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\n\n16\nItems in Unit\n\n
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\n\"Standing\n\n
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\nStanding Up for Democracy\n

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\n\nFor Students\n\n6th - 12th\n
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\nThe mission of the Standing Up for Democracy unit is to bring about “a more humane, just, and compassionate society rooted in democratic values.” These 16 lessons, built on a foundation of mutual respect, tolerance, and participation,...\n
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\n\n12\nItems in Topic\n\n
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\n\"Equality\n\n
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\nLesson Planet Curated\n
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\nEquality & Human Rights Commission: Secondary Lesson Plans\n

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\n\nFor Teachers\n\n6th - 12th\n\nStandards\n
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\nA collection of 12 instructional activities helps young people develop the five core social and emotional learning competencies identified by CASEL. Videos, slides, activities, games, news articles, and discussions target life skills. In...\n
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\n\n6\nItems in Topic\n\n
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\n\"Core\n\n
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\nLesson Planet Curated\n
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\nCore Competencies of SEL\n

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\n\nFor Teachers\n\nPre-K - Higher Ed\n
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\nSix short videos detail six competencies of Social-Emotional Learning—social awareness, self-awareness, self-management, relationship skills, responsible decision making, and future self. Videos stress the importance of social and...\n
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\n\n8\nItems in Curriculum Set\n\n
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\n\"Health\n\n
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\nLesson Planet Curated\n
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\nHealth Smart Virginia: 6th Grade Social Emotional Health\n

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\n\nFor Teachers\n\n6th\n
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\nThe five resources in the Health Smart Grade 6 Social-Emotional Health series are designed to support teen’s social and emotional development. An overview provides instructors with the rationale and goals of the unit. Packed with...\n
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\n\n10\nItems in Unit\n\n
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\n\"In\n\n
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\nLesson Planet Curated\n
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\nIn Sync Personal Development: Year 8\n

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\n\nFor Teachers\n\n8th\n\nStandards\n
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\nIt’s not easy being a teen. The 10 resources in the In Sync Personal Development unit module help eighth-graders navigate the complex nature of teenage relationships, to help them make mature choices, manage peer pressure and other...\n
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\n\"Respecting\n\n
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\nRespecting Diversity- The Road to Tolerance\n

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\n\nFor Teachers\n\n6th - 8th\n
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\nStudents use a graphic organizer to find similarities and differences in three religions. In this prejudice instructional activity, students understand the events leading up to the holocaust. Students understand that people who respected...\n
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\n\"Respect:\n\n
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\nCurated OER\n
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\nRespect: Looks Like, Sounds Like, Feels Like\n

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\n\nFor Teachers\n\n6th\n
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\nSixth graders participate in a question and answer discussion on respect and then complete the \"Planning to Use Respect\" activity sheet. They describe the senses of a stuffed animal to their peers and assess how respect looks, sounds and...\n
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\n\"Respecting\n\n
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\nMissouri Department of Elementary\n
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\nRespecting Differences\n

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\n\nFor Teachers\n\n5th\n
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\nDifferences make the world go 'round. Using a worksheet, scholars identify the similarities and differences that they have with their classmates. Next, pupils engage in a whole-class discussion about respecting differences in others. \n
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\n\"Diversity\n\n
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\nMissouri Department of Elementary\n
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\nDiversity Day\n

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\n\nFor Teachers\n\n11th\n
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\nParty time! Here's a resource that suggests celebrating diversity by organizing a school-wide event that features performers and speakers that represent the various cultures and traditions. The packet includes a list of suggested...\n
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\n\"Ready,\n\n
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\nGLSEN, Inc.\n
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\nReady, Set, Respect!\n

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\n\nFor Teachers\n\nK - 5th\n\nStandards\n
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\nInstill the importance of respect in your classroom with a comprehensive unit that focuses on positive behavior in and outside of school. Three parts, each separated into four grade-specific lessons, cover bullying, bias, name-calling,...\n
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\n\"Viewpoint\n\n
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\nCurated OER\n
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\nViewpoint and Persuasive Writing\n

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\n\nFor Teachers\n\n5th - 10th\n
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\nPractice persuasive writing skills in this thorough lesson. After selecting issues and discovering viewpoints, middle schoolers write letters or brochures created to express the individual's perspective. The ideas are presented to the...\n
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\n\"Respecting\n\n
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\nRespecting Diversity\n

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\n\nFor Teachers\n\n6th - 8th\n
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\nStudents explore the concept of philanthropy. In this service learning lesson, students read and respond to The Sneetches by Dr. Seuss. Students discuss self-respect and respect.\n
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\n\"Respect\n\n
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\nMissouri Department of Elementary\n
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\nRespect for All Kinds of People Inside and Outside the School\n

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\n\nFor Teachers\n\n4th\n\nStandards\n
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\nWhy is it important to embrace diversity? Scholars explore the topic by learning about the CARE acronym: Collaboration, Acceptance, Respect, Empathy. They also complete a diversity puzzle worksheet and play a collaborative game that...\n
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\n\"What\n\n
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\nMissouri Department of Elementary\n
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\nWhat Does Respect Look Like at Home?\n

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\n\nFor Teachers\n\n4th\n\nStandards\n
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\nIndividuals consider why is it important to respect family members as they complete a self-respect survey to assess their respectful behaviors at home. They then choose three items from the survey and write about how they plan to improve...\n
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\n\"What\n\n
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\nMissouri Department of Elementary\n
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\nWhat Does Respect Look Like in School?\n

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\n\nFor Teachers\n\n4th\n\nStandards\n
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\nWhat does it mean to be respectful? Scholars complete a self-assessment worksheet to determine just how respectful they are. Next, they choose three items from the survey and write plans for how to improve in those areas.\n
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\n\"Respect\n\n
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\nFacebook\n
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\nRespect and Boundaries\n

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\n\nFor Teachers\n\n6th - 12th\n
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\nRespect is a must-have in healthy relationships! Pupils explore their boundaries and identify the elements of respect during a lesson from a library of digital citizenship activities. The teacher's resource section contains a printable...\n
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\n\"Respect\n\n
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\nAmnesty International\n
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\nRespect My Rights, Respect My Dignity: Module One – Poverty and Human Rights\n

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\n\nFor Teachers\n\n9th - 12th\n\nStandards\n
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\nCreating an environment where learners feel both educated and empowered challenges any teacher when discussing a sometimes bleak topic. A respectful resource provides them with the details and permits them to make a plan of action....\n
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\nMaryland Department of Education\n
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\nThe Concept of Diversity in World Literature Lesson 13: Unit Culmination - Symposium\n

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\n\nFor Teachers\n\n10th - 11th\n\nStandards\n
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\nTo conclude a unit on the concept of diversity in world literature, class members conduct a symposium on \"African Literature in Global Perspectives.\" In order to earn a spot on the panel, individuals craft an original thesis that...\n
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\n\"Looks\n\n
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\nCurated OER\n
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\nLooks Like Respect, Sounds Like Respect, Feels Like\n

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\n\nFor Teachers\n\nK - 2nd\n
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\nStudents explore philanthropy through art. In this service learning activity, students discuss the diversity in their community and use their senses to create tolerance posters.\n
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\n\"Respecting\n\n
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\nRespecting Differences\n

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\nFifth graders brainstorm what a relationship looks like in which both people respect each other. After completing a worksheet, they discuss the importance of respecting other beliefs. To end the lesson, they identify things they can do...\n
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\n\"What\n\n
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\nCurated OER\n
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\nWhat Does Respect Look Like in School?\n

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\n\nFor Teachers\n\n4th\n
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\nFourth graders discuss why everyone needs and wants to feel respected. As a class, they share what respect looks like and what disrespect looks like. They pretend they have to leave their most valued object with a secret agent and what...\n
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\nWhat Does Respect Look Like at Home?\n

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\nFourth graders conceptualize the value of respect for self, and give examples and non-examples. They describe how things could have been done differently within the family or the community for non-examples. Students conceptualize the...\n
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\n\"Respect\n\n
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\nMissouri Department of Elementary\n
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\nRespect for Self and Others—Giving and Getting the Big R\n

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\n\nFor Teachers\n\n7th\n\nStandards\n
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\nTween find out what it means to give and get respect. After reviewing the Recipe for Relationships studied in a previous lesson, groups create a dramatization of two-minute scenario in which an individual behaves inappropriately in a...\n
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\n\"Social\n\n
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\nSocial Responsibility Need - Versus - Greed\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nYoung scholars look at situations where people's rights have been infringed. They stimulate thought and action regarding use of our resources and respecting diversity. They respect those who have different beliefs/customs and ...\n
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