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SOCIAL AWARENESS 9th-12th GRADES
Social Awareness Competencies
9th-12th Grades Indicators of Social Awareness
1. Demonstrate awareness and consideration of other people’s emotions, perspectives, and social cues.
● Considers the feelings of others.
● Identifies verbal, environmental, or situational cues that demonstrate how others feel.
● Values and learns from the perspectives of others.
2. Exhibit civic responsibility in multiple settings.
● Analyzes the factors that impact perceived appropriateness of an emotional response related to the setting or situation (e.g., a job interview vs. casual lunch with friends).
● Works cooperatively with others to implement a strategy to address a need in the broader community.
● Participates in activities that show they are agents for positive change within their community.
● Evaluates the impact of a school, home, or community initiative for change.
3. Demonstrate an awareness and respect for human dignity, including culture and differences.
●Demonstrates respect for individuals from different social and cultural groups.
●Participates in cross-cultural activities and reflects on his/her experience.
●Reflects on strategies to oppose stereotyping and prejudice of others.
●Demonstrates respect for the traditions and/or practices of various cultures.
SEL Academic Integrated Strategies for Social Awareness
9th-12th Grades
● Seat students in heterogeneous teams (not random, not student-selected, not homogenous).
● Have individual students take a turn to greet students at the door in the morning.
● Have teams create a team name or team cheer.
● Provide sentence starters for students to use in a class discussion.
● Create and practice group jobs so students learn to work effectively in groups.
● Have one-on-one interviews with students.
● Have students write alternative endings to stories through changing the behavior of one character.
● Conduct class meetings in which students are given the opportunity to support each other and validate their emotions.
● Encourage students to get involved in a community-giving situation in which they help others.
● Do pair-shares in which one student must tell their partner’s perspective on an issue.
● Have students interview other peers to discover what they have in common both within and outside the school.
● Provide authentic feedback when students persevere (e.g., “I know how hard that was, but you never gave up. I’m very proud of you, and you should be proud of yourself.”).
● Invite business and community members to talk to students about helping and service careers.
● Ask students to participate in a service-learning project within their community that utilizes the steps of investigation, preparation, action, reflection, demonstration, and celebration.
● Have students work together in groups to identify an issue within the broader community and write a persuasive letter to a leader that addresses the issue.
● Involve students in a youth vote and have them identify a cultural/civic group that addresses common good.
● Have students’ research careers in advocacy or community service and identify one that interests them to write about.
● Have students select and participate in a cross-cultural learning activity in their school or community that includes a reflection activity about what they learned.
● Involve students in planning a multi-cultural day or event to celebrate all ethnic groups represented in the school and in the community.
SEL Direct Instruction Resources for Social Awareness
Curriculum Resources
9th-12th Grades
Strand 1: Health Foundations and Protective Factors of Healthy Self
Standard HII.HF.1
Standard HII.HF.2
Standard HII.HF.3
Standard HII.HF.4
Standard HII.HF.5
Strand 2: Mental and Emotional Health
Links
Standard HII.MEH.1
Standard HII.MEH.2
Standard HII.MEH.3
Standard HII.MEH.4
Standard HII.MEH.5
Strand 3: Safety and Disease Prevention
Standard HII.SDP.1
Standard HII.SDP.2
Standard HII.SDP.3
Standard HII.SDP.4
Standard HII.SDP.5
Standard HII.SDP.6
Strand 4: Substance Abuse Prevention
Links
Standard HII.SAP.1
Standard HII.SAP.2
Standard HII.SAP.3
Standard HII. SAP.4
Standard HII. SAP.5
SEL
- Taking Responsible Risks
- Project-based Learning Activity (Growth Mindset)
- Post-Assessment
- Critical Thinking Skills
- Setting Challenging Goals Balancing Obligations
- Time Management Skills
- Organizing with Multiple Sources
- Communicating My Needs
- Project Based Learning Activity (Learning Strategies)
- Unit Assessment
- Post-Assessment
- Communication
Health Lessons
9th Grade
- Decision Making
- Resisting Peer Pressure
Pure Edge Brain Breaks
Training Manual
Pure Edge Brain Breaks Training Manual
Strategies for educators and learners to support social, emotional, and academic development through mindful movement and rest.
● Arrival: Engaging in a Mindful Minute offers learners a chance to check in with themselves at the start of the day.
● Large Group/Circle Time: Simple breathing exercises will visually hold attention in the large group setting.
● Small Group: Small group offers time to give feedback and answer questions.
● Refocus Between Lessons: Bring in a little movement and breathing as a brain break to re-energize learners.
● Before Testing: Use mindful breathing exercises to help learners focus and relieve testing-related stress.
● Lining Up: Help learners stay calm during the transition to and from the classroom.
● Recess: Refocus and calm down after recess.
● Create a Calming Center: Have a Breathing Ball available for learners to access in a quiet area.
● Departure: A gratitude activity is a great way to start off or wrap up the day.
- B-Body: Listen, your body is trying to tell you something.
- R- Reflections and Thoughts: Thoughts are just thoughts.
- E- Emotions: Surf the Waves of your emotions.
- A- Attention: Attention to body, thoughts, and feelings is good stress reduction.
- T- Tenderness: Take it as it is. Learn to be kind to yourself.
- H- Healthy Habits of Mind: Finding ways to practice mindfulness in your life reduces stress and increases inner strength.
- E- Empowerment: Gain the inner edge.
