Canonical lesson CALM-U1-L11 · CALM-P11 · CURRICULUM_BASELINE

CALM-P11 - Examine the relationship between commitment and intimacy in all its levels in various relationships

• Course: CALM (PED0770) - Alberta Career and Life Management 2002
• Lesson ID: CALM-U1-L11
• Unit: U1 - General Outcome 1: Personal Choices
• Official outcome: CALM-P11
• Object type: canonical lesson (not a bootcamp session)
• Bootcamp overlay: none (curriculum baseline) - overlay may *start* this outcome; it does not replace the full lesson
• Characters: fictional Cedar Bend, Jordan, Sam, River (never the student as a case study)

Official outcome text

examine the relationship between commitment and intimacy in all its levels in various relationships handling sexual involvement role in relationships establish trust in a relationship jealousy

Classroom restatement: Examine the relationship between commitment and intimacy in all its levels in various relationships.

Learning intention

Meet CALM-P11 with instruction, practice, and a check that is unique to this outcome. The 10-session bootcamp is a separate accelerated pathway. This file is the canonical lesson.

Students can succeed without disclosing private life. Pass is allowed on personal questions.

Success criteria

1. Restate CALM-P11 in classroom language without swapping in a different CALM outcome’s worksheet.
2. Complete the worked-style task using only fictional Cedar Bend evidence and given numbers where money appears.
3. Produce a FOUNDATION, CORE, PROFICIENT, or ADVANCED artifact as assigned.
4. Use the privacy box: no required disclosure; private alternative where this outcome needs it.

Lesson ≠ bootcamp session

This is one official specific outcome. If a 10-session bootcamp file mentions CALM-P11, that file is an overlay starter only. Taxes, insurance, P10-P12, and the C11 capstone remain full-course lessons even when week-1 bootcamp is busy with other topics.

Sequenced ~75 minutes (adjust to the block)

1. Diagnostic / retrieval (5 min) - Is intimacy only sexual? Typical: yes. Repair: intimacy includes trust and closeness at many levels.
2. Teaching unique to CALM-P11 (15-18 min).
3. Diagram at the cue below (under 90 s showing time).
4. Worked example with Jordan / Sam / River (12 min).
5. Guided practice (12 min).
6. Independent FOUNDATION→ADVANCED (15-18 min), including private/independent option.
7. Misconception repair + exit ticket (8 min). Human-tutor handoff if crisis or privacy flags appear.

AKOS diagnostic / retrieval

Is intimacy only sexual? Typical: yes. Repair: intimacy includes trust and closeness at many levels.

Teaching (unique to CALM-P11)

Commitment and intimacy exist at many levels (friendship, family, dating, long-term partnership) and are not the same as sexual activity. This lesson examines how trust is built, how jealousy can distort decisions, and how sexual involvement (when discussed) is a decision with consequences - always via fictional cases. No required disclosure of sexual history, orientation, or family structure. Private alternative: written scenario analysis submitted to the teacher, or a non-romantic commitment analysis (team contract, volunteer role). Jealousy is taught as a feeling that can lead to controlling behaviour in the Avery/Jordan card; students are not asked who they have been jealous of. Parent/school human-sexuality notice rules still apply when this lesson is scheduled.

Do not invent FNMI content. Do not paste unrelated GTI chapters into this lesson. Do not reuse a mole worksheet, a different CALM outcome’s confession prompt, or a real household budget.

Diagram timing

When: after definitions, ~45 s. What: stepped levels of closeness (public labels, empty of student names).

Keep figures simple (schedule strip, budget table, help-seeking map, comparison chart). Timed visuals are teaching aids, not decoration.

Worked example (Cedar Bend)

Fictional: Sam is committed to Saturday library volunteer (a non-romantic commitment). River jokes that Sam “cares more about books than friends.” Analysis: commitment can be to a role; intimacy with friends is not proven by dropping the role. Second card: Avery wants Jordan to skip friends whenever Avery texts - jealousy as control, not as proof of love. Students analyze the cards. Private alternative available.

Guided practice

Rank four fictional statements as respect vs control. No personal ranking of real partners.

Near-miss to repair: using a different outcome’s template (a P12 confession prompt in a money lesson, or a real family budget in a health lesson).

Independent practice

• FOUNDATION: Define commitment vs intimacy in classroom language with one fictional example each.
• CORE: Explain one jealousy pattern on the Avery card without diagnosing Avery.
• PROFICIENT: Private written option: same questions, teacher-only folder.
• ADVANCED: Map three levels of intimacy (acquaintance / friend / partner) using only personas; no student names.

Independent (solo) students complete the same levels on the Cedar Bend kiosk brief or the private packet. No group is mandatory.

Privacy box

This lesson can touch sensitive topics. Shared class work uses a fictional persona card (Jordan, Sam, River, or another named card) - not a classmate’s private life. Pass is allowed on personal questions. Do not assign diagnoses, body measurements, sexual history, or trauma narratives for marks.

If someone volunteers something sensitive: thank them, stop the public share, and offer the private option or a counsellor. Crisis language → human supports (teacher/counsellor; 911 if immediate danger; Kids Help Phone 1-800-668-6868 / text CONNECT 686868; 211 Alberta). The AI Tutor is not a crisis service.

Shared project

This outcome does not require the micro-enterprise. Students continue the independent Cedar Bend kiosk option if they are in that stream, or skip project artifacts today.

Independent option remains available: solo kiosk brief, given numbers only.

Misconception to repair

Requiring a relationship timeline; treating jealousy as romantic and therefore healthy.

Tutor repair: name the wrong idea, give the classroom rule, return to the persona card. No shame.

AKOS instructional layer

Function	In this lesson
Diagnostic	Retrieval prompt above; typical misconception named.
Outcome map	One official code: CALM-P11. Bootcamp overlay (if any) does not replace this lesson.
Sequenced lesson	Diagnostic → teach → diagram → worked → guided → independent levels → check.
Mastery check	FOUNDATION through ADVANCED products; not a diploma.
Misconception repair	Named below; tutor must not praise the wrong idea.
Tutor handoff	AI Tutor is not a counsellor. Human tutor / teacher / counsellor as specified.
Evidence capture	Exit ticket in the student folder; no crisis text in curriculum files.

AI Tutor and human-tutor handoff

The AI Tutor grounds on CALM-P11 only. No false praise. No invented financial products, labs, or counselling protocols. No silent skip to a different outcome.

If a student writes about wanting to die, being unsafe, or being harmed: do not role-play therapy, do not ask for more trauma narrative, do not praise the disclosure as an assignment. Say you are not a crisis service. Name teacher, counsellor, 911 if immediate danger, Kids Help Phone 1-800-668-6868 / text CONNECT 686868, 211 Alberta. Hand off to a human.

Human tutor / teacher: privacy breach, crisis language, requests for real banking, sexual-history questions, or HCS3000 file uploads.

HCS3000

LINK_ONLY. Do not ingest, unzip, copy, or grade HCS3000 certificates, rosters, or module files in OEOM. Point students to the external course if the school offers it. CALM workplace talk stays at this lesson’s level.

Checks for understanding

• Restate CALM-P11 in classroom language without swapping another CALM outcome.
• Case uses a persona card (or private packet) - not a classmate’s private story.
• Sensitive prompts were optional/pass-allowed; no trauma narrative required for marks.

Formative evidence

Collect the independent-practice artifact for CALM-P11. Three lines: (1) outcome in own words, (2) one persona-card fact used, (3) one thing that was not required today (e.g. personal disclosure).

Provenance

Official wording from Rapid-3 _official_math_calm_outcomes.json (CALM) aligned to ALBERTA_SENIOR_HIGH_OFFICIAL_OUTCOMES.csv. Lesson IDs match promote_full_courses.py calm_calendar() / canonical_lessons.json. Pack written as outcome-correct canonical markdown (lesson ≠ session).