"Consent and Abuse of Power" follows Cassie, who has been getting special attention from her English teacher and is not sure if she needs to do something about it. After an uncomfortable encounter in Mr. Jones’s office, Cassie starts to explore her options for dealing with what happened. Students will analyze the difference between appropriate and inappropriate student-teacher relations, learn about and practice recognizing consent, and examine different possible decisions one can make when responding to an abuse of power.  This lesson answers the following questions:  -What is legal consent? -What is considered as inappropriate in teacher-student relations? -How can I report inappropriate teacher-student relations?  This lesson is for grades 9-12.  How can I teach my students how to recognize abuse of power? In this lesson on consent and abuse of power, students will learn about the difference between appropriate and inappropriate behaviors in teacher-student relations, as well as recognizing consent and responding to abuse of power.  How do I talk to my child about consent? If you are a parent and want to talk about how teens can advocate for themselves and make correct decisions when responding to abuse of power, this lesson is for you!

Consent and Abuse of Power

Examine how the family influences the health of adolescents.

2.8.1

Describe how peers influence healthy and unhealthy behaviors.

2.8.3

Analyze how environment and personal health are interrelated.

1.12.3

Determine the value of applying a thoughtful decision-making process in health-related situations.

5.12.2

Demonstrates ways to communicate care, consideration, and respect of self and others.

CM.C.6

Analyze how the school and community can affect personal health practices and behaviors.

2.8.4

Describe the interrelationships of emotional, intellectual, physical, and social health.

1.12.2

Use skills for communicating effectively with family, peers, and others to enhance health.

4.12.1

Demonstrate how to ask for and offer assistance to enhance the health of self and others.

4.12.4

Evaluate the effectiveness of health-related decisions.

5.12.7

Predicts short-and long term benefits and harmful consequences of behaviors based on the assessment.

RM.C.4

Selects and applies a health skill to improve personal health and safety.

RM.C.5

Demonstrates strategies to prevent and manage conflict in healthy ways.

CM.C.8

Applies collaboration skills to address a complex health issue.

CM.C.9

Identifies personal health decisions and analyzes related internal and external influences.

DM.C.1

Applies a decision-making model to real-life health-related situations.

DM.C.5

Analyzes perceptions of peer, family, and community normative health-related behavior.

DM.C.6

Individuals know and understand the school’s and/or employer’s sexual harassment policy.

VP.C.9

Relationship violence can cause emotional and physical harm for both males and females.

VP.C.10

Individuals know the signs of relationship violence and where to go for help and support.

VP.C.11

Define the characteristics of unhealthy or harmful relationships, including manipulation.

21.C.v

Identify protective strategies for avoiding unsafe situations that heighten the risk of sexual harassment, sexual abuse, sexual assault, sex traficking, and teen dating violence.

21.D

Explain the importance of reporting to a parent or another trusted adult sexual  harassment, sexual abuse, sexual assault, sex traficking, and dating violence involving self or others.

21.E

Advocate for a positive and respectful school environment that supports pro-social behavior.

6.5c

Explain the importance of immediately reporting a weapon that is found or is in the possession of peers.

4.2.S

Apply a decision-making process to avoid potentially dangerous situations, such as gang activities, violence in dating, and other social situations.

5.2.S

Analyze techniques that are used to pressure someone to engage in or be a target of violent behavior.

2.2.M

Discuss the characteristics of gang members.

1.7.S

Evaluate the benefits of professional services for people with mental, emotional, or social health conditions.

3.2.M

Use a decision-making process to evaluate individual differences in growth and development, physical appearance, gender roles, and sexual orientation.17

5.3.G

Explain why individuals have the right to refuse sexual contact

1.9.G

Evaluate the benefits to mother, father, and child when teenagers wait until adulthood to become parents.

1.11.G

Recognize that there are individual differences in growth and development, physical appearance, gender roles, and sexual orientation.5

1.10.G

Determine valid and reliable resources that enhance healthy relationships.

2.2c

Describe types of sexual harassment and ways to report them.

1.8.S

Apply decision-making or problem-solving steps to hypothetical situations involving assault and intimidation, including sexual harassment.

5.5.S

Evaluate laws related to sexual involvement with minors.

3.4.G

Identify verbal and nonverbal communication that constitutes sexual harassment.

6.4d

Recognize behaviors that are perceived as sexually coercive, and behaviors that are crimes.

6.4e

Explain why and how rape and sexual assault should be reported to a parent or trusted adult and appropriate legal authorities.

6.4f

Identify what qualifies as clear consent for sexual activity.

2.4l

Demonstrate effective and respectful advocacy strategies in support of the needs and rights of other.

4.3a

Access valid information and resources that provide information about sexual assault and violence.

Explain that acquaintance rape and sexual assault are illegal.

SAAP 1.1.8 

Describe how power and control differences in relationships can contribute to aggression and violence.

SAAP 1.2.8 

Explain that a person who has been sexually assaulted or raped is not at fault

SAAP 1.3.8 

Explain the term affirmative consent and what it looks like in words and/or actions.

SAAP 1.4.8 

Explain that no one has the right to touch anyone else in a sexual manner if they do not want to be touched.

SAAP 1.6.8 

Demonstrate an understanding of how affirmative consent mitigates the impact and consequences of sexual pressure.

HR 1.5.12 

Explain why rape and sexual assault should be reported to a trusted adult.

SAAP 1.5.12 

Explain why it is an individual’s responsibility to verify that all sexual contact is consensual.

SAAP 1.7.12 

Examine the dynamics of healthy and unhealthy relationships, including the right to refuse sexual contact, the legal ramifications of sexual assault, and reporting to a trusted adult.

HE7.1.g

Analyze the concept of consent to include a person’s right of refusal to participate in undesired activities (drug use, bullying, sexual activity, criminal activity) and that such solicitation should be reported to a trusted adult. (See O.C.G.A 20-2-143 and O.C.G.A 16-6-3)

HEHS.1.o

Explain ways to protect against abuse and all forms of assault and what to do if assaulted

Consent and Abuse of Power

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