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State of Illinois Social and Emotional Standards for Seventh Grade
GOAL 1: DEVELOP SELF-AWARENESS AND SELF-MANAGEMENT SKILLS TO ACHIEVE SCHOOL AND LIFE SUCCESS.1A — Identify and manage one's emotions and behavior.
- Recognize emotions as indicators of situations in need of attention.
- Distinguish how you really feel from how others expect you to feel.
- Distinguish between different emotions (e.g., fear and anger, shame and sadness).
- Analyze emotional states that contribute to or detract from your ability to solve problems.
- Analyze the effect of self-talk on emotions.
- Practice self-calming techniques (deep breathing, self-talk, progressive relaxation, etc.) to manage stress.
- Demonstrate an ability to process emotions to facilitate problem-solving (e.g., overcome negativity, and develop a positive attitude).
- Identify extra-curricular activities available to students.
- Recognize the outside influences on development of personal characteristics (e.g., body image, self-esteem, behavior).
- Identify school support personnel and investigate how they assist students.
- Identify organizations in your community that provide opportunities to develop your interests or talents.
- Evaluate the benefits of participating in extra-curricular activities (e.g., friendship, leadership, learning new skills, teamwork).
- Evaluate how your physical characteristics have contributed to decisions you have made (e.g., what sports to play, what activities to participate, etc.).
- Identify resources to help progress towards a goal (e.g., research materials).
- Analyze how barriers and supports influenced the completion of action steps toward achieving a goal.
- Analyze how you might have made better use of supports and overcome obstacles in working on a recent goal.
- distinguish between a short and long-term goal.
- Apply goal-setting skills to develop academic success.
- Set a positive social interaction goal.
- Identify the feelings and perspective of others during group discussions.
- Recall a situation where your behavior impacted the feelings of others either positively or negatively.
- Describe how classmates who are the subject of rumors or bullying might feel.
- Distinguish between bullying and non-bullying situations.
- Role-play the perspectives of various characters in scenarios provided.
- Paraphrase the conflicting perspectives of parties to a conflict.
- Investigate the traditions of others (e.g. memorize phrases from other languages, familiarize yourself with the music or cuisine of other cultures).
- Identify negative depictions of differences among people (e.g., gender or sexual orientation stereotyping, discrimination against socio-economic or culture minorities, prejudices based on misinformation) in readings completed for coursework.
- Explain how a lack of understanding of social and cultural differences can contribute to intolerance.
- Evaluate ways of overcoming a lack of understanding of those who are different.
- Explain why bullying or making fun of others is harmful to oneself or others (e.g., physical or verbal).
- Listen respectively to opposing points of views on controversial issues.
- Role-play how to report bullying behavior.
- Participate in setting and enforcing class rules.
- Practice strategies for maintaining positive relationships (e.g., pursuing shared interests and activities, spending time together, giving and receiving help, practicing forgiveness).
- Recognize the importance of setting limits for yourself and others.
- Demonstrate an ability both to assume leadership and be a team player in achieving group goals.
- Learn to maintain an objective, non-judgmental tone during disagreements.
- Identify factors that contribute to violence (e.g., inappropriate management of anger and the availability of instruments of violence).
- List characteristics of friends who are a healthy or unhealthy influence.
- Identify strategies for avoiding, sidestepping, and reducing violence.
- Brainstorm destructive behaviors encouraged by peers (e.g., drugs, gossip, sexual behaviors, self-destructive behavior, etc.).
- Analyze the causes of a physical or verbal fight that you observed and prevention strategies.
- Practice negotiation skills in pairs, taking the perspective of both parties into account.
- Identify safe alternatives to risky behaviors (e.g., riding in a car with a drunk driver, riding a skate board in a dangerous place, resisting smoking or drugs).
- Describe common socially accepted behavior in a variety of situations (e.g. attending a football game or concert joining a new group, going to a job interview, participating in class, etc.).
- Define the roles of responsibility as a victim, bystander, perpetrator, rescuer in a situation.
- Assess one's own risk for various types of injury.
- Make journal entries on how your actions have affected others.
- Judge the seriousness of unethical behaviors (e.g., cheating, lying, stealing, plagiarism, etc.).
- List qualities that contribute to friendships.
- Describe the effects of procrastination and disorganization on academic outcomes.
- Analyze how decision-making skills improve your study habits.
- Analyze each step of a decision-making process used in responding to problem scenarios.
- Reflect in your journal on the consequences of your recent risk-taking behavior.
- Use a decision log for 24 hours to identify influences on your health decisions.
- Demonstrate refusal skills.
- Identify sources of information about your community.
- Identify responsibilities of citizenship (e.g., obeying laws, serving on juries, being informed about issues, being involved in influencing public policy).
- Analyze what you learned about yourself and the community from involvement. In a community improvement activity.
- Analyze the consequences of participating or not participating in the electoral process.
- Collect information about how groups are working to improve the community.
- Evaluate a recent project that addressed a community need or issue.
- Make a plan with your family to participate in a community improvement activity.
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