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Topic: Family health 

Family/Consumer Sciences

 Standard 1.  Understand the family as the basic unit of society
  Level IV (Grade 9-12)
   Benchmark 1.Understands how changes and transitions over the life course influence the individual and family
    Knowledge/skill statements
     1.Understands how changes over the life course influence the individual
     2.Understands how changes over the life course influence the family
     3.Understands how transitions over the life course influence the individual
     4.Understands how transitions over the life course influence the family
 Standard 2.  Understand the impact of the family on the well-being of individuals and society
  Level IV (Grade 9-12)
   Benchmark 1.Understands ways that the family contributes to the development of its members (e.g., lifestyle, home environment, ethical standards)
    Knowledge/skill statements
     1.Understands that the family contributes to the development of its members
     2.Understands that the family contributes to the development of its members’ lifestyle
     3.Understands that the family contributes to the development of its members’ home environment
     4.Understands that the family contributes to the development of its members’ ethical standards
   Benchmark 3.Knows types of family problems (e.g., co-dependency, relationships) and possible responses to these problems
    Knowledge/skill statements
     1.Knows possible responses to family problems
     2.Knows that co-dependency is a family problem
     3.Knows that some relationships can be a type of family problem
 Standard 3.  Understand important concepts and skills related to careers in family services
  Level IV (Grade 9-12)
   Benchmark 1.Knows factors related to providing family and community services (e.g., government agencies and informal support resources providing human services; licensing laws and regulations; rights and responsibilities of human service participants)
    Knowledge/skill statements
     1.Knows government agencies providing human services
     2.Knows informal support resources providing human services
     3.Knows family and community licensing laws and regulations
     4.Understands the rights and responsibilities of human service participants
   Benchmark 2.Understands the principles of nutrition, health, stress management, safety, and first aid for individuals and family members
    Knowledge/skill statements
     1.Understands the principles of nutrition for individuals
     2.Understands the principles of health for individuals
     3.Understands the principles of stress management for individuals
     4.Understands the principles of safety for individuals
     5.Understands the principles of first aid for individuals
     6.Understands the principles of nutrition for family members
     7.Understands the principles of health for family members
     8.Understands the principles of stress management for family members
     9.Understands the principles of safety for family members
     10.Understands the principles of first aid for family members
   Benchmark 3.Understands various family health issues (e.g., eating disorders, substance abuse, abuse and neglect) and knows available treatment options
    Knowledge/skill statements
     1.Understands eating disorders
     2.Understands substance abuse
     3.Understands abuse and neglect
     4.Knows available treatment options for eating disorders
     5.Knows available treatment options for substance abuse
     6.Knows available treatment options for abuse and neglect
     7.Understands various family health issues
     8.Knows available treatment options for family health issues
 Standard 6.  Understand how knowledge and skills related to living environments affect the well-being of individuals, families, and society
  Level IV (Grade 9-12)
   Benchmark 3.Understands how housing influences the physical, psychological, and social well-being of individuals and families
    Knowledge/skill statements
     1.Knows that housing influences the physical, psychological, and social well-being of individuals
     2.Knows that housing influences the physical, psychological, and social well-being of families
     3.Understands how housing influences the physical well-being of individuals
     4.Understands how housing influences the psychological well-being of individuals
     5.Understands how housing influences the social well-being of individuals
     6.Understands how housing influences the physical well-being of families
     7.Understands how housing influences the psychological well-being of families
     8.Understands how housing influences the social well-being of families
 Standard 10.  Understands how knowledge and skills related to child development affect the well-being of individuals, families, and society
  Level IV (Grade 9-12)
   Benchmark 5.Understands the physical and emotional factors related to beginning the parenting process (e.g., the biological processes and emotional factors related to prenatal development, birth, and health of child and mother; the implications of alternatives to biological parenthood; the impact of pregnancy on the family)
    Knowledge/skill statements
     1.Understands the physical factors related to beginning the parenting process
     2.Understands the emotional factors related to beginning the parenting process
     3.Understands the biological processes related to prenatal development, birth, and health of child and mother
     4.Understands the emotional factors related to prenatal development, birth, and health of child and mother
     5.Understands the implications of alternatives to biological parenthood
     6.Understands the impact of pregnancy on the family
   Benchmark 11.Knows family issues that affect the home environment of children (e.g., child abuse, drugs, latch-key children)
    Knowledge/skill statements
     1.Knows how issues such as child abuse affect the home environment of children
     2.Knows how issues such as drug use affect the home environment of children
     3.Knows how issues such as "latch-key children" affect the home environment of children
 Standard 11.  Understands important concepts and skills related to careers in early childhood education and services
  Level IV (Grade 9-12)
   Benchmark 15.Understands family factors that affect young children (e.g., type of family, number in the family, family economics, family activities, educational level, family work)
    Knowledge/skill statements
     1.Understands family factors, such as type of family, that affect young children
     2.Understands family factors, such as number in family, that affect young children
     3.Understands family factors, such as family economics, that affect young children
     4.Understands family factors, such as family activities, that affect young children
     5.Understands family factors, such as educational level, that affect young children

Health

 Standard 1.  Knows the availability and effective use of health services, products, and information
  Level II (Grade 3-5)
   Benchmark 2.Knows various community agencies that provide health services to individuals and families (e.g., HMOs, public health clinics, mental health clinics, substance abuse treatment centers)
    Knowledge/skill statements
     2.Knows various community agencies that provide health services to families
     4.Knows that HMOs provide health services to families
     6.Knows that public health clinics provide services to families
     8.Knows that mental health clinics provide services to families
     10.Knows that substance abuse treatment centers provide services to families
 Standard 3.  Understands the relationship of family health to individual health
  Level I (Grade K-2)
   Benchmark 1.Knows the roles of parents and the extended family in supporting a strong family and promoting the health of children (e.g., the limits parents set for children, the values or religious beliefs taught, behaviors and values modeled)
    Knowledge/skill statements
     1.Knows the role of the parents in supporting a strong family
     2.Knows the role of the parents promoting the health of their children
     3.Knows the role of the extended family in supporting a strong family
     4.Knows the role of the extended family in promoting the health of children
     5.Knows that parents set limits for children to support a strong family
     6.Knows that parents set limits for children to promote the health of their children
     7.Knows that the values or religious beliefs taught by the parents support a strong family
     8.Knows that the values or religious beliefs taught by the parents promote the health of the children
     9.Knows that the values or religious beliefs taught by the extended family support a strong family
     10.Knows that the values or religious beliefs taught by the extended family promote the health of the children
     11.Knows that the behaviors and value modeled by the parents support a strong family
     12.Knows that the behaviors and value modeled by the parents promote the health of the children
     13.Knows that the behaviors and value modeled by the extended family support a strong family
     14.Knows that the behaviors and value modeled by the extended family promote the health of the children
   Benchmark 2.Knows effective strategies to cope with change that may occur in families (e.g., pregnancy, birth, marriage, divorce, relocation, unemployment)
    Knowledge/skill statements
     1.Knows effective strategies to cope with pregnancy in one’s family
     2.Knows effective strategies to cope with birth in one’s family
     3.Knows effective strategies to cope with marriage in one’s family
     4.Knows effective strategies to cope with divorce in one’s family
     5.Knows effective strategies to cope with relocation in one’s family
     6.Knows effective strategies to cope with unemployment in one’s family
  Level II (Grade 3-5)
   Benchmark 2.Knows characteristics needed to be a responsible friend and family member (e.g., participating in family activities, assuming more responsibility for household tasks)
    Knowledge/skill statements
     2.Knows characteristics needed to be a responsible family member
     3.Knows that participating in family activities makes one a more responsible family member
     4.Knows that assuming more responsibility for household tasks makes one a more responsible family member
   Benchmark 3.Knows how health-related problems impact the whole family
    Knowledge/skill statements
     1.Knows that the health of one family member can affect the rest of the family in other ways
  Level III (Grade 6-8)
   Benchmark 1.Knows strategies that improve or maintain family health (e.g., how one's personal behavior can affect the behavior and feelings of other family members)
    Knowledge/skill statements
     1.Knows strategies that improve family health
     2.Knows strategies that maintain family health
     3.Knows how one’s personal behavior can affect the behavior of other family members
     4.Knows how one’s personal behavior can affect the feelings of other family members
   Benchmark 3.Knows how communication techniques can improve family life (e.g., talking openly and honestly with parents when problems arise)
    Knowledge/skill statements
     1.Knows how talking openly and honestly with parents about problems can improve family life
  Level IV (Grade 9-12)
   Benchmark 2.Knows the effects of teenage pregnancy on teenagers, their children, their parents, and society
    Knowledge/skill statements
     2.Knows the effects of teenage pregnancy on their children
     3.Knows the effects of teenage pregnancy on their parents
 Standard 8.  Knows essential concepts about the prevention and control of disease
  Level IV (Grade 9-12)
   Benchmark 4.Understands the social, economic, and political effects of disease on individuals, families, and communities
    Knowledge/skill statements
     2.Understands the social effects of disease on families
     5.Understands the economic effects of disease on families
     8.Understands the political effects of disease on families
 Standard 9.  Understands aspects of substance use and abuse
  Level II (Grade 3-5)
   Benchmark 3.Recognizes high-risk substance abuse situations that pose an immediate threat to oneself or one's friends or family (e.g., drunk and drugged driving, violent arguments) as well as how and where to obtain help
    Knowledge/skill statements
     2.Recognizes high-risk substance abuse situations that pose an immediate threat to one’s friends or family
     7.Knows that drunk driving is an immediate threat to one’s friends or family
     8.Knows that drugged driving is an immediate threat to one’s friends or family
     10.Knows that violent arguments are an immediate threat to one’s friends or family