skill and Readiness Competencies
Students Can:
  1. Determine situations and environments that could lead to unsafe risks that cause injuries (DOK 1-2)
  2. Explain ways to reduce the risk of injuries while biking or driving motor vehicles such as automobiles, snowmobiles, and jet skis, including cell phone use and texting (DOK 1-2)
  3. Advocate for others to not use alcohol or other drugs when biking, driving, or riding in a car (DOK 1-4)
  4. Advocate for changes at home, in school, or in the community that would increase safety - such as testing smoke detectors, implementing a fire escape plan, and erecting fencing around swimming pools (DOK 1-4)
Inquiry Questions:
  1. What can you do to increase the chances of being safe?
  2. What conditions are most likely to increase the risk of injury? Which are under your control?
  3. Why does risky behavior sometimes seem fun?
Relevance & Application:
  1. Insurance companies advocate for safe practices.
  2. Employers reward employees at work for reduced injuries and constantly remind workers to be safe.
  3. Underwriters Laboratory is the nation's authority on product safety and preventable injury concerns.
Nature Of:
  1. Advocating for better results is a trait which serves others.
  2. Effective strategies can be learned for avoiding and reducing the risk of harm in unhealthy or potentially unsafe situations.