ARCHDIOCESE OF CINCINNATI – HEATH EDUCATION CURRICULUM MAPPING
The Archdiocesan Standards are integrated into the Content Focus on the Curriculum Map and reinforced in each unit taught.
Phil. 4:6-7 “Do not be anxious about anything, but in everything
by prayer and petition, with thanksgiving present your requests to God. And the peace
of God, which transcends all understanding, will guard your hearts and minds in Christ
Jesus.”
Describe a time you prayed about a situation and felt God’s presence even though
nothing had changed.
Catholic Identity:
MENTAL AND EMOTIONAL HEALTH
Grade Band 9-12
Standard
MEH.12.1.1
MEH.12.1.2
MEH.12.6.1
MEH.12.1.3
MEH.12.1.4
MEH.12.2.1
MEH.12.7.1
MEH.12.1.5
MEH.12.1.6
MEH.12.1.7
MEH.12.7.2
12.4.1
Description
Content Focus
*Key Target
Academic Vocabulary
Lesson 1 – 7 Days: High School
Interrelationship
 Review the five types (dimensions) of health
Analyze the interrelationship of physical,
Physical health
mental, emotional, social and spiritual
 How do the types of health affect each other?
Mental health
health.
 Emotionally healthy individuals:
Emotional health
Accept/ like themselves; Are able to cope with
Analyze the characteristics of an
Social health
change; Are able to maintain healthy relationships;
emotionally healthy person.
Spiritual health
Are able to resolve conflicts in healthy ways; Are
Assess personal emotional health
Optimistic
able to manage stress appropriately; Are able to
practices and behaviors.
Pessimistic
express emotions in healthy ways; Are caring; Are
Resilient
Analyze how mental/emotional health
able
to
show
concern
for
others;
Optimistic;
Accept
Self-esteem
can affect other health-related
Interpersonal conflict
responsibility for their choices and behaviors; Are
behaviors.
Internal Locus of Control
able to ask for assistance when they need it.
Describe ways to improve emotional
External Locus of Control
 Have students complete a basic emotional health
health.
Self-control
behavior inventory to determine their levels of
Differentiate between an internal and an
Self-respect
emotional health. (Use this data later in unit)
external locus of control.
Positive self-talk
 Discuss the “ups” and “downs” of teenage life and
Analyze the role of individual
Negative self-talk
how
to
cope
with
these
changes.
Stress management
responsibility in enhancing emotional
 Ask: What does it mean “to establish a balance” in
Personal stressors
health.
I-Message
your
life?
Summarize the characteristics of
Anxiety disorder
 Discuss how emotional health affects a person’s
someone who has self-respect and selfDepression
decisions.
control.
Grief/ loss
 Referring to the emotional health behavior inventory
Analyze how pro-social behaviors can
data, Ask: What area(s) of your emotional health may
benefit overall health.
need attention?
Describe strategies for maintaining an

Explore healthy vs. unhealthy ways to respond to
optimistic outlook.
emotions.
Change negative self-talk into positive self
What happens when a person cannot balance the
talk to promote emotional health.
ARCHDIOCESE OF CINCINNATI – HEATH EDUCATION CURRICULUM MAPPING
The Archdiocesan Standards are integrated into the Content Focus on the Curriculum Map and reinforced in each unit taught.
MENTAL AND EMOTIONAL HEALTH
Grade Band 9-12
Standard
MEH.12.7.3
MEH.12.1.8
MEH.12.1.9
MEH.12.7.4
MEH.12.1.10
MEH.12.5.2
MEH.12.4.2
MEH.12.1.11
MEH.12.1.12
MEH.12.1.13
MEH.12.1.14
MEH.12.1.15
MEH.12.1.16
MEH.12.4.3
Description
Lesson 1 – 7 Days: High School
Demonstrate positive self-talk.
Summarize personal stressors at home, in
school and with friends.
Explain the body’s physical and
psychological responses to stressful
situations.
Apply stress management techniques to
specific stressful situations.
Summarize strategies for dealing with
strong or difficult emotions.
Describe negative consequences of
expressing emotions in unhealthy ways.
Demonstrate the use of I-messages to
communicate emotions in a healthy way.
Analyze characteristics of healthy
relationships.
Explain how to build and maintain healthy
family and peer relationships.
Evaluate when to end an unhealthy
friendship or dating relationship.
Summarize feelings associated with loss
and grief.
Explain the stages of grief.
Summarize strategies for coping with loss
and grief.
Demonstrate what to say to someone who
has experienced the death of a loved one.
Content Focus
*Key Target
ups and downs of their life?
 What is resiliency? How does a person become
resilient? How is resiliency connected to mental/
emotional health?
 In life there are some things we can control, others
we cannot. What are some things we can control?
What are some things we cannot control?
 What is personal responsibility? How do you
develop a sense of personal responsibility?
 Discuss healthy social behaviors and how these
behaviors are related to emotional health. Explore
how emotional and social health are connected.
 Ask: What does this mean, “You may not be able to
control a situation, but you can control your reaction
and your attitude toward the situation.”
 Discuss the difference between internal and external
locus of control. How does a person’s perception of
“control” or influence in a situation actually impact
their level of personal responsibility and action?
 Discuss optimism vs. pessimism.
 (Teacher)Define, provide examples, model and assist
students in practicing positive self-talk.
 Have students complete these statements:
When I am stressed, I _____ .(what they usually do).
When I am stressed, I feel ______. (emotions)
When I am stressed, I want _____. (something they
would like to happen)
Discuss their responses. Emphasize: How a person
responds and deals with stress plays a huge role
Academic Vocabulary
ARCHDIOCESE OF CINCINNATI – HEATH EDUCATION CURRICULUM MAPPING
The Archdiocesan Standards are integrated into the Content Focus on the Curriculum Map and reinforced in each unit taught.
MENTAL AND EMOTIONAL HEALTH
Grade Band 9-12
Standard
MEH.12.1.17
MEH.12.4.3
MEH.12.1.18
MEH.12.1.19
MEH.12.1.20
MEH.12.3.1
Description
Lesson 1 – High School
Describe how to respond to someone else’s
anger in healthy and constructive easy.
Demonstrate strategies for managing and
reducing interpersonal conflicts.
Explain why it is important to understand
the perspectives of others in resolving a
conflict situation.
Identify common myths or misinformation
about mental illness.
Analyze the causes, symptoms and effects
of depression and anxiety.
Identify valid and reliable resources for help
with emotional problems.
Content Focus
*Key Target
in a person’s emotional health.
 Examine personal stressors (Home, Peers, School). Ask:
Can situations be stressful for some people, but not for all
people? Why? (depends on how a person views a situation,
what past experiences that have had)
 Is change a source of stress? Emphasize: Change is a part
of life, but can be stressful.
 What is the healthiest way to respond to someone who is
“stressed out”? (Respond with kindness, respect, offer
reasonable assistance)
 What occurs inside body when person becomes stressed
(Explore the General Adaptation Syndrome, including both
physical and psychological responses to stress.)
 Explore stress management techniques:
Talking it out; laughter; breathing exercises; progressive
muscle relaxation; guided imagery; time management;
prayer, etc.
 Discuss the core characteristics of healthy relationships.
 Use a healthy relationship checklist to help students assess
their own relationships. Discuss how they can use this
information to improve relationships or to determine a
relationship may be unhealthy.
 (Teacher: Take 4-5 core characteristics of health
relationships, create scenarios that either exemplify some,
all or none of these characteristics (e.g. Getting & giving
support; expressing empathy; expressing caring and
concern; respectful; open communication, etc.). Have
students analyze each relationship scenario and
determine what makes the relationship healthy or
unhealthy.
Academic Vocabulary
ARCHDIOCESE OF CINCINNATI – HEATH EDUCATION CURRICULUM MAPPING
The Archdiocesan Standards are integrated into the Content Focus on the Curriculum Map and reinforced in each unit taught.
MENTAL AND EMOTIONAL HEALTH
Grade Band 9-12
Standard
Description
Content Focus


ACCESSING VALID RESOURCES
**According to the National Institutes of Health,
individuals need to use this checklist to determine
if health information is valid and reliable:





Who runs the website? Federal agencies,
medical schools, and large professional or
nonprofit organizations are often reliable
sources of health information.
Who is sponsoring the website? Be wary if
it’s not easy to find the sponsor’s contact
information or if the website is trying to sell you
something.
Is the information current? Sites should say
when the information was posted or last
reviewed.
Is your privacy protected? Be sure you
understand the website’s privacy policy. Be
cautious about sharing personal information.
Does the site make claims that seem too
good to be true? See if you can find other,
reliable sites with the same information.
Source:
http://newsinhealth.nih.gov/issue/apr2015/feature1





*Key Target
Examine the emotion, anger. What are emotions related to anger? Can anger be
healthy? Why?
Conflict management: What are some common types of conflict? What is the
relationship between conflict and anger?
Explore conflict management strategies:
1. Identify the issue/ problem (Discuss to clarify the conflict; Use I-messages;
do not blame; listen, without interrupting, when other person is talking; ask
questions respectfully if need clarification or more information)
2. Brainstorm possible solutions with the other person involved in the conflict.
(How could the problem be addressed? Make a list of several possible
solutions.)
3. Evaluate each of the proposed solutions. (Narrow the list to 1-2 solutions
that are acceptable to both persons.)
4. Choose the best solution. (Must be acceptable to both parties; both must
commit to acting on the chosen solution.)
5. Implement the solution you committed to. (Decide how the solution will be
implemented and who will carry out which part of the solution and when
each person will do what they agreed to do)
6. Follow up. (Check back with each other to discuss how solution is working;
revise planned solution, if necessary; REMEMBER: Key to successful
resolution is both persons agreeing to any changes in the solution and both
persons doing what they agreed to do.)
Compare and contrast the conflict management strategies with the steps to
decision-making.
Examine the nature of mental illness and the most common mental illnesses
diagnosed in teenagers.
Explore common mental illnesses: depression, anxiety, etc. (causes, symptoms,
effects)
Have students apply the critical elements of accessing valid, reliable mental
health resources to selected internet sources.*
Academic
Vocabulary
ARCHDIOCESE OF CINCINNATI – HEATH EDUCATION CURRICULUM MAPPING
The Archdiocesan Standards are integrated into the Content Focus on the Curriculum Map and reinforced in each unit taught.
MENTAL AND EMOTIONAL HEALTH
Gradeband 9-12
RESOURCES:
Kids Health http://kidshealth.org/teen/your_mind/emotions/stress.html (There is a Teen Health Section on this site.)
http://kidshealth.org/teen/your_mind/relationships/healthy_relationship.html
Healthy Relationships http://youngwomenshealth.org/2013/09/13/safety-in-relationships/ (Female Perspective)
School Mental Health http://www.schoolmentalhealth.org/Resources/Educ/ResEdu.html (Resources for Educators as well as Students)
SAMHSA Substance Abuse and Mental Health Services Administration
http://media.samhsa.gov/mentalhealth/understanding_mentalillness.aspx
Share My Lessons http://www.sharemylesson.com/high-school-health-teaching-resources/ (Search under Mental and Emotional Health, gr. 6-8)
Share My Lessons (k-12) http://www.sharemylesson.com/teaching-resource/lesson-plans-on-social-and-emotional-health-for-k-12-6093993/
Be Kind to Yourself and Others Mental Health Kit http://www.albertahealthservices.ca/ps-7344-mhk-jhs-manual.pdf (Includes activities for
Body Image, Health Eating/Active Living, Sleep Building Healthy Relationships, Hope) Approved by Edmonton Parochial Schools and Public
Schools – Note: This is a Canadian resource, but has many valuable lessons.) Gr. 6-9
Dare to Learn https://daretolearn.haikulearning.com/forsytheke/mrs.kellyshealthandpe/cms_page/view/9399773 (Teacher’s Website: filled with
lessons and activities for Mental and Emotional Health as well as several other health education areas.)
Expect Respect: Healthy Relationships http://www.healthychildren.org/English/ages-stages/teen/dating-sex/Pages/Expect-Respect-HealthyRelationships.aspx
Teaching Teens About Healthy Relationships http://www.thehotline.org/2013/02/teaching-teens-about-healthy-relationships/
https://www.pinterest.com/ReliefTeaching/social-emotional-health-lessons/ (Creative Ideas for teaching MEH)
ARCHDIOCESE OF CINCINNATI – HEATH EDUCATION CURRICULUM MAPPING
The Archdiocesan Standards are integrated into the Content Focus on the Curriculum Map and reinforced in each unit taught.
MENTAL AND EMOTIONAL HEALTH
Grade Band 9-12
RESOURCES: (cont.)
Talk with Your Teen about Healthy Relationships http://healthfinder.gov/HealthTopics/Category/parenting/healthy-communication-andrelationships/talk-with-your-teen-about-healthy-relationships
Office of Adolescent Health http://www.hhs.gov/ash/oah/adolescent-health-topics/healthy-relationships
Love is Respect http://www.loveisrespect.org/healthy-relationships/
Dare to Learn https://daretolearn.haikulearning.com/forsytheke/mrs.kellyshealthandpe/cms_page/view/9399773
(Health Teacher Website, filled with activities and lessons for several different health topics, including MEH.)
National Institutes of Mental Health http://www.nimh.nih.gov/brainbasics/index.html
Massachusetts School Psychiatry Program: Resources/Lesson Plans for High Students
http://www2.massgeneral.org/schoolpsychiatry/classroom_selfregulation.asp (Some parts are useful)
Books:
Herod, Leslie. Discovering Me: A Guide to Teaching Health and Building Adolescents Self-Esteem. Allyn Bacon, 1999. (Gr.6-9)
Vurnum, Gary. Time Management Techniques: 92 Affirmations That Apply Time Management Tips for Overcoming Procrastination.
CreateSpace Independent Publishing Platform, 2010.
Leyden-Rubenstein. The Stress Management Handbook: Strategies for Health and Inner Peace. Keats Publishing, 1999.
Carlson, Richard. Don’t Sweat the Small Stuff and It’s All Small Stuff: Simples Ways to Keep Little Things From Taking Over Your Life. Hachette
Books, 1996.
Wheeler, Claire M. Tame Tension and Start Enjoying Your Life. New Harbinger Publications, 2007.
ARCHDIOCESE OF CINCINNATI – HEATH EDUCATION CURRICULUM MAPPING
The Archdiocesan Standards are integrated into the Content Focus on the Curriculum Map and reinforced in each unit taught.
MENTAL AND EMOTIONAL HEALTH
Grade Band 9-12
Books: (cont.)
Tummers, Nanette. Teaching Stress Management Book: Activities for Children and Young Adults. Human Kinetics, 2011.
Tummers, Nanette. Stress Management: A Wellness Approach. Human Kinetics, 2013.
Lewis, Barbara. What Do You Stand For? For Kids: A Guide to Building Character. Free Spirit Publishing, 2005. (Gr. 6-10)
Moles, Kerry. The Relationship Workbook. Wellness. Reproductions and Publishing, 2001. (High School)
Schiralki, Glenn. The Self-Esteem Workbook. New Harbinger Publications, 2001.
Brown, Brene. The Gifts of Imperfection: Let Go of Who You Think You're Supposed to Be and Embrace Who You Are. Hazeldon, 2010
Covey, Stephen. The 7 Habits of Highly Effective People: Powerful Lessons in Personal Change. Simon Schuster, 2013
Parrott, Les III. Seven Secrets of a Healthy Dating Relationship. Beacon Hill Pr., 2006 (There is also a Leader Guide for this book.)
Disettta, Al. Pressure: True Stories by Teens About Stress. Free Spirit Publishers, 2012.
Disetta, Al. The Courage to be Yourself. Free Spirit Publishers, 2006.