-Consent & Personal Boundaries-
-Consent & Personal Boundaries-
Embedded Files
HOW TO USE THIS LESSON: The webpage below is intended to be projected for students to follow along. It includes basic instructions, definitions, etc. to guide students. Depending on your technology, you can have a student in charge of scrolling through the site, on your cues. Just have them try not to scroll past the thin purple dividers or thick colored banners until you are ready to start that next section!
You will also need to download and/or print this facilitator's guide. This document contains extra instructions, facilitator's notes, and other behind-the-scenes content necessary for the lesson.
Grade 11 - Consent & Personal BoundariesObjective: You will learn about consent and personal boundaries. You will learn and exercise boundary setting.
Introduction
Introduction
Consider the following questions:
When you think about consent, what comes to mind? Why is consent important?
Does consent apply only to a sexual context?
What is something new that you learned from this video?
"Consent applies to a broad range of behaviors. At its core, consent is about communicating, understanding, and respecting another person’s boundaries, and vice versa.”
Main Activities
Main Activities
“Consent applies to a broad range of behaviors and aspects in our lives. At its core, consent is about communicating, understanding, and respecting another person’s boundaries, and vice versa. There are 7 different types of boundaries that we will be discussing today: mental, emotional, material, internal, conversational, physical, and time
Each group will focus on 2-3 types of boundaries and answer the following questions:
Reflect on the boundaries you set for yourself, what was that boundary?
Think of a time when somebody challenged your boundary. How did that make you feel? How did you respond?
Working with the group, come up with 3-5 examples for the type of boundaries you were assigned. For example, Material boundaries can include: lending a car to someone. Conversational boundaries can include: not engaging in gossip.
Working with your group, come up with ways to respond to a personal boundary being crossed. Would the response be the same with a parent, a friend, and a teacher?
After you're done, discuss your answers with the rest of the class.
Closing
Closing
Thank you for participating in the lesson. Let's close it with a final question.
How was the concept of consent present in our activities today?
Remember, sometimes we need to have a clear boundary with others and make the line solid on what is okay and what is not. Consent is not coerced or manipulated. If you had to convince someone, you do not have their consent.
Looking for a little more content?
Looking for a little more content?
Extension Activity:
Extension Activity:
Introduce students to this memory device for traits of consent.
Freely given - consent is a choice made without pressure or manipulation.
Reversible - anyone can change their mind at any time.
Informed - you can only consent if you have the full story about what is going on.
Enthusiastic - consent is about things you want to do, not things you feel expected to do or like you have to do!
Specific - saying yes to one thing doesn't mean that you've said yes to other things.
Like the lesson? Here's another on this topic:
Like the lesson? Here's another on this topic:
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