Tehachapi Unified School District Proposed K-5 Scope & Sequence:
Safe and Inclusive Schools
Introduction: The study of safe and inclusive schools is the integrated study of history, character, anti-bias, health, and civics. It is important for
the preparation of effective citizens and the maintenance of safe and healthy school environments. The study of safe and inclusive schools offers
students the knowledge and skills necessary to understand themselves and others in order to become active and informed participants on a
local, national, and global level.
This document has as its foundation, the existing K-12 social studies program for Tehachapi School District and builds upon the research involved
in the Olweus Bullying Prevention Program. It also stems from the recommendations of K-12 teacher leaders throughout the Tehachapi School
District. In addition, feedback will be solicited and received from schools, teachers, parents, and community members during the months of April
and May, 2012.
The following scope and sequence provides the framework for K-12 Safe and Inclusive Schools studies for the Tehachapi Unified School District.
It provides continuity and consistency within the district. This document contains the minimum content required to be taught throughout the
district at each grade level; individual schools can determine the pacing at which the content and concepts will be taught. Lessons take place in a
class meeting format, and all teachers have the flexibility to review and expand the curriculum as appropriate for their community of learners.
Note: While some meeting titles and outcomes may be similar across grade levels, in many cases, the activities planned will vary.
Big Idea: Safe and Inclusive Schools
Grade
K
Meeting Name
A Class Garden
Meeting Outcomes – At the end of this meeting students will be able to:
• Discuss how our differences create a beautiful “garden” just like flowers in a garden.
1
Who Are We?
Pp 143-146
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2
This is Our Island
pp. 28-31
It’s All in a Name
3
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4
We’re All Different/Alike
5
Don’t Judge a Book by its Cover
pp.325-329
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Discuss ways that the students’ similarities and differences can make their class
stronger
Discuss how learning about each other brings them together
Help each other and cooperate to reach a class goal
To gain group knowledge of what each person’s name means to them.
To reflect as a group on the importance attached to names and the different feelings
brought up when names are used as Put-ups or Put-downs.
To empower each person to assert what they do and do not want to be called in the
classroom.
To create an atmosphere in which students seek to use names that make others feel
good.
To heighten awareness of the dangers of making assumptions.
To identify assumptions we make in the development of groups.
To highlight the simplistic perception that we sometimes use to view others.
To allow reflection on times when participants may have felt singled-out.
Discuss reasons people judge others based on outward appearances
Discuss ways that intolerance of differences can lead to disrespect and bullying
Discuss ways to change their own biases
Big Idea: Sensitivity and Acceptance
Grade
K
Meeting Name
A Story About Feelings
pp.37-42
1
That’s Not Funny!
pp. 64-67
2
The Case of the Fractured Fairy Tale
pp. 60-63
3
Lend a Hand pp. 191-195
4
Standing Tall & Speaking Up
pp. 202-207
5
Keeping Our Cool
pp. 196-201
Meeting Outcomes – At the end of this meeting students will be able to:
• Talk about different body language and facial expressions for happiness, excitement,
fear, anger, sadness, and frustration
• Observe that everyone does not respond the same way or have the same feelings in
different situations
• Discuss the difference between friendly laughter and laughter that is used to hurt
feelings or taunt others
• Practice ways to identify when laughter hurts their feelings
• Tell others when they feel they are being laughed at and their feelings are being hurt
• Differentiate between hearing and listening
• Practice listening without interrupting
• Listen to a story with the purpose of describing facts from the story
• Express answers to questions about the story verbally
• Define empathy
• Describe how feeling differ depending on one’s point of view
• Practice compassionate responses to others
• Demonstrate ways to make authentic amends when they hurt someone
• Demonstrate the differences between assertive and aggressive body language
• Demonstrate ways to use assertive responses to stand up for peers in potential
bullying situations
• Discuss a range of responses they can use to deal with bullying and other difficult
social situations
• Identify emotions associated with different roles in bullying situations: the student
who is bullied, the student doing the bullying, and the bystander
• Discuss the harmful emotional effects of bullying and why stopping bullying is
important
• Promote tolerance by identifying differences in how people perceive different acts
• Discuss and practice strategies for staying calm under pressure
Big Idea: Building Healthy Friendships and Relationships
Grade
K
Meeting Name
Thinking of Others
pp. 119-122
1
What Makes a Friend
pp. 108-111
2
You’re not my Friend if…
pp. 123-125
3
Friendship Relay
pp. 274-277
4
Friends for Real?
pp. 278-281
5
Be True to Yourself
pp. 282-286
Meeting Outcomes – At the end of this meeting students will be able to:
• Explain that sharing, cooperating, taking turns, being kind, and helping are ways to
show respect for other people
• Discuss the link between showing respect and having friends
• Discuss two strategies to initiate and sustain play with other children
• Discuss appropriate responses for handling rejection from peers
• Demonstrate taking turns and sharing in a group activity
• Discuss how it feels when someone makes fun of another person
• Discuss how it feels to have a friend dare them or ask them to do something they
don’t want to do
• Practice responses to challenges, threats, or dares about friendship
• Practice friendship-related skills such as greetings, starting a conversation, and asking
for help
• Discuss attributes of a good friend
• Be aware of ways they may fail to act like a good friend
• Discuss why friends are important
• Discuss what “being popular” means
• Explore ways that focusing on popularity has a negative effect on relationships and
may limit true friendships
• Describe what peer pressure is
• Discuss ways that peer pressure can play a role in bullying
• Practice options for responding to peer pressure
• Discuss ways peer pressure can help students make good choices
Big Idea: Preventing and Responding to Bullying and Harassment
Grade
K
Meeting Name
What We Know About Bullying
pp. 83-86
1
Important to Report? You Decide
pp. 73-77
2
Important to Report? You Decide
pp. 73-77
3
Come Play with Us
pp. 91-94
4
Do Something!
pp. 238-243
5
I Can Make A Difference
Meeting Outcomes – At the end of this meeting students will be able to:
• Share experiences about potential bullying behavior
• Identify times or places they feel unsafe or experience bullying (“hot spots”)
• State what actions they can take if they or someone else is bullied
• Describe reasons to “report” problems or concerns to an adult
• Practice reporting using real-world examples
• Practice words and actions to report problems to adults
• Describe reasons to “report” problems or concerns to an adult
• Practice reporting using real-world examples
• Practice words and actions to report problems to adults
• Identify hot spots for bullying behaviors on their playground
• Identify reasons some areas feel safe and others feel unsafe
• Identify ways to feel safer on the playground
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Discuss reasons why they might feel uncomfortable reporting bullying
Practice techniques for successful reporting of bullying behavior
Brainstorm ideas for changing the “code of silence” to a “code of support”
Create or explore common experiences with name calling and biased words
Develop an understanding of the role of the bystander and the impact of this
behavior
Develop and put into practice skills for confronting name-calling and bullying
Think critically about the use and impact of terminology that demeans groups of
people
Big Idea: Finding Commonalities
Grade
K
1
Meeting Name
Our Kindness Circle
pp. 24-27
The Name Game
pp. 17-20
2
We are All Welcome Here
pp. 21-23
3
Human Scavenger Hunt
pp. 171-176
4
What’s in a Name?
pp. 302-305
5
It’s Who I Am
Meeting Outcomes – At the end of this meeting students will be able to:
• Discuss ways they can show kind actions to others
• Demonstrate giving and receiving a compliment
• Learn names of classmates and facts about them
• Practice introducing themselves and others
• Give compliments to peers based on observations of their positive traits and talents
• Identify factors that make them feel welcome, accepted, and included at school
• Identify ways students and adults can work together to make their class feel more
welcoming and inclusive for all students
• Discuss the need to adjust behavior to show respect for the needs of others
• Understand more about classmates
• Practice ways of initiating conversations and asking polite questions
• Define empathy and awareness about peers’ individual needs
• Discuss things they have in common with peers
• Describe cultural customs related to choosing names for children, the meaning of
names, and use of nicknames
• Describe the continuum of positive or wanted nicknames, negative or unwanted
nicknames, and name-calling
• Demonstrate ways to respond to name-calling from the perspective of bystanders
and recipients of name-calling
• To define difference between commonality and diversity
• To gain an understanding of how diversity makes us unique
• To determine how commonalities help to make connections with others
Being a Person of Character
Grade
K
Meeting Name
Character Counts
1
Character Counts
2
Character Counts
3
Character Counts
4
Character Counts
5
Character Counts
Meeting Outcomes – At the end of this meeting students will be able to:
• Describe the character traits/attributes exhibited by “a person of character”
• Define the meaning of the traits/attributes
• Provide examples of behaviors that exemplify the character traits/attributes
• Identify scenarios wherein the characters do or do not exhibit the traits/attributes
• Describe the character traits/attributes exhibited by “a person of character”
• Define the meaning of the traits/attributes
• Provide examples of behaviors that exemplify the character traits/attributes
• Identify scenarios wherein the characters do or do not exhibit the traits/attributes
• Describe the character traits/attributes exhibited by “a person of character”
• Define the meaning of the traits/attributes
• Provide examples of behaviors that exemplify the character traits/attributes
• Identify scenarios wherein the characters do or do not exhibit the traits/attributes
• Describe the character traits/attributes exhibited by “a person of character”
• Define the meaning of the traits/attributes
• Provide examples of behaviors that exemplify the character traits/attributes
• Identify scenarios wherein the characters do or do not exhibit the traits/attributes
• Describe the character traits/attributes exhibited by “a person of character”
• Define the meaning of the traits/attributes
• Provide examples of behaviors that exemplify the character traits/attributes
• Identify scenarios wherein the characters do or do not exhibit the traits/attributes
• Describe the character traits/attributes exhibited by “a person of character”
• Define the meaning of the traits/attributes
• Provide examples of behaviors that exemplify the character traits/attributes
• Identify scenarios wherein the characters do or do not exhibit the traits/attributes