Ch_hs_samplecur.pdf

Curriculum Development Overview
Unit Planning for High School Comprehensive Health
Unit Title
Length of Unit
Focusing Lens(es)
Standards and Grade
CH09-GR.HS-S.3-GLE.1, CH09-GR.HS-S.3-GLE.2, CH09-GR.HS-S.3-GLE.3 Level Expectations
Addressed in this Unit
Inquiry Questions (Engaging-
x Why is self-advocating for mental health just as important as for physical health? (CH09-GR.HS-S.3-GLE.1) Debatable):
x How could positive or negative mental health affect other areas of your health? (CH09-GR.HS-S.3-GLE.1) x How can my mental health affect the people around me? (CH09-GR.HS-S.3-GLE.1) Unit Strands
Emotional and Social Wellness, Prevention and Risk Management Concepts
Credible Resources, Goal Setting, Self-advocacy, Decision-making, Communication Skills, Inter-personal Communication, Stress Management, Respect, Diversity, Generalizations
Guiding Questions
My students will Understand that…
Factual Conceptual
Advocacy for self and others requires effective What are effective communication skills when Why are effective communication skills important when communication skills and allows one to effectively seek advocating for others? What types of mental and help for mental, emotional and physical challenges/issues emotional problems require you to seek help?(CH09- Why should I care about mental and emotional health of (CH09-GR.HS-S.3-GLE.3-EO.a,c,d;N.1)and(CH09-GR.HS-S.4- The access to credible resources and support systems may How do you determine the credibility and reliability of What does a strong support system look like? (CH09- help decrease mental and emotional distress.(CH09- GR.HS-S.4-GLE.6-EO.c;RA.1;N.1)and(CH09-GR.HS-S.3- What credible resources should I use to make decisions GLE.1-EO.b)and(CH09-GR.HS-S.3-GLE.3-EO.c,d) The ability to plan and set realistic goals can enhance a What is the difference between a long-term and short- How can planning affect my future? (CH09-GR.HS-S.3- person’s sense of wellbeing(CH09-GR.HS-S.3-GLE.2- How are dreams different than goals? How do smart Authors of the Sample: Vanessa Gauthier (Cheyenne Mountain 12); Pam Gibble (Adams 12); Calan Gibney (Aspen 1); Jean Gurule (St Vrain Valley RE 1J); Chelsey Miller (Gunnison Watershed RE1J); Susan Roberts (Cheyenne Mountain 12); Kelli Sisson (Harrison 2); Shawn St. Sauveur (Denver County 1) Complete Sample Curriculum – Posted: January 31, 2013 Curriculum Development Overview
Unit Planning for High School Comprehensive Health
Respect for diversity will create a positive school What is diversity? What does a positive school environment supportive of pro-social behavior. (CH09- What if I found out my best friend was involved in something I believe was not right? (CH09-GR.HS-S.3-GLE.3;IQ.3) Why is it so hard to stand up on behalf of others? (CH09- Critical Content:
Key Skills:
My students will Know…
My students will be able to (Do)…
x Self-advocating skills for overall health and wellness (CH09-GR.HS-S.3-GLE.3- x Describe self-advocacy skills to maintain and improve overall health and wellness x Credible resources and support systems for mental and emotional problems and x Identify credible resources and support systems for mental and emotional violent behavior (CH09-GR.HS-S.4-GLE.6-EO.a,b,c;RA.1;N.1) (CH09-GR.HS-S.3- problems and violent behavior (CH09-GR.HS-S.4-GLE.6-EO.a,b,c;RA.1;N.1) GLE.1-EO.b)and(CH09-GR.HS-S.3-GLE.3-EO.c,d) and(CH09-GR.HS-S.3-GLE.1-EO.b)and(CH09-GR.HS-S.3-GLE.3-EO.c,d) x Positive goal setting techniques (CH09-GR.HS-S.3-GLE.2-EO.a,b,c;N.1) x Set positive personal goals for improved overall mental and emotional health x Pro-social behavior and diversity in a school environment (CH09-GR.HS-S.3-GLE.3- x Express examples of pro-social behavior as t is related to diversity (CH09-GR.HS- x Causes, symptoms and effects of depressions and anxiety (CH09-GR.HS-S.3-GLE. x Analyze the causes, systems and effects of depression and anxiety (CH09-GR.HS- x Signs and symptoms of self harm or harm to others (CH09-GR.HS-S.4-GLE.6- x Discuss signs and symptoms of self harm or harm to others (CH09-GR.HS-S.4- Critical Language: includes the Academic and Technical vocabulary, semantics, and discourse which are particular to and necessary for accessing a given discipline.
EXAMPLE: A student in Language Arts can demonstrate the ability to apply and comprehend critical language through the following statement: “Mark Twain exposes the hypocrisy of slavery through the use of satire.” A student in ______________ can demonstrate the
I will have the knowledge to advocate for the maintenance and improvement of positive mental and emotional health ability to apply and comprehend critical language
for self and others which can lead to lifelong wellness. through the following statement(s):
Academic Vocabulary:
Diversity, Respect, Support Systems, Resources, Goal Setting, Decision-making, Communication Skills, Inter-personal Communication, Stress Management, Emotions, Stress, Violence Technical Vocabulary:
Depression, Anxiety, Self-harm, Mental Health, Self-advocacy, Advocacy Authors of the Sample: Vanessa Gauthier (Cheyenne Mountain 12); Pam Gibble (Adams 12); Calan Gibney (Aspen 1); Jean Gurule (St Vrain Valley RE 1J); Chelsey Miller (Gunnison Watershed RE1J); Susan Roberts (Cheyenne Mountain 12); Kelli Sisson (Harrison 2); Shawn St. Sauveur (Denver County 1) Complete Sample Curriculum – Posted: January 31, 2013

Source: http://www.coloradoplc.org/files/archives/pages3-4_from_ch_hs_samplecur.pdf

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Preparing for Biological and Chemical Terrorism: A Practical Guide to Antibiotics and Their Usage for Survival Leonard G. Horowitz, D.M.D., M.A., M.P.H. Disclaimer and Background This information is for educational purposes only. It is intended to help in the event of biological and chemical weapons attacks on civilian populations. It is not provided in order to diagnose or trea

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T ABLE OF CONTENTS TABLE OF AUTHORITIES STATEMENT OF INTEREST OF AMICUS CURIAE SUMMARY OF THE ARGUMENT ARGUMENT CONCLUSION TABLE OF AUTHORITIES Bowen v. Gilliard , 483 U.S. 587 (1987) Dandridge v. Williams , 397 U.S. 471 (1970) State v. Oakley , 629 N.W.2d 200 (Wis. 2002) N.B. v. Sybinski , 724 N.E.2d 1103 (Ind. Ct. App. 2000) Statutes 42 U.S.C. § 608(a)(3) (2002) WIS. STAT. ANN. § 49.22

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