From The Unknown To The Informed: A Debate on Abstinence.
Grade Level: High School Students (Grade 9-12)

Lesson Overview:
The purpose of this lesson is to teach students about the multi-dimensions of abstinence from a global to a local perspective. Students will be exposed to information and standards from various national resources.

Estimated Time: Three class periods.

Class Period I: Introduce students to the concept of abstinence and assign students to read the Online NewsHour story "Debating Abstinence."

Class Period II: Designate two debate groups, assign each group to research and prepare a debate on the topic of "Does abstinence or easier access to contraceptives decrease teen pregnancy rates?"

Class Period III: Conduct the debate.

Correlations to National Standards

Materials:
Computer(s) w/ Internet connection
Library time
Pen and paper

Handouts:
NewsHour article
Worksheet on the NewsHour article
Guidelines for the debate

Procedures:
1. Initiating questions: ask students to define abstinence. Ask students if they think abstinence is defined the same in different cultures. Prompt students to think about the varying definitions of abstinence. Further explore how abstinence can be influenced by politics, religion, economics, and cultures of various global communities.

2. Ask students to read the article on the Online NewsHour about "Debating Abstinence." Ask students to summarize the article in 1-2 paragraphs and to answer the questions on the Debating Abstinence Worksheet. Discuss answers in the large group.

3. Designate two teams of three to six members per side. Give each student the "Guidelines for Debates" handout and go through the guidelines with the entire class. One team will represent the abstinence side and the other group will represent the contraceptive side for the debate. Explain to students that they will research and participate in a debate entitled "Which is a better way to decrease teen pregnancy: teaching abstinence or providing easier access to contraceptives?" Each group will be required to follow the procedures from the "Guidelines for Debates" handout.

4. At the conclusion of the debate, have students discuss the inferences that can be drawn from both sides of the debate. Have students comment on the following questions:

a. Did participating in the debate change your view regarding this topic? Please explain.
b. After researching this topic, why do you think the delegates from the U.N. conference struggled in the negotiation of the U.N policy wording regarding health services for young people?
c. How would you resolve this issue?
d. Do the words "reproductive health" work for both sides?
Why or why not?

Extension Project:
Using the information learned from the debate activity, have student groups from the class create a peer guide entitled "The Abstinence Debate" to be submitted to the school newspaper and/or the school's Web site. Or, encourage students to write a 500-word editorial for a grade and submit it for possible publication on NewsHour Extra at [extra@newshour.org].

Correlations to National Standards:
National High School Health Standards Grades 9-12

Standard Two: Students will demonstrate the ability to access valid health information and health-promoting products and services.

1. Evaluate the validity of health information, products, and services.
2. Demonstrate the ability to evaluate resources from home, school, and community that provide valid health information.
6. Analyze situations requiring professional health services.

Standard Four: Students will analyze the influence of culture, media, technology, and other factors on health.

3. Evaluate the impact of technology on personal, family, and community health.

Standard Six: Students will demonstrate the ability to use goal-setting and decision-making skills to enhance health.

2. Analyze health concerns that require collaborative decision-making.

Standard Seven: Students will demonstrate the ability to advocate for personal, family, and community health.

2. Express information and opinions about health issues.
3. Utilize strategies to overcome barriers when communicating information, ideas, feelings, and opinions about health issues.

Author Kathleen (Kelli) Young, Ph.D. currently works as a Research Assistant for the Center for Health Promotion and Disease Prevention at the University of New Mexico. Dr. Young received her degree in July of 2002 where she also served as an instructor for various undergraduate courses for the Department of Health Education. Previously she served as a Department Chairperson in computer sciences and was a health educator for eleven years in the Northern California School System.

To find out more about opportunities to contribute to this site, contact Leah Clapman at lclapman@newshour.org