Most Protected Man

Riffing on the famous “Most Interesting Man in the World” ad campaign, the Sex Squad explores what the “Most Protected Man in the World” would look like.

For all videos in this unit:

  • What did you see in the video?
  • What do you think this video was about?
  • What stood out to you most in this video?
  • What are some of the risks/benefits of unprotected sex?
  • What are some ways you can avoid the consequences of unprotected sex?

For this video:

  • What do you think about the discrepancy between female and male representation? Why do you think this discrepancy exists?
  • How do gender and representations of gender affect our ability to make decisions about our sexual health?
  • What do you think of when you hear the term safe(r) sex?
  • What are some forms of safe(r) sex that you have heard of?
  • Are there any benefits to practicing safe(r) sex?

Materials needed: paper, pen

Step 1.
Write the following questions on the board:

  • Who in your life needs to speak/can really benefit from meeting the Most Protected Man in the World?
  • Why do you choose this person?
  • What do you think they’d talk about?
  • What do you think your person would learn/get out of it?

Step 2.
Tell students to take out a sheet of paper (or their journals) and spend one minute on each question with nonstop writing (encourage the students to try writing nonstop, even if they’re just writing “I don’t know what to write” again and again).

Step 3.
After the students are finished, let the students go back and read what they wrote and see if there’s anything they’d like to share with the class.In this activity, students use popular songs as a base for conveying information about sexual health.

Materials needed: paper, pen

Step 1.
Ask students to think of a person that they consider their role model that they can go to for help when it comes to sexual health.

Step 2.
Tell them to pretend that they are writing that person’s biography or speech for an award they’ll receive:

  • What will you say about this person?
  • How will you describe them?
  • What inspires you about this person?
  • What about them do you wish to emulate? Why?
  • Make sure to say that they are the “Most _____ Person in the World“

Step 3.
Encourage students to share what they wrote in front of the class.

Step 4.
After giving them feedback, ask them to type their writing and either frame it and give it to that person or mail it to them.

Materials needed: paper, pen, props

Step 1.
Encourage a dialogue about gender inequities. Ask them:

  • Would this scene have been different if it were called the “Most Protected Woman in the World”?
  • How would the contraception change if this were the case?
  • How would you like to see the video changed if you were the director or writer of the script?

Step 2.
This question forces everyone in the class to think of protection as a responsibility that transcends gender. Considering the idea of the protected woman will allow students to see themselves fitting into the process of condom negotiation.

Step 3.
Divide the class into two to three groups. Tell students that they will recreate a 1:00 to 1:30 production with a female as the lead character (the “Most Protected Woman in the World”) and that they will perform for each other. Students should work in phases to create their products.

  • 1st phase: Decide what amazing things their woman will be able to do, which characters she will interact with and what lines/actions all characters will have.
  • 2nd phase: Decide what costumes/accessories/props characters will use/wear and which characters all group members will play.
  • 3rd phase: Share plans/ideas with another group to allow for constructive feedback and questions of clarity; Practice skit several times until the scheduled performance time.
  • 4th/final phase: Each group takes a turn to perform their skit to the other group. Try to set up a camera to record each group’s performance and play on a loop at Open House or Health Fair.

Materials needed: paper, pen

Step 1.
Ask students to pair up with someone.

Step 2.
Tell them that they must work together to come up with a creative patty cake, double-dutch rhyme, secret handshake, or dance routine that explains the proper steps of putting on a condom. Some pairs can create a rhyme for the external condom and some for the internal condom. Tell them they must include some body movements in their rhyme and must learn it by heart.

Step 3.
Each pair will take turns presenting their rhyme in front of the class.