Sophronia L. Gallop
Human sexual response begins virtually from the moment of birth. An evident manifestation of sexuality occurs during breast feeding, when the newborn child takes pleasure and comfort from the sheer physical proximity of the mother. It has also been recorded that newborn babies have displayed all the visible and somatic signs of orgasm: tumescence, increased rates of blood circulation and heartbeat, changes in breathing, and flushing of the skin.
I guess the best advice I can give is: If you just relax, everything will turn out o.k. Everyone goes through the same changes sooner or later, so you’re not alone.
This unit, An Insight Into the Hormones of Life, is developed to provide an environmental challenge in the area of Home Economics. Sixth, seventh, eighth, and learning center students will be exposed to this unit.
The unit will consist of the following areas: The background of hormones, how hormones work, a few of the scientist who have contributed to the structure of hormones; the major glands in the human body affected by hormones, the diseases affecting the hormones; and the molecular structure of the hormones. Also, how do the hormones work. A specific area will be developed on classroom activities. A list of resources will be included for the teacher and students.
This unit is designed to last approximately six to seven weeks and will include the viewing of filmstrips, visual aids, and an area of listening skills will be developed from experts in the field pertinent to the materials discussed. There will be open forums by teens on sex and its relationship to others of the same or different peer age.
Questions that are considerably important to teachers and students are the following:
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1. On what points do you introduce the human anatomy to students? How much do you expose them to?
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2. Compare the various backgrounds of the students involved. What clues do they offer which help you to access their backgrounds and individuals views?
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3. At which point in the unit should I begin to expose the students to visual aids of the human anatomy?
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4. What programs are available for the students to discuss the hormones in secrecy?
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5. Are parents going to be receptive to this unit? Should letters go home and alert the parents? Why?
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6. Is love the only satisfactory answer to the problem of human existence?
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7. Assuming good health for yourself and others, what is the one situation that you would least like to encounter in life?
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8. To biologically discuss the male and female, how blunt are the tools of psychology and sociology going to be understood?
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9. What is the age of puberty in males and females? How is this determined?
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10. Do we have all of the information to discuss diseases of the hormones?
The objectives of this unit are the following:
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a. name the glands of the endocrine system,
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b. distinguish between endocrine and exocrine glands,
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c. explain the function of hormones,
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d. describe the effects of specific hormones found in the body,
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e. explain conditions resulting from improper functioning of certain glands,
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f. provide relevant material and information for the students achievement,
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g. use the excitement of sex education as a catalyst for our youth of today and tomorrow,
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h. and, provide teachers with current updated curriculum materials which can be infused into their home economics curriculum.
