Page 219 - Social Sciences Humanities - The Ontario Curriculum Grades 9 to 12 - 2013

B. PERSONALGROWTHAND DEVELOPMENT
OVERALL EXPECTATIONS
By the end of this course, students will:
B1. Personal Well-Being: demonstrate an understanding of the components of personal well-being, how to achieve and maintain it, and its importance throughout the life course;
B2. Self-concept and Self-esteem: explain how self-concept and self-esteem influence personal well-being;
B3. Self-concept and Healthy Relationships: demonstrate an understanding of how self-concept influences an individual’s interactions with others.
SPECIFIC EXPECTATIONS
B1. PersonalWell-Being
By the end of this course, students will:
B1.1 identify and describe the various compo­ nents of personal well-being (e.g., emotional well-being, satisfaction, vitality, resilience, self-esteem, autonomy, competence, engagement, a sense of meaning and purpose, feelings of trust and belonging)
Teacher prompts: “If you were to develop a ‘Personal Well-Being Questionnaire’, what types of questions would you include?” “What components of personal well-being
are included in Maslow’s hierarchy of needs?” “According to Corey Keyes, why are hedonia (satisfaction with life) and eudaimonia (social integration, acceptance of others, a sense of making a contribution) very important parts of personal well-being?” “The Cree concept
of good health is ‘being alive well’. How does this concept of good health relate to personal well-being?”
B1.2 explain how various factors (e.g., good nutrition, physical activity, a strong support net­ work, awareness of one’s experiences and surround­ ings, lifelong learning, sharing and volunteering) contribute to the development of personal well-being
Teacher prompts: “What can teachers and guidance counsellors in your school do to help students develop in all areas that contribute to personal well-being?” “What have researchers found about the connection between personal well-being and time spent outdoors?”
B1.3 explain what they can do to maintain their personal well-being throughout life, and why it is important to do so
Teacher prompts: “Why is it important to con­ tinue to work at maintaining personal well-being throughout one’s life?” “What challenges might you face at different stages of life that could threaten your personal well-being? What are some things you could do to maintain your sense of well-being in difficult circumstances?”
B2. Self-concept and Self-esteem
By the end of this course, students will:
B2.1 identify the main components of self- concept (e.g., physical self, academic/occupational self, social self, transpersonal self) and describe some of its characteristics (e.g., self-concept is learned, organized, and dynamic)
B2.2 explain the interrelationship between self-concept, self-esteem, and mental health
Teacher prompts: “Is it possible to feel good about yourself if you don’t really know yourself?” “How is self-esteem different from arrogance?” “How does a strong self-concept (i.e., strong self-awareness) enable a person to set meaningful goals for improvement? How does improvement lead to higher self-esteem?” “Henry Sigerist stated that ‘Health is not simply the absence of disease; it is something positive.’ What does this mean in the context of mental health?” “What is ‘flourishing’? Why is self- esteem required for a person to flourish?”
PERSONAL GROWTH AND DEVELOPMENT
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