What’s Up with Sex Ed in America?

Goal: In this activity, students will encounter the “problem” of sex ed in America, first by watching a brief clip of sex columnist Dan Savage discussing it, then by reading a Newsweek article on the history of sex ed in America.

Procedure

1. Listen to the first ten minutes of Savage Love. In this segment, Northwestern professor Bill Savage asks sex columnist (and brother) Dan Savage what he would do if he were in charge of sex ed in America. (Note: This program is fairly graphic in terms of how Dan Savage discusses sex; the first ten minutes or so are more or less school-friendly, with the exception of two “f-bombs” around the four minute mark.) What is Dan Savage’s critique of sex ed in America? Explore and evaluate the analogy he makes with driver’s ed. Is this analogy accurate? And if so, what might account for the way sex ed is taught the way it is today?
2. Have students read a short Newsweek article surveying pedagogical approaches to sex ed in America, starting as early as 1834: A Brief History of Sex Ed in America. (Students will note that early sex education/instruction was primarily concerned with what not to do, with plenty of moral judgment built in.) As they read, students should create a timeline of important dates, leading (if dubious) figures, the names of cultural artifacts (e.g., pamphlets, books, and programs), and the social forces at work at various times. This could be a class project, and a finished version could be posted in the room. (Note: If you have time, it might be interesting to track down some of the texts mentioned in the article--it’s quite possible that some will be available online.)

Surveying the Scene: What Are People Saying About Sex Ed in America

Goals: In this activity, students will look at recent polls exploring attitudes toward sex and sex ed in America.

Procedure

1. We’ll begin by examining a recent poll: Sex Ed in America: An NPR/Kaiser/Kennedy School Poll. As students read the article--which provides highlights and analysis of the survey results--they should take note of three things to share with the class: 1) One thing that most American schools can now comfortably (i.e., with community support) teach teens about; 2) one thing that American schools might have some trouble, especially from the community, teaching teens about; and 3) one surprising fact or result from the survey. As students share with the class, they should support their selections with evidence from the article. (Note: The survey results and tables lower down on the page are pretty interesting, too.)
2. Next we’ll look at an analysis of the results of another recent survey, this one by the U.S. Centers for Disease Control (CDC) on attitudes towards sex among American teens: Survey Assesses Teens’ Risky Behavior. As a class, make a list of trends that stand out. Without going into embarrassing or overly-personal specifics, discuss whether or not the CDC’s results reflect current trends at your high school.

Why is Talking About Sex So...Difficult?

Goals: In this section of the lesson, students will take an “anecdotal look” at the range of difficult issues that arise in discussing, and then teaching, sex ed to teens.

Procedure

1. As students listen to the following programs, they should create a two-column “issue list”: in the left-hand column, have them write the name of the program they are listening to; in the right-hand column, have them write down as many of the difficult (or “touchy”) issues that seem to come up when we “talk about talking about” sex, especially in the schools.
   • The Bryant Park Project: The Tough Task of Teaching Sex Ed: Sex educator Sarah Millstein raises the issues of sexually-transmitted diseases and abstinence-only sex ed. (Note: You can read or listen to this NPR show.)
   • Parents, Teens Struggle w/Sex Ed Talk: A follow-up to the NPR/Kaiser Foundation/Kennedy School poll examined in #1 above; here, reporter Margot Adler goes to parents to find out why those parents who responded to the poll felt that their daughters (60%) were more “prepared do deal with sexual issues” than their sons (36%). What difficulties do parents face in discussing sexual issues with their kids? What, according to the parents interviewed, might explain why girls are more prepared (or at least their parents think so) for sexual issues? And what does “being prepared” really mean?
   • Sex Ed and What’s Missing: In this show, Pulitzer Prize-winning journalist Laura Sessions Stepp explores the state of sex ed in America; she interviews adults as well as teens about their sex ed experiences, what was lacking in them, and what they might do to improve them in the future. (Note: There are lots of interesting SexReally podcasts worth exploring in addition to this one. To listen to PRX shows, you’ll need to create an account; don’t worry, though--you can opt out of e-mails, so you won’t be getting any more clutter in your inbox!)
   • Sex Ed Debate In this short piece, journalist Emelie Ritter explores community reaction to a new sex ed curriculum in Montana--interestingly, the Montana curriculum, which is abstinence-based, begins in kindergarten. (It would be helpful to keep a pro-con list while listening to this broadcast.)
2. Alternatively, student groups could listen to selected shows, in a sense “jigsawing” the activity, and then present their findings to the whole group.

Those Old Black and White Films Can’t Teach Us a Thing. Or Can They?

Goals: In this activity, students will examine and critique modes/methods of conveying information about sex, relationships, and social mores in the mid-20th century. We will primarily be examining “ephemeral films” from this era. Our questions will include how realistic, how true to actual teenage experience and concerns, how effective even, might these films have been (or might be today)? What might have been helpful then, and now, for teens trying to understand a full range of issues, from how their bodies--and those of the opposite sex--were changing, how to interact with the opposite sex, and what was and was not socially acceptable in the realm of dating and sex?

Procedure

Assign students one of the following films. They will watch their film and then prepare a brief presentation, including some analysis of the film’s value to teens, for the class. Student “reports” should include the following:

• An overview of the film--its title and the year it was made, its primary subject, its organization/structure
• An idea of the film’s approach to the subject of sex using a typical, illustrative example or story in the film (i.e., How does the film provide information, through charts and graphs, illustrations and animations, or through scenes and skits?)
• An evaluation of the value of the film (i.e., Is this a film teens can learn from?), as well as the general belief system behind the film (i.e., Do the filmmakers seem to believe in providing a frank discussion of sexual issues, or are they more interested in dissuading teens from having sex at all?) Students should use evidence from the film, in the form of video stills or thorough descriptions, as they evaluate the film.

(Note: All of the following films are available on the Internet Archive: www.archive.org. I’ve quoted the site’s own descriptions of each film, followed by my own comments in italics. You should be able to watch the films in their streaming format; to avoid bandwidth limitations in your school, you may want to download those films you plan to watch in class.)

• Human Reproduction (1947) “Though this sex education film concentrates on presenting the anatomy and physiology of human reproduction in sober medical terms, its release kicked off a controversy in many American cities and towns over the legitimacy of sex education in the public schools. The film is narrated from the point of view of an adult who tries to decide how to answer his son's natural questions about sex and reproduction. With excellent diagrams of the reproductive process.” This film is primarily about the physiology of reproduction, though there are some enjoyable moments during which the father squirms a bit at his son’s innocent, but probing, questions.
• Social-Sex Attitudes in Adolescence (1953) Shotlist: “Social sex development of Bill and Mary and how they came to meet, fall in love and marry. Teenagers and children in every stage from infancy through marriage including toddlers, teens, young adults, dating, going steady, parties, juvenile crushes, petting.” In general, this is a somewhat corny look at the ways children develop through adolescence and into young adulthood--it deals less with the physical aspects of sex, and more with the social aspects of dating.
• Physical Aspects of Puberty (1953): “Animated explanation of primary and secondary sex characteristics in adolescent boys and girls.” This movie blends animations with docu-drama style explorations of adolescent development, from the physical to the emotional. It’s a real period piece!
• As Boys Grow (1957) Shotlist: “Sex education film geared for teenage boys. Deals with sexual organs, masturbation, wet dreams, and other male issues. The coach is the authority figure and teacher.” A fairly frank discussion of male, and to a certain degree female, issues of sexual development; in one long sequence, the boys ask the coach about common preconceptions, which he either clarifies or dispels.
• How Much Affection? (1958) Shotlist: “Presents frank discussion of how much affection there should be between a couple going steady. How far can young people go in petting and still stay within the bounds of social mores and personal standards is one question considered.” This film is comprised of a pretty interesting series of vignettes covering situations that teens in the 1950s, and today, might find themselves in. The issues here are both developmental and moral--they could make for some interesting conversations.
• The Innocent Party (1959) “Like many other Centron venereal disease films, Innocent Party focuses on the morality and emotions associated with venereal disease rather than the medical aspects. The actual mechanics of syphilis transmission are only briefly mentioned let alone prevention via condom use, yet the shame and anguish are clear for all to see. This film echoes the common theme found in many venereal disease films - that premarital sex leads to VD.” I’d call this one a “scare film”--as soon as the young male protagonist has sex for the first time, he contracts an STD.

What Sex Ed Resources Are Available Today?

Goals: Now that we’ve looked at some early sex ed films, we’ll take a look at what’s happening today, particularly online and through cell phones, in the realm of sex ed for teens and young adults.

Procedure

1. First we’ll take a look at a current pilot program in Chicago in which high school students are making videos to teach each other about sex, especially condom use. For background on the program, read about the University of Chicago physician behind the videos in Chicago Magazine and/or watch an interview with her on WTTW’s Chicago Tonight. Once students are familiar with the concept, have them watch the following three videos:
   • Woodlawn High School Video #1: How to Use a Condom (A Woodlawn student demonstrates how to, well, use a condom)
   • Woodlawn High School Video #2: Young Adult News (Two Woodlawn Charter School students discuss a recent University of Chicago survey on sexual activity, and especially condom use, among teens)
   • Woodlawn High School Video #3: Access to Condoms in Woodlawn (Two Woodlawn Charter High School conduct a guided-tour to the various places in their neighborhood where teens can obtain condoms)

   Discuss the following with the class: What’s interesting in these videos? How do they compare, in terms of detail and frankness of discussion, with the ephemeral films viewed earlier? What helpful information do these films provide? How might these students improve their presentations? And what other subjects of importance to today’s teens might these students take on in upcoming films?

2. Next we’ll listen to a radio story on WNYC’s The Takeaway, “Sex Ed Goes Mobile and Melodramatic,” about how one organization based at Rutgers University in New Jersey is using cell phones to spread the word about sex; as with the previous student videos, the message primarily concerns condom use and the prevention of STDs.

   Then visit the Rutgers University StopHIV website and watch the featured soap opera, A Story About Toni and Mike and Valerie. Ask students to compare and contrast this film with one of the mid-20th century films they viewed earlier.

   Here’s another short film approach--this one is called From an Objective Point of View, made by a teen for teens. This short film chronicles a friendship between two teen girls in New York who are exploring their own sexuality and the ways it impacts their relationship. Begin by reading a transcript of a radio program, On the Media, about the film. Ask students how the film came about and what the creators had in mind when they wrote and produced it. Then watch the film, discussing how well it meets its objectives as well as how it compares to the mid-20th century films: From an Objective Point of View.

3. Finally, we’ll take a look at a comedy group, the Midwest Teen Sex Show (MTTS), that makes and posts teen-friendly, if sometimes edgy, sex ed videos to their website/video blog. Before viewing, though, have students read a blog article introducing MTTS, Maximum Fun, and a TimeOut New York Kids interview with MTTS’s creator and her son. (Note: There are additional sex ed resources following this online article.) Follow this link to the MTTS: Midwest Teen Sex Show.

   Each student should select one episode to watch, critique, and compare/contrast to one of the mid-20th century films they viewed earlier in the lesson. They should create a graphic organizer (of their own design) with categories such as “subject matter,” “level of detail,” “honesty/frankness,” “relevance to today’s teens,” “appropriateness for a high school classroom,” and so on. They should also give the film a rating, (e.g., How many stars out of five would you give the film, and why?)

   Note: You may want to pre-screen, and thus pre-select, school-appropriate episodes for students to watch. MTSS material is for young people 13 and older, but some episodes are more explicit--if not visually, then in terms of subject matter--than others.

Create a Sex Ed Film for the 21st Century!

Goals: In this final project, students will create a plan for a 21st century sex ed film. They will create a “Sex Ed Today!” binder in which they lay out the following:

Procedure

• The topic or topics they plan to explore;
• A rationale for focusing on these topics and why this film needs to be made, and shown in American high schools, now;
• Research data supporting this focus;
• Ideas they will be borrowing from films, both old and new, viewed during the lesson, with an explanation of why;
• A storyboard outlining the development/organization of the film.

Students should prepare their “Sex Ed Today!” binder as if they were proposing the curriculum to their principal. Of course, if students are feeling particularly motivated--and you have the time and resources to make it happen--they should also make the film!