Prescribed Learning Outcomes
It is expected that students will:
- examine theories of human needs as they apply to individuals and their families
- examine factors that influence how individuals and families meet their needs and wants
- analyse adolescent mental and physical health issues that can affect individual and family functioning
- identify sources of positive and negative stress for adolescents
- demonstrate appropriate stress-management techniques
- research careers that provide services for individuals and families
To view the prescribed learning outcomes for Family Studies - Needs and Wants of Individuals and Families in grade 12 click on an icon below.
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Suggested Instructional Strategies
Making appropriate and responsible personal and family decisions requires an understanding of human nature. Students examine theories of human needs as well as factors that influence the needs and wants of families (e.g., health, economics, politics). Students also explore how individuals and families develop coping strategies.
- Review theories of human needs (e.g., Maslow) with the class. Have students use these theories to describe how individuals and families meet their needs when they move to new communities.
- Suggest that students investigate political, social, and economic factors related to poverty in Canada. Have them discuss how people living on little or no income meet their needs and wants.
- Have students research and describe political and economic factors that influence how families from a variety of cultures meet their physiological and sociological needs and wants. For example, ask students to consider the effects of the Indian Act and residential schools on Aboriginal families or the impact of immigration laws on Asian families in Canada.
- Form pairs and have each pair investigate a challenge created by mental or physical health factors (e.g., depression, physical disability, cancer, eating disorder, sexually transmitted disease). Ask each pair to make a class presentation describing the nature of the challenge, its potential effect on adolescents and their families, and the support services available.
- Show a video about stress management. Invite students to identify potential sources of stress and their effects on family life. Ask each student to create a poster illustrating positive stress-management techniques.
- Invite each student to design and present a visual about careers that focus on family support (e.g., home economist, day-care worker, social services worker, dietitian). Ask students to research future employment prospects in these careerareas.
Suggested Assessment Strategies
- Ask students in small groups to research and report on strategies that families in different cultures use to meet their needs and wants. In students' reports, consider the extent to which they:
- Before students present reports on challenges created by health factors, review relevant learning outcomes and work with the class to develop criteria for peer feedback. Ensure that criteria emphasize content rather than presentation skills.
- After students present posters illustrating stress-management techniques, ask them to list sources of positive and negative stress. Have each student choose one common source of negative stress, identify appropriate stress-management techniques, and develop a case study that illustrates, in some detail, strategies someone experiencing that particular stressor could use. They may choose to develop action plans for the people they describe. Collect students' responses and look for evidence that they are able to:
- accurately identify sources of positive and negative stress
- list appropriate stress-management techniques
- outline systematic and realistic strategies for dealing with specific stressors
- When students present visuals about careers that focus on services for families, look for evidence that:
- information is logically organized
- research is complete and thorough, using a variety of sources
- required education, training, and skills are highlighted
- presentation of findings is clear
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