Missouri - HE K-12 curriculum—SEL (ES): Curricula

Area: 
Curricula
Policy Type: 
standard
Summary: 

State law addresses social and emotional learning.

HEALTH EDUCATION GRADE-LEVEL EXPECTATIONS: Missouri Department of Elementary and Secondary Education, May 2007

Functions and Interrelationships of Systems

  1. Social, Emotional and Mental Health
    A. Influence of Family and Peers
    • Grade K: State qualities of a good friend
    • Recognize similarities and differences of families
    • Grade 1: Identify responsibilities within a family and describe characteristics needed to be a responsible family member
    • Grade 2: Recognize the influence peers have on people (shared interest, goals, and values)
    • Grade 5: Identify how family, friends, and culture can influence personal health practices and decisions
    • Grade 6: Differentiate between negative and positive peer pressure and discuss reversal techniques
    • Evaluate ideas and perspectives regarding the influence that family, friends, and culture have on health choices and behaviors during adolescence
    • Grade 9-12: Cite evidence that supports the rights both individuals and the communities have when making social health decisions
    • Describe patterns of physical, social, and mental/emotional health that promote healthy long-term relationships (e.g., dating, work environment, friendship, and marriage)

B. Responsibilities in Society

  • Grade 1: Recognize how each person has a unique contribution (e.g., physical, mental, cultural, enthnicity) to their community (e.g., classroom, school, neighborhood)
  • Grade 2: Identify the cause and effect of one's actions on others
  • Grade 3: Analyze the duties and responsibilities needed to be a contributing member of a social community (e.g., school, church, neighborhood, Girl/Boy Scouts, service)
  • Grade 4: Relate the effects of human actions towards people with diverse backgrounds and demonstrate ways to effectively communicate with them
  • Grade 5: Recognize situations where the perspective of others may differ from your own
  • Grade 9-12: Develop a list of attributes needed to live effectively with others

C. Communication Skills

  • Grade K: Recognize different emotions
    • Identify appropriate ways of expressing feelings and recognize verbal and nonverbal cues associated with each (e.g., happy, sad, mad, and afraid)
  • Grade 1: Identify a variety of feelings and situations that may require adult assistance
  • Grade 2: Identify appropriate ways to express needs, wants, and feelings (e.g., dealing with anger, model attentive listening skills)
  • Grade 3: Evaluate the importance of effective listening skills in building and maintaining relationships
  • Grade 5: Define defense mechanisms (constructive or destructive) as a means for handling emotions (e.g., talking it out vs. shutting down)
  • Grade 6: Describe how to constructively manage feelings caused by disappointment, stress, separation or loss
    • Model healthy communication skills through exchange of information, questions, and ideas while recognizing the perspective of others
  • Grade 7: Formulate scenarios that will illustrate potential problems or difficult situations
  • Grade 8: Analyze ways individuals can respond to the various needs and characteristics of diverse people including those with different abilities, chronic diseases, different ethnic and cultural backgrounds
  • Grade 9-12: Compare and contrast constructive versus destructive defense mechanisms as a means for handling one's emotions
    • Predict how the dynamics of relationships with family, groups, and community change as the individual matures
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