This learning activity asks students to create a curriculum for a sex education class in small groups based on what they learned from the “After the Sexual Revolution: Gender Politics in Teen Dating” by Barbara Risman and Pepper Schwartz in Contexts Spring 2002.
Discuss and answer these questions with your small group:
1) Do you think there is a sexual double standard for female and male teenagers? Did you observe this in your high school? Here at college? In your family?
2) Do you think that the double standard endures throughout life or do you think it disappears after the teenage years?
3) Do you consider teenagers having sex a social problem? Would your parents agree?
4) If it is a social problem, what are some specific problems/dangers/concerns that you see with teenagers having sex?
5) Do you think there are emotional consequences for sexually active teenagers? If so, what are they?
6) What was your high school sex education class like? Do you think the class had any effect on students’ sexual activity or their views on sexuality? Did it help prevent sexual activity or not? What do you think were the goals of the class?
7) What do you think the focus of sex education classes should be? Should they promote abstinence or focus on prevention of physical, emotional, and/or social problems of teenage sex?
Based on what your group discussed, create a “curriculum” for a high school sex education course that would confront the issues that you brought up about teenage sexuality.
Questions to think about:
1) What were the issues that your group talked about? Did you identify physical, social, cultural, and/or psychological issues?
2) How do you think an educator should approach these issues with high school students?
Our “curriculum” would include these topics and strategies: