ALEX Classroom Resources

   View Standards     Standard(s): [HE] HED (9-12) 8 :

HE.2.1) Analyze the influence of external factors on health beliefs and behaviors.

a. Analyze how family, culture, school, and community influence the health practice and behaviors of individuals.

Examples: explaining how holiday celebrations and traditions such as over indulgence in eating and consuming alcohol affect health behaviors; explaining how extra-curricular activities and schedules result in over-consumption of fast food

b. Examine how peers influence healthy and unhealthy behaviors.

c. Examine how peers influence healthy and unhealthy behaviors.

Example: influence of media on teen body image, sexual activity, drugs, alcohol, violence, cyber-bullying.

d. Cite evidence of how public health policies and government regulations can influence health promotion and disease prevention.

[HE] HED (9-12) 10 :

HE.2.3) Analyze how the perceptions of norms influence healthy and unhealthy behaviors.

Examples: addressing topics such as wearing safety equipment, teen pregnancy, drug abuse, suicide, cyber-bullying, weight management, potentially dangerous social media trends

[HE] HED (9-12) 11 :

HE.2.4) Critique the influence of personal values and beliefs on individual health practices and behaviors.

[HE] HA (10-12) 3 :

HA.3.1) Gather information and interpret data for planning prevention activities.

a. Identify concerns, beliefs, and areas of misinformation among peers.

b. Design program goals based on addressing misinformation, beliefs, and concerns among peers.

c. Utilize a focus group to change their school climate.

[HE] WH (10-12) 7 :

WH.5.2) Examine barriers that hinder decision-making skills related to world health issues.

Examples: politics, religious beliefs, culture

What are your automatic reactions when you think about anxiety, depression, alcohol, exercise, eating, or persons with mental illness?

At Project Implicit Health (PIH), you can measure your thoughts about mental and physical health that are difficult to consciously control. The tests require less than 15 minutes and you will receive feedback about your performance and learn more about your automatic thoughts.

   View Standards     Standard(s): [HE] HED (9-12) 30 :

HE.8.1) Utilize accurate peer and societal norms to formulate a health enhancing message.

Example: using data on local health issues to develop a positive message concerning a topic

[HE] HA (10-12) 3 :

HA.3.1) Gather information and interpret data for planning prevention activities.

a. Identify concerns, beliefs, and areas of misinformation among peers.

b. Design program goals based on addressing misinformation, beliefs, and concerns among peers.

c. Utilize a focus group to change their school climate.

[HE] WH (10-12) 2 :

WH.2.1) Examine the health challenges facing the world today.

a. Collect statistical data about health issues within various countries.

b. Investigate the influence of family, peers, and culture on possible solutions to world health issues.

c. Examine the links among health, economic development, media, and technology.

d. Research how disparities in socio-economic status can adversely affect health and access to health care globally.

e. Analyze the roles and responsibilities of government and non-governmental organizations in achieving global health.

This resource is a slide show presentation full of charts and visuals about the topic of global health and healthcare. Be sure to recognize the slide show controller in the bottom right-hand corner of the page.  

These teaching notes are part of a series of resources from Our World in Data.
They have been designed to support those interested in teaching and learning about global development, and they require no background knowledge.

Here we touch on the following questions:
How does the general health situation of people in poor countries compare to the health of people in rich countries?
How are population health outcomes changing over time?
How difficult is it to improve health outcomes in poor countries?

   View Standards     Standard(s): [HE] HA (10-12) 1 :

HA.1.1) Research national, state and local data from the Centers for Disease Control and Prevention and the Youth Risk Behavior Survey for prioritizing prevention activities for the school and community.

a. Interpret the Youth Risk Behavior Survey data on the six priority adolescent risk behaviors.

b. Recognize the adolescent risk behaviors of high incidence among Alabama's students.

[HE] HA (10-12) 3 :

HA.3.1) Gather information and interpret data for planning prevention activities.

a. Identify concerns, beliefs, and areas of misinformation among peers.

b. Design program goals based on addressing misinformation, beliefs, and concerns among peers.

c. Utilize a focus group to change their school climate.

[HE] HA (10-12) 4 :

HA.4.1) Execute communication and leadership skills to empower other students to be physically, socially, behaviorally, emotionally, and intellectually successful.

a. Examine the varied roles and responsibilities of student leaders.

b. Design program goals based on YRBS data and focus group results.

c. Research various leadership and peer training programs and opportunities.

d. Apply peer helping training skills in assigned schools settings.

e. Demonstrate leadership skills by advocating for health-related changes in the school or community.

This is where students will go to analyze YRBS data.
The Youth Risk Behavior Surveillance System (YRBSS) monitors six categories of health-related behaviors that contribute to the leading causes of death and disability among youth and adults, including:

• Behaviors that contribute to unintentional injuries and violence
• Sexual behaviors related to unintended pregnancy and sexually transmitted diseases, including HIV infection
• Alcohol and other drug use
• Tobacco use
• Unhealthy dietary behaviors
• Inadequate physical activity

YRBSS also measures the prevalence of obesity and asthma and other health-related behaviors plus sexual identity and sex of sexual contacts. YRBSS is a system of surveys. It includes 1) a national school-based survey conducted by CDC and state, territorial, tribal, and 2) local surveys conducted by state, territorial, and local education and health agencies and tribal governments.

   View Standards     Standard(s): [HE] (8) 5 :

8.1.5) Analyze family history to determine the effects of health conditions that may be chronic or acute diseases.

Examples: diabetes, high-cholesterol, high blood pressure, cancer, mental health issues

[HE] HED (9-12) 3 :

HE.1.3) Analyze how genetics and family history can impact personal health.

Examples: family history of heart disease, diabetes, cancer, or addictions

[HE] HA (10-12) 3 :

HA.3.1) Gather information and interpret data for planning prevention activities.

a. Identify concerns, beliefs, and areas of misinformation among peers.

b. Design program goals based on addressing misinformation, beliefs, and concerns among peers.

c. Utilize a focus group to change their school climate.

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