Christen Klein

Sex Education/ Information Outline

Overview:
Topic: Comprehensive Sex Education
Setting: Auditorium on Campus
Audience: College Aged Students

Instructional Objectives:
Cognitive Objectives:
1. Students will be able to correctly identify at least 3 types of consent when asked to do so
by the instructor.
2. Students will be able to identify 1 or more places that they can access free condoms and
other contraceptives in the Milledgeville area when asked by the instructor.
3. Students will be able to discuss and correctly state at least 2 types of STIs and how they
are contracted when asked to do so by the instructor.
4. Students will be able to identify 3 or more stereotypes related to men and women during
a class activity.
5. Students will correctly identify at least 2 female and male anatomical parts of the pubic
region during a group quiz activity.
6. Students will be able to correctly answer at least 3 out of the 25 questions as a part of a
trivia game.
Affective Objectives:
1. Students will state his/her experiences he/she had with sex education in school, and how
they have or have not used what they learned in a small group activity.
2. Students will discuss his/her ideas and their level of comfort they have about
communication regarding sex and consent within their own relationships in a class
activity.
3. Students will be able to discuss and identify at least 2 societal stereotypes and how these
stereotypes can be “broken” in a class activity.
4. Students will demonstrate and discuss their knowledge of consent through a class
activity.

Introductory Statement:
 “Only about half of adolescents (57% of females and 43% of males) received formal
instruction about contraception before they first had sex; about four in ten (46% of females and
31% of males) received instruction about where to get birth control.” (Guttmacher Institute)
 “One in two sexually active persons will contract an STI by age 25.” (American Sexual Health
Association)
 “Roughly 40 percent of males and nearly half of females reported that they or their partner did
not use a condom the last time they had sexual intercourse.” (U.S. Dept. of Health & Human
Services)

Outline of Content:
 Where do we learn about sex?
o Parents
 o Sex Education courses in school
o Friends
o Porn/ Social Media
o Movies
 Anatomy:
MALE:
 The male genital system consists of both external and internal parts. The external
male genitalia include the penis, urethra, and scrotum. The internal male genitalia
include the seminal vesicle, testes, vas deferens, epididymis, prostate,
bulbourethral gland, and ejaculatory duct.
 The penis is the main part of external male genitalia, which has both sexual and
bodily functions. It is able to ejaculate semen (containing sperm) during sex and
to relieve the body of urine. The urethra transports the urine from the bladder, out
of the male body. Semen also travels through the urethra.
 Each male has two scrotal pouches, which house certain parts of the internal male
genitalia (epididymis, testes, and lower spermatic cords). The testes are the most
important part of internal male genitalia because they make and store sperm, as
well as supply the male body with hormones, which control the development of
male characteristics and reproductive organs.
 The epididymis stores, matures, and transports sperm between the testes and the
vas deferens, which channels sperm toward the urethra.
 The seminal vesicles are adjacent to the urethra and secrete a milky fluid that is
ultimately discharged through the ejaculatory duct.
 The bulbourethral glands also assist in the discharge of semen.

FEMALE:
 The female reproductive organs can be subdivided into the internal and external
genitalia (see the images below). The internal genitalia are those organs that are
within the true pelvis. These include the vagina, uterus, cervix, uterine tubes
(oviducts or fallopian tubes), and ovaries. The external genitalia lie outside the
true pelvis. These include the perineum, mons pubis, clitoris, urethral (urinary)
meatus, labia majora and minora, vestibule, greater vestibular (Bartholin) glands,
Skene glands, and periurethral area.
 External Anatomy:
 Vulva- an umbrella term for external genitals
 Mons Pubis/Veneris- fatty tissue area that covers pubic bone
 Vagina- birth canal
 Labia Majora- larger lips
 Labia Minora- small lips
 Clitoris
 Hymen
 Urethra- where you pee out of
 Urethral Meatus- urethral opening
 Fourchette- area beneath vaginal opening where labia minora meet
  Bartholin’s glands- provide a small amount of lubrication during
arousal
 Internal Anatomy:
 Vagina/birth canal- introitus (orifice), and the Grafenberg spot (G-
spot)
 Uterus- hosts developing egg
 Cervix- between uterus and vagina, opening called cervical os.
 Ovaries- produce “eggs”
 Fallopian tubes- place where sperm and egg meet
 Fimbria- “finger-like projections”

 The Types of Sex:

o Vaginal: involves inserting the penis into the vagina.
o Anal: inserting the penis into the anus.
o Oral: sexual activity involving the stimulation of the genitalia of a person by
another person using the mouth (including lips, tongue or teeth) or throat.
{YES ORAL SEX IS SEX!}

 The Basics of sex:

o Know the facts
 You have the potential of getting pregnant and contracting STI’s without
the use of contraceptives.
 How else can you get STIs?
 “Many STIs are spread through contact with infected body fluids
such as blood, vaginal fluids, or semen. They can also be spread
through contact with infected skin or mucous membranes, such as
sores in the mouth. You may be exposed to infected body fluids
and skin through vaginal, anal or oral sex. Anal sex is very risky
because it usually causes bleeding. Sharing needles or syringes for
drug use, ear piercing, tattooing, etc. can also expose you to
infected fluids. Most STIs are only spread through direct sexual
contact with an infected person. However, pubic lice and scabies
can be spread through close personal contact with an infected
person, or with infested clothes, sheets, or towels.”
 What are all the STIs you can get?
 Chlamydia, Gonorrhea, Hepatitis B, Herpes, HIV/AIDS, Human
Papillomavirus (HPV), Pubic Lice (“crabs”), Scabies, Syphilis,
Trichomoniasis, Pelvic Inflammatory Disease (PID), Bacterial
Vaginosis (BV)
 How to combat and protect you from these STIs will come later in
the lesson.

 Contraceptives
o Barrier Methods:
 Male Condoms- Perfect Use (PU)=98%; Typical Use (TU)=85% (STI
PROTECTION)
  Diaphragm-PU=94%; TU=84%
 Female Condom- PU=95%; TU=79%
 Sponge- PU=91%, TU=84%
o Oral Contraceptive Pill
 Combined Oral Contraceptive (AKA the pill)-PU=over 99%; TU=92%
 Progesterone-only Pills (AKA the Mini-pill) –PU=over 99%; TU=92%
o Long-Acting Reversible Contraceptive Methods (LARCS)
 Mirena- PU=over 99%; TU=over 99%
 Copper IUD-PU=over 99%; TU=over 99%
 Implanon- PU=over 99%; TU=over 99%
o Others
 Depo Provera Injection-PU=over 99%; TU=97%
 Nuva Ring- PU=over 99%; TU=92%
 Ovulation Method- PU=97%; TU=78%
 Spermicides-PU=82%; TU=71%
 Patch-PU=99%; TU=91%
 Fertility Awareness Method- PU=95-97%, TU=75%
 Withdrawal- PU=96%, TU=73%
o Emergency Contraception
 Emergency Contraception Pill (ECP)-within 4 days of unprotected sex
(98-99%); after 4 days (non-effective)
o Sterilization
 Vasectomy- Failure rate=1 in 1,000
 Tubal Ligation- Failure rate=1 in 200
 Protection Against Pregnancy VS. STIs
o Against STIs
 Male Condom
 Female Condom
o Against Both
 Male & Female Condoms
 Abstinence
 REMEMBER- condoms and other barriers do NOT protect you from getting
infected in places they don’t cover!
 Use water based lubricants when using latex condoms-do not use oil-based
products.’’

 GCSU Student Statistics

o Alcohol Experiences
 21.4% of students had unprotected sex the last time they were intoxicated.
 37.2% of students later regretted something they did the last time they
drank alcohol.
 More than 50% of students reported one or more of the above.
o Sexual Behavior
 Around 13% of students have had 4 or more sexual partners within the
past year.
o Had Sex Within the Last 30 Days
 48% of females and 47% of males have had vaginal sex within the last 30
days.
 48% of females and 45% of males have had oral sex within the last 30
days.
o Condom Use
 Only 53% (a little over half) of students used some sort of contraception
while having vaginal intercourse within the last 30 days.
 Around 48% of students did not use any contraceptive method the last
time they had sex. (ALMOST HALF of the students aren’t using
contraception)
o All Contraceptive Use
 Almost 75% of students use male condoms
 62% of female students are on the pill
 46% of students use the withdrawal method

 Resources:
 Wellness Center- free condoms & STI and pregnancy testing
 Baldwin County Health Department- STI, possible pregnancy testing, and
free condoms (may be free depending on income)
 Women’s Center- free condoms
 Crossroads Pregnancy Center- Free pregnancy testing & ultrasound

 Communication
o Verbal vs. Non-Verbal
 Verbal: encompasses any form of communication involving words,
spoken, written, or signed.
 Non-Verbal: includes body language, such as gestures, facial expressions,
eye contact, and posture. Touch also indicates a person’s feelings or level
of comfort.
o Communication is KEY
 Talk to your partner about both of your past sexual histories
 Be open and honest about what you do and do not want or like regarding
sex
 Let them know when you’re uncomfortable, you can always reverse your
consent
o “Because we are different and have different desires and needs, we cannot expect
to find mutual fulfillment if we do not openly discuss our needs. Thus, we must
make time to share with each other what brings us pleasure in the sexual
experience and what irritates us or discourages sexual excitement. These are to be
shared not with a condemning attitude but with a view to sharing information that
will be helpful in our efforts to bring pleasure to each other.”
 What is there to talk about?
o Type of relationship that you want- committed or non-committed? Friendly
or romantic? Sexual or non-sexual? Monogamous or non-monogamous?
o STI Status- When were you last tested for STIs, and what were the results?
Which STIs were you tested for? Not tested for? How many sexual partners
 have you had since your last round of testing? What were the STI statuses of
those partners? What is your history of STI infection?
o Birth control: Are you currently using birth control? Are you open to the
possibility of pregnancy? What birth control precautions do you want to use?
o “Safer Sex” precautions: What barriers do you want to use? What kind of
sexual activities are you willing to enjoy without barriers?
o Sexual pleasure: What kind of touch feels good to you? Where are the places
that you especially enjoy being touched? How do you want to be touched,
caressed, kissed, and/or held? The more you explore and know your own body
through masturbation, the clearer you can be about what kind of touch you
enjoy.
o Sexual desires: What are sexual activities you know you like and want to do?
Ones you have never done but think you might like to try? Ones you might be
willing to try? Do you have fantasies you would like to talk about, role-play
(pretend to act out), or act out?
o Sexual boundaries: What are the sexual activities or fantasies you are not
willing to explore? Are there places on your body that you do not want to be
touched?

 Consent:
o Consent means actively agreeing to be sexual with someone. Consent lets
someone know that sex is wanted.
o You’re allowed to say, “stop” or “no” at any time, and your partner needs to
respect that.
o Without consent, sexual activity (including oral sex, genital touching, and vaginal
or anal penetration) is sexual assault or rape.
o Silence, Passivity, Lack of Resistance, or immobility: A person’s silence should
not be considered consent. A person who does not respond to attempts to engage
in sexual activity, even if they do not verbally say no or resist physically, is not
clearly agreeing to sexual activity.
o 5 Characteristics of Consent:
 Freely given. Consenting is a choice you make without pressure, manipulation,
or under the influence of drugs or alcohol.
 Enthusiastic. When it comes to sex, you should only do stuff you WANT to do,
not things that you feel you’re expected to do.
 Specific. Saying yes to one thing (like going to the bedroom to make out) doesn’t
mean you’ve said yes to others (like having sex).
 Informed. You can only consent to something if you have the full story. For
example, if someone says they’ll use a condom and then they don’t, there isn’t
full consent.
 Reversible. Anyone can change their mind about what they feel like doing,
anytime. Even if you’ve done it before, and even if you’re both naked in bed.
o You have the right to say NO
 At any point in time, even if you’re already naked in bed with someone,
you have the right to say no to anything you do not want to do.
 Consent is a necessity.
  Consent is not a contract that can’t be broken; you can revoke or change
your mind at anytime.

 Difference between sex and sexual assault:

o Sex is when two willing people have consensual intercourse. Sexual assault refers
to any kind of non-consensual sexual contact.
o CONSENT IS KEY*
 Stereotypes (Men vs. Women)
o Men- avoiding help-seeking (medical attention, emotional support, etc.); not
showing weakness, presenting as tough, expecting other men and boys to be
tough(er); restricting emotions to “acceptable” ones for men (anger, happiness,
jealousy, lust); caretaking exclusively, being the “breadwinner”; pressuring other
men to behave in stereotypically masculine ways.
o Women- Women are supposed to have “clean jobs” such as secretaries, teachers,
and librarians. Women are not as strong as men; Women are supposed to make
less money than men; The best women are stay at home moms; Women don’t
play sports; Women are supposed to be submissive and do as they are told; they
are responsible for raising the children; Women are meant to be the damsel in
distress, never the hero; Women are supposed to look pretty and be looked at; and
women are never in charge.

 Healthy Masculinity vs. Toxic Masculinity

o Healthy Masculinity: There are many positive qualities that have historically
been defined as either masculine (leadership, strength, courage) or feminine
(nurturing, compassion, caring). In reality, people are individuals with a unique
combination of attributes. By getting rid of the rules about who can have what
qualities, people of all genders can be respected for who they are.
 How to encourage men to be their true selves, instead of being
confined to stereotypes:
 Address disrespect by calling people in/out
 Allow men to express a wide range of emotions
 Encourage men to demonstrate nurturing, compassion, and caring
behavior toward themselves and others
 Create openings for men to share their experiences and feelings, especially
if you sense there's a problem
 If you see a man hurting, check in with him
 If you’re a man, ask for help when you are struggling
 There are many different ways to be a man. Acknowledging this provides an
opportunity for everyone (all genders) to be respected for who they are and, in turn,
give respect to others.
o Toxic Masculinity
o “What we call masculinity (which can include traits like athleticism,
leadership skills and sexual prowess) can occur completely naturally. Many
boys exhibit masculine traits without being told to do so; many girls do as
well. The only difference is that these traits are generally quashed in young
women, while in young men they are promoted to a ridiculous degree. Women
 can be a little masculine (but not too much!); men cannot under any
circumstances be feminine, because femininity connotes weakness and
irrationality.”

 The Circles of Sexuality (Values)

 “Sexuality encompasses nearly every aspect of our being, from attitudes and values to
feelings and experiences. It is influenced by the individual, family, culture,
religion/spirituality, laws, professions, institutions, science and politics.”
o Sexualization-involves the use of sexuality to influence, control, and/or
manipulate others.
 Flirting vs. sexual harassment
 When flirts or advances are ok vs. when they are not, and when
you need to STOP.
 Media messages/ images
 Seduction
 Sexual assault/ rape
o Sensuality-involves our level of awareness, acceptance and enjoyment of your
own or other’s bodies.
 “Skin hunger”
 The feeling of wanting to be touched
 Aural/ Visual Stimuli
 Sexual response cycle
 BODY IMAGE-
 “…If women and men consume a steady diet of fashion magazines
or pornography, they encounter more naked or semi-naked female
bodies than they would otherwise-female bodies the just happen to
be airbrushed and plastic-surgery enhanced. It’s not surprising that
in our media-driven culture, our views of what women should look
like are warped. Real women with pubic hair and breasts that
aren’t perfect round orbs begin to seem unnatural compared to the
altered images we see in the media.”
 Fantasy?
o Intimacy-is the experience of mutual closeness with another person.
 Caring
 Sharing
 Loving/Liking
 Risk Taking
 Vulnerability
 Self Disclosure
 Trust
 Reciprocity
o Sexual Identity-is how we perceive ourselves as sexual beings.
 Biological Sex
 Gender Identity
 Gender Expression
 Gender Role
  Sexual Orientation
o Sexual Health & Reproduction- focuses on the attitudes and behaviors related to
the sexual and reproductive systems, including health and hygiene, the health
consequences of sexual behaviors, and the biology of producing children.
 Anatomy & Physiology
 Sexual/reproductive systems
 Intercourse
 Contraception/ Abortion
 Sexually Transmitted Infections

Instructional Activities:

1. PowerPoint Presentation [2 hours +]

*Hard Copy of PPT presentation is provided*
a. Where Do We Learn About Sex?
b. Anatomy (Male & Female)
c. The Types of Sex
d. The Basics of Sex
e. Contraceptives
f. GCSU Student Stats
g. Resources in Milledgeville
h. Communication
i. Consent Analogy & Consent
j. Stereotypes
k. Healthy Masculinity vs. Toxic Masculinity
l. The Circles of Sexuality (emphasis on Body Image)

2. Fishbowl Activity: Regarding Sex Education and Prior Experiences (Affective

Objectives 1 & 2) [15- 30 minutes]
 6 students will volunteer to come to the front to discuss five different questions
regarding the topics above.
1. How did you learn about sex?
2. Did you have sex education in school? What were your thoughts and feelings
towards this course? What did you learn?
3. Do you feel comfortable communicating your feelings about sex with your
partner? If not, why?
4. Have you ever openly asked a sexual partner for verbal consent? If not, what were
the non-verbal cues?
5. What do you think the stereotypes are between men and women concerning sex?

During the duration of this activity, any student can come up and tap students out in order
to join the activity. No student shall speak when in the audience. Only the 6 members in
the front circle are allowed to input their opinions.

3. Anatomy Class Quiz (Cognitive Objective 5) [10-12 minutes]

  Students will be split up into 5-8 different groups (depending on class size). Each
group will get a small white board and marker. The instructor will display numbered
pictures of female and male genitalia in the front of the classroom and students must
identify 3 or more anatomical parts correctly of both female and male. The instructor
will go down the list of numbers and ask the students what they think each number is.
If the students do not know and do not participate in certain numbers, it won’t count
against them (nor will wrong answers). Whichever group gets the most correct
answers in the end will earn a small prize.

4. Red Light, Green Light (Affective Objective 4) [10-15 minutes]

 Instructor will provide a red, yellow, and green card to each student. The instructor
will then read the scenarios below, stopping at indicated points. At those points,
students will then indicate their level of comfort when it comes to consent, by holding
up either a red, yellow, or green card. The instructor will then go around the room at
each point asking each student to explain their personal opinion and why they chose
their specific color.
Scenario 1: HOW RISKY IS THE SITUATION?

Rick and Keisha are out at a bar with some mutual friends who had first introduced the
two of them to each other a few weeks ago. ⁄ Rick and Keisha have only spoken a couple
of times before, but after several drinks, the two are seen dancing together. ⁄As the
evening progresses, Rick and Keisha’s friends want to leave for another party. Noticing
that Rick and Keisha are having a good time, their friends decide to head to the next place
without talking to Rick and Keisha. ⁄An hour later, Rick asks Keisha if she wants to
leave. Rick offers to give Keisha a ride home. Keisha, feeling dizzy and light-headed,
accepts the ride. ⁄ Once at Keisha’s home, she invites him in for another drink. ⁄Rick and
Keisha are really hitting it off. They have several more drinks while talking. ⁄Keisha
takes Rick’s hand, and he leans over and begins to kiss her.⁄ The couple moves from the
couch to the bed where they both proceed to take off their clothes.⁄ After another few
minutes, Keisha slurs her speech and falls off the bed. ⁄ Rick helps her back on the bed
and they have intercourse. Keisha stares blankly off and becomes very still and silent.

ASK: What are some ways the situation could have been made less risky?

Scenario 2: HOW HEALTHY IS THE COMMUNICATION ABOUT SEX?

Kim and Marilyn have been dating for more than a semester. Kim is a first year student,
and Marilyn is a senior. They were “hooking up” in Marilyn’s room one afternoon after
class. Kim felt like things were going too fast and began to pull away from Marilyn. ⁄
Marilyn put her hand around Kim’s wrist and said to her, “Why are you acting all
weird?” ⁄ Kim said that she feels like she might have strong feelings for Marilyn, but that
she still doesn’t want to move too quickly. ⁄ Kim continues to avoid Marilyn’s sexual
advances by turning away and by trying to start a conversation rather than continue
kissing. ⁄After a while, Marilyn asks whether or not Kim trusts her. She also says,
“We’ve been going out for almost 6 months. Why don't you want to have sex with me
yet?” ⁄ After being quiet for a while, Kim gives in to Marilyn’s requests for sex.
 ASK: What are some ways Marilyn could have communicated fairly and respectfully in a
situation like this?

ASK: Would you have thought about this situation differently, or responded differently,
if it was a heterosexual couple rather than Kim and Marilyn? If so, why?

5. Gallery Walk Activity (Cognitive Objectives 1-3) [15 minutes]

 Hang four or five posters in different places around the room, and ask the students to
separate in to 4 or 5 groups. Give each group one marker and ask them to collaborate
and write down their answers to each question on the posters. Continue to have them
rotate around the room until the students have returned to their original poster.
Finally, have each group explain some of the best answers on each poster and have
them form their own opinions to discuss with the class.
 Questions:
o Stereotypes between Men and Women
o What are some ways to ask for consent?
o What are some types of STIs and how can you get them?
o Where have you bought and/ or received condoms?
o Words associated with body image

6. Stereotyping Activity: Gender Stereotypes In the Media (Cognitive Objective 4 &

Affective Objective 3) [15-20 minutes]
 Show the students 4 or more clips of commercials within the past few years that
portray certain stereotypes against men and women. After each clip, ask the student
what they thought was a stereotype of the people in the video, and what needs to be
changed. This is an activity with the whole class, so students must raise their hands
and be called on for input.

7. Trivia Game (Cognitive Objective 6) [20 minutes]

 Students will participate in a game consisting of 25 questions. Students will form
groups of 4 or 5 and answer questions pertaining to 4 different topics. Each group will
receive at least 4 sheets of paper to write their answers on for each round. The groups
will only have approximately 30 seconds to answer each question and at the end of
each round (4 rounds). At the end of each round, one person from each group will
turn in their sheets of paper with their answers. The sheets of paper must include each
team name at the top to keep track of the scores. Whatever team gets the most
answers correct after the last round, will win a prize!

Materials Needed:
 6 Chairs
 Computer and Projector
 1 large white board
 5 Large Sheets of paper (for the Gallery Walk)
 Tape
 Markers/ Dry erase markers
 Mini-white boards
 Red, yellow, and green sheets of paper
 Small sheets of paper (at least 20)
 Pens/Pencils
 Works Cited

Birth Control Methods & Options. (n.d.). Retrieved February, from

https://www.plannedparenthood.org/learn/birth-control

Female & Male Reproductive Organs and Sexual Anatomy. (n.d.). Retrieved February, from

https://www.plannedparenthood.org/learn/health-and-wellness/sexual-and-reproductive-

anatomy

O'Malley, H. (2017, May 20). The Difference Between Toxic Masculinity and Being A Man -.

Retrieved February, from https://goodmenproject.com/featured-content/the-difference-

between-toxic-masculinity-and-being-a-man-dg/

T. (2005). Our Bodies, Ourselves. New York, NY: Touchstone.

Sexual Assault Prevention and Awareness Center. (n.d.). Retrieved February, from

https://sapac.umich.edu/article/49

Sexually Transmitted Infections (STIs): General Information. (n.d.). Retrieved February, from

https://youngwomenshealth.org/2013/01/16/sti-information/

Talking about Sex with Your Partner. (n.d.). Retrieved February, from

http://www.ashasexualhealth.org/sexual-health/talking-about-sex
 SURVEY

1. How useful did you find the information presented during the presentation?

2. Was there too much, not enough, or the right amount of hands-on activities? If not enough,

what could we add?

3. How comfortable did you feel asking questions during or after the presentation? If no, why?

4. Do you feel that this presentation has helped you gain more knowledge of this particular

subject?

5. Name one thing that you learned through this presentation that you did not know before today.
 Trivia Game

General Facts About Sex:

1. How long is the average female orgasm?

a. 20 seconds

2. What is the average male orgasm?

a. 6 seconds

3. After the bedroom, where is the most popular place a couple has sex?

a. The car

4. What is the average penis size in the U.S.?

a. 5-6 inches

5. Vibrators were originally invented for what purpose?

a. To cure hysteria

6. On average, boys lose their virginity at what age?

a. 16

STIs and Safe Sex:

1. 1 in __ Americans are a carrier for Genital Herpes (HSV-2)

a. 6

2. What contraceptive is known to protect against certain types of STIs?

a. Condoms

3. True or False? It’s impossible for a woman to become pregnant while menstruating.

a. False

4. What is the most common STI amongst teen’s ages 14-19?

a. HPV
 5. True or False? You can tell if someone has a STI just by looking at them.

a. False

6. True or False? Shaving your pubic area can increase your chances of spreading and

receiving an STI.

a. True

Anatomy:

1. How many nerve endings does the clitoris have?

a. 8,000

2. Sperm swims up the vagina through the uterus and finds the egg waiting in the?

a. Fallopian tubes

3. What is the average lifetime of a woman’s egg once it has been released from the

fallopian tubes?

a. 24 hours

4. How long can sperm live inside a woman’s body?

a. Up to 7 days

5. What is the all-encompassing term for the female pubic region?

a. Vulva

Miscellaneous Topics:

1. Besides humans, which animal engages in prostitution?

a. Penguins

2. What was the G-spot almost named?

a. Whipple tickle

b. Pleasure Placement
 c. Oh-zone

3. What 3 other species besides humans partake in oral sex?

a. Cheetahs, hyenas, and goats

4. The human penis is made of the same material that ___ are made of?

a. Earthworms

5. True or False? In ancient Greece, women showed their vaginas to ward off the wrath of

the gods?

a. True

6. How many positions does the Kama Sutra have?

a. 200

b. 84

c. 39

d. 422

7. Straight men comprise of ___ than half the audience for online transgender porn

a. More

8. 1 in ___ young women has used the morning-after pill after sex

a. 9