GOP & Policies toward/treatment of Transgender & other LGBTQ Americans

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EyeballKid said:
What grade level? What topics? Do you teach abstinence?
Click to expand...

9th grade health and 10th-12th weight training.

Here are the NC state standards for the heath course, I have lessons for all these standards and clarifying objectives:

Personal and Consumer Health
Standard
Objectives
9.PCH.1.1
Identify controllable versus uncontrollable risk factors for communicable and chronic diseases.
9.PCH.1.2
Identify the procedures for organ donation, local and state resources, as well as the pros and cons.
9.PCH.1.3
Explain the procedures for health screenings, checkups, and other early detection measures in terms of their health-related benefits.
9.PCH.1
Understand wellness, disease prevention, and recognition of symptoms.

9.PCH.2
Evaluate messages conveyed in media, social media, and technology to determine their influence on health behaviors.
9.PCH.2.1
Discuss the potential short term and long-term health and social impacts of body art.

9.PCH.2.2
Evaluate the effect of media on personal and family health.
9.PCH.3
Describe necessary steps to prevent and respond to unintentional injury.
9.PCH.1.4
Formulate an effective long-term personal health plan for reducing the risk of chronic disease.
9.PCH.1.5
Identify measures to improve sleep and rest habits.
9.PCH.1.6
Identify strategies for the prevention and early detection of skin cancer.
9.PCH.1.7
Assess personal health practices and overall health status.
9.PCH.3.1
Explain the risks associated with operating firearms and motor vehicles.
9.PCH.3.2
Discuss strategies for reducing unintentional injuries.

9.PCH.4
Apply critical literacy/thinking skills related to personal, family and community wellness.
9.PCH.4.1
Use knowledge of relevant medical and healthcare terminology, to ask questions and make decisions about health benefits.

9.PCH.4.2
Discuss immediate and long-term impact on individual, family, community, and environment when making health-related decisions.

9.PCH.4.3
Discuss individual, family, community, and environmental influences when making health- related decisions.
2 (6/24)
9 ICHR.1
Analyze how effective interpersonal communication can benefit personal health and well-being.
9.ICHR.1.2
Implement negotiation and collaboration skills in solving problems or resolving conflicts.
9.ICHR.1.3
Develop healthy strategies for dating and prevention of intimate partner violence.
Interpersonal Communication and Healthy Relationships
Standard
Objectives
9.ICHR.1.1
Demonstrate how to effectively communicate kindness, empathy, compassion, and care for others.
9.ICHR.1.4
Explain the concept of consent, in relation to communicating and maintaining personal boundaries.
9.ICHR.1.5
Analyze harmful cultural messages conveyed in sexually explicit media that objectify or sexualize people, normalize sexual violence and exploitation, encourage teenage sex, and ignore negative consequences.
9.ICHR.1.6
Examine applicable state laws governing the age of sexual consent and how violating such laws can lead to serious legal consequences.
9.ICHR.2
Evaluate abstinence from sexual intercourse until marriage as a positive choice for young people.
9.ICHR.2.1
Evaluate skills and strategies to utilize safer sex options, including abstinence until marriage, postponing participation in sexual activity, and contraceptive use.
9.ICHR 2.2
Explain the potential risks of STIs, including HIV and HPV, and describe their mode of transmission, symptoms, testing, and treatment.
9.ICHR.3
Identify strategies that develop and maintain reproductive and sexual health.
9.ICHR.3.2
Summarize the importance of prenatal care to minimize preventable risks during pregnancies.
9.ICHR.3.3
Explain the importance for regular STI screenings for optimal sexual health.
9.ICHR.2.3
Explain the limitations of FDA approved methods of contraception in reducing the risk of STIs and pregnancy.
9.ICHR.3.1
Identify a parent, guardian, or trusted adult and medically accurate resources to address sexual and reproductive health questions.
3 (6/24)

9 ICHR 3.4
Identify local resources for STI screenings and sexual healthcare, including for those who have been sexually abused to heal physically, mentally, and emotionally.
Nutrition and Physical Activity
Standard
Objectives
9.NPA.1.1
Summarize evidence-based approaches for individual prevention of disease.
9.NPA.1
Describe the prevalence, causes and long-term consequences of poor nutrition, extended screen time, and sedentary lifestyle.
9.NPA.2
Develop strategies to consume a variety of foods and beverages.
9.NPA.3
Analyze health behaviors in relation to community and global disease prevention.
9.NPA.4
Apply lifelong nutrition and physical activity concepts to enhance quality of life.
9.NPA.1.2
Summarize evidence-based approaches for community prevention of disease.
9.NPA.2.2
Summarize the effects of hydration and dehydration and preventive measures for dehydration.
9.NPA.3.2
Advocate for those experiencing local and global barriers that interfere with optimal health.
9.NPA.4.1
Design and implement a personal physical activity program with safety and effectiveness.
9.NPA.4.3
Evaluate your personal fitness plan.
9.NPA.2.1
Summarize the benefits of consuming the six essential nutrients in adequate amounts in a variety of foods.
9.NPA.3.1
Evaluate how the school and community culture can affect personal health practice and behaviors.
9.NPA.4.2
Identify appropriate methods to avoid/respond to the climate-related conditions during physical activity that impact overall health.

Alcohol, Nicotine, Cannabis, and Other Drugs

Standard
Objectives

9.ANCOD.1
Apply avoidance behaviors to protect self and others from alcohol, nicotine, cannabis, and other drug use.
9.ANCOD.1.1
Identify the consequences of driving or riding with someone under the influence of alcohol or other drugs.

9.ANCOD.1.2
Develop a set of personal standards to resist the use of alcohol, nicotine, cannabis, and other harmful substances and behaviors.
4 (6/24)
9.ANCOD.2
Evaluate effects of alcohol and other substances on brain function, behavior, and human body systems.
9.ANCOD.2.2
Evaluate positive and negative influences on health practices and behaviors.
9.ANCOD.2.3
Describe the trends in use and misuse of prescription and non-prescription drugs.
9.ANCOD.2.4
Summarize the risks of IV drug use, including blood borne diseases.
9.ANCOD.2.5
Discuss the complexity of addiction and its effects on individuals and society.
9.ANCOD.2.1
Explain the short-term and long-term effects of performance-enhancing drugs on health and eligibility to participate in sports.
9.ANCOD.2.6
Examine the consequences of alcohol or nicotine use/exposure during different stages of growth and development.
 
EhringhausSouth said:
9th grade health and 10th-12th weight training.

Here are the NC state standards for the heath course, I have lessons for all these standards and clarifying objectives:

Personal and Consumer Health
Standard
Objectives
9.PCH.1.1
Identify controllable versus uncontrollable risk factors for communicable and chronic diseases.
9.PCH.1.2
Identify the procedures for organ donation, local and state resources, as well as the pros and cons.
9.PCH.1.3
Explain the procedures for health screenings, checkups, and other early detection measures in terms of their health-related benefits.
9.PCH.1
Understand wellness, disease prevention, and recognition of symptoms.

9.PCH.2
Evaluate messages conveyed in media, social media, and technology to determine their influence on health behaviors.
9.PCH.2.1
Discuss the potential short term and long-term health and social impacts of body art.

9.PCH.2.2
Evaluate the effect of media on personal and family health.
9.PCH.3
Describe necessary steps to prevent and respond to unintentional injury.
9.PCH.1.4
Formulate an effective long-term personal health plan for reducing the risk of chronic disease.
9.PCH.1.5
Identify measures to improve sleep and rest habits.
9.PCH.1.6
Identify strategies for the prevention and early detection of skin cancer.
9.PCH.1.7
Assess personal health practices and overall health status.
9.PCH.3.1
Explain the risks associated with operating firearms and motor vehicles.
9.PCH.3.2
Discuss strategies for reducing unintentional injuries.

9.PCH.4
Apply critical literacy/thinking skills related to personal, family and community wellness.
9.PCH.4.1
Use knowledge of relevant medical and healthcare terminology, to ask questions and make decisions about health benefits.

9.PCH.4.2
Discuss immediate and long-term impact on individual, family, community, and environment when making health-related decisions.

9.PCH.4.3
Discuss individual, family, community, and environmental influences when making health- related decisions.
2 (6/24)
9 ICHR.1
Analyze how effective interpersonal communication can benefit personal health and well-being.
9.ICHR.1.2
Implement negotiation and collaboration skills in solving problems or resolving conflicts.
9.ICHR.1.3
Develop healthy strategies for dating and prevention of intimate partner violence.
Interpersonal Communication and Healthy Relationships
Standard
Objectives
9.ICHR.1.1
Demonstrate how to effectively communicate kindness, empathy, compassion, and care for others.
9.ICHR.1.4
Explain the concept of consent, in relation to communicating and maintaining personal boundaries.
9.ICHR.1.5
Analyze harmful cultural messages conveyed in sexually explicit media that objectify or sexualize people, normalize sexual violence and exploitation, encourage teenage sex, and ignore negative consequences.
9.ICHR.1.6
Examine applicable state laws governing the age of sexual consent and how violating such laws can lead to serious legal consequences.
9.ICHR.2
Evaluate abstinence from sexual intercourse until marriage as a positive choice for young people.
9.ICHR.2.1
Evaluate skills and strategies to utilize safer sex options, including abstinence until marriage, postponing participation in sexual activity, and contraceptive use.
9.ICHR 2.2
Explain the potential risks of STIs, including HIV and HPV, and describe their mode of transmission, symptoms, testing, and treatment.
9.ICHR.3
Identify strategies that develop and maintain reproductive and sexual health.
9.ICHR.3.2
Summarize the importance of prenatal care to minimize preventable risks during pregnancies.
9.ICHR.3.3
Explain the importance for regular STI screenings for optimal sexual health.
9.ICHR.2.3
Explain the limitations of FDA approved methods of contraception in reducing the risk of STIs and pregnancy.
9.ICHR.3.1
Identify a parent, guardian, or trusted adult and medically accurate resources to address sexual and reproductive health questions.
3 (6/24)

9 ICHR 3.4
Identify local resources for STI screenings and sexual healthcare, including for those who have been sexually abused to heal physically, mentally, and emotionally.
Nutrition and Physical Activity
Standard
Objectives
9.NPA.1.1
Summarize evidence-based approaches for individual prevention of disease.
9.NPA.1
Describe the prevalence, causes and long-term consequences of poor nutrition, extended screen time, and sedentary lifestyle.
9.NPA.2
Develop strategies to consume a variety of foods and beverages.
9.NPA.3
Analyze health behaviors in relation to community and global disease prevention.
9.NPA.4
Apply lifelong nutrition and physical activity concepts to enhance quality of life.
9.NPA.1.2
Summarize evidence-based approaches for community prevention of disease.
9.NPA.2.2
Summarize the effects of hydration and dehydration and preventive measures for dehydration.
9.NPA.3.2
Advocate for those experiencing local and global barriers that interfere with optimal health.
9.NPA.4.1
Design and implement a personal physical activity program with safety and effectiveness.
9.NPA.4.3
Evaluate your personal fitness plan.
9.NPA.2.1
Summarize the benefits of consuming the six essential nutrients in adequate amounts in a variety of foods.
9.NPA.3.1
Evaluate how the school and community culture can affect personal health practice and behaviors.
9.NPA.4.2
Identify appropriate methods to avoid/respond to the climate-related conditions during physical activity that impact overall health.

Alcohol, Nicotine, Cannabis, and Other Drugs

Standard
Objectives

9.ANCOD.1
Apply avoidance behaviors to protect self and others from alcohol, nicotine, cannabis, and other drug use.
9.ANCOD.1.1
Identify the consequences of driving or riding with someone under the influence of alcohol or other drugs.

9.ANCOD.1.2
Develop a set of personal standards to resist the use of alcohol, nicotine, cannabis, and other harmful substances and behaviors.
4 (6/24)
9.ANCOD.2
Evaluate effects of alcohol and other substances on brain function, behavior, and human body systems.
9.ANCOD.2.2
Evaluate positive and negative influences on health practices and behaviors.
9.ANCOD.2.3
Describe the trends in use and misuse of
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Thanks. You needn’t have posted the specs.


So you’re a PE teacher teaching health to 9th graders. And you do teach abstinence.

Do you have any background in biological sciences, beyond whatever couple credit hours you might’ve had to take to be a PE teacher?
 
EyeballKid said:
Thanks. You needn’t have posted the specs.


So you’re a PE teacher teaching health to 9th graders. And you do teach abstinence.

Do you have any background in biological sciences, beyond whatever couple credit hours you might’ve had to take to be a PE teacher?
Click to expand...

Yes, I teach what the state standards are. My undergraduate degrees were History/Political Science from UNC. I taught World History for several years prior to moving to Health and PE which was more conducive to the amount of coaching I was doing. I did complete my M.Ed. in Physical Education online through University of Arkansas.
 
EhringhausSouth said:
Yes, I teach what the state standards are. My undergraduate degrees were History/Political Science from UNC. I taught World History for several years prior to moving to Health and PE which was more conducive to the amount of coaching I was doing. I did complete my M.Ed. in Physical Education online through University of Arkansas.
Click to expand...
So that’s a no, you don’t have any training in human biology/biological sciences.

Thanks.
 
EyeballKid said:
So that’s a no, you don’t have any training in human biology/biological sciences.

Thanks.
Click to expand...

The M.Ed was mostly Biomechanics and Sports Movement to go with some educational psychology. I did do the courses to get AP certified to teach AP Psychology, so I teach a section of that here and there when needed. But correct, outside of my Undergrad Biology course for non science majors, and some basic biology contained in parts of masters program, no, I do not have coursework in that area.
 
EhringhausSouth said:
The M.Ed was mostly Biomechanics and Sports Movement to go with some educational psychology. I did do the courses to get AP certified to teach AP Psychology, so I teach a section of that here and there when needed. But correct, outside of my Undergrad Biology course for non science majors, and some basic biology contained in parts of masters program, no, I do not have coursework in that area.
Click to expand...
Do you think it might be good to brush up on that stuff at some point? Perhaps then you’d understand more about the difference between gender and sex, which would likely make you a better health teacher.
 
EhringhausSouth said:
I am one of the first responders at school, so I do the first aid for whatever injury until they can get professional help. Not just in my class.
Click to expand...
so you acknowledge that doctors know more about the body than you do. Why are psychiatrists different? Because you want them to be? Do you pick and choose what professional help to offer?
 
EhringhausSouth said:
I don't offer any professional help. Just basic first aid.
Click to expand...
Exactly. Because that's what you're trained to do. You don't know how to perform surgery.

Likewise, you are trained to understand gender dysphoria. You don't know how to treat it, diagnose it, or really understand it. You have not read about it; that's just a lie, or what you've read is disinformation. I promise you, the American Medical Association and the American Psychiatric Association know way, way, way more about all types of mental health challenges.

Why is it so hard for people to realize that they aren't as knowledgeable about the human body as MDs? You had an opportunity to go to med school; for whatever reason, you didn't take it. So now you're a PE teacher. The world needs PE teachers. I would never tell you how to run an indoor hockey game for 30 kids when it's raining outside. Why do you want to tell my wife how to diagnose her patients?
 
superrific said:
Exactly. Because that's what you're trained to do. You don't know how to perform surgery.

Likewise, you are trained to understand gender dysphoria. You don't know how to treat it, diagnose it, or really understand it. You have not read about it; that's just a lie, or what you've read is disinformation. I promise you, the American Medical Association and the American Psychiatric Association know way, way, way more about all types of mental health challenges.

Why is it so hard for people to realize that they aren't as knowledgeable about the human body as MDs? You had an opportunity to go to med school; for whatever reason, you didn't take it. So now you're a PE teacher. The world needs PE teachers. I would never tell you how to run an indoor hockey game for 30 kids when it's raining outside. Why do you want to tell my wife how to diagnose her patients?
Click to expand...

I agree with you and your wife that gender dysphoria is likely a real psychological condition. My only objection to your position is that we (society) should be forced to deny simple reality. I am not trained to understand gender dysphoria, but I have read a ton about it. I think it exists, I just don't agree with how we treat it.
 
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