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Activity 6-1: Reasons for Not wanting Children

PLAN

Summary Previous activities have focused on why people have children. Students now turn to the opposite issue and figure out the reasons for not having children.

Objectives

Students:

\checkmark identify reasons people give for choosing not to have children.

\checkmark identify reasons people give for delaying having children.

Student Materials

  • Activity Report

Teacher Materials

  • None required

Advance Preparation

Make one copy of the student Activity Report per group.

Estimated Time 30-40 minutes

Interdisciplinary Connections

Language Arts Have students write a short story about the observations of a person who is thinking of having a child when he or she visits a couple of young friends who have a two-year-old child. What would the person see and hear to help him/her decide for or against parenthood?

Social Studies Have students research countries that are threatened by overpopulation to find out the problems caused by overpopulation and the proposed solutions to these problems.

Prerequisites and Background Information

None

IMPLEMENT

Introduce Activity 6-1 by telling students that sometimes it's just as important to think about the negative aspects of something as it is the positive when trying to make an important decision. In this activity they will examine reasons for NOT having children.

Step 1 Allow approximately 10 minutes for the students to complete their individual responses to questions 1-3 on their Activity Report.

Steps 2-3 Divide the class into small groups (4-6). Each group will select a facilitator and a reporter. Allow about 15 minutes for the group to compare and discuss their answers.

Conclude Activity 6-1 by reconvening the class and asking each group to present their conclusions. As each group reports, write the most common reasons given by the girls and then by the boys on the board. Compare and contrast the results. Ask what could account for these similarities and differences. After the discussion, ask students to complete Step 4 by writing an individual position statement.

ASSESS

Use Activity Report and class discussions to assess if students can

\checkmark explain the reasons why adolescents do not want to have children.

\checkmark explain the reasons for planning when to have children.

\checkmark identify the reasons why some people do not want to have children of their own at any time during their lives.

Abstinence Students discuss abstinence.

What Do You Think?

Why is communication an important part of practicing abstinence?

What Do You Think?

Why do you think it is so hard to say no to people in some situations? Are some situations easier than others? Explain why?

Activity 6-2: Who Decides?

PLAN

Summary In this activity students role-play participants in a congressional hearing on welfare reform. A panel of “senators” is investigating the high cost of welfare to adolescent parents. “Special interest” groups present testimony favoring their viewpoints.

Objectives

Students:

\checkmark examine the societal issues raised by teenage pregnancy.

\checkmark propose interventions to reduce pregnancy.

Student Materials

  • Activity Report (one per team)

Teacher Materials

  • 5 Activity Reports per class

Advance Preparation

Determine if there are certain students you want in specific roles. Decide how you will arrange the room for the hearing. Think about possible resources to which you can direct your students.

Estimated Time

Long version:

20-minute introduction and group planning session

2-3 days for groups to do research in or out of class (teacher discretion) 40 minutes to conduct hearing

Short version:

Eliminate research and complete in one 45-minute block

Interdisciplinary Connections

This activity has Social Science and Language Arts connections.

Prerequisites and Background Information

None required. However, you may want to talk to your students about the role of Congress.

IMPLEMENT

Introduce Activity 6-2 by presenting the situation and going over the activity report.

Steps 1-2 On day one, select 3-4 students to role-play the senators. They will listen to the testimony and give their decision, with reasons, at the conclusion of the hearing. Divide the remainder of the class into three groups and give each group plus the senators an Activity Report. Each group will present an argument favoring the point of view assigned to them. The points of view are:

The government should

  • provide sex education and contraceptive services.
  • provide government money to improve the living conditions of adolescent parents and their families.
  • provide education to support abstinence.

If you would like, add a fourth group whose position is that the government should do nothing regarding the issue.

Step 3 Give the groups 15 minutes on the first day to plan their approach. Allow 2-3 days for the groups to research the point of view of their “special interest” group using current information.

The senators can research the facts about government spending for social programs in the United States. Is money lacking or is the money misappropriated? Would senators gain or lose votes based on the decisions they must make?

“Ground rules” for the presentation of the testimony are

  • Back all claims with factual research where possible.
  • Prepare visual displays to enhance their presentations to the senators.
  • Each group will select two presenters with a limit of 3 minutes testimony per group.
  • Allow 2 minutes of questioning by the senators for clarification at the end of the presentation.
  • Group members may help their presenters answer questions.
  • One senator will act as the facilitator and call each group, in turn, to testify.
  • Set up one table at the head of the class for the senators and one table facing the senators for the presenters. Groups sit with their members in a U shape behind their presenters.

While the groups are preparing their testimony the senators can set up the tables and chairs for the hearing.

Conclude Activity 6-2 by having the senators announce their decision at the conclusion of the hearing as to which plan they will support and the reasons for that decision.

ASSESS

Use student presentations to assess if students can

\checkmark compare and explain the conflicts between social problems and government spending.

\checkmark identify possible interventions to reduce teen pregnancy that could be both effective and cost-effective.

What conditions will have to be in place before you will feel like you are ready to become a parent? What will you want to have accomplished first before you take on that responsibility? How will you make sure that you don't become a parent before you are ready?

Review Questions/Answers

  • Sample answers to these questions will be provided upon request. Please send an email to teachers-requests@ck12.org to request sample answers.
  1. What is the difference between personal and societal reasons for not having children? Give an example of each.
  2. What are some examples of family planning?
  3. What are two reasons that adolescents don't want to have children?
  4. What does abstinence mean? List five things that abstinence does not mean.
  5. Why does abstinence make sense as a way to avoid pregnancy and STDs? Name four reasons.
  6. What are four steps in practicing abstinence?

Activity 6-1 Report: Reasons for Not Wanting Children (Student Reproducible)

1. Reasons for not having children during adolescence:

a.

b.

c.

d.

e.

2. Reasons for choosing to have children later, at a “planned” time.

a.

b.

c.

d.

e.

3. Reasons for deciding never to have children.

a.

b.

c.

d.

e.

4. After your group discussion, write your personal position statement on this topic.

Activity 6-2 Report: Who Decides? (Student Reproducible)

Instructions

You are about to give testimony before a congressional committee investigating the high cost of welfare. They are specifically concerned about adolescent parents and their cost to the taxpayers. As you prepare your 3-minute presentation you might consider answers to these questions:

Group 1, “Provide more sex education and contraceptive services.”

a. What, specifically, needs to be taught?

b. Where would education be offered for those adolescents who have dropped out of school?

c. What specific contraceptive services would be offered and by whom?

d. How will this idea save the taxpayers money?

Group 2, “Provide government money to improve the living conditions of adolescent parents and their families.”

a. Will this mean providing better housing, schools, and health services?

b. Will this include better job training?

c. How will this idea save the taxpayers money?

Group 3, “Provide education to support abstinence.”

a. What, specifically, needs to be taught?

b. Does peer pressure influence adolescents to choose or reject abstinence? What needs to be done?

c. Where would this education be provided for adolescents who do not attend school?

d. How will this idea save the taxpayers money?

Senators: Listen to each of the presenters carefully. At the conclusion of their testimony ask questions based upon what you have heard and based upon the questions on this sheet. The answers you receive should influence your final decision. Try to keep an open mind and base your decision on the testimony you have heard.

Image Attributions

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Grades:

6 , 7 , 8

Date Created:

Feb 23, 2012

Last Modified:

Apr 29, 2014
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