Health Education 9

Health Education 9 homepage Outcomes & Indicators Resources

USC9.1

USC9.2

USC9.3

USC9.4

USC9.5

USC9.6

USC9.7

USC9.8

USC9.9

DM9.10

DM9.11

AP9.12

← USC9.7

USC9.9 →

USC9.8

Assess the ways self, family, and community facilitate healthy living for people with chronic illness.

Indicators for this outcome

(a)	Evaluate and respond to a variety of sources of, and information about, chronic illness.
(b)	Explore personal thoughts, feelings, and questions about chronic illnesses.
(c)	Discuss the causes, symptoms, treatment, and prognosis of student-identified chronic illnesses (including physical and mental illnesses).
(d)	Analyze and question the stereotypes associated with people infected with/affected by chronic illness.
(e)	Examine the similarities and the differences between an acute and chronic illness.
(f)	Investigate how people affected by chronic diseases are the same/different from others.
(g)	Examine the disabilities associated with particular chronic illnesses (e.g., arthritis, visual/hearing impairments, multiple sclerosis, Parkinson's).
(h)	Investigate agencies, organizations, and other sources of support for people who live with chronic illness.
(i)	Examine the challenges that exist in the community for people who are infected with/affected by chronic illness and propose possible solutions.
(j)	Examine the needs of individuals and families living with chronic illness.
(k)	Appraise the in/formal community supports (grade 8) and health promotions and services for individuals and families living with chronic illness.

← USC9.7

USC9.9 →

Resources

R019213

Concentus Citizenship Education Resources. Grade 9: The Intentional & Explicit Teaching of Essential Citizenship Competencies

Students research and study what constitutes a society. Students explore the historical societies of Macedonia, Rome, England, Spain, France, and Mongolia. Through the study of earlier societies, students analyze the impacts of empire building, territorial expansion and colonialism on various Indigenous populations. In their research, students compare the factors that shape worldviews including time, place, culture, language, religion, gender identity, socio-economic situations and education, and how these factors are expressed in daily life.

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Record posted/updated: January 3, 2019

R054407

There's More to Poverty Than Meets the Eye: Building Engaged Citizens for Poverty Reduction and Community Well-Being

The goals of this resource are to support and enrich curriculum areas related to social compassion and responsibility, interdependence, justice, human dignity and equitable distribution of power and wealth. This resource will help students: develop a sense of identity and their roles within their communities; begin to understand the root causes of poverty; begin to understand the relationship between poverty and health; be able to discuss poverty in relation to the other social determinants of health; develop self-esteem and confidence by becoming active participants in an interdependent world; develop respect for the rights, needs and dignity of others; foster cooperation and work collectively toward a common goal and develop problem-solving and decision-making skills.