South Carolina Learning Standards for Health and Safety Education — Grade 11


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D-HS.1.1

Discuss the benefits of avoiding ATOD.

D-HS.1.2

Examine the impact of ATOD use and abuse on the individual, his or her family, and society as a whole.

D-HS.1.3

Describe the cycle of ATOD addiction as it relates to individuals and families.

D-HS.1.4

Examine the effects of ATOD on fetal development.

D-HS.2.1

Analyze personal, family, economic, legal, and societal issues that influence ATOD use.

D-HS.2.2

Examine ways that media messages and marketing techniques influence ATOD use.

D-HS.2.3

Analyze the connection between ATOD use and personal safety (including motor vehicle accidents, violence, and sexual assault).

D-HS.3.1

Access valid information and resources to assist him or her in dealing with ATOD issues.

D-HS.5.1

Analyze ways that ATOD affects an individuals thinking and decision making and therefore increases the risk of violence and other illegal activities.

D-HS.6.1

Predict ways that short- and long-term goals can be affected by ATOD use.

D-HS.7.1

Evaluate strategies for dealing with family, peer, and cultural pressure regarding ATOD.

D-HS.8.1

Examine ways to encourage positive alternatives to ATOD use.

G-HS.1.1

Describe physical, social, and emotional changes that occur during adolescence

G-HS.1.10

Discuss responsible prenatal and perinatal care.

G-HS.1.11

Evaluate the impact of adolescent pregnancy on individuals, families, and communities.

G-HS.1.12

Explore the benefits of adoption.

G-HS.1.13

Discuss South Carolina laws relating to the sexual conduct of minors, including criminal sexual conduct.

G-HS.1.2

Examine health issues that are specifically related to the male and female reproductive systems (for example, self-examination).

G-HS.1.3

Describe the benefits of abstinence.

G-HS.1.4

Identify the benefits, effectiveness, and risks of pregnancy-prevention methods.

G-HS.1.5

Explain methods for the prevention of STIs/STDs, HIV, and AIDS.

G-HS.1.6

Identify signs and symptoms of STIs/STDs, HIV, and AIDS.

G-HS.1.7

Discuss methods of treatment for STIs/STDs, HIV, and AIDS.

G-HS.1.8

Evaluate the impact of STIs/STDs, HIV, and AIDS on individuals, families, and society.

G-HS.1.9

Describe the scientific processes of fertilization, pregnancy, fetal development, and childbirth.

G-HS.2.1

Analyze the effects of family, peers, the media, and other factors on attitudes and behaviors regarding relationships and sexuality.

G-HS.3.1

Access local resources for promoting reproductive health (for example, self-examination, ob-gyn, urologist, state or county health department).

G-HS.3.2

Access local resources to help a survivor recover from sexual violence or abuse.

G-HS.4.1

Demonstrate effective verbal and nonverbal communication skills in peer and dating relationships.

G-HS.4.2

Demonstrate refusal and negotiation skills to promote abstinence and to reduce health-risk behaviors.

G-HS.4.3

Evaluate ways to communicate with parents, family members, peers, and other trustworthy adults (for example, health care providers, law enforcement officers) about sexual health and responsibilities.

G-HS.5.1

Determine when it is necessary to seek help and/or to leave an unhealthy relationship or situation.

G-HS.6.1

Set a personal goal to maintain the health of his or her reproductive system.

G-HS.7.1

Evaluate strategies for avoiding situations that increase the risk of sexual harassment, violence, and abuse.

I-HS.1.1

List common first aid procedures for a given scenario.

I-HS.1.2

Identify the characteristics of an abusive relationship.

I-HS.1.3

Assess the effects of violence on individuals, school, and community.

I-HS.1.4

Describe laws and regulations related to safety and personal injury (including bullying, dating violence, participating in gang activity, driving a motorized vehicle.)

I-HS.1.5

Discuss ways to reduce the risk of intentional and unintentional injuries in the home, school, community, workplace, and roadways.

I-HS.2.1

Analyze the possible causes of conflict in schools, families, and communities.

I-HS.2.2

Analyze the influence of peers and the media on the way an individual operates a motor vehicle and observes safety precautions.

I-HS.2.3

Explain ways that an individuals behaviors affect his or her risk of becoming a perpetrator or a victim of violence.

I-HS.3.1

Access information and local services about safety and the prevention of violence

I-HS.4 1

Demonstrate refusal, negotiation, and collaboration skills to enhance his or her health and to avoid potentially harmful situations (for example, ATOD use, sexual harassment, gang activity).

I-HS.6.1

Develop a plan to avoid unsafe situations and gang involvement.

I-HS.7.1

Perform appropriate first aid and other emergency procedures for a given scenario.

I-HS.7.2

Develop injury prevention and treatment strategies for personal and family health

I-HS.7.3

Demonstrate strategies for solving interpersonal conflicts without harming him- or herself or others

I-HS.7.4

Discuss protective measures and warning signs of violence in dating and relationship situations.

I-HS.8.1

Advocate for disaster preparedness in the home, school, and community.

M-HS.1.1

Discuss situations that may require professional mental, emotional, and social health services.

M-HS.1.2

Discuss the characteristics of healthy relationships.

M-HS.1.3

Discuss the stages of loss and grief

M-HS.1.4

Analyze the signs of depression and self-destructive behaviors (including potential risks of suicide).

M-HS.1.5

Identify causes of stress and other common mental health issues. I

M-HS.2.1

Analyze ways that the family, peers, culture, and the media influence the mental, emotional, and social health of individuals.

M-HS.3.1

Access valid mental, emotional, and social health information and services for him- or herself and others.

M-HS.4.1

Demonstrate ways to communicate care, consideration, and respect for him- or herself and others.

M-HS.6.1

Develop and implement a personal stress management plan.

M-HS.7.1

Design and implement a plan to increase his or her resiliency.

M-HS.7.2

Develop strategies for maintaining a positive self-concept.

N-HS.1.1

Evaluate the relationship between his or her own nutritional intake and overall physical, social, and mental health.

N-HS.1.2

Explain how the federal dietary guidelines are useful in planning healthy diets.

N-HS.1.3

Evaluate the benefits of daily moderate to vigorous physical activity.

N-HS.1.4

Describe the importance of healthy eating and physical activity in maintaining good health, including oral health.

N-HS.2.1

Analyze ways that emotions and feelings influence the food choices, eating behavior, and physical activity of individuals

N-HS.2.2

Examine ways that the media, advertising, and marketing practices affect the nutrition and physical activity level of individuals.

N-HS.2.3

Debate ways that school policy can influence healthy or unhealthy eating and physical activity levels.

N-HS.2.4

Analyze ways that unhealthy eating behaviors and an inactive lifestyle contribute to chronic disease.

N-HS.3.1

Locate and analyze local opportunities for physical activity.

N-HS.3.2

Analyze local sources of valid information on nutrition and physical activity (for example, school policy, legislation, economics).

N-HS.3.3

Locate community programs and services that help others gain access to affordable healthy foods.

N-HS.5.1

Distinguish healthy from unhealthy foods on a variety of restaurant menus.

N-HS.6.1

Set a goal to maintain a healthy diet (for example, limiting sugar, fat, and salt consumption).

N-HS.6.2

Set a goal to attain the federally recommended levels of physical activity and physical fitness for Americans

N-HS.7.1

Develop and implement a wellness plan that meets the federal dietary guidelines and the federal physical activity guidelines for Americans.

N-HS.8.1

Examine ways to encourage others to make healthy eating choices and to increase their level of physical activity.

P-HS.1.1

Differentiate between risk-taking and health-promoting behaviors.

P-HS.1.2

Evaluate his or her personal susceptibility to injury, illness, or death on the basis of genetics, family history, and health behaviors.

P-HS.1.3

Evaluate strategies for the prevention and treatment of communicable and chronic diseases.

P-HS.1.4

Explain the connection between personal health and access to health care, including dental care.

P-HS.1.5

Examine ways that the environment and personal health are interrelated.

P-HS.2.1

Analyze the influence of family, peers, culture, the media, technology, and other factors on health behaviors.

P-HS.2.2

Assess ways that school, community, and culture support and/or challenge health beliefs, practices, and behaviors.

P-HS.2.3

Describe ways that environmental factors can affect the health of the community.

P-HS.2.4

Discuss ways that research and medical care influence the prevention and treatment of health problems.

P-HS.2.5

Examine ways that public health policies, government regulations, and socioeconomic issues affect health promotion and disease prevention.

P-HS.3.1

Analyze the cost and accessibility of local health care services, including dental care.

P-HS.4.1

Demonstrate ways to ask for assistance to enhance his or her own health (for example, ask for a diet plan) and ways to offer assistance to enhance the health of others (for example, exercise with a friend).

P-HS.5.1

Examine barriers to healthy decision making.

P-HS.5.2

Justify when individual or collaborative decision making is appropriate.*

P-HS.5.4

Utilize knowledge of body structure and function to make sound decisions related to personal health (for example, disease prevention, injury prevention, oral health).

P-HS.6.1

Create a long-term personal health plan that is adaptable to changing health needs based on genetics, family history, and personal health behaviors.

P-HS.7.1

Demonstrate a variety of healthy practices and behaviors that will maintain or improve the health of him- or herself and others.

P-HS.8.1

Advocate for the promotion and protection of a healthy environment.