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Sustain Well-Being
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Build cultural intelligence
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- With guidance, I can share some practices, beliefs, and celebrations that are important to me and/or my community. With guidance, I can learn about practices, beliefs, and celebrations of communities and people who are different from me. With guidance, I can name and celebrate some of the differences between me and others.
Project-specific:- I can share some practices, beliefs, and celebrations that are important to me and my community, while also learning about and celebrating the differences in global sports with guidance
- I actively engage in discussions with my peers and local educators to enhance cultural intelligence, acknowledging key aspects of various sports with curiosity and respect.
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- I can participate in an event or experience that is important to me, my community, and/or to people from other communities. I can name similarities and differences between my culture/lived experiences and others I learn about or experience. I can share some ways that the differences between me and others are interesting or special.
Project-specific:- I can explore and take part in an international sports activity with my peers, discussing how the rules and origins differ from sports I am familiar with, and highlight unique aspects of these differences that make them culturally significant and enriching.
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- I can participate in an event or experience that is culturally relevant and/or diverse and reflect on aspects that I appreciated. I can name similarities and differences between or among cultures/lived experiences I learn about or experience without making value judgments. With guidance, I can identify stereotypes and/or misinformation about people or groups and try out some ways to counteract them (e.g., check assumptions, verify facts, broaden sources or experiences, seek additional context).
Project-specific:- I can actively engage in learning about diverse international sports by participating in hands-on activities, and reflect on their cultural significance, similarities, and differences without making value judgments
- With guidance, I am able to identify and address stereotypes by seeking additional context, and I begin to apply this understanding to teaching my peers, fostering an inclusive and respectful environment.
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- I can participate in and reflect on an event or experience that is culturally relevant and/or diverse and choose ways to adapt my style of engagement and/or express my appreciation. I can ask open-ended questions to learn about cultures and lived experiences other than my own (e.g., traditions, norms, languages, rituals, values, arts) without making value judgments and helping others use a similar inquiry stance. I can recognize stereotypes that relate to aspects of social or cultural identity (mine or others’) and I can counter them with verifiable facts or evidence. I can identify one or more of my own implicit biases and practice some ways to counteract them.
Project-specific:- I can explore global sports by asking insightful questions about their cultural significance and historical contexts, and I can effectively share these insights with peers and educators in a way that highlights the beauty and complexity of diverse traditions without imposing my own value judgments.
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- I can participate in and reflect on both culturally relevant and diverse experiences and choose ways to adapt my style of engagement and/or express my appreciation. I can take initiative to learn about cultures and lived experiences other than my own without making value judgments and while helping others use a similar inquiry stance. I can disrupt stereotyping when I observe it happening by noting it and countering it with facts, evidence, or insights from history and/or my own lived experiences. I can reflect on my own implicit biases and how they are presenting in my interactions with others, and I can practice strategies to counteract them.
Project-specific:- I can collaboratively lead an instructive session on an international sport with my peers, demonstrating deep understanding by explaining the sport's rules, origins, and cultural significance, and facilitate discussions that promote cultural intelligence and fair play
- I can engage my peers with interactive activities that highlight diverse global sports and collect their feedback to enhance our collective learning experience.
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- I can regularly seek out and engage in both culturally relevant and diverse experiences and choose responsive ways to adapt my style of engagement and/or express my appreciation. I can take initiative to learn about cultures and lived experiences other than my own without making value judgments or reductive comparisons and while helping others use a similar inquiry stance. I can disrupt stereotyping or explicit bias when I observe it happening by promptly noting it, naming the harm it causes, and countering it with facts, evidence, or insights from history and/or my own lived experiences. I can regularly reflect on my implicit biases, practice curiosity and courage in understanding their impact on others, and consistently use strategies to counteract them.
Project-specific:- I can take an active leadership role in diversifying sports opportunities by thoroughly researching and presenting the rules and cultural backgrounds of various international sports, fostering an inclusive environment where all students gain understanding and appreciation for global sportsmanship and fair play
- I consistently engage my curiosity to create interactive materials that showcase the beauty and complexity of these sports, encouraging my peers to learn with openness and respect
- I proactively address stereotypes or biases about sports cultures by sharing evidence-based insights and personal reflections, helping to create a more culturally intelligent and welcoming community.
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Build Community
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Build networks
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- I can intentionally engage in experiences to meet new people, explore interests or opportunities, and/or grow my current relationships.
- I can integrate learning, wisdom, and skills from mentors into my own practices while sustaining those relationships.
- I can initiate and prepare for connections with people who could help expand my access to knowledge and/or opportunities that support my goals.
- I can plan and organize with others to build an inclusive network for mutual support to meet our needs in solidarity.
- I can serve as a mentor and provide guidance for others.
Project-specific:- I can actively engage with learning partners, contributing insights and asking questions that help us understand the diverse rules and cultural significance of global sports, strengthening our collective knowledge and support network.
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- I can intentionally engage in experiences to meet new people and/or grow my current relationships.
- I can seek out and identify mentors, learn from their wisdom, and incorporate those learnings into my own practices.
- I can plan with individuals and/or groups to help me with my need or goal, and also find ways to offer my support to them.
- I can serve as a mentor for someone who is trying to learn something new.
Project-specific:- I can describe the main challenges and opportunities identified during my research into the rules and cultural significance of global sports, using specific examples from my findings to demonstrate my understanding of worldwide sportsmanship.
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- I can try out a new way to meet new people or grow my current relationships.
- I can identify a mentor, share what I would like to learn from them, and take steps to follow their example.
- I can connect with individuals and/or groups and identify the ways in which they may be able to support my need, goal, or interest.
- I can act in ways that model behavior or practices that others might learn from (e.g., I can show kindness, or I can help someone learn something new).
Project-specific:- I can connect with peers and local PE teachers, recognizing and utilizing their expertise and perspectives to enhance my understanding and teaching of global sports, and identify effective ways they can support my goal of fostering cultural intelligence and fair play.
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- I can try out a way to meet new people or learn new things.
- I can name someone I admire and share what they do that I want to learn or do myself.
- I can identify someone with a similar need, goal, or interest as me.
Project-specific:- I can effectively collaborate with my peers and local PE teachers by building strong relationships that enhance our understanding of global sports, and together we create a community-focused learning environment that celebrates diverse sports traditions.
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- I can intentionally engage in experiences to form new and diverse connections, explore interests or opportunities, and grow my current relationships.
- I can integrate learning, wisdom, and skills from mentors into my own practices while sustaining those relationships.
- I can prepare for, initiate, sustain, and reflect on connections with people who could help expand my knowledge and/or access to opportunities that support my goals.
- I can cooperate in mutual aid networks, not only for mutual support, but to understand, analyze, and address root causes of issues.
- I can serve as a mentor and provide guidance for others using my connections and learnings to help them grow and diversify their networks.
Project-specific:- I can skillfully use my connections and insights from mentors to guide others in understanding global sports, helping them grow and expand their networks by coordinating learning sessions that are both informative and inclusive.
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- With guidance, I can learn and practice ways to get to know someone I have never met.
- I can name someone I look up to and share what I like about them.
Project-specific:- I can seamlessly collaborate with peers and local educators, using my leadership skills to guide interactive sessions on global sports, where I gather diverse insights and integrate them into dynamic presentations, showcasing a profound understanding of cultural intelligence and fair play principles.
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