Building a better you, volume 2 [1974]

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VOLUME 2
A GUIDE FOR HEALTH EDUCATION IN GEORGIA SCHOOLS ... GRADE SEVEN THROUGH GRADE TWELVE

buildin;
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VOLUME 2
A GUIDE FOR HEALTH EDUCATION IN GEORGIA SCHOOLS ... GRADE SEVEN THROUGH GRADE TWELVE

Copyright Georgia Department of Education 1972

TABLE OF CONTENTS

FOREWORD . . . . . . . . . . . . . . . . . . . . . . . . . . vii

Chapter

I.

POLICIES AND PROCEDURES . . .

The Health of Americans .

3

School Health Policies. .

7

The School's Responsibility for the Health of

the Student. . . . . . . . . . .

7

Nutri tion Education and School Food Services.

8

Posture, Lighting and School Furniture .

II

Guides for the Teacher and Administrator . . 12

Physical Examination. . ..

. . . . 13

Physical Education, Intramural and Extramural

Activities . . . . . . ..

..

14

Smoking and Health . . . . .

.. . . .

17

The School Health Committee and the Health

Council. . . . . . . . ..

...

17

Emergency Care and First Aid .

18

Family Living, Personal Growth and Human

Sexuality . .

20

Immunizations. . . . . .

21

The Interscholastic Athletic Program. .

22

Administration and Organization.

22

Guidelines

22

Definitions .

24

Scope of Health Education

24

Health Education Through School Health Services . 26

Evaluating the Elementary School. .

28

Conceptual Learning in Health Education

31

II.

COURSE CONTENT . . .

33

1 (7-9) Alcohol, Tobacco, Drug Use and Abuse.

37

2 (7-9) Diseases. . . . . . . . . . . . . . . .

47

3 (7-9) Environment aI, Community and National

Health and Resources.

..

53

4 (7-9) Nutrition and Health . . . . . .

59

iii

5 (7-9 ) Personal, Family, School and Occupational

Living and Health.

. 6 (7-9 ) Safety and First Aid

. 7 (7-9) Social and Emotional Health.



65 71 77

8 (7-9) Structure, Function and Care of the Human
. . . . . Body . 9 (7-9 ) Consumer Health.

83 89

. . . . 1 (10-12) Alcohol, Tobacco and Drug Use and Abuse.
2 00-12) Diseases 3 (10-12) Environmental, Community and National
H'3alth and Resources
4 (10-12) Nutrition and Health 5 ( 10-12) Personal, Family, School and Occupational
Living and Health. 6 00-12) Safety and First Aid
7 (10-12) Social and Emotional Health. 8 ( 10-12) Structure , Function and Care of the Body . . . 9 (10-12) Consumer Health.

95 101
109 115
121 129 135 141 147

III.

INTEGRATION AND CORRELATION OF CONCEPTS IN A

SEQUENTIAL UNIT .



153

Level A Level B Level C

156 160
163

Suggested Bibliography .. Pamphlet Sources .. Films and Filmstrips. .

168 170 171

APPENDICES

173

A. AAHPER Position Statement - "A Unified Approach

to Health Teaching" . . . .
B. Standards for Public Schools.

175 177

C. Description of Child Health Record. D. Child Health Record . . . . . .

179 180

E. Description of Teacher's Health Observation

182

F. Teacher's Health Observation Card . . . G. School Furniture and Seating Guide.

183 185

H. Parent's Letter for Participation.

187

I. Physician's Statement . . . . .

189

J. AAHPER Position Paper "Guidelines for Secondary

School Physical Education". .

191

iv

K.

Society of State Directors of HPER "Position Statement

on Trampolines in Physic.al Education. . . .

198

L.

AAHPER position Statement "Smoking Education: The

School's Responsibility

.. ...

200

M.

Accident Report Form

203

N.

First-Aid Supplies

205

o.

Georgia School Laws, 1970

207

P.

Rule of the Department of Public Health, Division of

Epidemiology . . . . .

208

Q.

Certificate of Immunization

212

R.

Interscholastic Activities

214

S.

Pamphlets

.

217

T.

Bibliography, Textbooks, Grades 7-9 .

218

u.

Bibliography, Textbooks, Grades 10-12

220

v.

Curriculum Guides - 7-12. . . . . . .

221

w.

References for the Teacher. . . . . . .

223

x.

Georgia Department of Education Films

225

Y.

Teacher Resource - Secondary Films ..

228

z.

Resource Materials from Georgia Department of Health.

229

AA.

Criteria for the Selection of Health Education Textbooks.

230

BB.

Department of Public Health Emergency Health Service ..

232

CC.

Secondary Health Education: An Approach to Curriculum

Development . . . . . . . . . . . . . . . . . . . .

233

v

FOREWORD
The Georgia Department of Education has through the years recognized that the achievement of optimum health by each citizen is a major objective of education. In 1955 the department in cooperation with the State Department of Public Health developed the School Health Guide, a comprehensive bulletin concerning the total health program. Subsequent years have witnessed many advances in medical science and education. This period has been characterized, too, by much growth and interest in school health programs.
This guide is an attempt to. achieve optimum scientific accuracy. It brings health information and suggested methods of teaching up to date.
The Georgia ~artment of Eucation'1Oo1ieves that if the student is to achie~ for himself," his fat'J\lly and his communi ty an optimal level of health, he must pos~ess a certain level of knowledge about health. The department further believes that knowledge is not enough, and if good health is to be attained and preserved, the student must integrate knowledge with behavior, i.e., develop desirable attitudes toward good health practices.
There are many unresolved health problems in our local communities, state, nation and throughout the world, and individual health problems differ sharply from one another because of different cultural backgrounds, social customs and religious beliefs as well as foods,
vii

clothing, recreation, school systems and pub Ii c health services. Everyone is in a measure confronted by the same basic health questions. Finding ways of coping with water, air and noise pollution can enhance the qua Ii ty of health for years to come. One must be in a position to make decisions regarding personal living which will contribute to and support efforts to control problems affecting large populations.
This pooH cation contains concepts and supporting data pertaining to some of the major health problems facing children and youth today as well as those anticipated in the next decade.
Hopefully, this bulletin will provide substantial assistance to teachers, supervisors and administrators who want additional help and support in the building of their own health education programs. This guide does not propose a model program. If health education is to be effective, it must be adapted to local needs and conditions.
Gratitude is due all who had a part in the development of this guide, but it is not possible to give full acknowledgement by name to every one of the generous people who contributed both time and skill in the preparation of this bulletin.
viii

cha~el'"
~olicies and
~l"Ocedu,.es

THE HEALTH OF AMERICANS
Life expectancy in the United States has now reached an average of over 70 years. This is strong statistical evidence of the many advances that have been made in this country in the field of health. The outlook for the future has improved dramatically during the last few decades; there is a definite trend toward better health for people throughout the world. Research in the behavioral and social sciences relating to health has added much knowledge and aided medicine in improvement of the nation's health.
Improvement of rural sanitation, advances in psychiatry, control of radiation hazards, better community nutrition, better working conditions and the attention being given to the control of atmospheric, water and noise pollution, slums, accident prevention, improved hospital and institutional care, rehabilitation of the handicapped and disadvantaged, research in gerontology and geriatrics, and implementation of medicare are examples of progress in the field of health.
Further progress is evident through development of vaccines for rubella (German measles), new strains of influenza and RH disease. The National Communicable Disease Center reports that eighty-two per cent of the country's population has been immunized against diptheria, tetanus, whooping cough, polio and measles. Many hospitals have established coronary units for treatment and care of the increasing number of individuals afflicted with heart disease. The invention of the pacemaker and the use of plastics to repair heart valves and
3

diseased blood vessels have saved many lives during the past decade. Administration of the new drug, L-dopa, offers the first significant hope for victims of Parkinson's Disease. The use of the computer as a means of diagnosing illness, man's constant advances in the conquest of space, the search for a cure for cancer, and studies concerning brain damage reSUlting from food deprivation during infancy are just some of the many significant medical findings.
Recently an international panel of eminent medical specialists was asked what could be expected from medicine in the next decade. The experts foresaw the greatest progress in organ transplants, prevention of coronary and vascular diseases, effective drugs for both viral and bacterial infections and for many mental disorders, and spectacular improvement in surgery and anesthetics. Cancer, aging arthritis, and drug addiction were acknowledged to be among the more difficult problems. Influenza vaccine is available. It is not generally recommended for healthy children. On the horizon are drugs which will aid the body in overcoming most viral diseases including the common cold.
Scientists have found that children are maturing faster. The differences in stature alone between an 11 year old in 1968 and the one in 1905 are remarkable. The modern youth is not only inches taller, he is more mature in other aspects as well. Height and weight tables are being examined and should result in a new set of standards.
The discovery of a synthetic growth hormone by scientists in
4

early 1970 should aid researchers in discovering new factors which influence the growth patterns of children.
Leaders in the health sciences emphasize the fact that a totally healthy environment is beyond the control of any single individual. Individuals within the community must work together in achieving and maintaining a healthy community environment. Correct health information has to be made available to the public to insure cooperation in health matters. Medical scientists further emphasize that health maintenance can best be achieved through preventive medicine, health education, and environmental management, in addition to treatment. Health achievements today are becoming more and more a reflection of social understanding and social effort, for medical problems cannot usually be separate from social problems.
5

SCHOOL HEALTH POLICIES
The School's Responsibility for the Health of the Student
The public schools should help children and youth gain the understandings and develop the attitudes necessary for following good health practices throughout their lives. Health of the individual affects everything he does, and, in turn, everything he does affects his health. Nationally, this responsibility was recorded when the Commission on the Reorganization of Secondary Education of the National Education Association put health as the first of the "Cardinal Principles of Education."
More recently, in 1953, recommendations from the National Education Association Project on Instruction included health teaching among priorities for the school and recognized it as a distinctive responsibility of the school. See Appendix A - A Unified Approach to Health Teaching.
There are many Georgia laws and standards dealing with health problems in the public schools. One of these dealing with the teaching of health is as follows.
39-1901. State Board of Education to Prescribe Course of Study in Health and Physical Education. The Georgia State Board of Education shall prescribe a course of study in health and physical education for all grades and grade levels in the public school system and shall establish standards for its administration. Said course may include instruction in alcohol, smoking and health and drug abuse education and may occupy periods totaling not less than thirty (30) minutes per day in kindergarten through grade eight or equivalent grade levels.
7

A manual setting out the details of such courses of study shall be prepared by or approved by the State Superintendent of Schools in cooperation with the State Board of Health and State Board of Education, and such expert advisors as they may choose.*
Furthermore, the Curriculum Framework for Georgia Schools states, "Although the home has the chief responsibility for the general health and well being of the child, the school has a distinctive role in the
nutritional, physical and mental welfare of the child. ."
Nutrition Education and School Food Services Every student needs to attend a school that provides sound
nutrition in an inviting food service program. The nutrition program should provide the right kinds of food in appropriate amounts and combinations needed by the teenager during the school days. It should also provide the laboratory situation for nutrition education that teaches and motivates the student to know and practice good food habits. To fulfill the potential as a laboratory~ the cafeteria atmosphere must be planned as a setting for teaching nutrition as part of eating meals at school. Here are some elements that help make the setting teachable.
Delicious and well-prepared food in a congenial~ relaxed attractive atmosphere. A meal schedule that is compatible with curriculum and student schedules. Table arrangement conducive to development of social graces and conversation. Waste disposal in an area as far from the eating area as possible with a screen to conceal view of garbage during lunch.
8

Good ventilation; attractive environment. Appropriate music and art displays. The actual meal period is only part of the learning experience provided by the school food service department. Students should be prepared to take full advantage of the learning opportunity. The student, the teacher and the principal should assume some of this responsibility.
STUDENT ROLE Learn the importance of sanitation in regard to food service. Wash hands before the meal. Time should be designated for this prior to the lunch period. Accept personal responsibility for making and keeping cafeteria clean and orderly.
TEACHER ROLE The teacher should recognize the nutritional needs of teenagers and encourage participation. The teacher should exhibit good personal food habits. The learning experience offered by lunch at school should be so planned as to avoid strain and tension during the time the student is eating. Student nutrition committees should be encouraged and supported by teachers. The teacher should take advantage of the school food service department as a laboratory and should work closely with the school food service manager in teaching students good food habits and using cafeteria as work station.
PRINCIPAL'S ROLE Should schedule mealtime to allow adequate time in the cafeteria and minimum time for standing in line.
9

Implement system policy for free and reduced lunches. The principal, teacher and school food service staff should plan to involve students in school food service planning. The State Board of Education Standard states, "The school system shall have a school food service program which is nutritionally adequate, educationally effective, and financially sound." The Georgia Department of Education administers the National School Lunch Act and the Child Nutrition Act. One of the objectives of the National School Lunen Act is to safeguard the health and well-being of the nation's children. To meet this objective, participating schools shall serve lunches that are nutritionally adequate and shall also coordinate the school's health education activities with the formulation of good eating habits in the lunchroom to the end that enildren will gain a full understanding of the relationship between proper eating and good health. 1 Act No. 45 of the 1967 General Assembly authorized the State Board of Education to establish a program of instruction in the public schools to teaen nutrition, hygiene, and etiquette using the facilities and resources of the senool food service department. Standards for nutritionally adequate meals have been established by the United States Department of Agriculture and are based on findings of the National Research Council. Food served at senool should contribute to the student's daily
1 United States Department of Agriculture Regulations, 1970.
10

food needs. The American Medical Association,2 American Dental Association,3 the PTA,4 the Association of School Business Officials,S and other professional organizations urge that only foods that contribute to desirable food habits be available on the campus. Foods at school may be completed meals such as breakfast or lunch, or supplemental foods for mid-morning or afternoon breaks such as milk, fruit or fruit juice. Within the framework described, the food offerings should be based on the needs of the community.
In the American Medical Association's ltBasic Path to Fitness," nutrition is identified as the second path, following "good ge.neral health." Good nutrition is essential to sound mental, physical and emotional health. The school food service program should play an important part in healthful school living.
Posture, Lighting and School Furniture Good posture is usually an expression of good health habits
rather than a major factor in producing good health. Good posture is important for proper functioning of the body and contributes to good
2Statement on "Confectl.ons and Carbonated Beverages in Schools," Journal of the American Medical Association.
3Resolution, Council on Dental Health, American Dental Association.
4 Statement on sale of carbonated beverages, etc., National Congress of Parents and Teachers. S Statement, School Rusiness Affairs.
II

appearance. Proper alignment of the body parts promotes efficiency of movement and endurance. The person who has good posture and who moves gracefully projects poise, confidence and dignity.
The teacher should try to motivate students to attain proper muscular balance and the development of good posture habits. She should know the reasons for practicing good posture and should be able to describe in simple terms the elements of good posture (standing, sitting, walking, etc.) She should set an example by practicing good posture, learn to recognize the common faUlty postural tendencies, and recognize the fact that posture is flexible. While it is desirable to maintain a good position of the body most of the time, it is not harmful to assume relaxed positions at times.
Guides for the Teacher and Administrator
The teacher should observe how students sit, stand and walk, as their postural attitude may be indicative of other problems. Posture is related to many things including disease, malnutrition, chronic fatigue, hearing and eye defects, asthma and emotional experiences.
The teacher should know the relation of light and seating to posture and body mechanics. Standards for classroom lighting are being steadily revised both for artificial and natural light. The lighting must be soft, even, properly distributed and bright enough for eye comfort. Desk tops with glossy finishes should be avoidea.*
~':
Refer to first draft reV1Slon of "A Guide for Planning and Con-
struction of School Facilities in Georgia," (3 chapters) April 18, 196 a,
Georgia Department of Education
12

The school system should provide school furniture which comes in a variety of sizes and designs, which is movable and adjustable. Deskchair combinations should be adjusted to the student's body build. The seat must be low enough so that the student's feet can be placed flat on the floor and all pressures at the knees relieved. In classrooms having tablet armchairs, a few left-handed tablet armchairs should be provided. ~';
Teachers and administrators should arrange classroom activities so as to have only short periods of sitting as the chairs are hard and uncomfortable. Much thought and consideration should be given to the purchase of more comfortable regular seating, padded seating or contour fitted seating for the school.
Physi cal Examination Physical examinations on entering school and periodic examina-
tions or health appraisals are recommended for every student. e;,'~~': The school system may want to utilize the child health record included in the Appendix.
A system-wide policy should be established concerning required physical examinations. The policy statement should contain
The feasibility and thoroughness of physical examinations. The frequency of re-examination.
Refer to Appendix E - School Furniture and Seating. See Appendixes C and D.
13

Items and checks to be made in the examination. Method of examination. Recommended procedures for in school examinations and apprais als . Careful follow-up procedures if school health appraisals are to contribute to the health and education of children and youth. The findings of the health appraisals should be used for making adaptations in the school program, interpreting health status to pupils and parents, and for motivating and securing correction of remediable defects. All school personnel should have periodic health examinations. The school system should seek and make use of assistance from local health departments and medical societies in formulating policy statements for the school system. Record keeping should be shared by the teacher and all members of
the school health services staff.
Physical Education, Intramural and Extramural Activities~': Physical education can make contributions to both the individual
and the total school program. Some contributions include the development of the organic systems to their highest functional levels; the development of neuro-muscular skills; the development of interest in play and recreation; the development of positive behavior patterns.
The American school is a great resource for teaching foundation skills and knowledges in health and physical education and establishing
~'~
AAHPER, "Guidelines for Secondary School Physical Education," JOHPER (April, 1971). Refer to Appendix H.
14

the idea that personal fitness is important. While this effort centers in the schools, it must be strongly supported by other community agencies. School and community cooperation is basic to the success of any fitness program.
Fitness characterizes the degree to which an organism lS able to function. Fitness in its minimal stage is the proper functioning of the body organs to sustain life. At its optimal level, fitness is living a full and vigorous life. Its most extensive interpretation applies to the ability of the individual to meet living requirements. This ability requires good health, strength, stamina and skill in a variety of activities.
Fitness is very transitory, and its development should be continuous and satisfying from early infancy through maturity. The habit of adequate and regular exercise during the formative years is as important to good health as one's sleep, work and food. Each individual should learn to enjoy taking part in vigorous exercise appropriate to age, sex and general ability.
A letter should be sent to parents informing them of the physical education program activities and an example letter and physician's statement is included in Appendixes F and G.
The secondary school physical education program should include games, movement education, ball type activities, relays, inclement weather games, mimetics and rhythmic activities. A core of developmental and conditioning activities appropriate to each grade level should include calisthenics, self-testing activities, stunts and tumbling, pyramid
15

building, apparatus activities, jogging, internal training, weight training, good body mechanics, outdoor education and lifetime sports.
Qualified leadership is essential to the implementation of an effective and comprehensive program of physical education.
Where space is available a school should have play areas marked wi th concentric circles and boundary lines painted at safe distance from walls and fences. Softball diamonds, courts of various kinds, track and field areas and obstacle courses are all a part of the facilities essential to good physical education programs.
Primary responsibility for safety lies with the teacher, but she should have the backing and concern of the administrator and maintenance staff. The importance of safety must first be recognized by the teacher who through proper instruction in skills, demonstrations and practice, should try to develop in students positi ve attitudes, concepts and behaviors about safety.
Playground areas and equipment should be inspected thoroughly and often for safety hazards.
When facilities and playground equipment are used before and after school, a responsible professional person should be present to supervise the activity. Refer to Appendix K (Trampoline).
Students should be encouraged to participate in quiet games that call for less energy immediately after lunch.
Adapted physical education should be provided for those students who, because of health reasons, are unable to participate in regular
16

classes. A physician's recommendation in consultation with the teacher should be the basis for assignment to those classes and for determining the activities to be prescribed for each student (suggested forms for parents and physicians are included in the Appendix).
Smoking and Health System-wide policies should be formulated concerning smoking and
regulations should be a part of school board policy. Proper consideration should be given to the Surgeon General's
report on the hazards of cigarette smoking, and school systems should discourage and hopefully eliminate smoking. As many considerations underlie the policy statement of a school system, Appendix L may be of value in making policies.
Teachers and administrators should remember that example and practical illustration are one of the better techniques used in teaching, and one may find difficulty in teaching the hazards of cigarette smoking while exhibiting no regard for this hazard.
If the system or school policy must include some provisions for allowing smoking by students, then the use of parental permission statements would be an adequate system for making this allowance.
The School Health Committee and the Health Council Every school should sponsor a school health comrni ttee made up of
students, teachers, nurses, administrators and maintenance staff. This group cannot only resolve the problems involving individual needs of students but can contribute to the overall health needs of the school.
17

An effective school health program depends on community understanding and support. No school system can implement a sound health program alone. In the broad field of health, the need constantly ariseo for assistance, up-to-date information and guidance from experts. The school administrator can coordinate the health activities of his staff with community health efforts by organizing the community-wide health council.
The community-wide health council, which is usually a committee 0: the PTA, provides an opportunity to bring together representatives of parents, teachers, school administrators, the health department, the medical and dental professions and volunteer health and social agencies It provi des a me ans for developing community unders tanding of school health procedures and for devising effective measures for improving the health of all students. However, the council only serves in an adviso~ capacity to the school staff and school administrators, its function being to suggest policies rather than to make them.
Emergency Care and First Aid Emergency care of students who become sick or injured at school
or at school-sponsored functions is the responsibility of school person and an important part of school health services. It is the function of the school administrator to accept certain responsibilities, to develop defini te written procedures and make them known to school personnel, to have needed first aid supplies and facilities and to keep a record and make a report of all accidents. Aspirin should not be included in the available first aid supplies and should not be given to students unless prescribed by a physician.
18

As a minimum standard, each school should have at least two persons well trained in first aid who are readily available*
To give immediate care in time of emergencies. To obtain help from medical or nursing personnel. To inform parents of the injury or illness. (Information such as names, addresses, phone numbers and name of family physician should be a part of the student's health record.) Refer to Appendix K for Accident Report Forms.) To provide proper transportation if the student is to be moved or sent from school. To provide proper first aid supplies in quantity. (Refer to Appendix L for list of First Aid Supplies.) Teachers should understand the legal aspects of the school safety program in order to protect themselves from possible suit. If anything beyond first aid is provided there is always the possibility of liability. First aid should be limited to approved Red Cross procedures. (Refer to American Red Cross First Aid Handbook.)
Each school huilding should be equipped as adequately as poasible to gi ve emergency care for inj ury or illness occurring at school. There should he an especially designated place, preferably a s-eparate room or rooms, under the supervis:ion of qualified persons.
Refer to the following Georgia Department of Education and Human Resources bulletin.
Curriculum Framework for Georgia Schools, pp. 24.,.25.
School systems should utilize the services of Emergency Health
Services of the Georgia Department of Human Resources. See Appendix
z.
19

Sanitation and Safety In Time of Emergency - A Handbook on Nuclear Attack . . . Natural Disaster CtiviI Defense B.ulletin} Emergency Health Service, Bulletins and Manuals, See Appendix
Z.
Family Living, Personal Growth and Human Sexuality Human sexuality, which involves one's growth_ and development as
well as the complex drives associated with love and marriage, is the basis for many facets of behavior.
The study of human sexuality is a comprehensive and extensive study whi ch should begin in the home and be supplemented by the church and the schools from elementary through senior high school.
The Georgia Department of Education feels, that in the event the school becomes a medium of instruction, the decision should be based entirely upon local determination of need and support for instruction in this area. Furthermore, each school's program should be adapted to the capacity, interests and training of its faculty. Program length_ and depth should be determined by the available resources in the community.
School officials should make every effort to inform and involve parents and all interes_ted COIllJDuni_t: people in advance of proposed programs of hll1llan sexuality.
The study of human sexuali t~t should not he an isolated or fragmented facet of education, but integrated into any appropriate area of the total school program where it can be taught by an adequately
20

prepared faculty member. Emphases should be carefully planned and written int 0 the respecti ve cours.es of study.
As a general rule, human sexuality instruction should be in mixed classes and the materials and methods of instruction adapted to the situation. Outside specialists should be utilized extensively. When a topic needs special emphasis for a single gender, it is generally more accepted to meet male and female students separately. This poli cy is recommended for junior and senior high students and can extend downward to grade five in certain specialized instruction.
The evaluation of program and faculty should be on a continuing basis and the effectiveness of programs should be periodically appraised by local school administrators. Parents should be constantly' informed of the content and process in the various classes.
Immuni zations The Georgia Department of Human Resources document entitled, "Rules
and Regulations for Immunizations of Children as a Prerequisite to Admis.sion to School," should be the basis. for making local poli.ci.es. concerning immunizations hefore entering schDol. Laws: dealing with.-
immunizations. and example forms are included as; AI;")pendi ces ~, !:!., ~.
Permission b~anks should he utilized in all cases and complete records of the immunizati.ons s)l.guld he kept. F,ep<;>rts to and f:rom the individual's private physician w.Quld he de::dl;'aW.e.
2\

THE INTERSCHOLASTIC ATHLETIC 'pROGRAM
A well-directed interscholastic athletic program is an integral part of education and should be available to students who are interested and sufficiently skilled. This area of physical education allows students to compete on varsity teams in organized leagues and conferences and on a regularly scheduled has:is:.
Administration and Organization Interscholastic athletic programs should be provided for and
financed by local boards of education, and administered by school officials. The programs should apply mostly to students in grades nine through 12. Junior high school athletics. should be governed by the "Standards for Junior High School Athletics."
Guidelines The regulations of the National Federation of High School
Athletic Associations should be followed in administering male athletic programs, and the D. G. W. S. standards CAAHPER), should be followed in conducting female programs. In addition, the Georgia Department of Education should be represented on all state high school athletic associations.
The health and welfare of students are always the first considerations. in planning an inters.cholas.tic athleti.c program. To ins.ure this the following conditions s:hQuld he met.
22

rolicies should he b~~ed on the he~t medical kno~ledge availahle. A medi,cal examination should he given h:e:J;'ore the sports seaS,Dn hegins:, and the s:tudents s:hould have adequate medi cal supervis:ion during all events: and practi ces. In addition, a re-examination should he required after any injury or illness' before the student returns to competition.
Students should not be allowed to engage in any contest or activity which will overtax their physical ability. Competition should be between teams of comparable ability using standardized classifications and eligibility requirements.
The best obtainable protective equipment should be required for every participant.
Playing seasons should be of reasonable duration with no post-season or all-star contests.
Contests should be confined to small geographic areas:, with no interstate competition except Between s'chools located near a common border.
Practice periods should be reasonable in length and geared to the physical conditions of the participants.
Awards should be simple and of little monetary value.
Coaches must be certificated teachers and well-prepared for assuming coaching responsibilities.
As a rule, inters cholasti c boxing is not permitted.
Games and contests should be officiated by qualified and licensed personnel.
See Appendix R, Standards Governing Inters:cholastic Acti vities.
The Society of State Directors of Health, Physical Education and Recreation, "A Statement of Basic Beliefs." U9-6S).
American Association for Health, Physical Education and Recreation, "Standards for Junior High School Athletics." Washington, D. C., 1963.
American Association for Health, Physical Education and Recreation, Divis,ion of Girls,' and Women's Sports, "Standards:," Washington, D. C., 1%1.
s.tatements and publications, of the Commi.ttee on the ~edical Aspects of Sports, American Medical Association, Chicago, Illinois.
23

DEFINITIONS
Health may be defined as. th-at complete fitnes.s of hody, soundness of mind, and wholesomeness of emotions which make pos-sIDle the highest quality of effective living.
The World Health Organization defines health as lIa s;tate of complete physical, mental and social well-being, not merely the absence of disease or infirmity."
Health education of the individual is' tne sum total of all his experiences which contribute to the development of des:irahle habits:, attitudes and knOWledge related to individual, family and community health. (Refer to the Appendix for definition of other health terms.)
SCOPE OF HEALTH EDUCATION The maj or situations in which learning experiences in health take place are healthful school living, school health services, health instruction and school, home and community relations. Healthful school living is the provision of a safe and healthul environment, the organization of a healthful school day~.. and the establishment of healthful interpersonal relationships~" In school health services are found such established procedures as appraisal of the health s.tatus of students and personnel; counseling of students, parents and otlers concerning health. prohlems; encouragement in the correction of remedial defects; assistance in identification and education of n-andicapped children; prevention and control of communica,hle dis:ease; and provision of emergency services. for injury or s;udden illness:.
Refer to Curriculum Framework for Georgia Scnools; is.5.ued by State Roard of Education.
24

(Refer to section on S,choql Health Seryi,ces. ~

Health ins;truction is: the teaching of health or hygiene as. a s.eparate s,ub.ject or through correlation or i'ntegration. Basic curricular requirements for health education for kindergarten, elementary and secondary s'ch_oQls: have heen set hy the State of Georgia.

School, home and community relationships include vari,ous

parent contacts with the school; cooperative relati:onsJups

between school health education and adult health education

in the community; student parti cipati on in sports., healtIL

clubs or other health related activities outs'ide the s:chool~

and the development of cooperative school and community



.t..

-

organlzatlons, such as school health councils:."

The many health concepts explored in the curriculum content,

contained in this health education guide, have in a measure be,en

built around the above four major situations.

Refer to CurriculUll) PraIj)ework for Georgia S.chools is,S;ued by State Board of Education.
25

HEALTH EDUCATION THROUGH SCHOOL HEALTH SERVICES
A good health service program is one that will really help the child achieve good health. It utilizes teacher observation, nurse consultation and all resources of the school, home and community. The child needs not only to have educational experiences that will be meaningful to his health education but to understand why these things make differences in his health and growth.
The School Health Services Program should have these major purposes.
To stress the development of good attitudes and habits as well as the acquisition of knowledge and understanding. To identify and record health needs and interest of children, adolescents and adults in relation to their physical and social environment. To be integrated with other phases of the school and community health programs-environmental health, health services, physical education and recreation. To demonstrate scientific knowledge and develop critical thinking which will result in intelligent self-direction. Accurate records must be kept on the various aspects of the child's health. The resources of the local health departments and other official and voluntary agencies should be a part of the total school health program.
Health Services include cumulative records, physical examinations, ideally four times during a child's school eXDerience, inCluding vision and hearing
26

tests,

dental examinations every SlX months,

continuous teacher observation for detection of physical, emotional and social defects,

provisions made to keep parents informed concerning the effective use of available services,

control of communicable diseases education and other preventative

mbyeaismumreusn.".i'.zation,

Curriculum Framework for Georgia Schools, Georgia Department of Education.
27

EVALUATING THE SCHOOL HEALTH PROGRAM
Is your school health program effective? Is it improving? Is it producing desirable results? Does it have any weaknesses which need immediate attention? To get the answers to these and similar questions, it is necessary to evaluate the program periodically and scientifically.
Evaluation is the process of determining if a program has succeeded in achieving its objectives. Continuous appraisal will reveal whether progress is being made. Since the objectives of the school health program are very broad in scope, many techniques and devices need to be employed to measure accurately the effectiveness of health education in your school. Some of these methods are described briefly in this chapter.
Purposes of Evaluation To measure the extent to which students' health behavior, know ledge and attitude are improving. To reveal the strength and weaknesses in the existing school health program. To assist the teacher in making critical analysis of the content, teaching methods and use of instructional materials used in the class. To provide a basis for curriculum revis,ion and development. To provide data which will help "sell" the school health program to the school administration and to the community.
28

Underlying Principles of Evaluation Evaluation in health education should be focused primarily upon the growth and development of students in the school. Evaluation should he a continuous process. Evaluation should involve as many of the school staff as possible and at times outside consultants. This results in greater acceptance of the evaluation when completed. The evaluative devices and procedures used should be appropriate to the age of the students and for the outcomes anticipated.
Evaluative Methods and Instruments. Several methods can he employed to evaluate the school health
program. Much evaluation should take place in the classroom by the teacher to determine to what extent experiences of the class are favorably influencing the students' health behavior. This should be more or less a continuous process.
Periodically, extensive evaluation should be made of the school health program. This can be done in a variety of ways--by a committee within the school, by outside consultants and by a combination of local and state consultants.
Below is a list of instruments most frequently used for evaluation purposes. Some will be used almost exclusively by the teacher, a few only by a committee and some by both the teacher and the cornmittee.
1. Study of health examinations and growth records. 2. Teacher observations of students' behavior, safety practices,
attitudes and appearance. 3. Oral and written tests. 4. Interviews with students, parents and others. 5. Study of absenteeism and accident rates at school.
29

6. Study of reports of sanitarian of the s,chool. 7. Analysis of the conversation, writings and art work of
students. 8. Study of instructional materials and health facilities.
s. Analysis of the volume of lunchroom sales.
10. Questionnaires and surveys. 11. A prepared checklist - This device is the most commonly
used instrument for making an extensive evaluation of the school health program. See Appendix F for an example. Others can be found in most of the listed references.
References American Association for Health, Physical Education and Recreation,
Evaluation Schedules in Health Education, The Association, Washington, D. C. American Public Health Association, Guide to a Community Health Study, The Association, New York, 1960. Latchaw-Brown, The Evaluation Process in Health Education, Physical Education and Recreation, Prentice-Hall, Englewood Cliffs, New Jersey, 1962. National Study of Secondary School Evaluation, Evaluative Criteria, National Education Association, Washington 6, D. C., 1960. Texas Education Agency, A Checklist, Appraising the Elementary and Secondary Health Programs, The Agency, Austin, Texas, 1951.
30

CONCEPTUAL LEARNING IN HEALTH EDUCATION
The School Health Education Study, supported by research evidence from other sources and by the observations of prominent authorities, has sharply illuminated a major weakness in our educational system that calls for positive action. In a majority of our public schools today, health instruction is virtually non-existent or totally inadequate to serve the compelling needs of a rapidly expanding, increasingly complex
.-.
society ... To meet this situation school administrators, teachers and those
involved in teacher education can help solve these problems by providing a planned curriculum including formal courses in health education taught by qualified teachers.
Health education, like many other academic fields, has turned to the concept oriented approach in curriculum planning and development. A concept refers to an idea, a stable impression, a meaning or a thought held by an individual. Concepts provide a needed framework of knOWledge and for thi~king, both necessary aspects for all education. These concepts are arranged in a kind of hierarchy to reflect the wholeness of health education.
This structure of knowledge in health education tends toward some permanence in the curriculum and allows for the accumulation and
'"it;
School Health Education Study, Samuel Bronfman Foundation, 1201 16th Street, N. W., Washington, D. C. 20036.
3/

introduction of new knowledge within the framework of new ideas. Curriculum content must be reordered from time to time.
To learn and grasp the structure of a subject is understanding it in a way that permits many other things to be related to it meaningfully. It is generally held that no scheme of curriculum organization can replace learning from good teaching, and that curriculum organization does not always improve the act of teaching, but can create the opportunity for both inspired teaching and meaningful student learning.
The next section, devoted to content, lists concepts in each of the nine learning blocks found in this guide for the seventh through the twelfth grade.
32

chapter Z course content

alcohol, tobacco, dr'ug use I abuse
grade seuen th~Qugh g~Clde nine

LEARNING B.LOCK ONE ALCOHOL, TOBACCO AND DRUG USE AND ABUSE
7-8-9

Part of growing up consists of acqulrlng the information needed to help you make important decisions. From the health standpoint, some important decisions will concern the use of alcohol, tobacco and drugs.

CONCEPT

LEARNING ACTIVITIES

DESIRABLE OUTCOME

cJne of the greatest hazards in starting to use alcoholic drinks is that it is difficult to know in advance who will be able to be a moderate drinker and who will become an alcoholic.

Show film (1234) "Alcohol is Dynamite." - 9 min. Invite a juvenile judge to discuss the problems relative to the use of alcohol by teenagers. Discuss the statistical chance of becoming an alcoholic.

The teenager accumulates a body of accurate information and forms sound attitudes about alcohol problems. He can then make his own decisions about use or nonuse of alcohol.

Alcohol is contained in many beverages such as wines, beer and whiskey. Some alcoholic beverages contain more alcohol than others.
Alcohol depresses the central nervous system. It impairs functioning of higher brain centers that affect decisions and judgment. Memory control of the lower brain centers is disturbed and reactions

Administer a written test on facts about alcohol. Assign a student to research and report the mUltiple uses of alcohol in commercial products. Assign a student to make a large poster showing the different types of beverages containing alcohol and the approximate alcohol content of each.
Discuss how alcoholic beverages cause changes in behavior and personality. Discuss what the body does to alcohol and what alcohol does to the body . Invite high school coach to discuss why athletes shouldn't

The student learns that alcohol is used for many things in addition to beverage alcohol.
The student learns that alcohol is useless and potentially detrimental to his health and wellbeing. He cannot afford to handicap himself in his studies, his growth, his athletics or health and safety.

37

CONCEPT

LEARNING ACTIVITIES

DESIRABLE OUTCOME

to physical and emotional pain and other stimuli are disturbed.
lhe use of alcohol is the concern of society as well as the individual.
Americans spent $10 billion on tobacco in 1973.

consume alcoholic beverages. Assign paper to student to research the per cent of alcohol in the blood which causes various degrees of intoxication. Show film (4618) "Alcohol and the Human Body" - 15 min.

Assign a paper to research the number of persons in the United States who drink to some extent. How many people drink
enough to be called alcoholics? Discuss why alcoholism is a pub lic health problem and why alcoholi cs need medical treatment. Assign paper and have student report to class why alcoholism is a frequent cause of unhappy homes. Have a student write to the FBI, Washington, D. C., for information relative to the role of alcoholic beverages in crime in the U.S. Write National Safety Council for information about alcohol beverage use and accidents. Review laws governing alcohol control in the State of Georgia.

The student should understand the social problems that follow the excessive use of alcohol. These may include crimes of violence, neglect of family obligations, poverty, dependency, i.lValidism and insanity.

Discuss how tobacco benefits The student should be

the economy of our country. aware that a family of

Assign a group of students four, who all smoke,

to survey adult smokers

may have an annual cost

and determine the cost of

of $500 or more.

smoking. Chart these costs

by day, week, month, year

and a lifetime. Compare

on a chalkboard the cost of

smoking and the cost of other

desirable items listed by

38

CONCEPT

LEARNING ACTIVITIES

DESIRABLE OUTCOME

the class.

The different types of tobacco used by smokers are burley, bright leaf and turkish tobaccos.
The cigarette is a deadly firebug.
According to the 1964 Report of the United States Surgeon General, cigarette smoking definitely is a causal factor in cancer of the lung.
Statistical evidence shows a close connection between cigarettes and heart disease, bronchitis and pulmonary emphysema.

Dis cuss types. of tobacco, where they come from and the general nicotine content of each. List on a blackboard and dis cuss different ways people use tobacco. Assign a student to research the general chemical makeup of tobacco smoke and report to class. Assign topic, "A Brief History of Tobacco and Smoking."
Discuss how smoking is associated with accidental deaths from fires in the home. Dis cuss "Cigarettes and prevention of forest fires. " Review cartoons of Smokey, the Bear.
Chart lung cancer probability of smokers versus lIon smokers. Review "Tobacco and Lung Cancer" - Readers Digest, June, 1962. Send for pamphlets of the American Cancer Society. Review the Surgeon Generals Report on Smoking and Health (lung canc;er). Show fUm (5589), "::'mok ing: 1 ts tour Choi ce ," - 15 min.
Ask for volunteers to contact local or state offices of the American Cancer Society, The Heart Association and the Tuberculosis and Health Association for information about the effects of smoking and health. Discuss effects of smoking on the body including influences on

The student should understand the general sources and uses of tobacco.
The student should understand that smoking in bed is a common practice and can cause loss of life and property.
The student should understand that the chance of cancer increases according to the amount smoked per day and the number of years of smoking.
The student should know that the United States Government now requires a definite health warning to be printed on each pack of cigarettes.

39

CONCEPT
Coaches of athletic teams frown on smoking and the use of tobacco in any form by athletes.
Research into s cholas ti c re cords reveals a larger per cent of non-smokers on high academic honor rolls than smokers. The re is a much higher percentage of-moutfi and lip cancers among smokers than among non-smokers.
Tobacco advertising is being gradually curtailed due to false and misleading advertising by tobacco companies.

LEARNING ACTIVITIES

DESIRABLE OUTCOME

the circulatory, respiratory,

digestive, excretory and

nervous systems. Debate

"To smoke or not to smoke,

your choice."

Show film (4969), "Tobacco and the Human

The student should understand the negative

Body." - 17 min. Invite

effects of tobacco on

a physician or leading health authority to discuss the latest medical

athletic and sports achievement and recognize some of the

and health information relative to the use of

physiological effects of tobacco smoke on

tobacco. Discuss and

the body.

outline effects of smoking on "Athletic

performance" and "En-

durance--resistance to

fatigue." Discuss how smoking reduces coordina-

tion and timing.

Assign student to report on studies of scholastic

The student should be aware of the general

achievement and smoking.

correlation between smoking and less

favorable scholastic achievement.

Explain why cigar and pipe smoking is generally less harmful than cigarette smoking. Discuss the relationship of smoking pipes to development of lip cancer. Assign student topic, "Oral Cancer" based on Surgeon General's Report on Smoking and Health.
Assign students to research cigarette advertising on billboards, magazines and newspaper ads. Have class evaluate this advertising. Describe some of the anticigarette advertising on TV. Discuss the topic, "Advertising is. a prime factor in the widespread of tobacco today."

The student should recognize the increased incidence of mouth and lip cancer among users of tobacco.
The student should be aware that much cigarette advertising is designed to attract the interest of youth.

40

CONCEPT

LEARNING ACTIVITIES

DESIRABLE OUTCOME

The past 25 years have seen the development and use of many new drugs.
Drugs have played an important part in the spectacular reduction of mortality in recent years.
Drugs have many effects on people, including some undesirable side effects.
Illegal or excessive use of drugs is called drug abuse. Drug abuse is a manifestation of personal inadequacy to deal with various facets of life.

Discuss the decrease in incidence of disease and the development of new drugs such as antibiotics, sulfa drugs, diuretics, tranquilizers and antihistamines.
Study various uses of drugs as he adache remedies, painkillers, sleeping pills, pep pills, diet aids, laxatives, reality modifiers.
Study literature and transparencies available from the Food and Drug Administration concerning drugs and their effects. Discuss the work of the FDA in protecting the public against harmful drugs. Discuss prescription drugs as to kinds and legal restrictions. Discuss non-prescription drugs (those sold over the counter), their labeling and the importance of following directions. Discuss television as a means of promoting "over the counter" drug sales. Analyze the reasons that people take drugs. Discuss the importance of being well-adjusted and not having to use "crutches" to face and solve everyday problems.

The student should know the values of modern drugs, their significance to mankind, and the care we must exert in using them. The student should know that one of man's outstanding accomplishments has been the discovery or development of many and varied drugs that help him to control disease, relieve pain and make life better. The student should know where to find scientifically accurate information on the nature and effects of drugs.
The student should know the attributes and characteristics of well-adjusted people. He realizes that knowledge about drugs must be reinforced by the challenges without recourse to drugs. He knows that the best deterrent to drug abuse is the individual's

41

CONCEPT

LEARNING ACTIVITIES

DESIRABLE OUTCOME

The illegal use of drugs is of great concern.

Discuss drug dependence. Relate the expens.e of drug dependency to crime. Secure from local juvenile authorities information and statistics on drug abuse among juveniles and discuss the local situation.

The drugs abused fall into several categories.
One of the serious consequences of drug use and abuse is drug dependency.
The individual has various responsihilities in relation to drug abuse.

Define stimulants and discuss the effects of pep pill, bennies and speed. Define depressants and discuss the effects of barbituates and other narcotics. Show films illustrating the effects of the abuse of stimulants and depressants. Show films on marijuana and LSD and dis cuss.
Distinquish between psychological and physical dependence. Analyze the drugs studied in terms of the dependency effects. Consider the effects of psychological dependence on drugs on the individual and his goals in life. Develop a role playing situation in which students make decisi ons concerning drug abuse in terms of what they have le arned
Discuss the statement that the only safe way to consider drugs is not even to try them once. Discuss such responsibilities of the individual

value system and his as.sessment of the consequences associated with drug involvement.
The student should be aware that many young people are experimenting with and using drugs and chemicals. He also should know that the problem of drug abuse exists in one form or another at all income levels, in cities and in the suburbs. The student should know the legal controls and consequences associated with use and abuse of drugs as we 11 as the effects of drugs on the body and the nervous system.
The student should understand that we lack much of the medical and psychiatric knOWledge needed to deal with drug dependency.
The student should have learned that pills are not the best answer to man I s problems. For ages people have searched for artificial

42

CONCEPT

LEARNING ACTIVITIES
as to learning the truth about drugs, resisting efforts to experiment, helping others to know the dangers, reporting evidence of drugs to parents or authorities and knowing the laws that protect people from drug abuses.

DESIRABLE OUTCOME
means to improve their condition and drugs have played an important role in this ques.t.

43

diseases
gr'ade seuen thr'ough gr'ade nine

LEARNING BLOCK TWO DISEASES 7-8-9

Chronic and degenerative diseases and disorders and their effects on man have implications for the individual, family and community. The student should understand chronic and degenerative health conditions., their prevelance and influence on mental, physical and social health. He should also learn that chronic and degenerative illnesses can be controlled or eliminated through preventive techniques.

CONCEPT

LEARNING ACTIVITIES

DESIRABLE OUTCOME

Hany scientists have played important roles in discoveries relating to disease control.
Regular medical care and immunizations prevent the occurrence and spread of infe ctions.
Some chronic diseases may be either communicable or non-communicable.

Develop written reports on scientists who pioneered in the discovery, prevention and control of various diseases. Request pamphlets from Metropolitan Life Insurance Company on "Health Heroes." Show film (1775), "Infectious Diseases and Man-Made Defenses" - 11 min.
Discuss the need for taking advantage of medical progress through immunizations and regular medical care. Dis cuss "The symptoms which generally indicate an infection in the body." Show film: "Body Defenses Agains~ Disease. II Show film (79), "Immunization. II (Second edition) - 10 min.
Assign papers to be written on tuberculosis, syphilis, gonorrhea and rheumatic fever. Show film C197),

The student should know the historical aspect of disease prevention and control.
The student should realize that the spread of communicable diseases can be reduced if sick people stay away from others. He should als 0 know that many diseases can be prevented by immunization.
The student s.hould understand the causes, effects, and control measures for the

47

CONCEfT
The history of syphilis dates back many centuries, perhaps to mankind's beginning.
There are some specific infections which may be encountered by junior high school students.
Diabetes. is caused by a failure of cells to produce insulin.

LEARNING ACTIVITIES

DESIRABLE OUTCOME

"Tuberculosis." (third edition) - 10 min.
Ass.ign a report to a student on how syphilis, from early times~ was spread throughout the world. Discuss early medicines and modern drugs used in the treatment of venereal diseases. Have students clip articles from newspapers and magazines and report findings. Discuss where one can get help if one of the diseases is contacted. Discuss quackery and self-medication and their effects upon proper medical treatment of venereal diseases. Show film: "A Quarter Million Teenagers." Show teacher resource film (5537), "Kat1)y." - 19 min.
Assign each student an oral and written report on a specific infection which may be a problem among junior high school students. Show film (1193), "Sniffles and Sneezes." - 10 min. Show film (1. 861) ~ "Rheumatic Heart Disease" - 8 min. Show film (Mis 304) ~ "Stop Rheumatic Fever" - 13 min. Show film (.4-100), "The Epidemiology of Influenz.a." - 13 min. Dis cuss ways of preventing and treating colds.
Discuss the function of insulin in the body. Assign a student to report on a biographical sketch

chronic communicable diseas.es. ~ tuberculosis, syphilis~ gonorrhea and rheumatic fever. The student should understand that throughout history the spirochete has infected people in all walks of life ~ regardless of age and social position.
The student should recognize some of the infections which seem to be more common than others during the junior high school years .
The student should know of the s.cientific advances and the discove? of insulin in

48

CONCEPT
Cell division is a planned biological process, but cancer is a disorderly growth of ce 118 which invade healthy tissue.
Acne is a common skin condition that afflicts most people, to a varying degree and for a varying period during the teen years.
Heart diseases, failures and attacks are best prevented by keeping the weight normal, avoiding too much fat in the diet, taking plenty of time to get well after an illness and having good and prompt medical care when ill.
Students must assume responsibility for prevention and control of disease within themselves and others.

LEARNING ACTIVITIES

DESIRABLE OUTCOME

of Drs. Rauting and Best on the treatment of

the discovery of insulin.

diabetes.

Show film (M-1523X), ttUnder-

standing Diabetes" - 35 min. Show film (.Am-13~4), "Find-

ing the Hidden Diabetic" - 39

min.

Have students visit local

The student should

cancer society and secure

know "cancer's seven

pamphlets, exhibits and

warning signals."

charts for display pur-

He should realize

poses. Discuss how

that a developing

cigarette smoking causes

cancer may be cured

lung cancer. Show film (688), "Cancer." - 12 min.

through surgery, chemicals or x-rays

Show film (7357), "Cancer

if discovered in time.

by the Carton" - 30 min.

Discuss the way of acne. Dis cuss cleansing and acne and diet and other me as ures in the prevention and treatment of acne. Review the structure of the skin. Assign paper and report to class on the relationship between the use of cosmetics and the causes of acne. Show film (1195), "The Heart: How it Works" 11 min. Discuss obesity and effect on the heart. Visit local heart association and secure pamphlets on the heart and heart disease. Discuss effects of smoking on the heart.
Have a physician or school nurse give a talk on the importance of a routine health examination. Develop a bulletin board. On one side place diseases for which we have known

The student should know that something can be done about acne.
The student should understand that the normal heart cannot be injured by hard work or strenuous exercise. Even the ill or damaged heart may be helped to recover by carefully controlled exercise under a doctor's direction. The student should realize the importance of routine health examinations and early diagnosis of such disease, cancer and diabetes.

49

CONCEPT

LEARNING ACTIVITIES
preventi ve measures. On the other side, place some of the diseases that still are prevalent and unsolved. List and dis.cus.s some of the instruments a doctor uses in giving a routine health examination.

DESIRABLE OUTCOME

50

enui,..onmental,
communit~ anational health ar'esour'ces
;r'ade seuen thr'Qu;h ;r'ade nine

LEARNING BLOCK THREE ENVIRONMENTAL, COMMUNITY AND NATIONAL HEALTH AND RESOURCES
7-8-9

The student should know how hazards arlslng from man's reaction with his environment affect his health and behavior, and that the nature of man's environment and his relation to it determine the quality of life in any setting.

CONCEPT

LEARNING ACTIVITIES

DESIRABLE OUTCOME

Your habits and attitudes are determined in a measure by the way you have reacted to your environment.
Water purification, sewage treatment, air purification, noise abatement, safe food and drink and many other health problems are community responsibilities.
Water pollution affects recreation are as, wi ld life

Discuss some of the environmental factors which affect health. Discuss environment or other surroundings in relation to your personality development. Ask students to identify and des cribe conditions and practices in the environment that affect growth and development.
Study the facilities for water purification and sewage treatment in your community . Dis cuss how the safety of food is maintained in many ways. Dis cuss how changes in civilization have contributed to water and air contamination. (Consider such topics as air conditioners, detergents, automobile exhausts and radiation). Assign topic and have student report to class on "Noise is s.ometimes harmful to health."
Assign a student to cont act the 10cal he alth department and secure

The student should know that heredity determines the potential of one's intelligence; environment, surroundings or living conditions affect the extent to which that potential is developed.
The student should understand that there are many community health problems which the individual cannot cope with alone in modern society.
Students should develop a willingness to cooperate with

53

CONCEPT and fish.
Local, state and federal health agencies are always on the alert to keep citizens healthy. Their specific roles are varied and complex.
Voluntary or nonofficial health agencies make important contributions to public he alth work.
Some types of bacteria, viruses and parasites cause diseases in man and animals .

LEARNING ACTIVITIES

DESIRABLE OUTCOME

regulations for users of local water shed areas-reservoirs, lakes, rivers and springs. Discuss pollution of rivers and springs. Discuss pollution of rivers by chemicals and industrial wastes. Discuss the public's role in preventing pollution of water sheds and water supplies. Have student write to state agencies concerned with wild life and fish conservation and request information about their services.
Assign and have students research the purposes of local health departments, state health departments, federal health agencies. Have a student write and request a list of publications from The American Medical Association and The American Dental Association.
Itemize and list all of the voluntary health agencies for the protection or the promotion of community health in your state and local community. Discuss the role of each health agency and the services they render to society. Request materials sui table for school exhibits from each voluntary health agency. (Heart, Cancer, T.B. , Mental Health, etc.)
Assign a student to report on the common house fly, its breeding area and role in spreading disease. Read the

governmental and health agencies and learn regulations which aid in the conservati on of natural resources.
The student should realize that in the U.S. there are various official and professional agencies that are especially concerned with preventing the spread of disease and keeping the public healthy. The student should understand and recognize the many agencies and groups that help insure protection of the communi ty against disease and its spread. He should recognize and appreciate the major contributions to society given by voluntary health agencies.
The student should realize the dangers caused by lack of control of insects, rodents and other

54

CONCEPT
The World Health Organization is an agency of the United Nations and fights specific diseases throughout the world. Hospitals and clinics, public and private, gi ve patients specialized care that is not available in their homes.
A physician is trained to help people stay well and take care of the sick.
Careers related to medicine are among the most respected occupations in the United States.

LEARNING ACTIVITIES

DESIRABLE OUTCOME

story of the building of the Panama Canal and discuss the disease problem associated with this project. Discuss the problem of wood ticks and their potential danger to health. Assign a student report on rabies, what it is, how it is spread and what to do if one is bitten by a dog or strange animal.
Discuss the purposes and objectives of the World Health Organization. List and discuss some of the health prog~ams to which WHO has given top priority.
List on the blackboard some of the services provided by the modern hospital. Find out how the hospitals in your community obtain money to carry on their work.
Invite a physician from your community to visit the class and tell about his daily work. Ask ~he physician to show the class the various instruments he carries in his bag. Discuss how the physician has a part in keeping down epidemics in a community. What is physician's relationship with local health departments?
List a numher of jobs in health education and medicine. Discuss the training of physi cians , nurses, para-medical personnel and technicians. Have students survey types of jobs

animals. He should be aware of diseases common to man and animals.
The student should appreciate the role of the World Health Organization in preventing disease and promoting health. The student should appreciate the role of the modern hospital which reflects advances made in medicine, surgery, s ani tat i on an d pub li c health care. The student should realize that physicians play important roles in communi ty health efforts.
The student should realize that aside from receiving good compensation, medical personnel are rewarded by a feeling of satisfaction in ministering to the

55

CONCEPT

LEARNING ACTIVITIES
relating to health available in the local community. Consult with counselors ab.out salaries paid to individuals in several health fields. Compare with salaries in other fields..

DESIRABLE OUTCOME
health of others.

56

nutr'iticn Ahealth
;~ade seuen th~Qu;h ;~ade nine

LEARNING BLOCK FOUR NUTRITION AND HEALTH
7-8-S

The student should be aware that attitudes and practices regarding nutrition affect man's health behavior and that an individual's nutritional needs are met by the utilization .of a variety of foods at regular intervals.

CONCEPT

LEARNING ACTIVITIES

DESIRABLE OUTCOME

dutrition is important during adolescence to provide for rapid growth and increased participation in varied physical activities.
The ideal daily diet should include the recommended amounts of food from each of the four basic food groups to provide enough nutrients and calories.
Vi tamins. are chemical substances needed by the body. Severe lack of vitamins res.ults, in deficiency diseases.

Study food nutrients and their contributions to a healthy body. Dis cuss how exercise stimulates the appetite, aids digestion and gives a healthy glow to the skin. Show film (4317), "Human Body: Nutrition and Metabolism." - 14 min.
Discuss the four basic food groups and their contribution to good nutritional status. Discuss the contribution of type A school lunch to total daily needs. Show film (127), "Fundament als of Diet." - 11 min. Discuss the major classes of food in an ideal diet and their contribution to good health.

The student should learn the relationship of good nutrition to the physical fitness, growth, appearance and mental and emotional health
The student knows that the foods that he eats each day should contain the necessary nutrients-proteins, minerals, vitamins, fats and carbohydrates--in the right amounts.

Do library rese arch about the discovery of vitamins. Report to class. List the vitamin deficiency dis.eases, their discovery and how di.seas.es are cured. Discuss synthetic vitamins, their use and dangers. Secure pamph~et from American Dairy Council, "The Great Vitamin Mystery. 11

The student should know that a balanced diet in adequate amounts meets the needs of most healthy people. Only a physician sh.ould prescribe vitamin supplement.

59

CONCEPT

LEARNING ACTIVITIES

DESIRABLE OUTCOME

The gastro-intestinal system, also called the digestive system, is a chemical system that converts the food you eat into substances that your body can use. The system is supplied with muscles that move the food through the various organs
The gallbladder, pancreas and intestines play an important part in digestion.
Weight is affected by food, activity and heredity. Some teenagers are overweight because of poor eating habits resulting in excessive caloric intake.
Food habits, vary throughout the world, but nutrition needs are similar.

Read "Vitamin Supplements and Their Correct Us.e," American Medical Association.
Assign paper to student on experiment by Dr. William Beaumont on "Stomach with a Hole in it." Draw a diagram of the alimentary canal on the chalkboard. Show film (.207), "Alimentary Tract." - 11 min. Show film (265), "Digestion of Foods." - 10 min.
Dis cuss the three juices in enzymes that help breakdown food stuffs. Discuss malfunctions of enzyme organs. Dis cuss insulin and diabetes. Have student research and report on Dr. Fred Banting, the Discoverer of Insulin.
Have each child in class compute his ideal weight, using height and weight charts. Discuss dangers of obesity and its related health prob lems . Dis cuss danger of crash diets and diet pills in regard to weight control. Show film (.1786), "Balance your Diet for Health and h.ppearance ." - 10 min. Read "Operation Diet Right," American Medical Association.
Diacusa what is. being done to improve nutrition through.out the world. Name and describe bri.efly some of the federal and world organizations

The student should understand that digestion is the chemical breakdown of the smallest particles of food we eat. The nutrients in foods are released in small enough particles for them to pass through the membranes in the walls of the intestine. The student should un de rs tand that many parts of the body aid in the digestive process.
The student should understand relation of food intake to height, weight and general health status .
The student should know that each country has traditional eating habits and foods which are part of its culture.

60

CONCEPT
Food faddist and health quacks persuade many people to spend money on worthless food supplements or highly restricted diets whi ch may injure their health.
Association, pleasant surroundings and good manners effect our enjoyment of food.
Snack foods vary in their nutritional value. Discriminate selection of snacks is essential.

LEARNING ACTIVITIES

DESIRABLE OUTCOME

which are working to improve nutrition in the nations of the world. Study the food habits of people in other parts of the world. Request s.chool cafeteria manager to feature foods from different countries as part of Type A menu.
List some health foods that contain no nutrients that are not already present in the average diet. Have students bring in old beliefs or popular sayings about foods and nutrition. Discuss food falacies. Read Salmon's "Food Facts for the Teenager." Request pamphlets from American Medical Association on "Quackery." Observe manners in school cafeteria. Discuss why certain actions have become appropriate while others have not. Show film (1224), llGood Table Manners" - 10 min. Sh ow film (897), "Mealtime Psychology" - 11 min. Discuss: Digestion is greatly influenced by feelings. Role play good table manners and conduct in the home and outside the home. Assign several students to visit a dietitian and report on the limited nutritional contribution of candy, soda pop and cookies. List and discuss the foods which make up desirable snacks.

Many nations have serious problems of nutrition.
The student s.hould be aware of false claims made for some llhealth foods" and know that false advertising in regard to foods may lead people to poor food habits .
The student should know that tensions, worry and quarrels should be avoided while eating meals.
The student should know the foods that have limited nutritional value and understand that there is little nutrient value in candy and soda pop other than calories. He should understand the term llempty calories. II

61

CONCEPT
It is important for people to have a good breakfast every day.
One of the most interesting fields of modern research is that of nutrition and space travel.

LEARNING ACTIVITIES
Take a poll of the breakfast eating habits. of your class. Have clas.s members write down what they had for breakfast this morning. Have a committee analyze the papers s.electing some of the mos.t nutritious and some of the least nutritious breakfasts. Discuss: Why it is difficult to eat when the body is weightless? Show film (.1513), "All about Weightlessness." - 11 min. Discuss the advantages and disadvantages of using algae as food for long journeys through space? Have students collect newspaper and magazine articles on space nutrition and report to class.

DESIRABLE OUTCOME
The s.tudent should understand that the hreakfast meal furnishes about onefourth of the total daily food requirements. and prepares a person to begin the day.
The student should understand that one of the most crucial p rob lems of s.p ace flight over extended periods of time is how to supply ample food for the astronauts.

62

~ersanalt famil~ t schaal Aaccu~atianal liuing Ahealth
;~Clde seuen th~Qu;h ;~Clde nine

LEARNING BLOCK FIVE PERSONAL, FAMILY, SCHOOL AND OCCUPATIONAL LIVING AND HEALTH
7-S-9

Children and youth need to understand the responsibilities of family life and the role of families in the transmission and development of sound values and satisfying human relationships.

CONCEPT

LEARNING ACTIVITIES

DESIRABLE OUTCOME

The family is the basic communi ty unit of our society. The family is necessary to provide love, security and identity for its individual members.
Growth patterns are irregular from child to child, and there is no comparison between biological ase or maturity and chronological age. Girls tend to reach pubescence about one or two years earlier

Secure American Medical

The student should

Association's "Seven Paths understand that a

to Fitness" and have class happy home and family

discuss in detail. Have

life favors the

students list those

development of

characteristics they like

efficient, healthy

best and least about their and well integrated

parents. List those

individuals.

pressures which are placed

upon students and which

they resent. Have the

student list the things

he likes and dislikes

about himself. Discuss

the purpose of discipline

and respect for authority.

Discuss family life in

other cultures. Show film

(4748), "Family of Amster-

dam" - 16 min. Discuss

ways in which young

adolescents can contribute

to favorable family living

conditions.

Keep an individual growth

The student should

chart of height and weight. know that a child may

Compare the rate of growth biologically be

with the average weight of several years older

the pupils in the class.

than another child

Show film C-llSl2), "Your Body of the same chrono-

During Adolescence " - 10 min. logical age.

Di3cuss individual varia-

The student should

tions of body build of

know that during

pupils in the class. Note pubescence, girls

65

CONCEPT than do hoys..
At age 15 and after, boys on the average surpass girls in strength, speed, endurance, height and weight, and girls on the average exceed boys in flexibility.

LEARNING ACTIVITIES
variations among boys. and girls. Diacuss prob.lems whi ch. may arise from individual differences. Discuss the attributes required for success in various physical activities (sports) . Show fi 1m, (5461), "Girl to Woman" - 17 min. NOTE: Preview before showing, order on separate form and have countersigned by the superintendent.
Discuss what sports are sui table for boys. What sports are suitable for girls? Discuss how in general boys are better in sports than girls. Discuss why girls usually excel in rhythms.

Personality is made up of all one has inherited and the effe ct of all of his experiences.
An appreciation of art, music and literature enriches personality and helps in communicating with others.
It is generally accepted that "no one is completely grown up, but all have the

Define personality. Have pupils fill out a personality questionnaire. Dis cuss how behavior is an expression of personality. Discuss how personality can be improved. Show film (4011), "Act Your Age" (Emotional Maturity) - 13
min. Study the role of the arts in personality development. Analyze the lives of some successful people and discuss their skills and interests, other than their occupations..
Discuss what it takes to be really grown up. List the characteristics. What progress i~ one

DESIRABLE OUTCOME tend to be heavier and taller th.an boys of the s.a"!le age, and that activities should he selected properly in terma of individual differences.
The student should know the attributes required for success in the various physi cal activities in order to identify those activities in which they can expect to achieve a reasonable degree of success.
The student shOUld understand that a variety of interests and skills enriches life and aids in making one more social.
The student should know the adolescent's problem of growing up and meeting problems

66

CONCEPT
opportunity to keep on growing throughout their lives."
Skills such as getting along with others, making and keeping friends and knowing what to do in social situations are important throughout life.
Dating is an important social activity for boys and girls. It provides opportunities for them to become acquainted with each other and other young people, and to enjoy such activities as dances, movies, sporting events, parties, and many others.
Good grooming is important in helping a young person feel at ease with himself and others.

LEARNING ACTIVITIES
making in growing up? Have a committee prepare a shelf of interesting reference material on the subject of personality growth_. Show film C4(}11), "Act Your Age." (Emotional Mat uri ty) - 13 min. Discuss growing up socially. What traits are hasic to getting along with others? Dramatize situations that exemplify good procedures in getting along with others. Have each pupil write a paper on, "Becoming the kind of person you would like to be." Show fi lm (4869), "Getting Along with Parents." - 14 min. Discuss and compile a list of courtesies that men and women in our culture exhibit toward each other and dis cuss the reason for these courtesies. Through small group activities, develop an appropriate code of dating behavior. Discuss the advantages and disadvantages of going steady. Show film (395), "Are You Popular" (second edition) - 11 min. Show film (74), "Beginning to Date." 11 min. Discuss how good taste and good grooming depend in part on knowing yourself. Have class collect
pictures of persons in varied attire and have them determine

DESIRABLE OUTCOME intelligently.
The student should realize that getting along with others is essential at every stage of life.
The student should begin to appreciate the purposes of dating and desire to achieve these purposes through constructive dating experiences appropriate to his level of development.
The student shOUld know that an important part of growing up socially is learning to dress appropriately, knowing what to wear when.

67

CONCEPT
Research shows that more young people die of accidents than from all the leading diseases combined.
One should be eager to learn everything he can that will help him choose and prepare for an occupation.

LEARNING ACTIVITIES

DESIRABLE OUTCOME

the proper clothes for socials and other events.. Show film (.l445}~ "Posture in Motion." - S min. Dis cuss some of the factors which cause accidents. Discuss how we can reduce teenage accidents. Have a class committee make a survey of accidents during the past six months in the shop~ the science laboratory ~ the gymnasium and on the playground. Dis cuss how much is known about safe driving. Have class review simple first aid procedures. Show film (45S3).~ "How to Have an Accident in the Home." 13 min.
Assign paper to class and have them list the qualities needed for success on various jobs. Have class make an inventory of the jobs available in your own community. Have all students list their own interests and abilities.
Invite a personnel director from business or industry to speak on "How to App ly for a Job." Assign a committee to study and report on sources of information about jobs. Discuss the importance of a high school education in getting and keeping a job. Discuss how military service affe cts one's job future. Discuss health and a career. Discuss what a good he alth department does to help keep people on the job.

The student should learn why accidents happen and study safety procedures that help prevent accidents.
The student should learn to keep an open mind about his li fe work ~ because his ideas may change as he learns more about occupations and his individual capabilities.

68

safet~
and fi~st aid
;~Clde seuen th~Qu;h ;~Clde nine

LEARNING BLOCK SIX SAFETY AND FIRST AID
7-B-9

Accidents are the greatest enemy of modern youth. Almost all accidents can be prevented. A reduction in accidents can be achieved when everyone accepts more responsibility for accident prevention and when better environmental controls are instituted.

CONCEPT

LEARNING ACTIVITIES

DESIRABLE OUTCOME

The student should review and practice first aid skills previously learned.
A student should be on the alert to identify and remove accident hazards at home.
The student should understand the necessity for water and safety measures, know and observe safety rules for swimming, boating, water skiing and other aquatic activities. Students should appreciate value and importance of artificial respiration in electric

Have students solve first aid prOblems dealing with various accidents which would require the application of first aid procedures and techniques. Show film "American National Red Cross." Have students post the number of the family doctor~ police department and fire department near their home phone. Have them analyze the es cape possibilities from each room in their home if a fire occurred. Have committees gather statistics on drowning and deaths resulting from water sports. Have a student report on safety tips for swimmers and hoaters. Show :film (.9-25) "Better Boating." - 10 min.

The student should learn to appreciate the importance and need of first aid knowledge and skills.
The student should learn to periodically survey home and yard to insure the removal or correction of haz.ards.
The student should learn to swim in approved safe places and never swim alone; he should practice safety rules regarding all water sports.

Kave Red Cross representati ve or emergency health. service personnel give demonstration of arm-lift

The student should seek information and acquire skills necessary for

71

CONCEPT
shock, carbon monoxide, poisoning and drowning.
An individual must develop an awareness of the need for sensible action to protect himself and others in the event of disaster.
Carelessness, discourtesy and failure to obey rules and regulations are important causes of accidents.
The role of the driver and his responsibilities in the prevention of accidents should be major concerns of this age group.
The contents of the home me di cal ches t should be checked from time to time so that old medicines may be discarded and necessary first aid supplies may be replaced. There are dangers aS$Qci.ated with plastic bags and plastic bedding, old refrigerators and freezers used for

LEARNING ACTIVITIES

DESIRABLE OUTCOME

method and mouth-to mouth respiration using "ResusciAnne." Show film C4S49). "Resuscitation." - 12 min. Show film "Artificial Respiration," Georgia Department of Public Health. Have children review and study "In Time of Emergency - A Citizen's Handbook on Nuclear Attack and Natural Disasters. "
List the characteristics of a courteous driver. Assign several students to observe hazardous student behavior. Discuss "Accidents Result from Unsafe Conditions and Unsafe Behavior." Write the State Motor Vehicle Bureau for copies of driving rules and state laws concerning drivers. Discuss. Invite driver education instructor to talk to class. Debate the ques ti on, 'I Are Teenage Drivers Dangerous Drivers?" Discuss value of hand signals. Show film (5568), "Drugs, Driving and Drinking" - 18 min. Have students prepare a practical first aid kit for use in the home and one for use in the car.
Assign students. special safety research reports on plas.tic hags, old refrigerators. and power l~wn mowers. Emphasize attendant dangers.

executing various
methods ot artificial
respiration.
The student should learn the safe behavior during violent wind storms and fires and know some facts about hurricanes and tornadoes. The student should learn proper treatment of injuries in time of emergency and to avoid attitudes and activities which can lend to accidents.
The student should learn the characteristics of a good driver, and refrain from driving until he is enrolled in a high school driver education course.
The student should realize that home is not always a safe place, and that accidents from firearms, poisoning by gas, liquids and solids are commonplace in the home. The s.tudent should be able to recognize that plasti c bags. and plas.tic bedding can cause innnediate sUffocation, and that

72

CONCEPT play ~ and power yard tools.
Accidents. can he prevented through the application of safety knowledge~ proper attitudes and first aid skills.
Immediate action should be taken in event of a snake bite.

LEARNING ACTIVITIES
Divide class. into committees to make a survey of buildings and playgrounds. to locate possible hazards such as dark stairs, weak handrails, fire hazards and broken equipment. From above survey prepare a list of recommendations. Formulate specific suggestions that will reduce possibility of accidents. Discuss the identity and habitat of poisonous snakes. Show film (2050) ~ "Snakebite: First Aid." - 11 min.

DESIRABLE OUTCOME
old refrigerators should be stored with the doors detached. The student should recognize the potential for accidents at s.chool and conduct himself in a safe way in the school and on the playground, i.e., develop a "safety consciousness. "
Students should be able to recognize poisonous snakes and know the appropriate procedure for a snake bite.

73

social a
emotional health
gr'ade seuen thr'ough gr'ade nine

LEARNING BLOCK SEVEN S.OCIAL AND EMOTIONAL HEALTH
7-8-9

Early adolescence is a period of rapid physical and emotional changes which place emotional demands upon and create emotional reactions in the indivi dual. The individual must understand the factors that influence personality development.

CONCEPT

LEARNING ACTIVITIES

DESIRABLE OUTCOME

Self involves physical, mental, emotional and spiritual components.

Discuss each of the components; physical, mental, emotional and spiri tual. Show fi 1m (4011), ItAct your Age. 1t (Emotional Maturity) 13 min.

Mental Health means accepting oneself, accepting others and meeting the demands of life.

Discuss how mental health is different from personality. Discuss the traits whi ch make up a good personality. Discuss why everyone needs to be successful part of the time.

Anger, fear, jealousy and hate are present in all indivi duals; learning to control these feelings is a part of growing up.
One mus. t be come aware of his own role in

Show film (Lt015), "Understand Your Emotions." 14 min. List and discuss beneficial and harmful effects of uncontrolled emotions.
Write paper on some ways one may improve

The student should understand that the way a person feels and acts is a measure of his physical, mental, emotional and social health. He should be ab le to make the necessary adjustments to the world around
him. The student should understand that
mental health is a way a person reacts to other people and situations. He should learn to adjust to different situations
and have the ability to accept change without frustrations.
The s.tudent should learn that behavior is. caused by many different factors and that a mature person learns to
control his own behavior. The student should understand that he

77

CONCEPT
promoting the happiness of others.
One must be aware of and appreciate his own abilities and the abilities and accomplishments of others.
One should be considerate and sympathetic toward handi capped persons.
Inspiration may be gained from a study of the lives of great scientists whose work, successes and failures have contributed to the welfare of individuals and nations.
Heredity and environment influence individual behavior and determine personality .
We must learn to live with normal stress.

LEARNING ACTIVITIES
relationships with his parents. List the qualities one likes in his friends. Discuss how to channel s.trong emotions into useful activity.
Develop a checklist and have students rate themselves on what they believe to be their special interests, abilities, talents and llmitations. Ask a family member and friend to rate them as well. Assign several student reports concerning individuals who despite handicaps have made outstanding personal adjustments. Ci.e. , Helen Keller, John Kennedy, Jimmy Durante, etc.) Assign as topics biographical sketches of prominent leaders in science, politics, etc., isolating the traits which contributed to failure and success.
List the characteristics that are inherited and characteristics which develop as a result of environment. Discuss.
Assign a student report on the valuahle role of exercise and physical activity in relieving

DESIRABLE OUTCOME
can imp rove his family relationships by considering the nee d.s of others and avoiding disputes even though he has to admit he has been wrong at times. The s.tudent should learn that in order to excel in an activity one mus.t have a strong interest, ambition, determination and a goal to work toward.
The student should learn that many people with handicaps have accepted their handicaps and proceeded on to greatness and success.
The student should know that mos t scientific advances have occurred only after years of careful, patient work, and the same is true in other professions and vocations. The student should understand that no two personalities are exactly alike and that his personality includes his abilities, actions, interests, attitudes, habits, experiences and physical appearance. The student should understand and appreciate that emotional health is

78

CONCEPT

LEARNING ACTIVITIES
nervous. tension and emotions. Show film C4SQ4), "Emotional Stress.. " - 20 min.

Dependence upon friends, parents and other associates becomes less and less at this age.
Some people never grow up emotionally; emotional maturity does not just happen, it must be achieved.

List areas in which children feel that their parents do not understand them. Discuss areas which appear most frequently. Show film (4869), "Getting Along with Parents." - 14 min. Invite guidance counselor to speak on mental health and the development of good relationships with others. Discuss: "How does one express his desire for more independence?" "Why is independence desirable?" "What emotional needs influence the desire for independence? " Describe someone who possesses the requisites of an emotionally mature person. Discuss the emotional needs of teenagers including love, acceptance, belonging, security, control, success, independence, etc.

Hormones are responsible for many of the physical developments in your body. The hormones affect your emotions as well.

Locate the various glands in the human body and describe the glands' functions.

DESIRABLE OUTCOME
the result of living a well b.alanced life which includes health practices, recreational pursuits, exercise and work resulting in personal satisfaction. The student should learn to develop confidence in own ability, a feeling of security at home and school, and confidence and respect for his relationship with parents and other adults.
The student should recognize that he can improve his mental health by developing self-
confidence, by being able to make adjustments to rapid and stressful change, by controlling emotions and understanding feelings of rebellion. The student should realize that hormones are very important to the normal development of both good physical and mental health.

79

st~uctu~et function I ca~e of tne numan bod~
gr'ade seuen thr'cugh gr'ade nine

LEARNING BLOCK EIGHT STRUCTURE, FUNCTION AND CARE OF THE HUMAN BODY
7-8-9-

Junior high school students should understand the basic structure, function and care of the body. It is important to appreciate the physiological changes which take place in the transition from childhood to adolescence

CONCEPT

LEARNING ACTIVITIES

DESIRABLE OUTCOME

Li ving things are composed of tiny separate living units called cells.
All cells need oxygen, water and food and give off carbon dioxide.
The blood is made up of many components and has many complicated and complex functions.

Discuss what every cell must have if it is to Iive Use a mi cros cope to examine prepared slides of plants and animal cells. Prepare a drawing of a typical cell. Label parts. Show film (1022), "Cell, the Structure Unit of Li fe ." - 10 min. Dis cuss how the end products of digestion become food in a form which the body can use. How does the body obtain oxygen and what does it give off in return for oxygen? Discuss how air and water become polluted. Relate to maintenance of body. Assign a student a report on Dr. William Harvey's circulation of Dlood theory. Discuss what blood is made of. Show film 0+203), "Circulation." - 18 min.

The student should realize that the body is a complex organism; the basic unit of all living matter. Cells build tissue and tissues in them make up organs and organs constitute systems.
The student should know that cells take in food and oxygen, gi ve off waste products, and divide to produce other cells.
The student should know that blood has many functions such as carrying food from the intestines to the cells and oxygen from the lungs to the cells. It fights dis.eas.e, supp lies water to cells and carries off waste products. from cells to

83

CONCEPT

LEARNING ACTIVITIES

DESIRABLE OUTCOME

Growth is regulated by the endocrine glands.
Each person is different due to particular genetic characteristics inherited, half from the mother, the other half from the father. The reproductive system in both male and female has a two-fold function--reproduction of the species and the production of hormones.

Draw an out line of' the body on the chalkboard and locate endocrine glands as they are discussed. Discuss the individual differences that can result from improperly functioning endocrine glands. Collect and display pictures of conditions caused by over or under functioning endocrine glands . Discuss briefly the role of genes and chromosomes as a new life comes into existence.
Review structure and function of the male and female reproductive systems showing similarities as well as differences . Show film (5461), ""Girl to Woman." - 17 min. Note: Preview before showin~ order on a separate form and have countersigned by the superintendent. Show film (4318), "Human Body: Reproductive System. 1I - 15 min. (Recommend for showing to boys and girls in separate groups.)

the liver and kidneys..
The student should understand that genes control the physical traits inherited from parents.
The student should know that a human starts life from a fertilized cell, reSUlting from the union of a male reproductive cell (sperm) and the female reproductive cell (ovum or egg). He should understand the role of sex glands in growth, development and maturati on.

(Ihere is a need for administrative and parental approval to teach, this section. )

84

CONCEPT The body is. an organism that regulates itself, maintains a constant temperature, digests food, takes in oxygen and eliminates waste.
The proper care of the skin and nails and keeping the hair well groomed helps the teenager to improve appearance and enhance his personality .
A fluoride solution applied to the teeth and drinking water helps prevent tooth decay.
Proper practi ces in brushing the teeth help avoid tooth decay.
Internal body functions are regulated by the

LEARNING ACTIVITIES.

DESIRABLE OUTCOME

Assign studenLs biographical sketches of the following s.cientists and their res..pe ctive discoveries;: William Harvey, Robert Boyle, William Beaumont and Walter Cannon. Reports to be given before clas..s. Show films 0+097), IlHuman Body: Circulatory System" - 14 min; (.4169) "Human Body: Digestive System" - 14 min., (.4252) "Human Body: Excretory System" - 14 min., (.4319) "Human Body: Respiratory System." - 14 min. Review the structure and function of the skin. Research acne and other skin problems such as dandruff, warts and athlete's foot. Show film (1123), "Personal Health for Girls." - 10 min. Show film (.1114), "Personal Health for Boys." - 10 min. Discuss how fluorides are used in an attempt to prevent dental decay. Have a child talk to a dentist about the fluoride treatment to prevent dental decay and report to class.
Show film (911), "Teeth: Their Structure and Care. II - 11 min. Discuss the best kind of dentifrice to use developed by modern research. Dis.cuss advertising and tooth pastes.
Discuss the autonomic nervous system, a special

The student should reali4e that accumulated knowledge of the human body and its workings is not complete. There is much yet to be known.
The student should know that an attractive personal appearance depends more on good health and careful grooming than on inherited features.
The student should learn that controlled research studies of many years have indicated up to 65% reduction in cavities among children drinking fluoride water from birth. The student should learn that bacteria which form acid in the mouth feed mostly on sugar. To avoid this one should limit the amount of sweets in the diet and minimize eating between meals. The student should know that the autonomic

85

CONCEPT autonomic nervous system.
It is important to know the structure, fun ction and care of ears, eyes and nose.
The skeleton gives form to the body and the muscular system helps to give it shape.
The skeletal and muscular systems make it possible to maintain different postures and movements.
The adolescent has the responsibility for the care of his body and the promotion of his own health.

LEARNING ACTIVITIES
system within the nervous system. Show film UH94) ~ "Human Body: Nervous System." - 14 min. Dis.cuss the sympathetic and the parasympathetic divisions of the autonomi c nervous system.
Show film [8loJ, "Nose:
Structure and Function." - 11 min. Show film (l7a4}, "Ears, their Structure and Care." - 11 min. Show film (lEl99). "Eyes, their structure and Care." - 11 min. Dis cuss some of the conditions which might cause malfunctions of the eye and ear. Discuss how we smell things. Show film (4291), "Human Body: Muscular System." - 14 min. Show film (1678), "Human Body: The Skeleton." - 10 min. Discuss how ligaments hold joints together and how movement of the arms and legs is entirely dependent on muscles. Discuss bones and exercise and mus cles and exercise. Discuss the requisites of good posture: standing, sitting and walking. Discuss what we mean by poise. Show film (209), "Posture and Exercise." - 11 min. Show film (1445), "Pasture and Locomoti on ." - 8 min. Draw a chart listing the desirable items on a good health examination. Check an immunization timetable and determine for which diseases you have been immunized.

DESIRABLE OUTCOME
system takes care of the actions of the body that must go on 24 hours a day. It also speeds up or slows down the action of organs.
The student should know that proper diet, cleanliness, care and periodi c examinations can improve the function of eyes, ears and other sense organs.
The student should know that the system growing fastest at his age is the ske let al systern. He should know the significance of tendons and mus cles as they affect the skeleton.
The student should know that a person's posture can be either a help or a hindrance to his total appearance and health.
The student should know the value of an annual health examination and visi t a dentist regularly.

86

consumer-. nealtn
g,..ade seuen th,..Qugh g,..ade nine

LEARNING RLOCK NINE CONSUMER HEALTH. 7-S-g

The American public spends billions of dollars each year on health care. Another billion dollars is spent on fraudulent products and services. School age children are exposed to an undue amount of pressure through advertising by mass media. Some advertising may include reliable as. well as misleading information about health practices and products. The individual's protection from fraudulence is primarily through his ability to select critically and intelligently use products and services. Students need to learn the hazards of self-diagnosis and self-medi cation, and how to seek medical and dental care.

CONCEPT

LEARNING ACTIVITIES

DESIRABLE OUTCOME

Scientific knowledge and understanding are bases for effective evaluation, selection and utilization of health information, products and services.

Make a bulletin board of common sources of health information (family, friends, pamphlets, salesmen, schools, agencies, doctors, etc.) Discuss how these influence what one believes. Develop criteria through class discussion for evaluating health informati on and values in making choi ces and decisions. Use clippings, tapes, recordings and other sampling of health advertising and discuss techniques used such as appeal to fear, to pride , imitation (famous people), social approval, authority of endorser (doctor says, research says), promise of
miracles and partial truths. Discuss how

The student should understand that the source of health information influences its accuracy, and that discretion in selection and utilization of health products can both enhance health and save money.

89

CONCEPT
Quackery and f adism raise false hopes, delay proper medical attention and cause financial waste.
One should heed danger signals of illness. Self-diagnosis and self-treatment can be hazardous to life.

LEARNING ACTIVITIES

DESIRABLE OUTCOME

television, films and hooks influence what we believe. Have s.tudent comrnittees study Consumer Report magazine and discuss in class. Distribute a list of health and safety misconceptions and have students mark true or false. Discuss results in class. Discuss ways of identifying quackery . Dis cuss food faddism. Discuss fradulent claims in quackery (secret remedies, curealls, testimonials, etc. ). Have a student research and find out who are the chief quackery supporters. Report to class. Have students report on the history of quackery and new forms which have arisen to take the place of old ones. Discuss how cosmetic fads and advertisements relate to quackery. Assign two topics and have students try to sell a form of quackery in front of class. Buyer evaluates and discusses its faults and why he will or won It buy the product. Discuss some forms of quackery and how can they affect you. Discuss some of the chief influences which aid quackery consumption.
Draw a life size man with
strings. leading from various parts of the body. Label symptoms which may indicate the need for competent medical attention. Have children bring in a

The student should understand that quackery is fraudulently professing medical knowledge or experience in an attempt to cheat the public.
The student should understand that diagnosing and treati ng i Ilnes$ and injury are the responsibility of qualified personnel.

90

CONCEPT
Careful examination of professional, allied ancillary health careers will help the consumer become familiar with servi ces and career opportunities in the health care field.

LEARNING ACTIVITIES
list of "grandma' sn remedies, some disproved and some beneficial. Discuss medical folklore, old wives.' t ales and superstitions and how t:hese mi ght impair health. Discuss the dangers of self-diagnosis and self-medication. What national organization endeavors to control safety in the use of patent medicines and cosmetics? List different types of qualified professional health personnel and describe their services. Invite school nurse to speak to the class on dangers of self-medication. Discuss and list on the chalkboard different types of medical doctors and the general contribution of each. Discuss and outline on the chalkboard the training and education required for a medical doctor and for medical doctors in specialized areas of medicine. Discuss the need and value for having a family doctor. Discuss different ways of selecting a competent medical doctor when moving to a strange community. Assign students to report on the contributions of the following specialists: neurologist, psychiatrist, opthalmologist, obstetrician, gynecologist, pediatrician, cardiologist and orthopedist.

DESIRABLE OUTCOME
The student should understand the professional medical help available to help maintain optimum health. He should recognize the contribution and need for both general practitioners and medical specialists.

91

CONCEPT
Health. insurance is designed to aid families during health emergencies.

LEARNING ACTIVITIES
Discus.s s.tate medicine and socialized medicine. What is th-e difference hetween medicare and medicaid'? Have a student research. and report on the advantages of group health ins.urance. Have students individually examine the extent of major or minor illnesses in their families during the last five years. Have a student make a survey and determine how many families of students in the class carry health insurance. Invite an insurance agent to class to discuss the different types of insurance. Have student report on national insurance bills in Congress.

DESIRABLE OUTCOME
The student s.h-ould know: the pros. and cons. of compulsory and voluntary IOOdical care insurance.

92

alcohol, tobacco,
d~ug use rr abuse
g~ade ten th~Qugh g~ade twelue

LEARNING BLOCK ONE ALCOHOL, TOBACCO, AND DRUG USE AND ABUSE
10-11-12

High school students need to acquire information about drugs. They should be informed about beneficial results from the proper use of drugs and the possible disastrous results from the misuse of drugs..

CONCEPT

LEARNING ACTIVITIES

DESIRABLE OUTCOME

Drug abuse by young people is a serious problem in today's society.
Drugs commonly abused today are amphetamines, barbiturates, marijuana, LSD, and the narcoti cs . The sniffing of volatile chemi cals is als 0 classed as drug abuse.

Study and dis cuss the causes of drug abuse, both social and psychological. Assign reading on these causes and discuss in class. Assign paper to a student and have him re late drug abuse to emotional illness. Discuss the value of modern drugs and their significance to mankind. Show film (741), "Seduction of the Innocent." - 11 min.
Study and report on the nature and effects of drugs commonly abused in today's society. Have studies that show
how marijuana leads to use of more dangerous drugs; discuss. Assign papers to group of students on better ways to experience the richness of living and make life more exciting. Show film (.7017), "LSD-25." - 27 min. Show film 0516), {tMarijuana. II -
34 min. Show fi 1m (5247), "Drugs and the
Nervous System .. "- Ie min.

The student should understand causes and factors leading to drug addiction.
The student should know the use and potential of abuse of all the drugs, including barbiturates, the stimulate drugs, LSD and the drugs known as hard narcotics. He should learn their nature and the dangers associated with each as well as their beneficial uses.

95

CONCEPT Drug dependence refers to both psychologi cal and physical dependence on a drug.
Narcotic addiction is a personal problem that may break down the moral fiber of an individual, may lead to crime and may cause serious physical defects.

LEARNING ACTIVITIES
What are the symptoms. of a drug addict or one who becomes. ps.ychologically or physically dependent on drugs? Discuss addiction (dependence) to drugs. is a result of both environment and the character of personality of the person within that environment. Discuss if it is "chicken" to refuse to try a drug. Invite law enforcement person to show pictures of actual materials used by addi cts . Have a student research withdrawal symptoms and report to class. Show film (5247), "Drugs and the Nervous System." 16 min. Have students study the literature about federal and state facilities for the rehabilitation of narcotic addicts. Consult local officials such as the District Attorney's Office about the relation between drug abuse and crime in the local communi ty. Show film (7029), "The Losers." 31 min. Assign student a project to find out particulars about private organizations which treat addicts such as the Synanon Foundation, Narcotics Anonymous., halfway houses. and teen challenge. Ass.ign student a paper on the use of methadone, a synthetic narcotic, as a substitute for heroin.

DESIRABLE OUTCOME
The s.tudent should unders.tand that no one is immune from the drug menace and that people s.ometimes are innocent victims because they did not understand the risk involved. He should know that the use of narcotic drugs causes emotional and physical addiction, causes withdrawal symptoms when dosage is stopped and causes the body to develop tolerance to the drug.
The student should know that prolonged medical treatment is necessary to break the drug habit. He should know that the percentage of permanent cures is discouragingly low.

96

CONCBPT
Legislation and control over drug traffic is a local~ state ~ national and international problem.

LEARNING ACTIVITIES

DESIRABLE OUTCOME

Refer to Pharmacy Laws ~ State of Georgia~ issued b.y Georgia State Board of Pharmacy~ State Agricultural Ruilding~ Atlanta~ Geo!'gia. Have a law enforcement officer talk
with class on drugs and federal controls. Send for materials on international drug control~ World Health Organization~ United Nations~ New York~ New York. Collect newspaper and magazine arti cles on drug control
and place on a separate bulletin board. Organize
a student symposium or a mock community meeting on the prevention and control of drug abuse in the local community. Show film (AM~ 1362) ~ "FDA Special Report~ Drug Abuse--Beenies and Goof Balls." - 20 min. Secure film from National Medical Audio Visual Center~ 2111 Plasters Bridge Road ~ N.E. ~ Atlanta, Georgia 30324.

The student should understand measures being taken to control illegal drug traffic.

97

diseases
gr-.cde ten thr-.cugh gr-.cde twelue

LEARNING BLOCK TWO DISEASES
10-11-12

The health instruction program in the late years of the secondary school should revolve around both the immediate and future health needs and problems of the students. Students should be taught the historical aspects of prevention and control of disease; understand the possible causes and effects of disease; support programs organized to control disease locally, nationally, and internationally; and asstune responsibility for prevention and control of disease within themselves and others.

CONCEPT

LEARNING ACTIVITIES

DESIRABLE OUTCOME

Historical study of disease helps understanding of current medical practices.

Assign student reports on some of the great disease epidemics the world has experienced. List on the chalkboard the approximate number who died in each epidemic. Assign a student to research and find out the twelve leading causes of death in 1900 and the twelve leading causes of death in 1969. Report findings to class. Assign student research into results of medical discoveries and health practices which have increased life expectancy. Report to class. Have each student list the diseases he has had to date. Have each student classify those diseases according to the following groupings hereditary, deficiency, functional , parasitic physical or chemical agents and children's diseases.

The student should be aware of the great loss of life which has res ulte d from epidemic spread of disease in the past . He should be aware of the medical and health contributions which have resulted in a longer life expectancy.

101

CONCEPT
There are five main avenues of entry into the body for diseases caused by microorganisms.

LEARNING ACTIVITIES

DESIRABLE OUTCOME

Discuss which diseases are likely to be caused by germs entering the eyes, nose, mouth, skin and the urinary reproductive system. Visit the biology department and have pupils view different types of micro.organisms under a mi eros cope. Have student prepare a report on Louis Pasteur and review for the class some of his important work.
Have a student visit a milk processing plant and investigate the pasteuriz.ation of milk. Report to class. Study a table of insect-borne diseases and discuss possible measures which might be taken in the community to eradi cate certain carriers. List some of the advances in food industries which have partially eliminated the danger of food-borne infections. Show filmstrip 6. Oll, lIClean Water is Everybody's Business (Silent 35 mm). Show film (4091), "Body Fights Bacteria" - 15 min. Show film (1193), "Sniffles and Sneezes." - 10 min. Have a student review "Viewpoints on Venereal Disease ." Secure through Curriculum Division, Georgia Department of Education. Show film (1. 802), "The Innocent Party." - 18 min. Show film (1. 797), "Identification of Early Syphilis." - 24 min.

The student should underst and the me ans of transmission of diseaSe caus.ed by microorganisms.

102

CONCEPT The three steps in the onset of an infectious disease are invasion, incubation and infection.
Chronic diseases are among our greatest health problems today. Heart and blood vessel diseases, cancer, nephritis, diabetes and arthritis are among the current concerns of medical science.

LEARNING ACTIVITIES
Discuss with the class the ne cessity of preventing the invasion of the body by infectious microbes if diseases are to be prevented. Ask students to describe an inflamed infected area and if possible explain why it became infected. Have a student research and describe the body defenses against infectious diseases. Report to class. Discuss why lymph nodes often swell when combating an infection. Have students make a list of diseases for which they have been immunized. Also list diseases for which they could be immunized. Show film (232), "Body Defenses Against Disease." - 10 min. Discuss the medi cal facts known about influenza--cause, symptoms, treatment, etc. Discuss the medical facts known about the common cold--its cause, symptoms and treatment. Evaluate some of the cold remedy ads from newspapers, TV and magazines. Show fi 1m (379), "Immunization" second edition. - 10 min. Discuss the need for research and discovery to combat current killer diseases. Have students prepare a list of suggestions for helpful living which might reduce the possibility of heart or blood vessel disorders Assign special reports based on materials

DESIRABLE OUTCOME The student should understand th.at infections are highly specific in that a particular kind of organism produces a specific disease under certain environmental conditions.
The student should realize that chronic diseases account for two out of every three deaths. He should also understand that the increase in the number of deaths from chronic diseases results from more peop Ie living longer.

103

CONCEPT
The contributing factors to heart disease are overweight, smoking, tension and stress, high fat diet, heredity and lack of physical exercise.

LEARNING ACTIVITIES

DESIRABLE OUTCOME

secured from the local heart

and cancer s.ocieties. Show

fi lm (~S8), "Cancer." - 12-
min. Show film ca7l), "Heart

Dise ase: Its Maj or Causes."

- 11 min. Dis cuss the im-

portance of early detection

of diabetes, particularly

in families who have a

medical history of the

disease. Have students

collect materials from

periodicals, newspapers

and other media on various

forms of arthritis. Re-

port to class. Show film,
o. 776), "Finding the

Hidden Diabetic." - 39

min.

Discuss the role of diet,

The student should

exercise, stress, over-

understand some of

weight, sex, etc., in

the known contri-

heart disease. Assign

butors of heart

special reports on:

disease, and live in

smoking and heart

such a way as to

disease; obesity and

avoid heart disease.

heart disease; in-

acti vity and he art

disease; nutrition and

heart disease; and

stress and heart disease.

Review the first aid

procedures for helping

a heart attack victim.

Discuss the many chances

for a productive life

even after a heart

attack has occurred and

undergone treatment.

Dis cuss arterios clerosis,

what contributes to its

occurrence and how to

avoid it. Discuss hyper-

tension, what it is, what

conditions contribute to

its occurence and ways to

avoid it. Discuss strokes,

what they are and their

association with hypertension

and arteriosclerosis.

104

CONCEPT There are over 200 different types. of cancer which have been identified in man. Ninety per cent of all cancers in man are limited to 20 common types.
There is a universal effort by private and government groups working toward the reduction of cancer, other chronic diseases and community health problems.
It is possible to control disease or its effects by identification and acceptance of known preventive and remedial measures.

LEARNING ACTIVITIES

DESIRABLE OUTCOME

Review the different causes of cancer known to date. Dis.cuss legitimate cancer cure's and
the potential chances of a cancer patient being cured. S.ecure pamphlets from local cancer society on the different forms of
cancer and dis cuss. Show film (.7537), "Cancer by the Cart on." - 30 min. Review cancer's seven danger signals. Commit to memory. Discuss cancer "quacks" and tre atment of cancer. Investigate the incidence of disease in other countries. Have students interview city council members on how a community health problem could be solved (subjects such as air and water pollution; need for a hospital; need for health centers; fluoridation, etc.). Have members of class investigate services available to cancer and heart patients from publi c and private health agencies. Have health officer (local or county) dis cuss how his organization helps in the eradication of disease. Show fi 1m (1825), "The National Institute of Health." - 24 min. Have students prepare reports on the fOllowing topics: purpose of fever; effects of antibiotics on body and microorganisms; effects of rest, liquids and

The student should know in general the different common types of cancer, and be aware of the different causes or contributors to the development of cancer.
The student should understand that research and education is still on the frontier of cancer knowledge. He should further understand that community health is everyone's responsibility.
The student should assume responsibility for prevention and control of disease within himself and others.

105

CONCEPT

LEARNING ACTIVITIES
other medication on the body when ill; activities involved in a physical examination and how they relate to early diagnosis of diseases; booster shots. Develop posters, charts, or graphs on the additional number of lives that can be saved through early detection, diagnosis and treatment of disease. Have students poll parents to find out hew many have regular checkups. Secur'e health examination forms from a physician or the American Medical Association or from some industry or insurance company. Review and dis cuss in class.

DESIRABLE OUTCOME

106

enui~anmentalt
cammunit~ &natianal health & ~esau~ces

LEARNING BLOCK THREE ENVIRONMENTAL, COMMUNITY AND NATIONAL EEALTH AND RESOURCES
10-11-12

Many people depend upon the community for health services. The communi ty must make sure that the supply of food and water is pure. It must dispose of sewage and garbage. Contagious diseases must be kept under control. HeaJth departments and agencies perform these and other functions at the local, state, national and international levels.

CONCEFT

LEARNING ACTIVITIES

DESIRABLE OCT COME

There are IT,any available health services in the community such as clinics , hospitals, dental and medical centers as well as state and local health agencies. The citizen owes it to himself to take advantage of these services in order to safeguard. his hec:.lth.

Dis cuss how one would go about selecting a doctor from the community to which he has moved. Have students list the clinics, hospitals and mec.ical and dental centers in the community. Discuss services available to the public. Have a student research and find out s orne of the avai lable nursing and technical services which are available in the community. Have a student report to class on the functions and activities of local and state health departments. Have a panel of students discuss how to finance better health for all. Have student write a paper on how health problems may be solved by international cooperation. Assign students to review "Health Careers in
Georgia" and report to class. Secure pamphlet from Office of Instructional

The student should understand that as a citizen he must cooperate with public health servants and help them improve services.

109

CONCEPT The contamination of the air and water has been of increasing concern in recent years.
Joise is unwanted sound. It is a factor in many physiological and psychological disorders.

LEARNING ACTIVITIES

DESIRABLE OUTCOME

Services, Georgia Department of Education. Have a student research what some of the various indust"ri"es are doing to prevent air and water pollution and report to class. Discuss provisions of community for trash and sewage disposal. Have a student research what is being done to
abate the problem of gas fumes from automobile exhausts. Report to class. List on the chalkboard the agencies in the community and state which are most conqerned with air and water pollution. Show filmstrip (5.000), 45 frames, silent 35 mm., "Air Pollution and You." Show filmstrip (6.001), 51 frames, silent 35 mm, "Clean Water is Everybody's Business." Show film (1. 748), "Control of Air Pollution." - 5 min. Show film (1. 763), "Effects of Air Pollution." - 5 min. Show fi lm (1. 882), "The Third Pollution." 25 min. Have students contact physicians and discuss the contribution of noise to hearing loss, emotional tensions, cardiovas cular problems, fatigue and reduced work efficiency. Discuss the effects of noise on the nervous system. Have a few students investigate the safe and unsafe levels of sound for the human body. Discuss how

The student should be aware that as the community becomes more urbanized and increasingly mechanized and industrialized, its problems become exceedingly complex. The result of progress has been more pollution for rivers, lakes, streams and the atmosphere.
The student should unders tand that man uses sound to achieve certain purposes. Excessive noise and its effects should be controlled.

110

CONCEPT
The World Health Organization is concerned with health problems which affect the citizens of all nations.

LEARNING ACTIVITIES

DESIRABLE OUTCOME

nois.e may cause accidents.

Have students identify

noise problems at school

and at home and formulate

plans to reduce them.

Invite an architect or

acoustical engineer to

speak on noise abatement

and how to measure noise

levels. Appoint a

committee to write to

Citizens for a Quieter

Ci ty, Inc., 27 W. 53r d

Street, New York, New

York 10010 for informa-

tion. Report to class.

snow film (4667) "Ears ana.

Hearing" - 22 min. Have a student research

Students should under-

and report on the broad functions of the World

stand that the goal of optimal well-being

Health Organization. Have a group of students investigate health regUlations of foreign

transcends local, state, national, international and political boundaries.

visitors and re-entry of citizens to the United States. Report to class. Have a student look up the definition of health as defined by the World Health Organization. Dis cuss how servi cemen are deployed allover the world and the attendant health problems which arise when they return to the U.S. Have a group of students investigate the

The student should also realize that because communication and transportation have shrunk our world from widely separated nations to a closely knit community that the opportunity is here to raise all nations to the health level of the most advanced nations.

functions of the U.S. Public

Health Service, Communicable

Disease Center in Atlanta.

Prepare a panel for an

assembly program in which

students represent various

nations throughout the world.

Each student may dress. in

accordance with the country

he represents. Each panel

member discusses health

'"

CONCEPT
A major emergency affe cting a large number of people may occur anytime or anywhere. It may be a peace time disaster such as a flood, tornado, fire, hurricane, blizzard or earthquake. It may be a nuclear attack on the United States.
There are many vollUlteer health organizations which are supported by contributions from the public.

LEARNING ACTIVITIES

DESIRABLE OUTCOME

problems peculiar to the

cOlUltry he repres.ents and

some of the work in pro-

gress to alleviate the
prob lems . Show fi 1m O. 825) ,

"The National Institutes. of

He alth." - 24 min. Show

fi 1m (1. 73g), "The CommlUli-

cable Disease Center." -

22 min.

Have student research and

The student should

know your local emergency

understand that in any

plan. Have student write

type of disaster, lives

a paper and report on

can be saved if people

nuclear attack hazards.

are prepared for an

Have students find out

emergency and know

location of fallout shelters what actions to take

and how to improvise

when it occurs.

shelters at home and in

school. List on the

chalkboard emergency

supplies needed and how

to conserve these

supplies. Review first

aid for the following:

restoring breathing,

stopping serious bleed-

ing, treating shock,

broken bones and burns.

Source for the above is

pamphlet, "In Time of

Emergency," Georgia

Department of Education,

Civil Defense Education,

Atlanta, Georgia.

Have students research the functions of the various vollUlteer health organizations in the local cOffiffilUlity. Report to class. Discuss in class how these vollUlteer organizations

Students shnuld be aware of the many volunteer agencies which provide health services and promote research in specialized fields

are financed. Have

stu[lents write a paper

on financing better

health for all. Also

discuss insurance plans

and family budgets for

health protection.

112

nut~itiQn
Ahealth
g~Clde ten th~Qugh g~Clde twelue

LEARNING BLOCK FOUR NUTRITION AND HEALTH
10-11-12

In building a strong, healthful body and maintaining it at a level which provides optimum functional power, nothing is as important as supplying the proper nutrients in the correct amount.

CONCEPT

LEARNING ACTIVITIES

DESIRABLE OUTCOME

Adequate nutrition is essential for health throughout life.

Assign members of the class The student should

to review scientific data

know that nutrients

and answer the following

are derived from

questions. What is the

foods and supply the

function of food? What

tissue requirements

are the five essential

for energy, growth

nutrients which supply

and repair and re-

the body needs? List the

gulati on of body

best sources for each nutrient. How do we

processes.

determine individual

energy needs? What is a

balanced diet? Discuss

why the energy value of

food is measured in

calories. Discuss why

the daily calorie needs

of in<;lividuals vary with

age and the nature of

their activities. Have

each student check the

adequacy of his daily diet

against the four food groups,

milk group, meat group,

bread-cereal group and

vegetable fruit group.

Discuss the contribution

a type A school lun ch wi 11

make to the total day's

nutritive requirements.

Show film (218), "Foods and

Nutri tion." - 11 min. Show

film (127), "Fundamentals

115

CONCEPT Researchers are constantly finding new nutritional information that will improve health.
Foods of equal cost may be different in nutritive value.

LEARNING ACTIVITIES

DESIRABLE OUTCOME

of Diet" - 11 min. Show film (4317), flHwnan Body: Nutrition and Metabolism." - 14 min. Assign student to research the topic, "AgricUltural Science has increased the quality and quantity of food." Have a group research and report to class how government inspection of food ensures safer products. Discuss why boys and girls are taller than their ancestors. Assign students to write papers on why the prime cause of world health problems is the basic human need for adequate food. Write some United Nation I s organization for information on their current program in food and nutrition. Have student investigate the nutrition services offered by various federal, state and local programs. Discuss the responsibility of official health departments for s ani tary handling of foods. Discuss the responsibility of individual citizens for reporting unsatisfactory products and unsanitary practices. Discuss difficulties lowincome groups encounter in securing an adequate diet. Discuss the cost of food in relation to nutritional value and relative costs of food which contain comparable nutrients. Have student volunteers
set up two shopping carts of food. Compare adequate food values of relatively

The student should know that agriCUltural science has increased the quality and quantity of food, and the food industry prevents contamination and deterioration of foods by special processing techniques.
The student should know that nutrition may be secured for lowincome families through wise and economical food budgeting and buying. Economical buying involves consideration of unit cost, amount of waste and nutrients supplied by food.

116

CONCEPT
Energy intake and energy expenditure relate directly to body weight and its control. Excess food intake results in an increase in weight. Excess units of energy burned above food intake results in a de cre ase in weight.

LEARNING ACTIVITIES

DESIRABLE OUTCOME

equal cost. Discuss some

"best buys." of foods.

Se cure and use Dairy

Council "Comparison Cards."

Compare the nutrients

recei ved from milk and

soft drinks, from fresh

vegetables and candy.

Dis cuss the facts of

The student should

weight gain, weight loss

understand the simple

and weight stability as

processes of weight

it relates to food intake

loss, weight gain

and energy expended.

and weight stability.

Discuss and demonstrate

He should determine

methods of determining

a desirable weight

desirable weight ranges

range and eat in such

for people with differing

a way so as to main-

body builds, sex and age.

tain a healthy body

Assign each student to

weight.

determine his recommended

weight for his height and

type of body build.

Have a student contact

the agent of a life

insurance company and

request weight charts.

Write to AMA-NEA, 1201

16th Street, N. W.,

Washington, D. C., and

request "Growth Records

Charts. " Review

glandular irregularities

and hormone imbalances as

they effect weight control.

Itemize on chalkboard and

discuss health hazards

which accompany obesity.

Discuss the esthetic and

social benefits of main-

taining desirable body

weight. Discuss drugs used

in weight reduction attempts.

Have students bring in

advertising on weight re-

duction. Discuss regular,

vigorous exercise is an aid

in weight control. Show

fi 1m (1786), "Balan ce your

Diet for Health and Appearance."

- 11 min. Sh ow fi 1m (6 86 ) ,

117

CONCEPT Some food and nutrition fads may contradict sound principles of good nutrition.
Good nutrition during teen years prepares a woman for healthy childbearing years.

LEARNING ACTIVITIES
"Ohesity--Prohlems of Fat Formation and Overweight." - 12 min. Dis cuss and list on the chalkboard current food fads. Assign student research into specific food fads. Have class develop posters and displays which expose food fads. Discuss the value of chewing versus drinking all vegetables in liquid form. Have a student write a paper and compare the cost of so-called "health foods" with regular foods which offer similar nutrients. Review and graph the daily needs for vitamins, minerals, proteins, fats, carbohydrates and water in the diet of teenagers and adults. Invite in a dietitian to discuss "fact versus fancy" about foods and food fads. Discuss how some Americans are consuming too many vitamins. Have student write to the Food and Drug Administration and request "Beware of Health Food Peddlers," reprinted from American Magazine. Discuss nutritional requirement before and during pregnancy. Dis cuss how the fetus depends on mother's diet to provide building materials for its growth. Read Be Good to your Baby Before it is Born - March of Dimes.

DESIRABLE OUTCOME
The s.tudent should understand basi c nutrition and recognize food fads whi ch are being promoted locally and understand the truth about them.
The student should know that nutritional status affects health for years to come.

118

~er'senalt famil~ t scheel &eccu~atienal Iiuing &health
;r'ade ten thr'Qu;h ;r'ade twelue

LEARNING BLOCK FIVE
PERSONAL, FAMILY, SCHDOL AND OCCUPATIONAL LIVING AND HEALTH
10-11-12

As far back as historical records go, the home and family have constituted the center of human living. Health is probably the most personal factor in human living. The organization of modern American lire arid. its increasing urbanization are gradually changing the family's role in the present-day United States. This block will provide concepts and knowledge as to the role of the family in our culture, how family members came into being, how they grew and developed as persons, and how they may contribute effectively to their present and future family life.

CONCEPT

LEARNING ACTIVITIES

DESIRABLE OUTCOME

The foundations for health are basically a personal matter, since fut ure plans for success and happiness are based on the assumption of good health.

Discuss the goals of health education. Set up a panel of students to discuss personal hygiene. Assign a student to write a paper on the maintenance of good personal health, its dependence upon community health practi ces, and how it may be affected by aspects of world-wide health matters. Discuss values which are important to health and happiness. Discuss the importance of good grooming and health. Write a paragraph by beginning, "Good posture is important to good general health because ... " Discuss body needs in a carefully planned program of balanced living to insure good health. This would involve exercise, rest,

The student should be aware that good health is basi c to the fulfillment of future plans and aspirations.

121

CONCEPT a life partner. Mature love is a maj or factor contributing to the choice of a life partner.
Many di fferent political, philosophical, religious and cultural beliefs may influence patterns of sexual behavior.

LEARNING ACTIVITIES

DESIRABLE OUTCOME

behavior. Have panel discussions on such subjects as romantic and mature love; love at first sight; a definition of love; how a person knows. he's in love; love as a concern for another; ways to cope with undesirable behavior of a date; the purposes of the premarital physical examination; the concern of society for the early marriage; and important consideration in choosing a mate. Show film (4010), "Are you Ready for Marriage?" - 16 min. Show film (4023), "Marriage is a Partnership." - 17 min. What are existing laws in Georgia related to sexual behavior? Call in a resource person to explain how varying religious groups determine standards of sexual behavior. Have a group of students study and research cultures and subcultures in society to better understand different standards of conduct in sexual behavior. Have class reports on the following subj ects. What are the effects of an interfaith marriage? What are the social forces affecting the stability of the family? In a small group, discuss what morality is. Does it change? What social press.ures operate to influence sexual expres-
sions? Review and analyze current movies regarding effect on social values.

period of discovering and accepting the faults of another, who may be a potential life time partner. The student should also be aware that his own sexual standards will affect his life as well as the lives of others.
The student should realize that there are various standards of sexual behavior in our society and respect the right of others to have different beliefs and opinions.

123

CONCEPT Each individual, as a member of a family, communi ty, state and nation, has a responsibility for raising issues and coping with world-wide problems of human relationships.
Each individual should understand the anatomical, physiological and psychological functions of human reproduction, and that there are similarities and differences between human and animal reproduction.

LEARNING ACTIVITIES

DESIRABLE OUTCOME

Assign a research committee The s.tudent should

to report to class on the

realize that each

responsihilities that in-

individual has a

di viduals a.'1d society have responsibility to

in coping with issues and

help make the

problems such as population community a better

control, abortion, venereal place to live. He

disease, contraception,

should demonstrate

prostituti on, i llegitimacy , willingness to take

and family breakdown. How an acti ve role in

can education help to solve facing issues and

the above problems? Invite solving problems

resource people from various for human betterment.

agencies of family living

to discuss functions, re-

sponsibilities and problems

of the family in our society

and to outline the assista.'1ce

that is available to families

in need. Invite resource

personnel to discuss effect

of alcohol and drugs on one's

behavior, including sexual

behavior. Show film (1. 849) ,

"A Quarter Million Teenagers."

- 18 min. Review pamphlet:

"Viewpoints - Health Educa-

tion - Venereal Disease"

Curriculum Development

Division, Georgia Department

of Education.

Debate the question, can man create life? Discuss

The student should realize that the

the question, "Do all types of mat urity, such as physical, emotional and

creation of new life is one of nature's greatest miracles.

social, proceed at the same pate?" Use charts to study the family life cycle. Review the anatomy and phy-

He should understand the stages in the family life cycle.

siology of the male and

female reproductive system.

Invite a biologist or

geneticist to discuss the

importance of studying

chromosomes, family history,

heredity, etc. Discuss

genetic concepts important

for young people planning to

marry. Have school nurse

124

CONCEPT

LEARNING ACTIVITIES
present a unit of study on chi Id care and deve lopment. Motivate students to gain experience in child care by working with younger children. A visit to a day nursery, headstart, or kindergarten for observation may be substituted for the above project. Show film (7386), "From Generation to Gene rati on." - 30 min. (Order on separate order form and have countersigned by the superintendent) Show fi 1m (5461), "Girl to Woman." 17 min. (Preview before showing, order on separate order form and have countersigned by the superintendent) Show film eTR 5460), "Boy to Man." - 17 min. Preview before showing. Show film (5452), "Human Reproduction." - 20 min. (Second Edition) Preview before showing, order on a separate form and have countersigned by the superintendent.

DESIRABLE OUTCOME

125

safet~
afir'st aid
gr'C1de ten tnr'Qugn gr'C1de twelue

LEARNING BLOCK SIX SAFETY AND FIRST AID
10-11-12

Although most accidents can be prevented, they are still the fourth leading cause of death in the United States. Carelessness is the greatest single cause of accidents. Safety is common sense. We must develop a "safety consciousness" and know the rudiments of first aid if we are to prevent accidents at home, work, play and on the streets and highways.

CONCEPT

LEARNING ACTIVITIES

DESIRABLE OUTCOME

The student should understand the great need for and the importance of adequate training in first aid. Proper first aid measures can reduce suffering, be instrumental in speeding up recovery,
preventing permanent disability, and saving life.

Use the American Red Cross First Aid Manual as an outline and text to study first aid procedures for care of emergencies. Show film (538), "First Aid on the Spot." - 10 min.

Accidents may be prevented by knowing their causes and following safety precautions.

Have the class keep a re cord of student accidents. Discuss individual safety hazards such as impulsiveness, poor judgment, emotional tension, hostility and resentment. (Apply above to accident repeaters. ) Study accidents in school buildings. Identify causes and dis cuss how the accidents might have been avoided. Assign student to write a paper on how behavior contributing to accidents may

The student should learn how to administer first aid to himself and others. He should understand that first aid includes
only the immediate and temporary care given a victim of an accident or sudden illness until the services of a .physi cian can be obtained. The student should learn that accidents are caused by what people do or don't do in a particular environment and are the result of a combination of many circumstances. He should understand that we must utilize disciplines such as psychology, sociology, medicine, engineering, economics and statistics to become more knowledgeable in prevention of accidents.

129

CONCEPT
Environmental hazards may be remove d or reduced.

LEARNING ACTIVITIES

DESIRABLE OUTCOME

be a result of imitation, failure to follow directions, carelessness and inability to recognize hazards. Discuss what is meant by "accident prone" and developing a Ilsafety cons ci ousness . " Contact local agencies for safety information such as traffic division of poli ce department, automobile club, The National Safety Council and the school health office. Ask students to bring clippings or articles concerning accidents. Analyze how the accidents might have been prevented. Show film 4583 (1018), "How to Have an Accident in the Home." - 10 min. Show film (1.703), "Accidentally Yours." 15 min. Show film (1. 704), "Accidents Don't Just Happen." - 14 min. List on chalkboard statistics which show the causes of deaths (other than automobile accidents) and the appropriate percentage for each group during a typical year. Dis cuss accidents on the farm. Prepare an emergency plan for evacuating a home in case of fire. Discuss how statistics show that a pers on is safer on the job than at home. Have students prepare lists of precautions to take when using firearms. Discuss important points to be observed when using a power mower. Secure

The student should understand that the principal cause of accidents other than motor vehi cles are falls, fire burns, drownings, firearms, railroad crossings, poisons and miscellaneous factors.

130

CONCEPT
The automobile is a major factor in the life of everyone in our country, but use of the automobile is becoming increasingly hazardous.

LEARNING ACTIVITIES
data on drownings and how to prevent them (American Red Cross local office for information). Discuss the organization and function of a school safety council. Show film (849), "Mouth to Mouth Res us cit ati on. It - 12 min. Show film (1. 901), "Your Clothing can Burn." - 13 min. Review pamphlet "In Time of Emergency," Civil Defense, Education Unit, Georgia Department of Education, Atlanta, Georgia. Discuss the proper use and care of chemical household and garden products. Contact the highway patrol and driver education instructor to talk on s afe driving. Dis cuss how most accidents can be attributed to human or driving error. Discuss how the automobile of tomorrow can and must be designed with added safety features. Discuss the benefits of seat belts. Discuss how time, money and human resources are lost through accidents. Discuss why all road signs and signals should be governed by uniform regulations from city to city and state to state. Secure pamphlets and other information regarding automobile safety from local and state agencies that control automobile safety.

DESIRABLE OUTCOME
The student should understand that knowledge, skill, proper attitude and development of a safety consciousness are paramount issues in traffic education.

131

social r, emotional neattn
grtade ten thrtQugh g~ade twelue

LEARNING BLOCK SEVEN SOCIAL AND EMOTIONAL HEALTH
10-11-12

Mental and emotional health is not just the concern of those who suffer from severe mental illness. Keeping mentally fit is as much of interest to everyone as is keeping physically fit. Deviations from normal or acceptable behavior range from very mild, transitory emotional disturbances to clinically defined, acute mental illnesses. Within this range, people attempt to cope with the problems of day-to-day living by
reacting to environmental conditions in a variety of ways. In addition to those suffering from definable mental illness, countless numbers of people lead lives of desperation, insecurity and futility result-
ing from emotional difficulties that may not be recognized as such. Mental illness is regarded by many as the most important health problem in the United States.

CONCEPT

LEARNING ACTIVITIES

DESIRABLE OUTC01~

T;1e World Health Organiza- Discuss the importance of

tion defines health as

health in achieving one's

"a state of complete

desired goals in life.

pnysical, mental and

Ask students to write

social well being, and

about ways to maintain

not merely the absence

their health now and in

of disease or in-

the future. Have panel

firmity." WHO further

discuss the responsibility

adds that health is

of each person for his

the right of all; that

own health and the health

health is necessary for of others. Discuss how

peace and security and

more and more we live in

requires the coopera-

one world! Diseases in

tion of all peoples and nati ons .

one country spread to another. If poverty

breeds ill health, it

may be up to us to help

our foreign neighbors.

Discuss values which are

important to health and

happiness. Prepare a list

of values which might add

to happiness and another

list of misguided values

The student should understand that the foundations for health are basically a personal matter since future plans for success and happiness are of necessity based on the assumption of good health. However, the maintenance of good, personal health is dependent upon community health practices and may be affected by certain aspects of world-wide
health matters.

135

CONCEPT Personality is a composite of one's total being.
Facing reality is one of an individual's biggest tasks.
A mentally healthy person accepts the differences in others.

LEARNING ACTIVITIES

DESIRABLE OUTCOME

in today's world. Discuss

what total fitness is. Define mental health.

Discuss the meaning of

The student should

personality, mental health and behavior. Have a

learn to attain a degree of emotional

committee investigate

and social maturity

the influence of heredity, environment, health and

which will enable him to adequately

education on the personality. meet the demands of

Have a panel on desirable

life.

personality traits. Dis-

cuss personalities in

literature and other

fields and the reasons

for their behavior. Have

class study the relationship between mental and

physical health. Show

film (2036) "Acting with

1,1at uri tv" - 11 min. Show film (1231), "Improve

your Personality." - 11 min.

List on the board and discuss the many escape mechanisms used by teens and adults to avoid facing reality. Divide class into groups to discuss what reality is. Have several students re late a personal ex-

The student should understand that facing the problems of life openly and squarely is a giant step toward wholesome mental health

perien ce whi ch is typi cal of the way teens sometimes avoid facing up to

reality in school, at home and in social contacts.

Have a student define the following "mental me chanisms II and report to class.

Rationalization

Projection Repression

Compensation

Regression I denti fi cati on

Dis cuss what prej udice is. Investigate other cultures through reading

Students should try to understand and accept others who differ in__

136

CONCEPT
There is a fine distinction between normal and abnormal behavior. We may consider behavior normal when a pel's on can solve his problems or adjust to them, face difficult situations without frustration and turmoil, and live with a purpose.
2sychoses are severe mental illnesses characterized by inabi lity to cope wi th environmental situations and problems and loss of contact with reality.

LEARNING ACTIVITIES

DESIRABLE OUTCOME

and interviewing foreign

interests, attitudes,

students; develop a list

tastes and apprecia-

of values which belong to

tions.

other cultures and compare

to ours. Discuss how one

affects other people I s

mental health. Have

members of class dis cuss

constructive and destruc-

tive criticism. Have class

investigate the difficul-

ties of truly obj ective

criticism. List on black-

board the manners and

qualities which you liKe

to see in members of the

opposite sex. Lecture on

making and keeping friends.

Discuss the fine line

The student should know

between normal and abnormal that all people must

behavior. Have students

face stress and result-

prepare a list of possible ing tension from time

tensions in their lives.

to time. Common causes

Discuss how to reduce

of stress are family

tensions. Have group of

problems, occupational

students list and dis cuss

unrest, social rela-

specific examples of

tionships, financial

anxiety neurosis. Have

problems and world

students prepare a list of unrest.

phobias. How may one over-

come special phobias? Have

several students write

papers on the great achieve-

ments of men thought to be-

have abnormally. Show film

(4564), "Emotional Stress."

- 20 min. Have a panel

dis cuss psy ch os omati c dis-

turbances and illnesses as

physical conditions result-

ing from emotional stress and

tension.

Define psychoses. Discuss The student should

the usual causes of func-

understand that it is

tional psychoses. Have each imperative for the

pupil prepare a chart listing general public to

types of psychoses and

develop a constructive

identify each by symptoms

attitude toward mental

and characteristics. Have illness and regard it

students clip articles

in the same light as

137

CONCEPT

LEARNING ACTIVITIES

with the rise of psychiatry as an important branch of medi cine and change in attitude of the public toward mental illness, the modern mental hospital has gradually replaced the :J.sylum.

from newspapers and magazines which illustrate facts about mental illness. Visit local health department and secure pamphlets and other information on mental illness. Research and discuss the incidence of mental illness in the United States, Georgia and the local community. Secure information from the Georgia Department of Human Resources describing a modern mental hospital. Have students survey facilities in local community for the care and treatment of mental illness. Investigate the laws relating to mental illness in Georgia. Discuss drugs and the treatment of mental illness. Have a panel of five members investigate and discuss the rehabilitation of mental patients with recreation and vocational practices and techniques. Discuss the fact that, while mental illness as such is not inherited, certain tendencies may be. Environmental Influences are much more likely to cause mental illness. Show film (690), "Ment al Health (Keeping Mentally Fit)" - 12 min.

DESIRABLE OUTCOHI
other illnesses.
The student should understand that vastly improved methods of diagnosing mental illness have led to more effecti ve treatment an, care of mental patient:

138

st~uctu~et function ! ca~e of the human bod~
;~cde ten tn~Qu;n ;~cde twelua

LEARNING BLOCK EIGHT STRUCTURE, FUNCTION AND CARE OF THE BODY
10-11-12

The make up of the human body is a fascinating study for secondary school students. Students should understand and appreciate basic structure, function and developmental patterns of all living tissue. They should increase their knowledge about the sensory organs and their care. They should know the components of total fitness by being knowledgeable in regard to the functions of bones, muscles and joints as they relate to movement, appearance and general health. They should understand the potentials and limitations of the human body and appreciate the range of individual differences.

CONCEPT

LEARNING ACTIVITIES

DESIRABLE OUTCOI1E

Bones of the body vary greatly in size and shape and in the functions they perform. Bone is a l i ving tissue composed of various kinds of cells and structures surrounded by a matrix containing organic and mineral deposits.
Bones interact with other bones at joints, which permits movement of the body framework.

Study an anatomical chart on framework of the body. Learn the principal bones. Dis cuss how bones are condi tioned by usage. Have student research what the living parts of a bone include. Discuss the essential ingredients for building bones. Discuss bone fractures and classify fractures. Show film (1678), "Human Body: The Skelton." - 10 min. List on a chalkboard the different kinds of joints, their location, structure and general use. Discuss why joints are susceptible to injury. Discuss sprains and dis locations. Demonstrate lifting a ten-pound weight from the floor; what joints are used? Analyze joints used in throwing

The student should know that in addition to providing the body framework, bones are centers of corpus cle production, fat storage and mineral storage.
The student should know that joints are classified as freely movable, partially movable or immovable. Some provide freedom of motion or combine limited direction of movement and power. In other loints, movement is reduced for increased support or is sacrificed entirely to form a

141

CONCEPT

LEAN~ING ACTIVITIES

DES.IRABLE OUTCOME

a ball (shoulder girdle

protecti ve s.hield or

only). Show film (1678), cover.

"Human Body: The Skelton."

- 10 min.

Body movement depends

Review the functions of

The student should

upon a highly co-

the central and autonomic understand that the

ordinate d functi on-

nervous systems. (1]se

nervous system is In-

ing of nerves and

wall charts or illustra-

volved in all the

mus cles.

tions from textbooks.)

activities of th body.

Discuss how to form habits. Muscles supply the

Have a student athlete

power to move the body.

wri te a paper on the

These are not self-

action of the cerebellum

starting, but need

and medulla making it

stimulus from the

possible for an out-

nervous system.

fielder to catch a fly

ball. Dis cuss what

muscles do. Review the

three types of muscles

in the body and describe

their functions. De-

monstrate many sport

skills and analyze them

in terms of good body

mechanics. Have a panel

dis cuss why posture is

the way an individual

uses his body. Have

panel demonstrate proper

lifting, pushing, pulling,

and ironing techniques.

Discuss the values of

competitive sports, both

team and individual.

Have students write a

paper on how they would

train to become fit and

efficient in their

favorite sport. Discuss

participation in sports

for proper use of leisure.

Show film (572), "Improving

your Posture. II - 10 min.

Show film ('373), "Muscular

System." - 11 min. Show

film (268), "Nervous System."

- 11 min. Show fi 1m (11+45),

"Posture in l'lotion." - 8 min.

Dis cuss fatigue and effects

---------------o-n-m-u-sc-le-s -an-d-m-in-d.-------------------

142

CONCEPT l1any of the problems associated with vision and hearing can be prevented through proper health practices.
Advances in science bring forth both !..O!utions and

LEARNING ACTIVITIES

DESIRABLE OUTCOME

Review and discuss the anatomy of the eye and
ear. Show film C425), "Ears and Hearing." - 'J min. Show film (1704), "Ears: Their Structure and Care." - 11 min. Show fi 1m (269), "Eyes and Their Care." - 11 min. Show film (1899), "Eyes: Their Structure and Care." - 11 min. Conduct a class discussion concerning conditions in the home and school that produce glare and insufficient lighting. Demonstrate the use of
the Snellen eye test. Discuss home lighting and televiewing. Have nurse demonstrate first aid procedures for injuries of the eye. Summarize the characteristi cs of diseases and dis orders of the eye which require me di cal care. Demonstrate how the audiometer is used to test hearing. Have a panel discuss the services provided by professionals who care for vision and hearing. Assign student to research the diseases and disorders of the ear which require medical care. Discuss environmental noises as a causative factor in producing hearing loss. Discuss why periodic vision and hearing tests should become a regular part of a health care program.
Assign reports on physiological benefits and/or problems of radiation,

The student shDuld have a knOWledge and understanding of visual and hearing disorders which should develop a positive attitude toward visual and hearing conservati on.
The student should understand that progress has been made in

143

CONCEPT
potential hazards to man's well being.

LEARNING ACTIVITIES
drugs, space travel, pollution and ocean floor research. Collect stories on medical breakthroughs and analyze before class. Dis cuss some unethical practices which have exploited the public. Have class survey private and pubH c health services available in the community. Discuss how to secure recognized professional health services periodically and when needed. Show film (900) , "Visits to the Doctor." - 11 min.

DESIRABLE OUTCO~ffi
diagnostic and corrective devices to determine, attain or maintain hody well heing.

144

consume~ health
gr'ade ten thr'cugh gr'ade twelue

LEARJHNG BLOCK NINE CONSUMER HEALTH 10-11-12

The student consumer today will be the adult consumer of tomorrow, and the patterns established early as a chooser and purchaser of medical products and services may be unconsciously carried into later life. The student must learn that scientific fact, truth and sound criteria must deal with half-truths, pseudo science, false concepts and outright quackery. The student should be cognizant of consumer organizations and governmental agencies which are endeavoring to help the purchaser spend money wisely and how to distinguish between useful and effective consumer products and those that may be useless or even harmful.

CONCEPT

LEARNING ACTIVITIES

DESIRABLE OUTCOME

There are many varieties of drugs and health products.

Have a student research and report on the role of the modern pharmacy in making or preparing medicines. Have a committee of three students visit a pharmacist and nave him define the following terms: proprietary medicine, prescriptions, drugs, patent medicines and nostrums. Discuss criteria used in the selection of cosmetics. Discuss special health foods and food additives. Discuss why nearly all drugs nave some side effects. Refer to "Viewpoints: Drug Use, Misuse and Abuse," Georgia Department of Education, Atlanta, Georgia 30334.

The student shOUld realize that health products such as food, food addi ti ves , cosmetics, drugs and medications are often selected on the basis of hearsay, emotional feelings, past experiences, societal forces and pressures.

147

CONCEPT

LEARNING ACTIVITIES

DESIRABLE OUTCOME

When properly pre,; cribe d by a

Discuss how modern drugs can be bought cheaply

The student should understand that when

physician, modern

by exercising good

any symptom of illness

tested medications

judgement. Have several

persists, one should

are a great help

students study the labels

see a physician to

tonankind.

of drugs at home, and

get the proper

report on how these

diagnosis and treatment.

drugs could be dangerous.

Discuss why it is

advisable to ask into

the background of a

physician before accept-

ing his services. Dis-

cuss the difference

between "over the counter"

drugs and prescription

drugs .. Have students

learn the terms,

amphetamine, antiobiotic,

diagnostician, ethical

drugs and proprietary

drugs. Have members of

class collect ads for

me di cines whi ch are

supposed to be cures.

Evaluate ads, and place

on bulletin board.

Dis cuss why great care

must be exercised in the

selection of health pro-

ducts.

An intelligent consumer should be aware of the unethical practices of individuals whose only aim is to make money.

Discuss the social, emotional and economic reasons why people go to quacks. Have a student research and report to class the areas of quackery such as food, drugs and devi ces . Write to AMA for materials on charlatans and quackery. Discuss existing ethical

The student should understand that quackery can be identified. The quack pretends to have medical knowledge and skills which he does not possess. He is a purveyor of worthless devices which are advertised to cure various diseases.

codes for the practi ce

of medicine, dentistry and

allied health professions.

Discuss how and where to

report illegal and un-

ethical practices in

- - - - - - - - - - - - - - - -m-e-di-ci-ne-. - -Ho-w -w-ou-ld- "yo-u - - - - - - - - - - - - - - - - -

148

CONCEPT
dany agencies serve, protect and inform the consumer.

LEARNING ACTIVITIES

DESIRABLE OUTCOME

identify a quack? Dis cuss how

the person who buys the services.

of a quack is postponing

proper treatment and risking

death. Discuss so-called

arthritis and cancer cures

by quacks.

Review the basic law used to

The student should

combat quackery, the Federal

know that organiza-

Food, Drug and Cosmetic

tions and laws have

Law of 1938. Have students

been developed by

contact the county agricul-

society to protect

tural extension and home

the health of the

demonstration agents regard-

individual and the

ing federal and state laws

community.

controlling labeling of products.

Have students obtain information

on laws from the Georgia

Department of Human Resources.

Discuss in class.

Have students report on

current rUlings of the

Federal Trade Commission

and the Federal Communica-

tions Commission in the

regulation of advertising.

Discuss federal depart-

ments which protect the

consumer against mail

fraud. Have a student

write the American

Medical Association and

ask for consumer health

information. Discuss why

it is ne cess ary to have a

seal of acceptance on

dental products. Discuss

how the national and local

better business bureaus

protect the consumer. Have

students obtain sample

copies of consumer publica-

tions. Have students

investigate the meani~g

and requirement of the

seal of approval of Good

Housekeeping, the seal of

commendation of Parent's

Magazine and other certi-

fication labels on products.

Dis cuss.

149

CONCEPT

LEAF~ING ACTIVITIES

You should select a

Have class develop reports

doctor who takes ctn

on health personnel in-

interest in YOG and in whom you have

cluding qualifications, training, license and

complete confidence.

services they perform.

(Refer to pamphlet,

Health Careers in GeorgiQ,

Georgia Department of

Education). Have class

develop criteria for

selecting a qualified

physician or a dentist.

Develop and discG.ss

criteria for recognizing

medical frauds and quacks.

Write a paper on where

to seek health information

when one has a health

problem. ['lake a list of

some of the various

medical specialists in

your community.

Me di cal care is an

Have students become

important part of

familiar with the

the national and

various types of

fa.mily budget.

medical care insurance.

ADout five per

Discuss voluntary health

cent of one's

insur2nce and compulsory

lifetime income

health insurance. Have

is spent for

students check with

health and medical

parents to see if

care.

students have health or

accident insurance; if

so, does student carry

identification. What

information should a

health insurance identifi-

cation card contain?

What is medicare,

medicaid., Blue Cross and

Blue Shield insurance?

Have class check news-

paper and magazines to

secure information on

bills before Congress on

na.tional insurance

coverage. If students

live in an industrial

community, have therr.

find out what kind of
---------

DESIRABLE CUTCOl{E The student should understand that, in lieu of the family physician, who has been replaced, it is well to turn to a diagnostician or internist who often makes appropriate referrals. Such a physician will treat patients as total persons and be concerned with total health.
The student should appreciate and realize the need for accident, hee-lth and hospitalization insurance programs.
-

150

CONCEPT

LEARNING ACTIVITIES
health ins.urance is available for industrial workers.

DESIRABLE OUTCOME

151

cna~ter' 3
integr'ation and cOr'r'elation of cQnce~ts in aseQuential unit

INTEGRATION AND CORRELATION OF CONCEPTS IN A SEQUENTIAL UNIT
*Basic Area: The Use and Abuse of Tobacco
Concept: The use and effects of a mood and behavior modifier results from a complexity of factors.
Level A - Grades 7-8
Subconcept: Tobacco is a significant health and social issue in our society.
Smoking is a common practice in many parts of society. Current consumption Different forms and uses of tobacco
Level B - Grades 9-10
Subconcept: Use of tobacco results from and leads to health and social problems
The effects of cigarette smoking vary with the individual. Physiological effects Physiological and sociological considerations
Level C - Grades 11-12
Subconcept: The use and misuse of tobacco raises significant health and social questions.
One must consider several factors in his decision to smoke or not to smoke.
Nonsmoking considerations Smoking considerations
Identifying the facts and fallacies about cigarette smoking is often difficult.
There is a responsibility in being a cigarette smoker.
Political and economic considerations have an important bearing on the tobacco indus try.
~';
Adapted from Secondary School Health Education Guide, Bulletin 691, Texas Education Agency, Austin, Texas, 1970.
155

*BASIC AREA: THE USE AND ABUSE OF TOBACCO CONCEPT: The use and effects of a mood and behavior modifier results from a complexity of factors.

LEVEL A - Grades 7- 8

SUBCONCEPT: Tobacco is a significant health and social issue in our society.

CONTENT

MOTIVATING QUESTIONS

~1ental

Socio-

Physical

Emotional

Cultural

Smoking is a common

practice in many parts

Why do your

of society

parents smoke?

LEARNING EXPERIENCES
Put on a puppet show depicting good and bad effects of smoking.

Current consumption Family smoking habits

Do many peop le smoke?

Why or why not?

How do you feel about

Take a classroom survey of

OJ 0.

cigarette smoking?

students and ask them to

find out whether or not

Why do people continue to smoke in the

their parents smoke.

face of continued health threats?

Brothers. Sisters.

Organize a class discussion on why people smoke.

Do people smoke because their parents smoke? Why or why not?

Show film to class on extent of smoking and dis cuss implications.

Are more women smoking? Explain, Are more men quitting? Explain.

Break class up into small groups to suggest reasons why people at different age levels smoke.

BASIC AREA: THE USE AND ABUSE OF TOBACCO

LEVEL A - Grades 7-8

SUBCONCEPT: Tobacco is a significant health and social issue in our society.

CONTENT

MOTIVATING-QUEST~O~

Mental-

Socio-

Physical

E~otional

Cultural

LEARNING EXPERIENCES

Adult influences

01 ""-l

outside the home

What would you tell your younger brother or sister about smoking?
Should teachers, physicians, and coaches tell young people not to smoke and then smoke themselves?
Do teachers, physicians and coaches smoke as much as other adults? Explain your answers.
Do these people influence your smoking attitudes? Practices? Explain why and how.

Ask students to prepare statements on what they would tell their brothers and sisters about smoking. Categorize these statements.
Show film emphasizing the exemplary role of adults and then distribute companion pamphlet material as a basis for discussion.
Ask a prominent community figure to speak before the class on the harmful effects of smoking to health and athletics.
Discuss the concept of "Do as I say, not as I do."

BASIC AREA: THE USE AND ABUSE OF TOBACCO

LEVEL A - Grades 7-8

SUBCONCEPT: Tobacco is a significant health and social issue in our society.

CONTENT

MOTIVATING QUESTIONS

Mental-

Socio-

Physical

Emotional

Cultural

Do the smoking habits of nationally known figures have an effect on the habits of teenagers?

LEARNING EXPERTENCES
Distribute pamphlets to the students; have them take them home and ask their parents to read them and get their reaction to the pamphlet; follow up with class discussion.

<e.x.n>

Smoking among youth

Why do young people smoke or not smoke? How many young people smoke? Why do young people continue to smoke?

Show film emphasizing contemporary effects of smoking and reasons teenagers smoke. High points should be discussed in class.

Distribute pamphlet materials on why young people smoke.

Availability of cigarettes

How difficult is it for teenagers to get cigarettes?

Have debate on pros and cons of smoking.

At what age do most teens get them?

Why is it against the law to sell cigarettes to minors? Is the law enforced?

BASIC AREA: THE USE AND ABUSE OF TOBACCO

LEVEL A - Grades 7-8

SUBCONCEPT: Tobacco is a signific~nt_ heiUh a.nd_sQcig.lis~u~i.nour 13ocietv.

CONTENT

MOTIVATING QUESTIONS

Mental-

Socio-

Physical

Emotional

Cultural

LEARNING EXPERIENCES

What are the regulations regarding selling cigarettes to minors?

Different forms and

What are the differences in the effects of

uses of tob acco

cigarettes?, pipes?, cigars and snuff?

~

pipe

cigars

chewing tobacco

cigarettes

Has there been an increase in the

snuff

production and sales of cigars? If so,

why?

Why have cigars appeared in new forms?

Have a student trace the laws regarding selling cigarettes to minors in Georgia. Discuss ways of enforcing cigarette purchasing laws.
Have students draw cartoons of people while they are smoking. Discuss.
Teacher or students make a bulletin board display of history and uses of tobacco as a basis for discussion in class.

Have student research sales of cigar industry. Use as basis for discussion of changing smoking habits.

*BASIC AREA: THE USE AND ABUSE OF TOBACCO CONCEPT: The use and effects of a mood and behavior modifier results from a com~l~xitx of factor~

LEVEL B - Grades 9-10

SUBCONCEPT: Use of tobacco results from and leads to health and social problems.

CONTENT

MOTIVATING QUESTIONS

LEARNING EXPERIENCES

Mental-

Socio-

Physical

Emotional

Cultural

The effects of cigarette smoking vary with the indivi dual.

Physiological effects

What are the immediate harmful effects of

eo-

Immediate

smoking? What are the immediate beneficial effects

increased pulse rate

of smoking on the body?

increased blood pres-

sure

What does smoking do to the circulatory

shortness of breath

system? Respiratory system?

lowered peripheral

skin temperature

How does cigarette smoking affect the

nervous system and fatigue and endurance?

Ask adult volunteers to help demonstrate the immediate effects of cigarette smoking in an experiment.
Take oral temperature for three minutes
Take blood pressure for three minutes.

Long term
cancer respiratory diseases emphysema chronic bronchitis

What diseases and disorders are associated with long-term cigarette smoking?
Why do people continue to smoke in view of health evidence against smoking?

This procedure should be followed before, during, and after smoking.

BASIC AREA: THE USE AND ABUSE OF TOBACCO CONCEPT: The use and effects of a mood and behavior modifier results from a complexity of factors.

LEVEL B - Grades 9-10

SUBCONCEPT: Use of tobacco results from and leads to health and social problems .

CONTENT

MOTIVATING QUESTIONS

LEARNING EXPERIENCES

Mental-

Socio-

Physical

Emotional

Cultural

Ask a competent resource

Heart and circulatory Why do adults who smoke encourage teenagers

person to visit class and

diseases

not to smoke?

discuss health implications

of smoking. It might be

Digestive disorders

Why are filters necessary if there are no

necessary to have one or

harmful ingredients in cigarettes?

more students interview a

Minor ailments

physician or other such

Are filters effective? Explain.

0-

Susceptibility to

person who would be too busy to speak to several

colds

Why are longer cigarettes more harmful than

classes.

the shorter cigarettes of the same brand?

Chronic cough

Show films from American

Why are the cigarettes with effective filters

Cancer Society, National

Hali tosis

unpopular?

Tuberculosis and Respira-

tory Disease Association,

Sinusi tis

American Heart Association,

and United States Public

Reduction in endurance

Health Service on the re-

lationship of cigarette

Tobacco amblyopia

smoking to cancer, chronic

bronchitis, emphysema, and

Psychological and socio- Are the reasons for beginning and continuing

other ailments.

logical considerations

the cigarette habit the same? Explain.

Have students draw

Motivations for starting What effect do the health warnings have on

exaggerated cartoons show-

to smoke

long-term smoker_sl___

ing the effects of smoking

BASIC AREA: THE USE AND ABUSE OF TOBACCO CONCEPT: The use and effects of a mood and behavior modifier results from a complexity of factors.

LEVEL B - Grades 9-10

SUBCONCEPT: Use of tobacco results from and leads to health and social problems.

CONTENT

MOTIVATING QUESTIONS

LEARNING EXPERIENCES

Mental-

Socio-

Physical

Emotional

Cultural

group pressure

What effect does the warning label have

such as bad breath, dull

curiosity

on smokers or nonsmokers?

appetite, stained teeth

boredom

and skin, and shortness

status

Do people smoke more when they are around

of breath. Discuss these

others? If so, why?

wi th class and then post

Motivations for not

in halls on exhibit.

starting to smoke

How does group pressure influence teenage

0-

'"

athletics

health

and adult smoking practices or nonsmoking practices?

Se cure "Smokey Doe" from State Health Department. Remove artificial lung to

economics

Why should a person pride himself in being

demonstrate residual carbons

pride

a smoker, a nonsmoker, or an ex-smoker?

left on filter after smoking.

example to others

How can a teenager be an example to someone

If possible, ask a former

else?

smoker who has suffered.

Motivations for

permanent damage from

continuing smoking

Can the nonsmoker derive these same benefits

cigarette smoking to speak

in other ways? If so, how?

to the class.

stimulation

relaxation

Make a bulletin board dis-

handling

play of pamphlet material

crutch

about smoking.

Have poster contest on the health aspects of smoking.

BASIC AREA: THE USE AND ABUSE OF TOBACCO CONCEPT: The use and effects of a mood and behavior modifier results from a complexity of factors.

LEVEL C - Grades 11-12

SUBCONCEPT: The use and misuse of tobacco raises significant health and social questions.

CONTENT

MOTIVATING QUESTIONS

LEARNING EXPERIENCES

Mental-

Socio-

Physical

Emotional

Cultural

One must consider several factors in his decision to smoke or not smoke.

Nonsmoking consideration

Immediate effects

0-

athletic performance

W

stained teeth and

fingers

How does cigarette smoking affect personal appearance?
What is the economic cost of being a smoker?
How do the prospects of a healthy future of a nonsmoker compare with those of a smoker?

What are the advantages of being a nonsmoker?

Are there advantages of being a smoker?

Long-range effects
lung cancer chronic respiratory ailments

How does smoking affect athletic performance?
Are the possibilities of a disabling or fatal disease important to the teenager? Discuss.
Does the public need protection against such advertising?

Have a student make an oral report to the class on what the cost of cigarette smoking is to the regular adult smoker for a year and a lifetime.
Panel discussion on the social aspects of being a smoker or nonsmoker.
Invite a physician to class to discuss the possible future health implications for the nonsmoker and smoker.

BASIC AREA: THE USE AND ABUSE OF TOBACCO CONCEPT: The use and effects of a mood and behavior modifier results from a complexity of factors.

LEVEL C - Grades 11-12

SUBCONCEPT: The use and misuse of tobacco raises significant health and social questions.

CONTENT

MOTIVATING QUESTIONS

LEARi\fING EXPERIENCES

Mental-

Socio

Physical

Emotional

Cultural

Smoking considerations
Factors influencing starting to smoke

Why are reasons for starting and continuing the smoking habit different?
Why do people ignore the health risks?
What are teenage attitudes with regard to smoking?

0-/::-.

Conduct a symposium concerning cigarette smoking (for desirable results, it is suggested that the program should be student-led and studentoriented) .
Discuss with the class how reas ons for starting to smoke and continuing to smoke might be similar but also be different.

Factors influencing continuing the habit

Is quitting possible? Difficult? What enables some people to successfully discontinue the smoking habit while others do not?
Why do some people say, "It is easier never to have started than it is to quit."

In cooperation with the Englishjournalism teacher, sponsor a poster campaign for the students. Use most original ideas in student hangouts in the community and in secondary schools.
Invite an ex-smoker to class and have him talk about his habi t and how he broke it.

Identifying the facts and fallacies about
cigarette smoking is often difficult.

ldhat do the cigarette advertiseTYlents say?

Show film from American Cancer Society designed for habitual smokers primarily.

BASIC AREA: THE USE AND ABUSE OF TOBACCO CONCEPT: The use and effects of a mood and behavior modifier results from a complexity of factors.

LEVEL C - Grades 11-12

SUBCONCEPT: The use and misuse of tobacco raises significant health and social questions.

CONTENT

MO'rIVATI:1W--QOESTIONS

LEARNING ExPERIENCES

Mental-

Socio-

Physical

Emotional

Cultural

Does the public need protection against such advertising?
How does cigarette advertising influence smoking behavior?

Have students make up mock cigarette commercials. Bring them to class and discuss.
Have students bring advertisements for cigarettes to class and discuss.

Show fi 1m depi cting the ex-

0-

ploitation of advertising

01

on students' needs. Discuss

implications in class.

What is the Surgeon General's Report of 1967,

The Health Consequences of Smoking? Compare

Conduct a quiz to identify

the statistics in it with figures on smoking

misconceptions about adver-

in Great Britain.

tising, health, and cigarette

smoking.

What was the old warning label on cigarette

packages? How was it changed?

Why are tobacco advertizers being forced to display the cigarette warning in their ads?
What is the latest Federal Communications Commission ruling on cigarette advertising?
What forces in our society are aimed at promoting and controlling tobacco use?

Have students try to determine how tobacco ads are aimed at them. Ask students how advertising affects them. Ask them to suggest the reasons for these appeals and their effectiveness. Do the same for the antismoking
commercials.

BASIC AREA: THE USE AND ABUSE OF TOBACCO CONCEPT: The use and effects of a mood and behavior modifier results from a complexity of factors.

LEVEL C- Grades 11-12

SUBCONCEPT: Thp. use and misuse of tobacco raises significant health and social questions.

CONCEPT

MOTIVATING QUESTIONS

LEARNING EXPERIENCES

Mental-

Socio-

Physical

Emotional

Cultural

There is a responsibility What are the responsibilities of the smoker to

Have the class debate on what

in being a cigarette

himself, his family and the community?

being a smoker or nonsmoker

smoker.

enables one to do.

indi vidual family community
00-

What are the effects of adult smoking habits on young smokers?
What does a nonsmoker image mean?
What does being a nonsmoker enable one to do? What does being a smoker enable one to do?

Suggest the establishment of a nonsmoking image among your particular group of teenagers. Ask students for slogan ideas demonstrating a nonsmoking position. Make use of such slogans throughout the school and the community.

How can senior high school students influence younger children not to smoke.
How can a nonsmoking image be created in the high school?

Utilizing the exemplary role, ask students to speak to elementary school children about cigarette smoking. (You will find that even smokers will encourage younger children not to smoke; it may also have some boomerang effects on them.)
Establish an anti-smog club in school to create a nonsmoking atmosphere and image.

BASIC AREA: THE USE AND ABUSE OF TOBACCO CONCEPT: The use and effects of a mood and behavior modifier results from a complexity of factors.

LEVEL C - Grades 11-12

SUBCONCEPT: The use and misuse of tobacco raises significant health and social questions.

CONTENT

MOTIVATING QUESTIONS

LEARNING EXPERIENCES

Mental-

Socio

Physical

Emotional

Cultural

Political and economic

Why are the tobacco industries now

Have members of the class

considerations have an

diversi fying?

compose a letter to their

important bearing on

congressman and ask his

the tobacco industry.

What parts do different government

opinion on why the federal

agencies play in growing, promoting, and

government supports the

regulating tobacco? What influences do

tobacco industry on the

lobby groups have on the above?

one hand, and supports

0'-I

research to combat smoking

Why do the attitudes toward tobacco vary

on the other hand. Have

in different parts of the country?

the class debate the pros

and cons of the above

question.

,',
"Teacher Source
~t:-;t:
Student Source

SUGGESTED BIBLIOGRAPHY 1 Books

Level

A. **Bauer, W. W., et al., Health for All, Book 7. Chicago: Scott, Foresman and Company, 1965.

Health for All, Book 8. Chicago: Scott, Foresman and Company, 1965.

A.

Byrd, Oliver E., Neilson, Elizabeth A., Moore, Virginia D.

Health 7. River Forest: Laidlaw Brothers, 1966.

A. -;':~':

Health 8. River Forest: Laidlaw Brothers, 1967.

A. ~':":t':
Irwin, Leslie W., et al., Foundations for Fitness. Des Moines:
Lyons and Carnahan Inc., 1967.

A. ~':-1:

Patterns for Living. Des Moines: Lyons and Carnahan, Inc., 1967 .

A.

r r.
....Wilson, Charles C., and Wilson, Elizabeth Avery.

Health for

Fitness and Safety. New York: Babbs Merrill, 1968.

A. -;':":1':

Man, Science and Health. New York: Babbs Merrill Company, Inc., 1968.

1
Adapted from Secondary School Health Education Curriculum Guide, Bulletin
691, Texas Education Agency, Aus tin, Texas, 1970.

168

Level
B-C ~',~'~
Byrd~ Oliver E., et al. Health To~ay and Tomorrow.
Laidlaw Brothers, 1966.

River Forest:

B-C ~':~';
Hagg~ Jessie Helen. Health Education for Young Adults. Austin:
Steck-Vaughn, 1965.

Jones, Evelyn, Wright, Betty Lee and Behlmer, Reuben V. Living in Safety and Health. Philadelphia: Lippincott, 1
A-B-C -:: Breacher, Ruth and Brecher, Edward. The Consumer's Union Report on Smoking and Public Interest. Mount Vernon, New York: 1963.
A-B-C ;': Eysenck, H. J. Smoking, Health and Personality. New York: Basic Books, Inc., 1965.
A-B-C ;': Fletcher~ C. I., et al. Common Sense about Smoking. Baltimore: Penguin Books~ Inc., 1963.
A-B-C ;': James, G., and Rosenthal, F. Tobacco and Health. Springfield: Chas C. Thomas, 1962.
A-B-C ;': Neuberger, Maurine B. Smoke' Screen - Tobacco and the Public Welfare. Englewood Cliffs: Prentice-Hall, 1963.
A-B-C ;': Ochsner, Alton. Smoking and Your Life. New York: Simon and Schuster, 1964.
A-B-C ;': &urgeon General's Advisory Committee on Smoking and Health, Smoking and Health. Washington, D. C.: U.S. Government Printing Office, 1964.
A-B-C ;': The Health Consequences of Smoking: A Public Health Service Review, 1967 and Supplement, 1968. Washington, D. C.: Government Printing Office, 1969.

169

Pamphlet Sources American Association for Health, Physical Education and Recreation,
1201 16th Street, N. W., Washington, D. C. 20036. American Cancer Society, Georgia Division, 2025 Peachtree Road, N. E.,
Atlanta, Georgia 30309. National Clearinghouse for Smoking and Health, U.S. Public Health
Service, 4040 North Fairfax Drive, Arlington, Virginia 22203. National Congress of Parents and Teachers, 700 North Rush Street,
Chicago, Illinois 60611. Roswell Park Memorial Institute, 666 Elm Street, Buffalo, New York
14203. Georgia He~'t Association, 2581 Piedmont Road, N. E., Atlanta,
Georgia 30324. Georgia Tuberculosis and Respiratory Disease Association, 1383
Spring Street, N. W., Atlanta, Georgia 30309. U.S. Children's Bureau, Department of Health, Education and Welfare,
Washington, D. C. 20201.
170

Films and Filmstrips
A "Barney Butt," Ameri can Heart Ass ociation. A "Cigarettes and Health," National Tl..lherculosis and Respiratory
Diseases Association. A "Cigarette Smoking," Encyclopedia Britannica Films. A "The Huffless Puffless Dragon," American Cancer Society. A "Smoking: Past and Present," American Cancer Society. A "To Smoke or Not to Smoke," American Cancer Society. B "Breaking the Habit," American Cancer Society. B "The High Cost of Smoking," Roswell Park Memorial Institute. B "Is Smoking Worth It?" American Cancer Society. B "Nature's Filter," National Tuberculosis Association and
Respiratory Disease Association. B "Point of View," National Tuberculosis and Respiratory Disease
Ass ociati on. B "Smoking and Heart Disease," American Heart Association. B "Smoking and You," Ameri can Heart Association. B "Tobacco and the Human Body," National Tuberculosis and Respiratory
Disease Association. B "Too Tough to Care," Visual Aids Department, TANE press. C "A Time for Decision," American Cancer Society. C "Cigarettes and Health," American Cancer Society. CTeachers Only) C "The Embattled Cell," American Cancer Society. C "Smoking: Past and Present," American Cancer Society. C "The Time to Stop is Now. 1I Ameri can Cancer Society.
171

a~~endices

APPENDIX A
AAHPER Position Statement
A UNIFIED APPROACH TO H1ALTH TEACRING
Health education--particularly that aspect identified as heal~h instruction--is of greater concern in contemporary society than ever before. The variety of choices and decisions to be made by the individual and society have multiplied in number and increased in consequence. Sporadic educational efforts~ isolated "once-a-year lectures~" in a haphazard or "spur of the moment" fashion~ are both difficult to administer and virtually ineffective. A unified approach to health teaching--that is~ a planned~ sequential curriculum in health education throughout the school years--is necessary to help attain the objective of education~ the healthy~ educated man.
Discussion
Today many people enjoy a higher level of health and a greater life span than ever before. This has been brought about primarily through the development of new drugs~ research, better public health programs, improved medical care, and health education. In spite of these advances in medicine and personal well-being, millions of people are not living at their optimal level of health. Modern patterns of living have intensified health problems such as heart disease, obesity, cancer~ mental illness~ alcoholism, drug addiction, and venereal disease. Moreover, some of these diseases loom larger than before because of our aging population.
In their enthusiasm to find solutions to existing health problems and most immediate needs, many official and voluntary health agencies and organizations have developed teaching materials especially for school use. Both official and voluntary agencies are to be commended for making these teaching aids available to schools. Many are well planned and have been most helpful in filling a void. However~ the number of health problems deserving special consideration in the curriculum has become so great that these very teaching aids and materials often interfere with the development of a comprehensive and sequential health instruction program required to meet the many health needs and problems of today's children and youth.
School administrators~ in the absence of well planned health instruction~ and in their Willingness to cooperate wi th local groups ~ have incorporated these materials in their curriculum. This is especially true when pressure builds in
175

a community to have the schools "do something" about drugs, sex, smoking, and alcohol. This results in the hastily scheduled two-week unit or one-lecture type of health offering to cover a specific prohlem--a problem "shot down" this year and forgotten next year in order to concentrate attention on something else. This kind of scheduling may lead to overemphasis on a health problem or it may be responsible for the neglect or omission of a number of other pertinent health problems. Health instruction, to be effective, must be on a continuing basis and not a crash program.
Recommendations In view of the need for a comprehensive program of health instruction, it
is recommended that: 1. There be a unified approach to health teaching, a program of health instruction organized and scheduled in such a way that there is scope and sequence through the school years (K-12). 2. A program of curriculum development be undertaken which will involve (a) the identification of specific courses with content, learning activities, and evaluation activities and (b) coordination and integration with other subject matter areas. 3. The health curriculum be developed by school personnel and curriculum directors who work closely with the lay public, with individuals from the voluntary and official health agencies, and with consultants from the state and national level when available. 4. Those who teach health be specifically prepared and have a genuine interest in the field of health education.
This statement, prepared by a committee of the School Health Division, was approved by the School Health Division Executive Council and officially approved and endorsed by the AAHPER Board of Directors.
Reprinted from the School Health Review, September 1970. Copyright, 1970 by the American Association for Health, Physical Education and Recreation, National Education Association, l20l-l6th Street, N. W., Was.hington, D. C. 20036.
176

APPENDIX B

SECTION II STANDARDS FOR PUBLIC SCHOOLS
(SCHOOL SECTION)
CRITERIA BASED UPON STATE BOARD POLICY - Standard 12

BR

210. Health education, as a discrete subject, is required of all

students in secondary schools for graduation. (Schools may

meet this criterion by requiring either one semester in the

eighth grade or one quarter in grade eight and one quarter

in any grade 9-12). N/A if the school does not contain

grade 8 or above.

BR

211. Health education includes annual instruction in the potential

hazards of tobacco, alcohol and drug use, misuse and abuse.

This instruction must be given in grade five and in each

subsequent grade or it may be beg1.lll on a lower grade level

at the discI'etion of local school officials. N/ A if the

school does not contain grade five or above.

BR

212. Every student in kindergarten through grade eight is enrolled

in health and physical education for a minimum of 30 minutes

daily. N/A if the school does not contain any of the grades

one through eight.

BR

350. Good sportsmanship, fair play and wholesome relationships

are observable in all physical education instruction and

athletic events.

SCHOOL PLANT (Equipment, facilities, operation and site) - Standard 17

The school plant is adequate for the program offered and the enrollment housed. It has the necessary classrooms, laboratories, library facilities, space for physical education, and food service facilities, and the site is landscaped to enhance aesthetic values.

RATIONALE: For a school program to function with maximum effectiveness, the physical plant in which it is housed should be planned to meet the special needs of the program and designed to meet the minimum standards
required by the State Board of Education. The s.OOool plant provides physical facilities to support the total educational program and provide for the health, comfort, and safety of children and staff.

177

BR

271. Proper operation of all instructional equipment is maintained.

(The evaluator may use judgment as to the application of the

word "alL")

BR

273. The school maintains. clean and attractive halls, classrooms,

res trooms, and grounds.

CRITERIA:

E

281. The playground has been developed and equipped to provide

safe, protected play areas free from all hazardous objects.

E

282. The maintenance and custodial staffs are provided with the

space, equipment, and utilities essential to insure clean,

safe, and functional working conditions for all children

and teachers.

CURRICULUM - Standard 22

A comprehensive school program is available to all students.

RATIONALE: A comprehensive school provides an instructional program which meets the abilities, needs, and interests of all students served by the school. A comprehensive program of studies offers in addition to common learnings and basic education skills, a variety of choices leading to occupational preparation either at the high school level or post-high school level.

GENERAL CURRICULUM REQUIREMENTS

HEALTH AND PHYSICAL EDUCATION

E

360. A certificated physical education instructor teaches all

physical education activities.

E

361. No physical education class exceeds 40 students enrolled.

E

362. A special program is provided for those students who are

physically handicapped.

E

363. There are experiences that develop the motor skills of walking,

running, jumping, climbing, bending, stretching, and the more

complex variations and contributions of these basic movements,

rhythms, group activities, games and self-testing activities.

E

354. Instruction of girls and boys is by a professionally certifi-

cated, physical education teacher of the same sex as the

students being taught. N/A for elementary schools

178

APPENDIX C
DESCRIPTION OF CHILD HEALTR RECORD FORM He 4.1, REVISED 8/60
This card is designed for use in the school and is used as a method of obtaining from the parent a health history and other information concerning the individual child. Such information might be of use to the school in meeting the needs of the child.
It is suggested that the parent be given the card at the time of preregistration in the spring (in those school systems where preregistration of first grade children is held) in the fall at time of entrance, or when children transfer from another school. The front side of the card is to be filled in by the parent before presentation to the physician. The card is to be taken to the doctor at the time of physical examination, and the doctor is to list his findings thereon.
There is a place for immunizations, and it is hoped that the doctor will fill this in. In some instances where the immunizations have been done by the public health department, this portion will have to be filled in by the parent with the assistance of the public health nurse in the local health department.
It is hoped that the physician will make recommendations concerning the child's ability to participate in the usual physical education and school sports program. Where physical handicaps exist, the physician should make recommendations as to how the school might be most helpful to the child.
This card is a medical record and it is the responsibility of the principal and school nurse or public health nurse to decide where it can be filed appropriately. Some nurses may have offices in the schools with files available to them; others will prefer to use the public health department files for this record. When the card is filed in a location other than the school, it becomes the nurse's responsibility to keep school officials aware of significant medical and/or nursing recommendations and to assist in recording this information in the appropriate place within the school ("Teacher's Health Observation Card" and/or "Students Accumulative Record").
It is recognized that this card provides space for only one physical examination, but to be fair to the physician and parent, one complete card is needed. For those children having other periodic examinations, a plain sheet of paper may be used for this, or additional lie 4.1 forms as desired.
179

APPENDIX D CHILD HEALTH RECORD
(This side to be fIlled in by parent before presentation to physician.)

School

_ Grade

Year

County

_

i'ame ,ddress

_ Birth date _ Parent or Guardian
Religion

Age

Sex

Race

_

Phone

_

_

Number of adults 21 yrs. and older in the home _ _; children_ _ . Diseases in the home at present or in past: (TB, mental illness, etc.)

Past Illnesses
(Check-giving approximate dates.)

Frequent colds

_ Stomach upsets

_

Frequent sore throats

_ Kidney trouble

_

SJnusitis,

~ Heart trouble

_

Abscessed ears

_ Rheumatic fever

_

Bronchitis

_

Convulsions

_

Asthma

_ Tuberculosis

_

Allergies

_ Diabetes

_

SerIOUS ivy poisoning

_ Other (specify)

_

Operations or serious injuries (specify)

_

Chicken pox Measles (kind) Mumps Scarlet fever Poliomyelitis Whooping cough

Diseases

Date _ _
_ _
_

Other Illnesses or diseases or details of above

_

Parent's Comments

BehaVIOr . Fainting_. ",lenstruation Bed wetting Other (specify)

_ -
---------------------------------------------

GEORGIA DEPARTMENT OF PUBLIC HEALTH Form HC4.1; Revised 8-60
180

Physical Examination
(By Licensed M.D.)

Date of examination

_

Musculoskeletal
Skin: Scabies Athlete's foot Impetigo Other
Eyes Ears Nose Throat
Teeth~
Heart Lungs Abdomen: Genitalia
Hernia
Urinalysis Other lab tests

Height

_ Weight

_ _

Vision: R 201

_ L201

_

Hearing

_

_

_

_

_

_

_ _

Diphtheria Pertussis Tetanu:, Poliomyelitis Smallpox Other (specify)
Tuberculin test

Immunizations
Date primary series completed

Date of last booster

_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ Date

_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ Result

Physician's Comments and Recommendations
This person is in satisfactory condition and may engage in all usual activities except as noted:

_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ M.D.

Address

_

181

APPENDIX E
DESCRIPTION OF TEACHER'S HEALTR OBSERVATION
CARD, HC 4.2
The "Teacher' s Health Observation Card" serves as a guideline for observing children in order to gain insight into their physical and emotional health. Focusing on a child's appearance, behavior and performance, teachers recognize that children are different in many ways.
By carefully recording observations, teachers can gather data which may identify a child's need for assistance by the teacher, nurse and/or others. Recorded observations from year to year also allows each teacher to be aware of a child's special health needs.
The space for "Notes on Follow-Up" serves as a place to record pertinent data on the planning of care and follow-up received by the child. Results of the teacher's consultation with the nurse and others should be recorded here also.
This form can be ordered from the State Health Department through the local health department.
Georgia Department of Public Health Child Health Service March, 1971
182

NAME (PRINT)

LAST

ADDRESS NO,

PARENTS' NAME

APPENDIX F TEACHER'S HEALTH OBSERVATION CARD

___________ COUNTY ___________ SCHOOL

M_ _F _ _W_ _NW _ _ DATE OF BIRTH

_

FIRST

MIDDLE

STREET

PHONE,

_

CITY

COUNTY

FAMILY DOCTOR

_

SCHOOL GRADE
Date (Mo. and Yr.)

Kdg. or Sp.CI. 1ST 2ND

3RD 4TH

5TH

6TH

7TH

8TH 9TH 10TH 11TH 12TH

RESULTS OF SCREENING:

Height

Weight Vision Test: Hearing Test: Tuberculin:
Teeth:

Pass Fail Pass Fail Negative Positive Good Work Needed

GENERAL:
Pale, Frail Tires Easily Irritable, Cross Attention Span Short Weight Problem
EYES:
Sties or Crusted Lids Crossed Eyes Frowns, Strains To See
EARS:
Malodorous Discharge Earaches Comprehends Poorly
NOSE AND THROAT:
Mouth Breathing Frequent Colds Frequent Sore Throat NaSal Discharge Frequent Nosebleed
OTHER:
ObVious Physical Defects:

G;;;--
FOrll1 Hgepartment of Pubhc Health 4-2, ReVised 1960

183

SCHOOL GRADE

Kdg. or Sp. CI. 1ST

2ND

,

,

,

,

,

,

,

,

,

3RD 4TH STH 6TH 7TH 8TH 9TH 10TH 11TH 12TH

Date (Mo. and Yr.)
BEHAVIOR: I. DOES HE SHOW VERY PECULIAR
BEHAVIOR, SUCH AS: ~ Twitching or other strange
mannerisms which he does not seem able to control?
-Often hurting other children without reason1
-Destroying things so much that he has been pu t au t of play or school group?
-Extreme fear of anything new and always staying close to parents?
-Complete lack of interest in anything, either people or surroundings?
2. DOES HE FOR LONG PERIODS OF TIME GO BACK TO A MORE CHILDISH MANNER OF ACTING OR SPEAKING?
3. DOES HE REPEATEDLY: - Run away from home?
-Play hooky from school?
- Have trouble with courts, school or other authorities?
4. ARE HIS FAVORITE ACTIVITIES ONES WHICH HE ENGAGES IN ALONE?
S. DOES HE USE SICKNESS (REAL OR IMAGINED) TO AVOID CONTACTS WITH PEOPLE?
ACCIDENTS: (SPECIFY)

NOTES ON FOLLOW-UP (RESULTS OF MEDICAL AND DENTAL CORRECTIONS. PLEASE SIGN NOTES.)

DATE

ENTRIES BY TEACHER AND NURSE

-----------------------------------------------------
-------------------------------------------------------------------------------------------------------------------
--------------------------------------------------------

APPENDIX G SCHOOL FURNITURE AND SEATING GUIDE
"Very poor posture for study. No slant downward from front to back in the seat of the chair-the child feels as though he is slipping out of the chair. Desk is too far away and does not have correct slant for work. The most evident fault is that desk is too high." By permission from the Texas State Department of Health.
"Illustration of child sitting in slumped position in school chair. This chair is too small. This position if continued through most of the day could cause the development of round shoulders and forward head with hollow back." By permission from the Texas State Department of Health.
185

Front edge of seat is putting pressure under the knees. The chair seat is too deep from front to back. Second arrow indicates that the chair is too high." By permission from the Texas State Department of Health.
"In this position, the child is leaning to one side and thus throwing the back into a lateral curvature of the spine. The arm of the chair is too high for this child." By permission from the Texas State Department of Health.
186

APPENDIX H

TO: FROM: SUBJECT:

Parents Health and Physical Education

We would like to welcome your child to

High

School. We are looking forward to having him/her participate in health

and physical education which we know is a very integral phase of his/her

growth and development.

Health and physical education are required daily of all students in Georgia beginning in kindergarten through grade eight.

If your child cannot participate in the regular physical education program, please mark restricted program on the portion of this letter to be returned.

If restricted program is marked, this must 0e accompanied by the examlnlng physician's blank. If regular program is marked, then your child is expected to participate in the regular program of health and physical education. If your child cannot participate, because of a temporary restriction, you may write a note which will excuse him/her for that day.

Name of Student

I have received your letter and am returning the following information for the classification of the above named student in the health and physical education program.
PLEASE LIST ANY CRIPPLING DISEASES, SUCH AS BROKEN BONES, POLIO, EPILEPSY, ASTHMA, DIABETES, RHEUMATIC FEVER, ETC.

1.

3.

2.

4.

187

PLEASE CHECK THE APPROPRIATE SPACE

Rt:::GULAR PROGRAM

RESTRICTED PROGRAM (MEDICAL FORM PE--=-TO BE ATTACHED)

ADDITIONAL COMMENTS OR EXPLANATIONS

Signed:

Parent or Guardian

188

Name of Student

APPENDIX I PHYSICIAN'S STATEMENT

This student believes that he or she should receive a restricted program in physical education because of physical disability. After examination, please give us your opinion as to the activities in which this student may safely participate.
Physical Education Teacher

I have examined this student and have advised the parents as to the best procedure to follow to safeguard and improve health. I report the following:

CODE: OK=NORMAL X=NEEDS CORRECTION T=UNDER TREATMENT C=CORRECTED

HEIGHT

EARS -------------- HEART

WEIGHT - - - - - - - - - EYES - - - - - - - - - - LUNGS

SKIN - - - - - - - - - - NOSE - - - - - - - - - - HERNIA

NUTRITION - - - - - - - - TEETH - - - - - - - - - - ORTHOPEDIC

BLOOD PRESSURE - - - - - NOSTRILS

ENDOCRINE

This student is physically able to participate in the regular course of

physical education. Yes

No

(If answer is No, please complete form

below.)

____________________is under my care for

Disability

From - - - - - - - - - - -19
_____ Running (jogging)

to _ _ _ _ _ _ _ _ _ _ _ _---:19 Push ups

189

-_ _- _- _-

Throwing Tumbling

____ Rope climbing

-------------

Skipping Jumping Swimming Trampoline Fitness training

---- Fitness testing

- - - - - - - - - -Phone

____ Sit ups

_-_-_-_-

Running (sprinting) High j uroping

-_ -_ _ - _-

Broad j uroping Tag foothall

_____ Volleyball

----

Basketball Tether ball

------ Softball

M.D. Address

\90

APPENDIX J
AAHPER Position Paper
GUIDELINES FOR SECONDARY SCHOOL PHYSICAL EDUCATION
The focus of attention and the subject of concern of this publication is the secondary school student. He has a difficult and demanding role. During his teenage years, he must learn to manage the highly sophisticated skills and techniques necessary to function as a contributing member of our complex society. Secondary students today are concerned, bewildered, confused, restless, keen, conscientious, and thoughtful. They are different from the young adult of former years in the degree of their awareness of problems, opportunities, and concerns. It is vital that we understand the teenage subculture which constitutes such a large and complex segment of American life. In-depth investigation of this culture should lead both the student and the teacher to a discovery of what the student needs, feels, and cares about. This discovery--this common concern--brings identity to the problem and gives direction for the construction of learning experiences. The task is to develop and present activities in physical education that are functionally linked to the knOWledge and attitudes of the secondary school student and his society. It is the linking of what he learns to what he feels and cares about that makes school meaningful to the student. Physical education in the secondary school, through its specific contribution, should provide:
A setting in which experiences will help each student enjoy physical activity, to feel good about himself, and to accept himself and others.
Opportunities for vigorous activities through which there may be alleviation of frustrations and tensions.
Many avenues for self-identification and for identification with sex and peer groups.
A variety of opportunities to develop self-confidence, individual initiative, and responsibility to self and society.
Experiences which recognize a diverse range of human talents and interests, facilitating the discovery of specialized abilities together with the acceptance of limitations.
191

An atmosphere which relates and integrates the individual with his total environment.
Special attention to differences in physical development and maturity of individual students.
An environment that supports the rules necessary for the concept of fair play and for the safety of the participants.
Opportunities for students with severe structural or functional handicaps to participate in special activities adapted to their individual needs.
Coeducational physical education experiences.
Attention to the use of books, and audio-visual media as resource materials.
KnOWledge and experience in activities which will encourage and assist the individual to maintain fitness throughout life.
Leadership opportunities for each student.
SECONDARY SCHOOL PHYSICAL EDUCATION
PHYSICAL EDUCATION is that integral part of total education which contributes to the development of the individual through the natural medium of physical activity--human movement. It is a carefully planned sequence of learning experiences designed to fulfill the growth, development, and behavior needs of each student. It encourages and assists each student to: DEVELOP the skills of movement, the knowledge of how and why one moves, and the ways in which movement may be organized.
LEARN to move skillfully and effectively through exercise, games, sports, dance, and aquatics.
ENRICH his understanding of the concepts of space, time, and force related to movement.
EXPRESS culturally approved patterns of personal behavior and interpersonal relationships in and through games, sports, and dance.
CONDITION the heart, lungs, muscles, and other organic systems of the body to meet daily and emergency demands.
ACQUIRE an appreciation of and a respect for good physical condition (fitness), a functional posture, and a sense of personal wellbeing.
DEVELOP an interest and a desire to participate in lifetime recreational sports.
192

THE INSTRUCTIONAL PROGRAM
The instructional program has as its foundation a cornmon core of learning experiences for all students. This core of experiences must be supplemented in ways that serve the divergent needs of all students-the gifted, the average, the slow learner, and the physically handicapped. It must be geared to the developmental needs of each pupil.
The program should provide for a reasonable balance in those activities commonly grouped as team and individual sports, aquatics, gymnastics, self-testing activities, dance and rhythms.
Sequential progression in the specific skills and movement patterns involved in the activities included in the above grouping is essential.
There should be opportunity for elective learning experiences within the required program.
The acquisition of knowledge and understandings related to the development and function of the human body, and to the mechanical principles of human movement is necessary.
Learning experiences (physical activities) should be designed to foster creativity and self-direction and to encourage vigorous activity which includes emphasis on safety procedures.
Physical fitness--agility, balance, endurance, flexibility and strength should be developed.
Experiences which reinforce the development of behaviors, attitudes, appreciations and understandings required for effective human relationships are important.
Special opportunities should be offered for those students who find it difficult and uncomfortable to adjust to the regular program because of physical, social, or emotional problems.
The program should present basic skills which can be employed in a comprehensive intramural, interscholastic, and recreational program for all girls and boys.
INTRAMURAL/INTERSCHOLASTIC
The instructional program, which has as its base the teaching of skills and knowledges~ provides a foundation for comprehensive intramural/interscholastic programs wherein the opportunity for organized sports is available to all girls and boys. Intramural/interscholastic athletics makes available a laboratory period in physical education and should be encouraged and provided for all students.
193

Medical examinations should be required for all who participate in vigorous activities.
A physician's statement indicating the student's fitness for participation should be required following a serious illness or injury.
The program of intramural/interscholastic athletics should provide opportunities for participation in a wide variety of sports and activities for both girls and boys.
Competition should be as equal as possible, based appropriately on age, ability, height, weight, physiological maturity, and strength of participants.
The financing of the instructional, intramural, and interscholastic athletic programs for girls and boys should be provided by local boards of education.
Remuneration for additional teacher assignments (E.g., intramurals, clubs, interscholastics) should be financed by the local boards of education.
Teachers who provide leadership in the intramural and interscholastic athletic program should be enthusiastic and well-prepared and should possess technical competencies in these additional areas of responsibility.
Interscholastic athletic leagues or conferences should be confined to students in grades 7-12. Tackle football for boys should not be included in the junior high athletic program unless the kind of equipment, facilities, health supervision, coaching, and officiating that are necessary for optimum safety of the participant can be provided. Boxing as a competitive sport should be prohibited.
All secondary school interscholastic contests, including postseason games, should be under the jurisdiction of state high school athletic association.
Opportuni ties for leadership and service should be made available for students.
The entire program of physical education (class instruction, adapted, intramural, and interscholastic) should be administered by a qualified director of physical education.
THE TEACHER
Qualified and dynamic leadership is essential to the implementation of an effective and comprehensive program of physical education in the secondary school. The key to the teaching-learning environment is a competent, concerned teacher. The teacher must be knowledgeable about growth and maturational patterns and be sensitive to student needs, desires, and concerns.
194

The program of physical education in the secondary school should be taught by qualified teachers whose certification in physical education is recognized by the state department of education.
Teachers of potentially hazardous activities Caquati cs, gymnasti cs, skiing) should have specialized training to the extent that they are recognized and certified by the national agencies associated with these sports.
Men and women coaches should be certificated teachers and possess a major or minor in physical education or state coaching certification. Interscholastic sports should be coached and officiated by the most qualified personnel.
Teachers and coaches should have training in emergency first aid and be knowledgeable in regard to school referral procedures.
Teachers of secondary physical education should become familiar with the program of physical education in the elementary schools and share in program planning whenever given an opportunity, to assure desirable progression and sequential arrangement of activities, K-12.
HEALTH PROTECTION AND INSURANCE
The health and safety of the individual should be paramount in every phase of physical education.
There should be periodic medical examinations to assist in determining the health status of all students.
Students participating in any phase of the physical education program should be required to have adequate insurance coverage.
It is essential for hygienic and safety reasons as well as to aSSure freedom of movement that all students change to prescribed clothing for participation in physical activities. Showering should be required after participation in vigorous physical activities.
The school should provide towels, soap, showers, and sanitary dressing facilities with adequate maintenance.
There should be supervision in the locker room to assure safety and orderliness.
Authorized school district transportation should be provided when needed for all instructional activities and intramural and interscholastic athletics.
Schools should have written policies and procedures for accident p:evention, emergencies, reporting to the administration, immediate first ald, and notification of parents or guardian.
ly5
l

SCHEDULING/TIME ALLOTMENT/CLASS SIZE
Scheduling, time allotment, and class size have a direct bearing on the health, safety, and extent of participation by students on the type of activities that can be offered, and on the student outcomes which can be expected.
A daily instructional period of directed physical education should be provided for all secondary school students equivalent in length to that found in the regular school pattern.
Schools organized on other than the traditional schedule should provide physical education experiences for each pupil comparable in time to that allocated to other major courses.
The instructional program should be scheduled to allow for maximum participation and adequate time for each pupil to have an opportunity to gain the satisfaction that comes from achievement.
All students should be enrolled in physical education classes. Time should be scheduled in the physical education program for pupils handicapped by functional or structural disorders and those who find it difficult to adjust to the regular program.
Assignment to physical education classes should take into consideration sex, skill, maturation, grade level, and health status.
The pupil/teacher ratio should be the same for physical education classes as for other subject areas with variations possible depending upon the activity.
There should be no substitute for the instructional program.
The teacher's schedule should allow time for preparation and planning.
FACILITIES/EQUIPMENT/SUPPLIES
Facilities, equipment, and supplies are of the utmost importance in conducting a comprehensive program of physical education in the secondary school.
Physical education facilities, supplies, and equipment should be provided for the instructional, intramural, interscholastic and recreational programs in proportion to the needs, interests and numbers of girls and boys to be served. This includes adequate and desirable shower and locker room facilities.
Each area of the physical education program should be provided with appropriate equipment and supplies in sufficient quantity to
196

provide each student with an opportunity to actively participate throughout the entire class period.
Daily maintenance service of the gymnasium, locker room, swimming pool, and showers and regular maintenance of the outdoor phys.ical education area must be provided for the health, general welfare, and safety of the students.
All equipment, supplies, and uniforms issued by the school should be periodically checked, reconditioned, and laundered to ensure proper sani tary condition and maximum safety for students.
In the planning of facilities, both men and women staff members on the instructional level should be consulted to ensure the optimum functional value of the teaching stations. It is recommended 125 square feet of activity instructional area be provided for each student participating.
School and community facilities should be planned and used to supplement and complement each other in meeting the needs of the students and the community.
Community recreation programs conducted within a school facility should be under the supervision of school personnel, to assure the safety of students and the protection of facilities, equipment, and supplies.
EVALUATION
Evaluation is a continuous process which is necessary for the improvement of learning experiences in terms of objectives and effectiveness of instruction. Self-evaluation by the student and the teacher is a part of the process. Evaluation should be utilized as one means of interpreting the program to pupils, school personnel, parents, and community. Schools should make certain that their offerings and procedures are consistent with the accrediting agency by which they are governed. Credit for each year of physical education in the secondary school should be granted for graduation on a basis equitable with other subject matter areas . Credit in physical education should count toward honor grades and be included in establishing class rank order. Standards for credit in physical education for graduation should reflect the same kind of quality as established by local school boards or state departments of education for other areas of instruction.
Prepared by a committee of the AAHPER Phys.ical Education Division and approved by the American Association for Health, Physical Education and Recreation.
197

APPENDIX K
SOCIETY OF STATE DIRECTORS OF HPER
POSITION STATEMENT ON TRAMPOLINES IN PHYSICAL EDUCATION
The Society of State Directors of Health. Physical Education. and Recreation at their 1969 Gull Lake Workshop voted the adoption of a statement on the use of the trampoline. Everett Hebel. director of health and physical education of the state of New Jersey, was chairman of the Task Force assigned the responsibility of developing this statement.
The Society is fully aware of the fact that the general statement provided here does not cover in depth all aspects of trampoline activity. It is the responsibility of each state to formulate its own guidelines regarding trampoline use.
The popularity of the trampoline since 1960, especially in the colleges and schools in this country, has deemed it necessary for the Society of State Directors of Health, Physical Education, and Recreation to take a position on the use of this type of gymnastic equipment in our physical education, physical fitness and school recreation programs.
Years ago the trampoline was used primarily by experts who were either gymnasts or professional acrobats. Trampo1ining was considered a sport requiring great skill and many hours of practice. Despite much training in its use, basic dangers existed which challenged even the professional.
The trampoline's appeal invites children to fly in the air, to bounce and to attempt body movements that are impossible from a standing position on the floor. Unfortunately, all children in regular and special physical education classes are not skilled in the control of their bodies while in the air. Consequently, formal instruction and supervision of participating youngsters whose skills are known, is imperative in an activity of this nature.
While recent improvements in equipment have reduced the number of minor injuries, the most dangerous part of the trampoline is still the center of the bed. Here may occur the serious, permanent crippling, or even fatal injuries resulting usually from acute flexion of the cervical spine. These severe injuries frequently happen when the trampolinist attempts difficult maneuvers prematurely. The skilled performer in schools where trampo1ining is a sport needs to observe safety precautions as he tries to improve his performance in difficult advanced stunts.
198

The question still prevails as to whether the threat of serious injury outweighs the anticipated gains in poise, agility, and other values attributed to the use of the trampoline.
The Society of State Directors currently maintains, however, that where qualified teachers are present to provide instruction and to supervise trampoline activities in a way that will minimize dangerous maneuvers during the minimum training period, students with an interest in this activity may be permitted to participate.
In the final analysis the advisability of offering trampoline activities should rest upon a school's willingness to provide a program of instruction under qualified personnel emphasizing progressive involvement coupled with effective, precautionary supervision.
199

APPENDIX L
AAHPER Position Statement
SMOKING EDUCATION: THE SCHOOL'S RESPONSIBILITY
All published reports subsequent to the report of the Surgeon General's Committee,Smoking and Health, published in 1964, are abundantly clear in their indictment of cigarette smoking as a health hazard. The schools should accept responsibility for providing smoking education programs and practices consistent with current information. Teachers, as well as all other school personnel who share in the education of children and youth, also have a role in educating about smoking and health.
If quality education about smoking and health is to become a reality, it is imperative that it be an outgrowth of the educational experience at the primary level. The effectiveness of later educational efforts related to smoking behavior in large measure will depend upon the nature as well as the quality of the primary school health program.
A program of health instruction throughout the primary grades should emphasize experiences that provide opportunities for pupils to develop foundations essential to self-understanding and self-acceptance.
In the intermediate grades a clearly identified segment of the school day should be devoted to a health instruction program in which the content focuses on the effective physical, social, and mental functioning of the human organism. Children and youth should be given opportunity to study many health behaviors in which they are or will be involved, including smoking. The instructional program should encourage the student to make and test personal decisions and to evaluate alternatives.
Instruction at the junior and senior high school levels should provide opportunities to explore in depth the psychological, physiological, and sociological factors involved in making wise decisions about smoking.
Some significant psychological factors which may, or may not, encourage youth to start smoking are peer acceptance, mimicking the adult, and the effect of advertising. Knowledge of the impact of these factors on health behavior is of paramount importance in planning and implementing an effective instruction program in smoking and health.
Professional preparation of teachers should include education about smoking and health. Further, in-service training programs should be organized to improve
200

competencies for teaching smoking and health education. These programs should include emphasis upon causes of hehavioral patterns as well as upon factual information.
Frequently, educational efforts hegin with example and school personnel serve as models which children emulate. Thus the school's fundamental responsibility in providing an effective smoking education program involves behavior by all school employees which will positively reinforce learning experiences. All school personnel who smoke should take appropriate action to provide an exemplar image consistent with current facts on smoking and health.
The American Association for Health, Physical Education, and Recreation recommends that all schools take appropriate steps to establish policies and practices consistent with current information on the hazards of cigarette smoking, including:
1. Assuming responsibility for curriculum experiences in smoking education which are timely and stimulating and provide accurate content, as an integral part of the ongoing, unified health instruction program, kindergarten through the twelfth grade
2. Providing appropriate in-service training opportunities for school personnel, classroom instructional resources, and supervision and consultative services to teachers
3. Maintaining a physical and emotional school atmosphere that positively reinforces the objectives of the ongoing health instructional program
4. Encouraging staff and adult visitors to the school to rea1ize the exemplar role they play and the importance of compliance with smoking rules and regulations
5. Recognizing that parent example, pupil-peer relationships, and other community influences are important in the development of desirable health behavior
6. Utilizing classroom situations as well as learning experiences in other curricular and extracurricular activities to reinforce the educational process
7. Emphasizing the exemplar role of all school faculty and staff in relation to smoking on school property
201

8. Adopting "no smoking policies" for all groups utilizing school facilities
9. Abolishing student and faculty smoking facilities.
This statement, originally released in 1965, was revised by the Advisory Committee of the AAHPER Leadership Development Project on Smoking and Health Education, approved by the School Health Division Executive Council, and officially approved and endorsed by the AAHPER Board of Directors.
202

APPENDIX M

School

ACCIDENT REPORT FORM *
Addreu

A. Name

-.:::-=-
Last

-;=:-Fint

D. Sex - 0 Male 0 Female

L STUDENT INFORMATION

.....-;:;-:-:;:-

_

B. Grade

Middle

E. TeICher

Zip Code

_

_ C. .\Me

_

D. ACCIDENT INFORMATION

A. TIme ot Accident 0 A.ll4. 0 P.M.

B. Date

_

C. Supervlaed Activity 0 Yet 0 No

Name of Instnlctor Present

_

D. Nature of Injury (May be completed atter medical eXamlnatlon)

1. 0 Abrasion I. 0 Anlmal or Insect Bite 3. 0 Asphyx1atlon . 0 Bruise 5. 0 Bum

8. 0 Concussion 7. 0 Contaet-Tox1c Substance 8. 0 Cut 9. 0 Dental 10. 0 Dislocation

11. 0 Foreign Body 12. 0 Fracture 13. 0 Heat Exhaustion If. 0 Laceration 15. 0 Puncture

18. 0 Shock. FalnUDa

1178.. 00 SOptrhaeIrn

_

E. Part of Body Injured
J. Seed
1. 0 Scalp I. 0 Back 3. 0 Front 4. 0 Eyes
5.0 Ear
e. 0 NOie
7. 0 Mouth
8. Teeth 9. Neck

II. TruDk
1. 0 Chest 2. 0 Abdomen 3. 0 Back

m. Arms
1. 0 Shoulder 2. 0 Upper Ann 3. 0 Elbow . 0 Lower AnD S. 0 Hand 8. 0 FIn.en

IV.Lep
1.0 Hlp
2. 0 Upper LeI
3. 0 Knee
. 0 Lower LeI II. 0 Foot 8. 0 Toee

F. Location ot Accident
1. 0 Athletic Field 2. 0 Cafeteria 3. 0 Classroom
. OOym

5. 0 Hallway 6. 0 Lab 7. 0 Pla)"ground 8. 0 Restroom

9. 10.

00

Shower-Dlftsina Staln

RoomI

13. 14.

00

VocatlozW Other

ShoP8

_

U. 0 Street 12. 0 School Bua

A. Environmental Factors
1. 0 Crowdln. I. 0 Coon 3. 0 Drlnklna FountaIn . 0 Equipment S. 0 Floon
e. 0 SW'faee
7. 0 Lilhtlna
e. 0 No Handrail
9. 0 MechanIcal De!~u 10. 0 Ventilation 1121.. 00 OWtehaetrher

m. CONTRIBUTING CAUSES

B. Human Factora

c. A8enta

1. 0 Active Oame 2. 0 Fatigue

1. 0 Animal or IDIect 2. 0 Electrlclt)'

3. 0 Fightina

. 0 Horseplay

II. 0 Improper Attitude

8. 0 Lack ot Traln1n. or Experience

7. 0 Preoccupation

8. 0 Runnlna

109.. 00 OVitohleartion of Rulet

_

3. 0 Fire
'.00_ II. 0 Liqulda 8. 0 Ph)'IJcal JI:4. Zq\IJpment 7. 0 PencU 8. 0 School Equ!pDl..m 9. 0 Solida 10. 0 Student

_

U. 0 VehJcl. 12. 0 Other

203

IV. ACCIDENT DESCRIPTION
Describe the accident in your oWlt .... ords. Please give aU details so that this lIccldent report may be u~ed to prevent other similar accidents.

V. POST ACCIDENT INFORMATION

A. Was First-Aid given? 0 Yes 0 No
Describe

By whom ~

~~

B. Does health record indicate tetanus immunization currently effective? 0 Yes 0 No

C. Was parent or other responsible person notified? 0 Yes 0 No

By whom

D. U no. explain

_

E. Was student sent home? 0 Yes 0 No If YeS, was he llCeompallled? 0 Yes 0 No F. Was student sent to physician? 0 Yes 0 No Name of physician

G.

Was student sent to hospital emergency room?

0 Yes

0 No

of NOlne

hospj~al

H. Method of transportation I. DIlYs lIbsent
J. Extent of property damage

_
Time
_ _ _ _

VI. ACTION TAKEN TO PREVENT SIMILAR ACCIDENT

A. lnstructior.,l
1. 0 Discussed at staff meeting 2. 0 Discussed in each class a< part of regular Instruction 3. 0 Discussed with Parent 4. 0 Personol Instmctlnn given to stlldent 5. 0 Personal Instruction given to personnel In chal ge 6. 0 PrcsE:nted as a subject of assembly program
C. Other
D. 0 No lIction tllken

B. Pollcy or corrective action
1. 0 Corrected operational procedures 2. 0 Notified school safety committee 3. 0 Repaired faulty equipment 4. 0 Safety specialist Invited to school to lIsslst In safety program 5. 0 Safety rules amended to prevent recurrence 6. 0 Suggest closer supervision

SIgned

va
___________________ Title

Teacher

Other Wltnc~s

Date

_

*Issued by the Division of Elementary and Secondary Education, Bureau of
Instruction, Kentuckv Deoartment of F.d.UGaUon - Wendell P. Butler, Superintendent of Public Instruction.
204

APPENDIX N
First-Aid Supplies

Basic supplies--for Units of 100 children or less
Adhesive compresses, 1 inch .................... (Band-aid type)

Package of 100

Sterile gauze squares 3 inches x 3 inches,
individually wrapped (s,teripad type) ..........

Roll of sterile gauze, 4 inches wide by

5 yards long

.

Package of 25 1 package

Tri angular bandages ................................ 3 bandages

Adhesive tape, 1/2 inch ........................... 3 rolls

Adhesive tape, 1 inch ............................... 1 roll

Roller bandages, 1 inch ............................. 6 rolls

Roller bandages, 2 inches .......................... 6 rolls

Splints, Yucca No.1 (or equivalent metal splints) .... 6 splints

Absorbent cotton (s terile) ......................... 1/4 lb.

Applicator sticks, cotton tip ...................... 25

Ammonia (Aspiral No.1) .......................... 1 box (4)

Table salt ......................................... 1 package

Soap cake or Phisohex (4 oz. bottle) .............. 1 cake or bottle

Flashlight ......................................... 1 flashlight

Scissors, blunt end

1 pair

Safety pins, medium S,l.ze

24 pins

Red Cross First-Aid Textbook (latest edition)

1 book

Quantities depend somewhat on nearness to physician. In isolated areas, a

205

4 ounce bottle of zephiran or methiolate may be used as a skin antiseptic, if approved by the local physician.
Schools with more than 100 pupils should have dispensable supplies in proportion. Large schools might have more than one cabinet of supplies located in areas throughout the building.
No fever thermometer should be located at school. Medical personnel are the only ones authorized to use a thermometer.
***EMERGENCY CARE FOR SICKNESS AND ACCIDENTS OCCURING AT SCHOOL, Issued
by the Division of Elementary and Secondary Education, Bureau of Instruction, Kentucky epartment of Education - Wendell P. Butler, Superintendent of Public Instruction.
206

APPENDIX 0
GEORGIA SCHOOL LAWS, 1974
32-911. Immunization of children as a prerequisite to admission.
(a) No child shall be admitted to a public school operating in this State unless such child shall first have been immunized from contagious diseases itemized in appropriate rules and regulations promulgated by the State Board of Health. The child's parent or guardian shall furnish the school to which admittance is sought with a certificate of a physician licensed under the laws of the State of Georgia or public health department acknowledging that the child has been immunized before the child shall be admitted.
(b) The State Board of Health shall determine which diseases are to be included in the rules and regulations promulgated by the local boards of health. The State Board of Health shall immediately determine which diseases shall be included, and shall convey the list of diseases to the local boards of health. The list of diseases may be revised whenever the State Board of Health deems it necessary, and the local boards of health may revise their rules and regulations accordingly.
(c) Any school official permitting any child to remain enrolled in any public
school for a period in excess of 120 days in violation of this Section and any
parent or guardian of any child who shall fail to comply with the provisions
of this Section within 120 days of the date the child shall first be admitted
to any public school shall be guilty of a misdemeanor and, upon conviction thereof, shall be punished as for a misdemeanor.
(d) If, in the discretion of the health authority having jurisdiction or any physician licensed under the laws of the State of Georgia, any child to whom this section applies shall be deemed to have a physical disability which may contraindicate vaccination, a certificate to that effect issued by the health authority or physician may be accepted in lieu of a certificate of vaccination. This exemption shall not apply when such disability shall have been removed.
(e) The provisions of this section shall not apply if the parent or guardian of such child objects thereto on the grounds that such immunization conflicts with the religious beliefs of said parent or guardian, provided that immunization may be required in these cases when such disease is in epidemic stages. To comply with the requirements of this subsection, the parent or guardian must furnish the school an affidavit in which said parent or guardian swears under oath that the immunization required by this Chapter conflicts with the religious
beliefs of said parent or guardian. (Acts 1880-1, p. 97; pp. 288, 325, 1946, pp. 206-207; 1957, pp. 455; 1964, pp. 499, 664; 1968, pp. 1436, 1437; 1973, pp. 910).
207

APPENDIX P

RULE OF THE DEPARTMENT OF PUBLIC HEALTH DIVISION OF EPIDEMIOLOGY
CHAPTER 270-2-4
IMMUNIZATION OF CHILDREN AS A PREREQUISITE TO ADMISSION TO SCHOOL

TABLE OF CONTENTS

270-2-4.01 270-2-4.02 270-2-4.03 270-2-4.04 270-2-4.05 270-2-4.06
270-2-4.07
270-2-4.08
270-2-4.09

Definitions Provisions Immunizations Required Certificate of Adeq'1ate Immunization Official Immunization Schedules Certificate of Immunization Issued for Child with
Physical Disability Certificate of Immunization Issued for Child Exempt
from Immunization Because of a Conflict with Religious Tenets and Practices Certificate of Immunization for a Child Immunized Outside of Georgia Enforcement

270-2-4.01 DEFINITIONS. Unless a different meaning is required by the context, the following terms as used in these Rules shall have the meaning hereinafter respectively ascribed to same:
(a) "Immunization" means the production of specific protective antibodies, or of cellular immunity, as a result of a previous infection or of the introduction into the body of a specific antigenic agent.
(b) "Adequate Innnunization" means the presumptive presence in the body of an immunized person of sufficient specific antibody to protect from illness following exposure to the specific infectious agent of the disease, or a presumptive state of being so conditioned by previous experience with a particular disease as to provide an immediate and protective response upon exposure to a specific infectious agent of that disease.
(c) "The Immunization Schedule Recommended for Local Boards of Health in Georgia" shall mean that immunization schedule developed by a committee of the Department designated for this purpose and approved by the Director.
(d) "Department" means the Department of Public Health of the State of Georgia.

208

(e) "Public School" means any school operating wi thin the State of Georgia for which the State of Georgia through its State Board of Education or State Department of Education provides direct financial support.
(f) "Local Board of Health" means. any County Board of Health supported in part by the allocation of funds of the State of Georgia by the Department.
(g) "Physical Disability" means any physical condition or physiological idiosyncrasy Nhich might in the opinion of a physician licensed to practice in Georgia cause a specific immunization to endanger the life or health of the recipient.
(h) "Conflict with the religious tenets and practices of a recognized church or religious denomination" means any contradiction ~hich may arise between immunization procedures and a specific religious tenet against acceptance of a product derived from human or animal blood; or to the acceptance of a specific immunizing agent however manufactured; or any objection in principle to immunization which is stated in a written article or articles of faith and attested in writing by the parent or guardian of a child and countersigned by the priest, rabbi, minister, elder, or other elected or appointed leader of a congregation or religious organization which meets regularly for religious services or worship and to which the child, his parent, or guardian adheres or belongs: provided further that such written statement of a parent or guardian that a conflict or contradiction exists may be validated in the absence from the community of a qualified leader or official of the religious denomination or sect by the countersigning of the affidavit by an officer of a court of record.
(i) "Health Authority" means the Department or a County Board of Health in Georgia or the corresponding agencies in another state or nation (if functioning in the enforcement and administrative procedure necessary to secure satisfactory compliance with the provision of Section 32-911 of the Georgia Code (Ga. Laws 1968, pages 1436-1438, and the rules, regulations, and standards adopted thereunder.)
(j) "Physician" shall mean a physician licensed under the laws of Georgia to practice that branch of medicine which includes the giving of immunizations.
(k) "Director" shall mean the Director of the Georgia Department of Public Health.
Legal Authority: Ga. Laws 1968, pages 1436-1438.
270-2-4.02 PROVISIONS (1) Certificate of Immunization (a) No child shall be admitted initially to a public school
operating in this State unless a parent or guardian of such child shall furnish to the school authorities a valid and subsisting Certificate of Immunization signed by a physician or such a Certificate certified by a qualified employee of a County Board of Health on forms provided by the Dep~rtment.
(b) To be eligible for a Certificate of Immunization, a cnild must have received adequate immunizations as defined herein
201}

and listed in Paragraph 270-2-4.03, or the child must have become
eligible for a Certificate of Immunization because of physical disability or because of a conflict with the religious tenets of and practices of a recognized church or religious denomination as defined herein.
(c) Any child presenting a Certificate of Immunization attested to by a physician or by a local Board of Health as being a Certificate of Adequate Immunization shall be excused from all further require-
ments of this Rule of the Department of Public Health, Chapter 270-2-4,
entitled "Immunization of Children as a Prerequisite to Admission to School," except that such Certificate issued by Boards of Health for children exempted because of a conflict with religious tenets or practices may be canceled or withdrawn at the discretion of the local Board of Health when the threat of epidemic disease in the community makes such an action appear appropriate.
(d) Any child admitted to school on the basis of a Certificate of Immunization attested to by a physician or by a local Board of Health as a Provisionally Acceptable Certificate of Immunization shall be caused to complete the recommended immunizations before entrance into the second regular year of school in Georgia and before being readmitted to school must procure and present to the authorities of the school proposed to be attended a Certificate of Immunization attested to by a physician or by a local Board of Health as being a Certificate of Adequate Immunization.
270-2-4.03 IMMUNIZATIONS REQUIRED.-Except as provided by law and
herein specified, adequate immunization against the following named diseases shall be required for entrance into school:
(a) Diphtheria (b) Pertussis (c) Tetanus (d) Poliomyelitis (e) Smallpox (f) Measles
270-2-4.04 CERTIFICATION OF ADEQUATE IMMUNIZATION.-Adequate immuniza-
tion shall be deemed to exist when certification is made by a physician or by a local Board of Health on a form provided by the Department that a child has become immune to a specified disease by reason of having had the disease or has been adequately immunized against the specified disease.
270-2-4.05 OFFICIAL I~fMUNIZATION SCHEDULES
(1) "The Immunization Schedule Recommended for Local Boards of Health in Georgia" approved by the State Board of Health shall be deemed the minimum required program of immunization which satisfies the requirement of Adequate Immunizatior-.
(2) Any other immunization schedule which includes the immaniza-
tions itemized in Paragraph 270-2-4.03, immunizations Required, and
goes beyond the minimum requirements of "The Immunization Schedule Recommended for Local Boards of Health in Georgia" shall be deemed to satisfy the requirement for issuance of a Certificate of Adequate
21U

Imrotmization. Legal Authority: Ga. Laws 1968, pages 1436-1438.
270.2-4.06 CERTIFICATE OF IMMUNIZATION ISSUED FOR CHILD WITR PHYSICAL DISABILITY. -A physical disability which contraindicates one or all required immunizations having been fotmd to exist and in the opinion of a physician there being no clear prospect when said disability or disabilities can be removed, said physician may at his discretion issue a Certificate of Imrotmization attested to as Adequate or as Provisionally Acceptable. A Certificate of Provisionally Acceptable Immunization issued for this reason shall be subject to review as provided herein by the certifying physician who may reissue it from year to year if there is cause to believe that immunizations or a specific immtmization may finally be accomplished without danger to the child's health.
Legal Authority: Ga. Laws 1968, 1436-1438.
270-2-4.07 CERTIFICATE OF IMMUNIZATION ISSUED FOR CHILD EXEMPT FROM IMMUNIZATION BECAUSE OF A CONFLICT WITH RELIGIOUS TENETS AND PRACTICES.It is being made to appear upon proper affidavit as defined herein that a conflict with religious tenets and practices exists, the local Board of Health having jurisdiction shall accept and place in a separate file the affidavit furnished and shall issue a Special Certificate of Immtmization to this effect. Said certificate shall be subject to cancellation and withdrawal at the discretion of the Health Authority when the threat of epide~ic disease in the community makes such an action appear appropriate.
Legal Authority: Ga. Laws 1968, pages 1436-1438.
270-2-4.08 CERTIFICATE OF IMMUNIZATION FOR A CHILD IMMUNIZED OUTSIDE OF GEORGIA.-It being made to appear to a local Board of Health, by presentation of a written record attested to by a physician licensed to practice medicine although not licensed in Georgia, or by presentation of a written record attested to by an authorized representative of the Health Authority of another COtmty, state, or nation, that one or more immtmizations have been received by a child for whom entrance into a public school in Georgia is sought for the first time, regardless of the grade of school to be entered, said local Board of Health shall place the presented record on file and shall issue a Certificate of Immtmization certifying that the child has received adequate or provisionally acceptable immtmizations as may be indicated.
Legal Authority: Ga. Laws 1968, pages 1436-1438.
270-2-4.09 ENFORCEMENT.-Administration and Enforcement of these Rules and Regulations shall be as prescribed in Chapter 88-3, Enforcement and Administrative Procedure, the Georgia Health Code, Acts 1964, pages 499-518.
Legal Authority: Ga. Laws 1968, pages 1436-1438.
211

APPENDIX Q

THIS IS THE ONLY IMMUNIZATION CERTIFICATE REQUIRED BY STATE LAW. SCHOOLS WHICH DEMAND ADDITIONAL INFORMATION ON Ufi'1Ul.HZATIONS DO SO ON THE BASIS OF LOCAL USAGE ONLY.
(GEORGIA LAWS 1968 AND PARAGRAPH 270-2-4.04 OF THE IMMUNIZATION RULE)
CERTIFICATE OF IMMUNIZATION

Adequate Immunization or Provisionally Acceptable Immunization

Special Certificate, Record on file in Local Health Department

Records.

in my office,

In the County Health Department Issuing this

Certificate - Indicate that the child identified below:

Name

Parent or Guardian's Name -----------------------------

Address (Street No. and Name)

(Ci ty)

(Zip Code)

has received or has been excused for valid medical or religious reasons from receiving the immunizations listed below, or that the child's immunization status is provisionally acceptable for entrance into school with regard to the immunizations checked below. Each provisionally acceptable immunization must be completed before entrance into the second regular year of school in Georgia and a complete new certificate of adequate immunization made and presented to school authorities.

IMMUNIZATION Diphtheria Pertussia Tetanus Poliomyeli tis

ADEQUATE

PROVISIONALLY ACCEPTABLE

212

IMMUNIZATION

ADEQUATE

PROVISIONALLY ACCEPTABLE

Measles

Smallpox

Certified by

M.D.

Date

By

Date

OR

County Health Department

LH 1.32 (Revised 6-69): Georgia Department of Public Health 213

APPENDIX R

INTERSCHOLASTIC ACTIVITIES

Standard 21

School activities of an interscholastic nature s.hall complement an supplement the instruction program of the school.

RATIONALE: School acti vi ties of an interscholastic nature shall show evidence of being a part of the school's instruction program, controlled and conducted so as to be beneficial to the total development of both participating and non-participating students and the morale of the studen body. Curriculum planning and development in the area of activities of an interscholastic nature should provide all students with opportunities for student experiences conducive to the development of civic responsibil incumbent on membership in a reputable student body, and through team effort and participation contribute to the leadership, character, skills, and the physical, social and emotional development of the individual student. Activities of an interscholastic nature should not be conducted at the expense of intramural programs or the balance of the school's curriculum.

FOR ALL GRADES PARTICIPATING IN INTERSCHOLASTIC ACTIVITIES

Cri teria:

BR

334. There is a written policy statement of the system board of

education governing interscholastic activities. N/A for

schools not participating in interscholastic activities.

BR

335. Interscholastic activities of the school are under the

supervision and control of the principal. N/A for schools

not participating in interscholastic activities.

BR

336. Scheduling of interscholastic activities is accomplished by

the principal and/or his designated staff member after

careful consideration of the effect and impact of the

activities upon the participants and the total school

program. N/A for schools not participating in interscholas

activi ties.

BR

337. Each student who participates in athletic activities of

interscholastic nature is examined by a physician before

the regular seasonal instruction begins, and as often

214

thereafter as is deemed ne cessary to protect the health and physical welfare of participating students. (The examining physician must certify that the student is physically fit for such participation.) N/ A for schools not participating in inters cholasti cactivities.

BR

338. The amount of time spent in instruction in the area of school

activities of an interscholastic nature is of such duration

as not to affect detrimentally the student's preparation for

and performance of his or her scholastic endeavors. (Both

the amount of physi cal energy expended and the amount of time

consumed shall be taken into consideration in determining

the length of such instruction.) N/A for schools not

participating in interscholastic activities.

BR

339. All individual or group practice in activities of an inter-

scholastic nature is conducted after the end of the six-hour

academic school day, exclusive of recesses and lunch periods.

(The school day must be organized for instruction of students

and not for practice of extra-curricular activities. "Practice"

does not refer to the study and performance of music in an

organized class, such as chorus, orchestra, or band. Bands

may use up to 30 instructional periods annually for marching

practice. This practice must not interfere with any other

regular instruction.) N/A if the school prohibits inter-

scholastic activities.

FOR ALL SCHOOLS WHICH ARE NON-MEMBERS OF THE GEORGIA HIGH SCHOOL ASSOCIATION

(Schools having membership in the G.H.S.A. but that also contain elementary grades must respond to BR-340 for the elementary grades.)

BR

340. The system board of education, by policy statement, assumes

the responsibility for interscholastic activities and imposes

as a minimum the following limitations:

Ca) Teams having players in grade 7 or below must not play more than one-half the number of regUlarly scheduled games played by the high school varsity in any given sport. (Tournaments may be played by the high school varsity. )

(b) Teams on which all players are in grade 8 or above may play the same number of games played by the high school varsity in any given sport. (~ournaments may be played in addition to regular s.eason games.. )

(c) Games played on Monday, Tuesday, Wednesday, or Thursday may not begin prior to the end of the regUlar school day and must end prior to 7 p. ID. "Only one day per week

215

of the four days mentioned may be utilized by any team for interscholastic games."

Cd) Practices held in any sport on Monday, Tuesday, Wednesday, or Thursday may not begin prior to the end of the regular school day and must end prior to 6 p.m.

(e) The school prohibits students from participating in any sport in a combination of games for any teams greater than the game limit set under paragraph (B) for that sport season. No student may engage in more than one football game per week.

BR

340 should be answered N/A by G.H.S.A. members and by schools which

do not participate in interscholastic activities.

NOTE: The State Board of Education recommends that all elementary schools be prohibited from participation in interscholastic activities, and that a strong intramural program be provided for all students.

FOR GRADES 1-7

E

341. The system board of education by policy statement, or the

school prohibits interscholastic activities. (If the school

answers "yes" to this criterion, then it must answer N/A to

criterion BR-340.

FOR ALL GRADES

E

342. Students who participate in the instruction of and competition

in intramural or interscholastic activities, are provided by

the school with standard equipment that is kept in good repair.

D

343. Opportunities are provided either through interscholastic or

intramural activities for all students who desire to partici-

pate in athletic or other extra-curricular activities.

216

APPENDIX S

PAMPHLETS

Many pamphlets are available from the Georgia Department of Education as teacher resource materials. These should be ordered from the Division of Elementary and Secondary Education, Office of Instructional Services, Georgia Department of Education, Atlanta, Georgia 30334.

Some of these pamphlets are

Curriculum Framework for Georgia Schools, a Guide to Curriculum Planning, 1% 7.

Viewpoints "Research-type Teaching," 1968.

Viewpoints 1969.

"Health Education -- Venereal Disease, Grades 1-12,"

Viewpoints -- "The Preparation of Local Curriculum Materials," 1969.

Viewpoints "Instructional Materials, Selection of State and Local Levels, Suggestions for Use," 1969.

Viewpoints -- "Drug Use, Misuse and Abuse," 1970.

217

APPENDIX T
BIBLIOGRAPHY
TEXTBOOKS, GRADES 7-9
The American National Red Cross. Standard First Aid and Personal Safety. Garden City, New York: Doubleday and Company, Inc., 1973. Grades 7-12.
The American National Red Cross. Advanced First Aid and Emergency Care. Garden City, New York: Doubleday and Company, Inc., 1973. Grades 9-12.
Otto. Modern Health. New York: Holt, Rinehart and Winston. Inc., 1971. Grades 9-12.
Byrd, et al. A Healthier You. River Forest: The Laidlaw Health Series, 1974. Grade 7.
Byrd, et al. Your Health and Your Future. River Forest: The Laidlaw Health Series, 1974. Grade 8.
Neilson-Bland and Hill. Healthful Living in Your Environment. River Forest: The Laidlaw Health Series, 1972. Grades 9-12.
Richmond, Pounds, et al. Health and Growth. Glenview: Scott, Foresman Series, 1972. Grade 7.
Richmond, Pounds, et al. Health and Growth. Glenview: Scott, Foresman Series, 1972. Grade 8.
218

Haag. Focusing on Health. Austin, Texas: Steck-Vaugh and Company, 1973. Grades 9-12.
Gmur, Fodor, et al. Making Health Decisions. Englewood Cliffs, New Jersey: Prentice Hall, Inc., 1970. Grades 9-12.
Lawrence, Schriver, Powers and Vorhaus. Your Health and Safety in a Changing Environment. New York: Harcourt, Brace, Jovanovich, Inc., 1973. Grades 9-12.
The Georgia Textbook List 1974 for elementary and high schools.
219

APPENDIX U
BIBLIOGRAPHY
TEXTBOOKS, GRADES 10-12
The American National Red Cross. Standard First Aid and Personal Safety. Garden City, New York: Doubleday and Company, Inc., Grades 7-12.
The American National Red Cross. Advanced First Aid and Emergency Care. Garden City, New York: Doubleday and Company, Inc., 1973. Grades 9-12.
Otto. Modern Health. New York: Holt, Rinehart and Winston, Inc., 1971. Grades 7-12.
Neilson-Bland and Hill. Healthful Living in Your Environment. River Forest: The Laidlaw Health Series, 1972. Grades 9-12.
Haag. Focusing on Health. Austin, Texas: Steck-Vaugh and Company, 1973. Grades 9-12.
Gmur, Fodor, et al. Making Health Decisions. Englewood Cliffs, New Jersey: Prentice Hall, Inc., 1970. Grades 9-12.
Lawrence, Schriver, Powers and Vorhaus. Your Health and Safety in a Changing Environment. New York: Harcourt, Brace, Jovanovich, Inc., 1973. Grades 9-12.
The Georgia Textbook List 1974 for elementary and high schools.
220

APPENDIX V
CURRICULUM GUIDES - 7-12
"Health Guide, Secondary Schools of Arizona, II Superintendent of Public Instruction, 1333 West Camelback Road, Phoenix, Arizona 85013. 1966.
IIHealth Education in Secondary Schools ,II The Illinois Curricult.nn Program, Office of the Superintendent of Public Instruction, Springfield, Illinois. 1962.
"Teaching Outline and Resource Guide for Health Education," (Grades 9-12), State Department of Public Education, Baton Rouge, Louisiana. 1967.
"A Guide for Instruction in Health and Safety," (Grades 7-12), Curriculum Bulletin No. 24, State of Minnesota Department of Education, St. Paul, Minnesota. 1965.
IISchool Health Education Study, Health Education - A Conceptual Approach to Curriculum Design. II Published by 3-M Education Press. Minnesota Mining and Manufacturing Company, St. Paul, Minnesota. 1967.
"Health Education for Mississippi High Schools,1I Bulletin No. 133, Division of Instruction and Division of School Health Service, State Department of Education, Jackson, Mississippi. 1966.
"A Guide for Health Education in the Secondary School,lI Division of Curriculum and Instruction, State of New Jersey. Department of Education, Trenton, New Jersey. 1953.
"Prototype Curriculum Materials for the Elementary and Secondary Grades, II The University of the State of New York/The State Education Department, The Curriculum Development Center, Albany, New York 12224. 1969.
"A Guide for Improving School Health Instruction Programs," State Department of Education, Columbus, Ohio 1967.
"Health Instruction, Suggestions for Teachers." (Revised Edition, May 1, 1969), Journal of School Health, American School Health Association, P. O. Box 416, Kent, Ohio 44240.
221

"Health Education in Oregon Secondary Schools,1! Grades 9-12, State Department of Education, Salem, Oregon. 1966.
"Conceptual Guidelines for School Health Programs in Pennsylvania, I! Pennsylvania Department of Education, P. O. Box 911, Harrisburg, Pennsylvania 17126. 1970.
"Health Education - 7-12,11 Independent School District, 1100 Rurder Drive, Hurst, Texas 76053. 1965.
"Secondary School Health Education Curriculum Guide," Bulletin 691, Texas Education Agency, Austin, Texas. 1970.
"Junior and Senior High School Health Guide," Utah State Department of Public Instruction, Salt Lake City, Utah. 1965.
"Health Education Guide for Better Health (Secondary School)," State Office of Public Instruction, Olympia, Washington. 1966.
222

APPENDIX W
REFERENCES FOR THE TEACHER
American Red Cross. First Aid Textbook. 32nd Printing. Garden City~ New York~ Doubleday and Co., Inc., 1969.
Anderson~ C. L. School Health Practice~ Fourth Edition. St. Louis: C. V. Mosby Co. ~ 1968.
Byler ~ Ruth; Lewis ~ Gertrude; Tolman ~ Ruth. Teach Us What We Want to Know. Connecticut State Board of Education~ Mental Health Materials Center~ Inc. ~ 419 Park Avenue South, New York ~ New York 10016. (1969-Health Concepts Guide for Health Instruction. AAHPER~ 1201 16th Street~ N. W. ~ Washington~ D. C. 20036.
Diehl~ Harold S. and Dulrymple, Willard S. Healthful Living. New York: McGraw-Hil1, 1968.
Drug Abuse: Escape to Nowhere. Philadelphia: Smith, Kline and French Laboratories~ 1967.
Grout, Ruth E.. Health Teaching in Schools. Philadelphia: W. B. Saunders Co., 1968.
Kilander~ H. F. School Health Education. New York: Macmillan~ 1962.
Oberteuffer~ Delbert and Beyrer~ Mary E. School Health Education~ Fourth Edition. New York: Harper, 1966.
Schifferes, Justus J. Essentials of Healthier Living. New York: John Wiley and Sons, 1967.
Sinacore~ John J. Health: A Quality of Life. New York: Macmillan~ 1968.
Summary of the Report of the Advisory Committee to the Surgeon General Smoking and Health. U. S. Department of Health, Education and Welfare, Washington~ D. C., 1964.
UNESCO Source Book, "Planning for Health Education in Schools." London: Longmaus~ Green and Company Limited~ 1966. (Study by C. E. Turner.)
223

Willgoose~ Carl E. Health Education in Elementary Schools, Second Edition. Philadelphia: W. B.. Saunders Co., 1964.
Young, James Harvey. The Toadstool Millionaires: A Social History of Patent Medicines in America before Federal Regulations.. Princeton, New Jersey: Princeton University Press, 1961.
224

APPENDIX X
GEORGIA DEPARTMENT OF EDUCATION FILMS
Student 7-12
"About Fallout" - 24 min. (7083) "Accident Behavior" - 18 min. (4333) "Acting with Maturity" - 11 min. (2036) "Action for Traffic Safety" - 14 min. (4546) "Alcohol and the Human Body" - 15 min. (4618) "Alcohol is Dynamitell (Revised Edition) - 10 min. (1234) "Alcoholism ll - 22 min. (4788) "Alimentary Tract" - 11 min. (207) "All about Weightlessness (The Astronaut's Dilemma)1I - 11 mln. (1513) "Allergies" - 11 min. (684) "Angry Boy" - 33 min. (7022) "Answering the Child's Why" - 14 min. (4742) "Are you Popular?" (Second Edition) - 11 min. (395) "Artificial Respiration: The Back-Pressure Arm-Lift Method" - 6 min. (1376) "Attitudes and Health" - 10 min. (352) "Balance Your Diet for Health and Appearance" - 11 min. (1786) "Better Boating - 10 min. (925) "Blood, The" - 16 min. (5358) "Body Care and Grooming" - 17 min. (4066) "Body Defenses Against Diseasell - 10 min. (232) "Body Fights Bacteria" - 15 min. (4091) "Cancer ll - 11 min. (688) IICancer by the Carton" - 30 min. (7357) "Cell,--The Structural Unit of Life ll - 10 min. (1022) "Cheating" - 11 min. (657) "Children in Trouble ll - 10 min. (1543) IICirculation (Aibs)" - 28 min. (7205) "Circulation" - 18 min. (4203) "Circulation and the Human Body" - 10 min. (696) IIClosed Chest Cardiac Massage ll - 11 min. (1649) IIControl of Body Temperature" - 11 min. (228) IIDigestion of Foods" - 10 min. (266) "Drugs and the Nervous Systemi ! - 16 min. (5247) "Ears and Hearing" (Second Edition) - 22 min. (4667) "Ears: Their Structure and Care" - 11 min. (1704) "Emotional Health" - 20 min. (4092) "Endocrine Glands" - 10 min. (242)
225

"Exercise and Health" - 10 min. (531) "Eyes and Their Care" - 11 min. (269) "Eyes: Their Structure and Care" - 11 min. (1899) "First Aid on the Spot" (Third Edition) - 10 min. (538) llFoods and Nutrition" - 11 min. (218) "From Generation to Generation" - 30 min. (7386) (Order on a separate
Form and have countersigned b the Superintendent) "Functions of the Body" - 16 min. (4331 "Fundamentals of the Nervous System" - 16 min. (5367) llGeneral Effects of Heat on Man" - 21 min. (4449) "Getting Along with Parents" - 14 min. (4869) llGirl to Woman" - 17 min. (5461) (Preview before showing, order on a
form and have countersi ,ed b the Su erintendent) "Girls Beware" - 10 min. (744 "Good Table Manners" - 10 min. (1224) "Gossip" - 10 min. (1318) "Growth and Development" - 1-) min. (905) "Heart and Circulation" - 10 min. (265) "Heart, The: How it Works" - 11 min. (1195) "Holding a Young Baby" - 11 min. (903) "How Baby Learns to Obey" - 11 min. (898) "How Much Cooperation" - 8 min. (854) "How to Bathe a Baby" - 11 min. (902) "How to Have an Accident at Hork" - 8 min. (781) "Human Body: Circulatory System" - 14 min. (4097) "Human Body: Digestive System" - 14 min. (4169) "Human Body: Excretory System" - 14 min. (4252) "Human Body: Muscular System" - 14 min. (4291) "Human Body: Nervous System' - 14 min. (4194) "Human Body: Nutrition and :1etabolism" - 14 min. (4317) llHuman Body: Reproductive System" - 15 min. (4318) (Recommended for
showing to boys and girls in separate groups.) "Human Body: Respiratory System" - 14 min. (4319 ( "Human Body: The Skeleton" - 10 min. (1678) "Human BrainII - 11 min. (867) "Human Reproduction" (Second Edition) - 20 min. (5462) (Preview before
showing, order on a separate form and have countersigned by the Superintendent "Human Skeleton" - 11 min. (370) "Immunization" (Second Edition) - 10 min. (379) "Improve your Personality" - 11 min. (1231) "Improving your Posture" (Second Edition) - 11 min. (572) "In the Beginning" - 17 min. (4443) "Infectious Diseases and Man-Made Defenses" - 11 min. (1775) "Last Date" - 19 min. (4366) "Losers, The" - 31 min. (7029) "11aking Life Adjustments" - 20 min. (4761) "Hany Lives of J.Q.P." - 10 min. (726) "Harriage is a Partnership" - 17 min. (4023) llHealtime Psychology" - 11 min. (897) "Heat and Heat Packing" - 14 min. (4569) "Heat: From Range to Market" - 11 min. (932) "Hechanisms of Breathing" - 11 min. (234)
226

"Mental Health (Keeping Ment ally Fit)" - 11 min. (690) "Moment of Decision" - 10 rain. (743) "Moods" - 15 min. (5025) "Mouth to Mouth Resuscitation" - 12 min. (4849) "Muscular System" - 11 min. (373) "Name Unknown" - 10 min. (1337) "Nervous System" - 11 min. (268) "New Baby" - 22 min. (5066) "New Road Ahead" - 29 min. (7154) "N 0 Smoking" - 10 min. (1336) "None for the Road" - 15 min. (4394) "Obesity--Problems of Fat Formation and Overweight" - 11 min. (686) "Parents are People Too" - 15 min. (4008) "Personal Health for Girls'! - 10 min. (1123) "Personal Hygiene for Boys' (Second Edition) - 10 min. (1114) "Personality and Emotions" - 13 min. (4947) "Posture and Exercise" - 11 min. (209) "Posture in Motion" - 8 min. (714) "Professional Nurse, The" - 27 min. (7353) "Profile of an Alcoholic" - 35 min. (9026) "Respiration" - 11 min. (1241) "School Bus Safety--with Strings Attached" - 28 min. (7026) "Seduction of the Innocent" - 11 min. (741) "Sense Perception" (Revised Edition) - 28 min. (7013) "Senses (Aibs)" - 28 min. (7213) "Should you Drink?" - 21 min. (4868) "Skeleton, The" - 11 min. (669) "Sniffles and Sneezes" - 10 min. (1193) "Spinal Column (Structure and Function in Man)" - 11 min. (1460) "Starvation without Hunger" - 14 min. (5261) "Study of the Blood Stream" (Revised Edition) - 30 min. (7121) "Teaching Teenagers about Alcohol" - 16 min. (4876 ) "Teeth: Their Structure and Care" - 11 min. ( 1911) "Thinking about Drinking" - 15 min. (4715) "This is your Lung" - 20 min. (4545) "Time Pulls the Trigger" - 23 min. (7358) "Tobacco and the Human Body" - 17 min. (4969) "Understand your Emotions - 14 min. (4015) "Understanding Vitamins" - 14 min. (4841) "Vandalism" - 11 min. (1317) "Vandalism: Crime or Prank?" - 6 min. (685) "Visits to the Doctor" - 11 min. (900) "Visual Perception" - 19 min. (4908) "What's on your Mind" - 11 min. (1659) "When Should I Marry?" - 19 min. (4708) "Why Vandalism?" - 17 min. (5272) "Why We Respect the Law" - 14 min. (4027) "Your Body During Adolescence" - 10 min. (1192) "Your Voice" - 10 min. (427)
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f...PFENDIX Y
GEORGIA DEPARTMENT OF EDUCATION FILMS
Teacher Resource - Secondary
"Boy to Man" - 16 mln. (5460) - Preview before showing. "Boys Beware" - 10 min. (746) - Preview before showing. "Discipline During Adolescence" - 16 min. (4642) "Dropout" - 27 min. (7359 ) "Dropout, The" - 29 min. (7296) "Emotional Maturity" - 20 min. (4649) "Feeling of Rejection" - 21 min. (4005) "Heredity and Prenatal Development" - 22 min. (4223) ''It's up to You" - 11 min. (712) "Kathy" - 19 min. (5537) "LSD-25" - 27 min. (7017) "Marijuana" - 34 min. (7516) "Meaning of Adolescence" - 16 min. (4404) "Meeting Emotional Needs in Childhood: The GrOlmdwork of Democracy"
- 33 min. (7016) "New Prime of Life" - 12 min. (5027) "Planning for Vitamin C in Type A School Lunch" - 30 min. (7361) "Social Seminar: Brian at Seventeen" - 30 min. (7971) "Social Seminar: Changing" - 30 min. (7968) "Social Seminar: Community in Quest" - 30 min. (7976) "Social Seminar: Drug Talk, Some Current Drug Programs" - 22 min. (5659) "Social Seminar: Drugs and Beyond" - 20 min. (5655) "Social Seminar: Jordan Paul - One Teachers Approach" - 22 min. (5658) "Social Seminar: Meeting" - 30 min. (7977) "Social Seminar: Mr. Elders Class - Drug Education at Elementary Level"
- 30 min. (79 74 ) "Social Seminar: News Story" - 30 min. (7930) "Social Seminar Promotional Film" - 30 min. (447) "Social Seminar: The Family" - 30 min. (7969) "Social Seminar: What is Teaching? What is Learning" - 30 min. (7973) "Social Seminar: Youth Culture Series, 'Bunny' " - 15 min. (5652) "Soc.ial Seminar: Youth Culture Series, 'Guy' " - 20 min. (5651) "Social Seminar: Youth Culture Series, 'Teddy' " - 15 min. (5654) "Social Seminar: Youth Culture Series, 'Tom' " - 20 min. (5653)
22"8

APPENDIX Z RESOURCE MATERIALS FROM GEORGIA
DEPARTMENT OF HUMAN RESOURCES The Georgia Department of Human Resources has limited quantities of health literature that could serve as supplementary reading for teachers and for students in certain areas of the health education curriculum. A complete listing of material is not available because it is very difficult to keep a catalog current. In ordering literature it is important for the teachers to designate the grade level he is teaching and the subject areas in which he wishes material. In most cases it is appropriate to order several copies to be used as resources in the classroom or library. The department does not have any literature in sufficient numbers for distribution to every child. Films available from the Georgia Department of Human Resources should be ordered through the local county health department and first and second choice of showing dates should be indicated. The films will be sent directly to the school and should be returned to the State Department as soon as it has been used.
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APPENDIX AA
CRITERIA FOR THE SELECTION OF HEALTH EDUCATION TEXTBOOKS
Special Nature of the Textbook
The health education textbook must provide for sequences, scope, horizontal continuity and progression of learning experiences.
Desired Approach
The text should stress the importance of the integration of health education with everyday living through individual and group experiences. The text should also provide experiences which will utilize local resource persons in the educational process.
Major Emphases to be Covered
The introduction and depth of the areas of emphasis should be dependent on physiological, psychological and sociological readiness of the learner.
The following areas should be emphasized with the introduction and depth based on the aforementioned factors.
Rules of Health Proper Exercise, Rest and Sleep Nutrition and Weight Control Anatomy and Physiology of the Body Cleanliness, Grooming and Clothing Dental Health Community Health Alcohol, Tobacco and Drug Abuse Communicable and Non Communicable Disease
(including venereal disease) Sex Education, Family Life and Child Care Consumer Health Health Careers Home Nursing Posture and Body MeChanics Eyes, Ears, Nose and Throat Accident Prevention Safety and First Aid
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Chronic and Degenerative Disease Medicine and Drugs Radiation, Pollution and Health
23/

APPENDIX BB DEPARTMENT OF HUMAN RESOURCES EMERGENCY HEALTH SERVICE The Emergency Health Service of the Georgia Department of Human Resources assists local schools by training teachers through in-service workshops. These workshops may include training in medical self-help, accident prevention, injury control and disaster
* planning. The medical self-help course contains instruction in such
subjects as radioactive fallout and shelters, healthful living in emergencies, artificial respiration, bleeding and bandaging, fractures and splints, transportation of the injured, burns, shock, nursing care of the sick and injured, infant and child care, and emergency childbirth (only taught at the request of the superintendent). This course is offered through educational television. Check school program listings for dates and times.
The Emergency Health Service also acts as a clearinghouse for poison control information. Materials are available through request of the school principal.
Radiation detection instruments belonging to schools can be repaired and calibrated free by the Emergency Health Service.
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APPENDIX CC
SECONDARY HEALTH EDUCATION: AN APPROACH TO CURRICULUM DEVELOPMENT
I. Introducti on
The future of the nation depends to a great extent on what is done to promote, improve and preserve the health of school age youngsters Now.
Parents have the primary responsibility for the health of children and youth, schools have a vital secondary responsibility.
Health instruction belongs in the school curriculum because such knowledge is necessary, can be efficiently learned in school and other public agencies do not provide for such instruction.
Making intelligent decisions relating to personal and community health requires the exercise of rational reasoning as well as an understanding of the scientific factors involved.
There should be an increase in emphasis in our educational system, particularly in the secondary school curricular, on the study of man as a biological organism and of the effect of physical and emotional environment on his personal health.
Health education should therefore be an integral and basic part of the school curriculum. The curriculum should be a flexible and adaptable tool to meet varying conditions.
A well planned health education program is designed to insure that all students attain desirable physical and mental health practices; knOWledge and understanding of, as well as respect for, their bodies; a sound set of values and attitudes concerning themselves and others; and the application of health education learnings and skills for the wise use of leisure time. Emphasis should be directed toward behavior, rather than oriented toward disease.
Sound programs of personal maintenance, involving appropriate rest, diet and recreational activities, contribute to self-fulfillment. They also constitute effective preventive measures against illnesses resulting from undue physical or mental strain and duress. For many citizens, desirable health practice will best be developed through public school health education programs; therefore, these programs must be adequately designed and developed to meet the needs of a changing society.
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Health education, like many other academic fields, has turned to the concept oriented approach in curriculum planning and development. A concept refers to an idea, a stable impression, a meaning or a thought held by an individual. Concepts provide a needed framework for knowledge and for thinking, both necessary aspects for health education. These concepts are arranged in a kind of hierarchy to reflect the wholeness of health education. The Division of Elementary and Secondary Education has developed a K-6 guide which also utilizes the conceptual approach. This structure of knowledge in health education tends toward permanence in the curriculum and allows for accumulation and introduction of new knowledge within the framework of ideas.

Curriculum content must be revised from time to time. The specific concerns of health education are listed below.

a. Instruction which includes alcohol, tobacco, drug use and abuse; diseases; environmental, community and national health resources; nutrition and health; personal, family, school and occupational living and health; safety and first aid; social and emotional health; structure, function and care of the body; and consumer education.

b. A healthful school environment used as a teaching and learning experience .

c. Health services to include health examinations, individual screening, counseling and referral, and emergency care and first aid.

II. Special Consideration Basic to the Effective Utilization of the Quarter System in Health Education, Grades 7-12

A. State Law (1971 Revision)

Code Chapter 32-19

Health and Physical Education

32-1901.

State Board of Education to Prescribe Course of Study in Health and Physical Education. The Georgia State Board of Education shall prescribe a course of study in health and physical education for all grades and grade levels in the public school system and shall establish standards for its administration. Said course may include instruction in alcohol, smoking and health and drug abuse education and may occupy periods totaling not less than thirty (30) minutes per day in kindergarten through grade eight or equivalent grade levels. A manual setting out the details of such courses of study shall be prepared
by or approved by the State Superintendent of Schools in cooperation with the State Board of Health and State Board of Education, and such expert advisors as they may choose.

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32-1902

Universi~ies and Colleges Required to Teach Separate Courses ln Health and Physical Education. Universities and colleges having teacher preparation programs shall require, as a part of teacher preparation requirements, a separate course in health education and a separate course in physical education. The con-
tent of said course in health education shall include general knowledges and attitudes in all critical areas
of health and shall include drug abuse, alcohol and
smoking and health education. The required course in physical educa~ion shall contain knowledges, attitudes and understandlngs of how physical activity shall be
integrated and correlated into the total life style of an individual.

B. Standards for Public Schools of Georgia

As a result of the signing of this Bill into law the State Board of Education has set up standards for health education. The criteria based on State Board Policy (Standard 12) is as follows.*

BR

210. Health education as a discrete subject is required

of all students in secondary schools for graduation.

(Schools may meet this criterion by requiring either

one semester in the eighth grade or one quarter in

grade eight and one quarter in any grade 9-12).

N/A if the school does not contain grade 8 or above.

BR

211. Health education includes annual instruction in the

potential hazards of tobacco, alcohol and drug use,

misuse and abuse. This instruction must be given

in grade five and in each subsequent grade or it

maybe begun on a lower grade level at the discretion

of local school officials. N/A if the school does

not contain grade five or above.

BR

212. Every student in kindergarten through grade eight is

enrolled in health and physical education for a minimum

of 30 minutes dai ly . N/ A if the s.ch.ool does not

contain any of the grades one through eight.

C. Suggestions for Implementation of Standard BR 210
The implementation of this standard could be facilitated by adhering to the following outline describing three options and suggested course content. Actual course content and suggested learning activities can be found in this guide.
-:, Standards for Public Schools of Georgia (1973), Georgia Department of Education, Atlanta, Georgia, p. 19.

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1. Option One - one semester in the eighth grade. (Two quarters if school system is utilizing the quarter plan).
(a) Health Education 100. This course would explore some of the major health problems facing children and youth today as well as those anticipated in the next decade. The content must be adapted to local needs and conditions. The emphasis should be placed on the following topics: alcohol, tobacco, drug use and abuse; diseases; environmental, community and national health, nutrition and health; personal, family, school and occupational living; safety and first aid; social and emotional health; structure, function and care of the human body; and consumer education.
2. Option Two - one qua~ter in the eighth grade and one quarter in high schooL
(a) Health Education 101 (eighth grade). This course is designed to explore concepts in the following health education areas. However, student interes t should determine the amount of time spent in each area: alcohol, tobacco, drug use and abuse; diseases; environmental , community and national health resources; nutrition and health; personal, family, school and occupational living and health; safety and first aid; social and emotional health; structure, function and care of the body; and consumer health.
(b) Health Education 30'1 (high school). This course is designed to further explore concepts in the following health education areas. Student interest will probably dictate going more in-depth in certain areas than in others: alcohol, tobacco, drug use and abuse; diseases; environmental, community and national health resources; nutrition and health; personal, family, school and occupational living and health; safety and first aid; social and emotional health; structure, function and care of the body; and consumer health.
3. Option Three - a full unit in high school
(a) Health Education 200. This course is designed to explore concepts in the following health education areas: environment, community and national health; personal,
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family, school and occUpational living; and consumer education.
(b) Health Education 201. This course is designed to explore concepts in the following health education areas: diseases; alcohol, tobacco and drug use and abuse; and social and emotional health.
(c) Health Education 202. This course is designed to explore concepts in the following health education areas: structure, function and care of the body nutrition and health; and safety and first aid. '
III. Instructional Package Development
The approach to instructional package development being utilized in this section is an example which could be applicable to meet local school systems in Georgia. The procedure, treatment and content of the chosen subject (Civil Defense, First Aid and Medical Self-Help) should serve as a model and guidance for structuring packages for other learning blocks considered in this guide.
A. Goals and Purpose
The development of instructional packages should begin with a defini tion of the purpose of the package. The purpose should reflect the environment in which the package will function and also broadly define the constraints the environment places on the package. Example: In the case of this package (Civil Defense, First Aid and Medical Self-Help), the school setting is the environment and the health education classroom is the location in the environment. The class will meet a given number of times per week for a given number of weeks. Adequate facilities and resources should be provided for the course.
The purpose serves as the initial building block for goal formulation. The following is an example of a goal for the "Civil Defense, First Aid and Medical Self-Help" package.
In order for an individual to function successfully in a program of civil defense, he should have at his command skills, knowledges and understandings that would enable him to make wise deCisions and to meet problems that confront him daily. This course is designed to provide the student with these competencies and should build on knowledges transferred through U.S. history and government, physics, chemistry, biology and general science, home e conomi cs and English.
B. Unit Objectives (Student Terminal Performance Objective)
After completing the unit in Civil Defense and Medical Self-Help, students should exhibit positive respect, attitudes, behavior, knowledges and personal practices concerning survival in time of disaster.
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Students should also exhibit the above mentioned traits through personal example and will discuss and interact with peers and others concerning personal and group survival in time of disaster.
After completion of this unit, students should be able, both affectively and cognitively, to select and apply appropriate first aid procedures in time of a disaster.
C. Enabling Objectives (Learner Objectives)
Students in the Civil Defense and Medical Self-Help course should
after making a written record of the local fallout shelters and capacities of each, be able to say which shelter he would enter if a disaster arose. The instructor can give the student a hypotetical time and location and request a spontaneous answer.
after lectures and demonstrations about current world conditions, the need for civil defense and the role of first aid in survival, be able to pass a written test.
after small group discussion and presentations on hazards, be able to write at least six of the eight natural and man made hazards which may result in emergency or disaster situations.
after instruction on civil defense national, state and local structure and leaders, be able to describe the role, structure and general make-up of this disaster program.
after learning 10 safety precautions to follow after a natural disaster, be able to follow an established pattern for survival. The student should finish this task in less than five minutes without prompting.
after lectures and demonstrations of steps to follow in securing one's home before leaving during a time of disaster, be able to orally recall and demonstrate four of the basic steps which would safely secure the home.
after group discussion and interaction among class members concerning safety precautions to follow if walking or driving during a flood or hurricane, be able to write six safety precautions to follow if walking or driving during a flood or hurricane.
after instruction concerning medical emergencies, be able to state six general rules for any medical emergency in five minutes.
after demonstration and practice of mouth-to-mouth artificial respiration, be able to demonstrate on a classmate or mechanical device ten steps involved in administering mouth-to-mouth
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artificial respiration. This should be accomplished in lesS than a three minute period.
after learning the steps in treating a shock victim be able to explain and demonstrate in five minutes the four'steps to follow in treating shock.
after demonstrations of techniques to treat burn victims, be able to demonstrate seven steps in treating a burn victim. This will be accomplished in a laboratory classroom period.
after instruction and class discussion on methods of improvising fall-out protection in the basement of a home, be able to explain in writing two methods of improvising fall-out protection in the basement of a home.
after group discussion and interaction among students concerning recreational activities and their importance during periods of confinement, be able to write down at least six recreational activities for periods of confinement.
D. Major Areas of Content for Unit on Civil Defense Education
1. Natural disasters
(a) Tornadoes
Definition: A tornado is the most violent weather phenomenon known to man. It is also called a "twister" and, incorrectly, a "cyclone." It is described as a small storm that usually appears as a funnel-shaped cloud rotating rapidly and tapering toward the ground, within which wind velocities have been estimated at speeds up to 500 miles per hour. Generally, its path covers only a small area, being usually no more than 1/4 mile wide and from 15 to 20 miles in length. Some have been observed having a width of one mile and up to 300 miles in distance on the ground. Normally, the tornado lasts only a short time as it moves forward at approximately 25 to 40 miles per hour. Tornadoes mostly move from southwest to northeast, but some have been known to travel in other directions.
Where they Strike: Tornadoes may strike any part of the United States. All of the adjoining 48 states and the District of Columbia have felt the fury of these storms at one time or another. The areas most likely to be stricken, however, lie within the central part of the United States.
When they Strike: From noon to midnight 82 per cent of the observed and reported tornadoes have occurred. They may strike, however, at any hour. At any location in the
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ground path of a tornado, the storm will strike and move on in one or two minutes, but hazards created by the resulting storm damage may continue. Walls left standing in a dangerous condition or broken electrical power lines lying on the ground are threats as long as persons are exposed to them. A school building which is unoccupied at the time a tornado strikes can become an emergency situation if curious onlookers and workers go near it. Students . are likely to be excited, emotionally disturbed or interested in salvaging what they can from the debris and emergency should continue until the school administration, teachers, or civil authorities establish adequate safety zones and security measures about the premises.
(b) Hurri canes
Definition: Hurricanes are tropical cyclones that form near the Equator over all tropical oceans except the South Atlantic. In the western North Pacific Ocean, they are known as typhoons; in the Bay of Bengal and the northern Indian Ocean, cyclones; in the South Pacific, eastern North Pacific, southern Indian and North Atlantic Oceans (including the Gulf of Mexico and Caribbean Sea), they are known as hurricanes. Hurricanes in Australia are sometimes called willy-willys and the typhoons of the Philippines, Baguios. All are of the same general character and, as a class, are known as tropical cyclones.
The hurricam is the most powerful of all storms. Wind velocities must reach 74 miles per hour or higher before a disturbance can be called a hurricane. Although this velocity is considerably less than that of a tornado, the hurricane is a much larger storm and affects an area for a much greater time period. Its diameter varies greatly. In some cases, it is not more than 50 to 75 miles; but in the majority of cases the diameter is greater, and in many instances has exceeded 500 miles as compared to 1/8 to one mile diameter of a tornado. Furthermore, the hurricane may carry its destruction over a path many hundreds or even thousands of miles in length; whereas tornadoes usually travel from 15 to
20 miles, with a maximum of nearly 300 miles.
Where they Strike: Hurricanes form over tropical oceans where there is an abundance of moisture in the warm air. The Atlantic Ocean, the Caribbean or the Gulf of Mexico is the birthplace of practically all of the hurricanes that affect the United States, although a few form in the eastern Pacific off the Central American coast and move west or northwestward. These seldom reach the
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California coast, but have affected Hawaii. Hurricanes generally move toward the west at first, and then curve gradually northward. They strike the United States along the coast of the Gulf of Mexico or the Atlantic Ocean. Hurricanes moving inland from the Atlantic Ocean have ranged from southern Florida to as far north as New England. Hurricanes usually weaken and dissipate before traveling far inland; but they can cause severe inland floods with heavy rains. The coastal areas from Texas to Florida and from Florida to New England face the greatest threat of hurricane disaster.
When they Strike: Hurricanes are most likely to strike from late summer to early fall in the western hemisphere. When the storm appears to be 30 to 36 hours away from the United States, a "hurricane watch" is announced. A "hurricane warning" is issued when winds reach 74 miles per hour, or dangerous high water or rough seas are expected in the specified coastal area within the next 24 hours.
(c) Floods
Definition: A flood is defined as water that covers land not usually under water. Floods destroy property, disrupt normal acti vi ties and servi ces, carry away t opsoi 1 and crops, and endanger life. While lakes, seas, and oceans sometimes flood coastal areas, most floods are caused by rivers overflowing their banks. The damage stage of a flood is usually reached when the river's banks are full and the overflow begins to cover the flood plain. Flood plains may be very narrow in mountainous regions or miles wide where a river's course is through flat lands. Sometimes floods are beneficial, as in the case of the Nile River and in the rich soil deposited in the delta regions of many rivers. Despite modern methods of prediction and warning, floods still constitute major disaster threats for many parts of the world and for millions of people.
Where they Strike: Low-lying coastal areas and land near rivers are subject to flooding at almost any time. The entire United States east of the 90th meridian is subject to periodic floods. The Mississippi-Missouri River system and its feeders often cause major floods that cover millions of acres of land. Floods are not uncommon in New England, along the entire Atlantic Coast (especially in hurricane season), in the Far West and along the Gulf Coast. Losses from floods in this country average $300 million each year. Flash floods caused by heavy rains or sudden thaws may even effect normally dry areas such as the Southwest and the Rocky Mountain States.
24/

Despite flood control efforts, such as planting trees in watersheds, and building reservoirs, no area near a large river can be made complete ly flood proof.
When they Strike: The usually causes of river floods include rain or rapid melting of ice and snow. Floods from seas or lakes are usually caused by winds piling up water against the coast line (see hurricanes), and occasionally by earthquakes or volcanic eruptions, which may cause tidal waves. Therefore, heavy rainfall, the spring thaw, and the hurricanes often produce floods. The U.S. Weather Bureau issues flood warnings for more than 1,000 places in the United States and uses radar to spot heavy rain areas that may cause flash floods.
(d) Blizzards
Definition: A blizzard is a winter storm characterized by extremely cold weather, strong winds and blowing snow. They are usually produced when cold, polar air is drawn into active low-pressure disturbances. Although blizzard conditions can be forecast quite accurately, the onslaught of a storm may be sudden and its ferocity may increase rapidly. Temperatures may fall 10 to 20 degrees per hour, reaching lows of 20 to 30 degrees below zero. Winds of 50 to 60 miles an hour may fill the air with fine, powdery snow that creates deep snowdrifts and reduces visibility to a minimum. Persons caught in a blizzard may even find difficUlty in breathing. Snow driven by the wind may be falling or it may be picked up from earlier snowfalls.
Where they Strike: Blizzards generally form in the Rocky Mountain and Plains States of North America where there is an abundant supply of cold air during the winter.
Land west of the Great Lakes is most likely to be stricken especially North Dakota, South Dakota, Minnesota, Wisconsin, Iowa, Nebraska, eastern Montana, and eastern Wyoming. Blizzards may strike anywhere wi thin the Plains States and Middle West and as far south was Texas. They are rare in the Northeast, and virtually unknown in the deep South and far West, except in the highlands.
When they Strike: Late fall through the winter and into early spring.
(e) Earthquakes
Definition: An earthquake is caused by a sudden displacement within the earth. Displacement at relatively shallow depths may be caused by volcanic eruptions, or
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or even by avalanches. The resultant earthquakes are usually light and do little damage. Strong and destructive earthquakes usually result from the rupturing or breaking of great masses of rocks far benearth the surface of the earth. The ultimate cause of these deep ruptures has not been established.

Where they Strike: Two-thirds of all earthquake activity in the United States has occurred in the Pacific Coast States and portions of Nevada. Within this region, the area of greatest earthquake frequency is in the Coastal Ranges of central and southern California, extending from the San Francisco Bay area southeastward to the vicinity of Los Angeles. Elsewhere along the Pacific coast earthquake activity is relatively great along the coast of Northern California and in the Puget Sound lowland of Washington.

A zone of earthquake activity extends from Montana southward into northern Arizona. The central part of
the United States is not an area of great earthquake frequency. The greatest concentration of shocks has been in eastern Missouri and nearby States. In the eastern United States earthquakes have been scattered widely, and most have been only minor.

Alaska has many earthquakes, especially in the south. The major earthquake belt in Alaska extends through the Aleutian Islands, the Alaska Peninsula, and into the Kenai Peninsula and inland several hundred miles to Fairbanks.

2.

When they Strike: It is not possible to forecast an

earthquake to any useful degree. Seismologists are

aware of the areas where earthquakes are likely to

strike, but are unable to predict the day, week or

month when an earthquake will strike.

Nuclear Attack

Definition: When a nuclear bomb or missile explodes, the main effects produced are intense light (flash), heat, blast, and radiation. How strong these effects are depends on the size and type of the weapon; how far away the explosion is; weather conditions (sunny or rainy, windy or still); the terrain (whether the ground is flat or hilly); and altitude of the explosion (high in the air, or near the ground). All nuclear explosions cause light, heat and blast, which occur immediately. In addition, explosions on or close to the ground create large quantities of dangerous radioactive fallout particles, most of which falls to earth during the first 24 hours. Explosions high in the air create smaller

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radioacti ve particles, which would not have any real effects on humans until many months or years later, if at all.
Where they Strike: There is no way to say for sure where a nuclear attack might be centered. Most nuclear attacks would probably be centered in the large metropolitan areas and near industrial and defense sites.
When they Strike: In the event of war, a nuclear attack on the U.S. might occur. With many technological advances, the nation will always be warned of a pending nuclear attack. Attack warning signals and attention or alert signal are good things to know in such an emergency.
3. Public Responsibilities in a Disaster
In any disaster, there are certain things the public should do and others they should not do. The following points are "Rules of Conduct" in a disaster.
(a) Warning, Information and Advice
The public must learn to rely on news media for official warnings and authoI'itati ve information. Each individual has a responsibility to himself and his community to keep informed and to follow any directions given. Because of the possibility of electricity being disrupted, a battery-operated radio should be an important part of a family's emergency equipment.
(b) Use of the Telephone
Indiscriminate use of the telephone can seriously hamper disaster operations. Telephone switchboards designed to handle the calls of a normal day quickly become jammed during an emergency. Telephones should be used to report emergency incidents and situations, not as a personal source of information.
(c) Movement into a Disaster Area
One of the problems noted in virtually all disasters is the mass movement of people, messages, and supplies toward the disaster-struck area. This covergence complicates control measures and retards organized relief efforts. The problem of controlling people who move into a disaster area is made more difficult by the fact that some people have a valid reason for being there and others do not. These people have been divided into five major types, according to their motivation for going to the scene of the disaster. They are
The returnees, persons evacuated or absent at the time of the disaster.
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The anxious, people who are concerned about friends or relatives in the disaster area.
The helpers, formal relief and control agencies volunteers who move into the disaster area to assist local authorities.
The curious, sightseers or spectators who converge on a disaster area.
The exploiters, people who move into a disaster area solely for the purpose of private gain from looting, profiteering, etc.
4. Shelter Supplies and Equipment
(a) Food and Water
In an emergency water is essential. Water systems might go out of operation. You need to store at least 4 gallons of drinking water per person for your family, and more would be better.
If no stored water is available you could use the following.
Y0ur home water system - pipes, pressure or storage tanks, water heater, flush tanks or toilets
your refrigerator or freezer, ice cubes, melted frost.
properly sealed and covered wells
springs. Provided the spring and outlet are covered and protected from surface run-off. (b) Food
Include foods that
your family likes
require little or no water
can be eaten without heating
are put up in one-meal sizes
take minimum storage space
can be rotated in your home food supply Urui t juices every 3-6 months, prepared foods every six months to one year)
245

have a long shelf life

You should have

beverages: fruit and vegetable juices, powdered coffee, tea, milk, soft drinks, canned milk

prepared foods: canned hash, spaghetti dinners, salmon, tuna, chicken and noodles, baked beans and frankfurters (without tomato sauce)

vegetables: peas, corn, lima beans, etc.

fruits: peaches, pears, prunes, apricots

staples: crackers, cookies, pretzels

spreads for crackers and sandwiches: peanut butter, cheese spreads, meat spreads

soups: vegetable, pea, noodle, beef, clam chowder, mushroom, other than tomato

sugar and salt

special food for dietetics and/or infants

(c) Shelter supplies and equipment

beds - cots, bunks, sleeping bags, blankets

clothing - warm clothing, boots, disposable coveralls

utensils - paper plates, cups, knives, forks, spoons, pans, can opener

sanitation - garbage can, newspapers, paper and plastic bags, disinfectant, soap, deodorizers, personal supplies, toilet tissue, wash pan, towels

items for shelter living - folding tables and chairs, games and puzzles, paper, pencils, crayons, reading materials, sewing kit, first aid kit, medicines, camp stove, clock, calendar, matches, string and rope, broom and dust pan, wrench and pliers, candles, flashlight and batteries, fire extinguisher.

Medical supplies should be tailored to individual needs of the family. However, the following basic list will be helpful in preparing to meet those needs.

antiseptic solution aspirin tablets (5-grain)

smelling salts dressings, steri Ie (4" x 4")

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baking soda cough mixture di arrhe a me di cat ion ear drops table salt toothache remedy specified medications
recommended by your physician adhesive tape, roll (2" wide) applicators, sterile, cotton-tipped bandage, sterile roll (2" wide) bandage, sterile roll (4" wide) bandages, triangular (37" x 37" x 52")

safety pins (assorted sizes) sanitary napkins soap scissors splints, wooden (18" long) thermometer (clinical oral
or re ctal type) water purification materials first aid handbook rubbing alcohol petroleum jelly nose drops (water soluble) motion sickness tablets
(for nausea) cotton, sterile, absorbent bandages, (can of plastic
strips, assorted sizes)

E. Suggested Learning Activities

1. Discuss various kinds of disasters based where possible on current events, with the purpose of developing a definition of "disaster."

2. Collect clippings of news stories and pictures of natural disasters and make into a booklet.

3. Visit the local civil defense office. The teacher and the class should develop a set of questions to be answered during the trip, such as

How many people work at the office?

What do they do?

How do civil defense workers know when there will be trouble?

How do the civil defense workers let the people know there will be trouble?

What does the public fallout shelter sign look like? Why is it called a " fallout" shelter?

4. Take a walk to locate public fallout shelter signs in the neighborhood.

5. Visit the school emergency shelter areas with the principal.

6. Locate community map, police, fire, and civil defense offices and public fallout shelter locations.

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7. Visit a public fallout shelter in the company of the Civil Defense Director or the shelter manager. Review community shelter supplies before the visit. Note particularly protection factor, supplies, recreation and training needs.
8. Plan a home shelter and list supplies for it.
9. Plan a program of children's activities for shelter living. Include books, games and music, and assignment of responsibilities for activities and supplies.
10. Have a committee or committees research and report on national, state and local government organization and responsibility for civil defense action.
11. Evaluate the school's emergency plan and make recommendations to the principal concerning any needed revisions.
12. Investigate and report on civil defense education and training programs and make recommendations to the class and parents regarding education and training for individuals.
13. Invite a member of the staff of the local weather bureau to speak to the class on how natural disasters are predicted, stressing those most likely to affect the local area. This might be done through a committee visit to the bureau.
14. Break the class into five study groups and assign studies of tornadoes, hurricanes, floods, blizzards and earthquakes.
F. Res ources
In Time of Emergency: A Citizen's Handbook on Nuclear Attack and Natural Disasters, OCD/DOD. H-14. 1968
Personal and Family Survival, OCD/DOD. SM 3-11. 1966 Revision.
Realistic Approach to Civil Defense, A. American Association of Administrators, National Commission on Safety Education, Office of Civil Defense. OCD/DOD. MP-36. 1966,
Fallout Protected Schools, OCD/DOD. TR-41.
About Fallout, DOD CD 3-220, color, 24 min.
Face of Disaster, The. DOD CD 20-239, b/w, 10 min.
Hurricane Called Betsy, A. DOD CD 20-251, b/w, 28:54 min.
Post Attack World, DOD CD 20-231, b/w, 14:40 min.
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Shelter on a Quiet Street, DOD CD 5-221, color, 24:02 min.
Though the Earth Be Moved, DOD CD 20-238, b/w, 25 min.
Town of the Times, DOD CD 20-222, color, 26 min.
Format for Preparing System Emergency Preparedness Plan (Supplement), Curriculum Development Division, Office of Instructional Services, Georgia Department of Education, Atlanta, Georgia 30334.
Guide to Disaster Planning, Civil Defense Education Unit, Curriculum Development Division, Office of Instructional Services, Georgia Department of Education, Atlanta, Georgia 30334.
Government in Emergency, Department of Defense, Office of Civil Defense, May, 1970.
G. Evaluation
1. Construct an objective test on basic civil defense terms, local civil defense plans, facts about fallout, alert and warning signals, and local shelter areas based on student questions.
2. Have students develop and conduct a program for your PTA on either the local civil defense program or your school's emergency plans.
3. In out-of-class discussion, draw suggestions as to other subject areas where the junior-senior high school curriculum could contribute to better preparation of students for emergency situations.
4. Conduct a survey of the knOWledge about the attitudes toward civil defense, using a student-prepared questionnaire.
5. Give students a drawing of a home and have them mark the areas best suited for shelter construction.
6. On a student-prepared listing of shelter supplies, have students mark those items essential and those desirable for home shelter stocking.
7. Have students debate the relative merits. of home and public fallout shelters.
8. Have the class prepare information sheets on natural disasters that might occur in the area, and on protection needed -- Do's and Don'ts.
9. Have the class prepare lists of the local emergency and relief
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agencies needed and available in times of disaster that are all coordinated by civil defense.
H. Sample Test on Natural Disasters.
1. Multiple-Choice Questions
Directions: Draw a line under the correct answer.
(a) Tropical cyclones. that form near the Equator are called (1) blizzards <-2) floods (.3) tornadoes <-4) hurricanes.
(b) The small storm that ususally appears as a funnel-shaped
cloud is known as (1) hurricane (2) earthquake (3) tornado (4) bliz.zard (.5) flood.
(c) When there is a sudden displacement within the earth. the result is called a/an (1) flood (2) earthquake (3) hurricane (4) blizzard (5) tornado.
(d) The most powerful of all storms is the (1) flood (2) hurricane (3) tornado (4) earthquake (5) blizzard.
(e) The storm that usually travels westward at first and then curves gradually toward the north is the (1) flood (2) hurricane (3) earthquake (4) blizzard (5) tornado.
(f) The greater part of the United States is free from (1) earthquakes (2) blizzards (3) tornadoes (4) hurricanes (5) floods.
(g) It is not yet possible to forecast to any useful degree when the following may strike. (1) tornado (2) hurricane (3) earthquake (4) flood (5) blizzard.
(h) The Atlantic Ocean. the Caribbean. and the Gulf of Mexico are the birthplaces of practically all earthquakes (2) hurricanes (3) blizzards (4) floods(5) tornadoes. (In the United States).
(i) The most violent weather phenomenon known to man is the (1) earthquake (2) hurricane 0) flood (4) blizzard (5) tornado.
(j) The storm that usually forms in the Rocky Mountain and Plains States. of North America. where there is an abundant supply of cold air during winter. is the (1) hurricane (2) tornado (~) flood C4) bliz.zard (5) earthquake.
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2. Completion Questions

Ca)

----------------

are the two "standard" emergency signals that

have

been adopted in most - - - - - - - - - - - - - - - - communi ties.

(b)

----------------

is a 3-5 sound on

minute wavering the sirens, or a

series of short blasts on

sirens, whistles, or other

devices.

Cc)

----------------

is a 3-5 blast on

minute steady sirens, whistles,

or other devices.

--

--

---

--

--

-

--

--

-

is used natural

to warn of a disaster or other

emergency.

(e)

-

-

-

---

-

-

-

-

---

-

-

-

means that actual attack against the United States

has been detected.

-

-

-

-

-

-

-

-

-

-

-

-

-

-

-

-

trave hour.

l

s

25

to

40

miles

per

- - - - - - - - - - - - - - - - (g)

travels at least 74 miles

per hour.

(h)

----------------

is a land

body that

of is

water covering usually not

under water.

----------------

is most likely to strike from late summer through

the fall in the western

hemisphere.

Cj) _________________ usually occur when cold polar air is drawn into active low-pressure disturbances.

3. True-False Questions

Directions:

Indicate whether the sentences are true (t) or false (f) by plCj.cing a circle around the correct answer.

T - F (~) When a Tornado Warning is issued, take shelter within the next 2 hours.

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T - F (b) If you are iriving an automobile when an earthquake occurs, you should immediately stop the car and leave.
T - F (~) If you are outside when an earthquake occurs, remain outside.
T - F Cd) If a tornado is sighted and your home has no basement, take cover under heavy furniture.
T - F (e) Drive away from a tornado's path at a right angle if you are in open country.
T - F () When a tornado approaches, it lS safe to remain in a trailer or mobile home.
T - F (g) During a disaster, one should travel faster than road and weather conditions permit in order to save time.
T - F (h) If you are caught in a blizzard, it is not necessary to seek refuge since it is only a snowstorm.
T - F (i) During a blizzard, if there is no house or other source of help in sight, do not leave your car to search for assistance.
T - F (j) If you are walking when a tornado approaches, take cover and lie flat in the nearest depression such as a ditch, culvert, excavation or ravine.
IV. Approaches to Curriculum Design in Health Education
A. The conceptual approach: a method for curriculum design in health education.
1. Conceptual approach *4': Health education, like many other academic fields, has turned to the concept oriented approach in curriculum planning and development. A concept refers to an idea, a stable impression, a meaning or a thought held by an individual. Concepts provide a needed framework for knowledge and for thinking, both necessary aspects for health education.
Identifying representative concepts of a field of knowledge serves as a basis for the selection of subject matter content and teaching procedures. that will give meaning to the concepts. Since concepts are pers.onal organizations of interpretation.
~~
Health Education: A Coneeptual Approach to Curriculum Design, School Health Study. 3M Education Press, 1967.
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they cannot be taught as such. Rather, teaching is directed toward the concepts. Concepts can, however, be learned. (Example: alcohol is harmful to the body in many ways. It affects judgment, speech, balance, vision and coordination). At every level of instruction the distinctive and basic ideas that typify the given field should determine what is to be taught. The active participation and involvement of students are a requirement in the concept development process. The concepts thus formed may be concrete, abstract, or generalized. As the learning process advances, a student hopefully would arrive at essentially the same concept as formulated by the instructor. But he does so through his own understanding, not by the rote memorization of a concept set forth by others.
In effect, the decisions that individuals make and the actions they take are determined largely by their concepts. The efficacy of learning is the extent to which behavior is affected. In a learning situation, the individual gives some organized meaning to sensual perceptions and cognitive interpretations. The outcome is a concept, which then interacts with other concepts to mediate and direct behavior. It should be made clear that the concepts which evolve include at least two kinds of experiences: cognitive (knowledge, intellectual abilities and skills) and affective (values, emotional sets, attitudes and appreciations).
To the extent that concepts are internalized, they can be viewed as the end results of instruction. As such, concepts are fundamental to the selection of subject matter, expected behavioral objectives, learning opportunities and evaluation procedures.
B. Student directed approach - This approach allows the students I interest, needs and abilities to dictate the curriculum content. Some of the better methods for revealing student interest follows.
1. Grades K-2 - Observations of perceptive teachers as children engage in free, unstructured play and work activities. Of these activities, most helpful would be health-related events which arose incidentally (life-situation), dramatizations, the many health-related questions and such brief discussions &s children are interested in pursuing about health events in and out of school.
2. Elementary school students, though willing to make choices, may not have the competency to accurately select the most important concerns. Some guidance mal have to take place to assure the students of having the ~roper background knowledge to select accurately. The student may be able to express the concerns and then have these concerns placed in proper perspective by teachers, principals or other educators. This brings about the question as to whether elementary age pupils should be asked to make decisions that will be the basis for
2S3

the development of course content in health education. Groups of elementary boys and girls in one locale may be very capable of making such decisions while those in other areas will be quite incapable. It is the general opinion of this writer that elementary curriculum materials should be developed in the traditional manner with the possibility of feedback from students as a means to influence priorities and decisions. ;': 3. Grades 3-12. Ruth Byler, in Teach Us What We Want to Know, indicates that large and small group discussions, free and anonymous writing, and observations of perceptive teachers are the best methods for teachers to use in allowing students to provide curriculum content in health education.**
Jack S. Short, "Student Concerns: A Basis for Health Education Curriculum Development," (unpublished research, Georgia Department of Education, December 1969).
Ruth V. Byler, Teach Us What We Want to Know (New York: Mental Health Materials Center).
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Division of Elementary and Secondary E~ Office of Instructional Services Georgia Department of Education Atlanta, Georgia 30334 Revised 1974 Edition
Jack P. Nix State Superintendent of Schools
~ ~