Not all heroes wear capes. No matter where we live, or what our background or accolades, we all go through life's inevitable challenges, and these challenges affect our mental health. We should have a society where it is openly acceptable to talk about those challenges. In this series, find out how you can share your story and become a #SameHere Hero.

health

Good health and well-being

Analyze how genetics and family history can affect personal health.

HE.9-12.HE H.S.1.d

HEAL.9-12.H.1.1.4

HE.9-11.9-12.H.1.1.4

Names some types/levels of emotion (frustrated, angry).

SDEV.K.3.2.38.a.12

Help child understand and accept different ways of expressing emotion and communicating (set rules that prohibit children from making fun of each others’ differences).

SDEV.K.3.2.38.CS.b

Positively acknowledge child for expressing emotions appropriately.

SDEV.K.3.2.38.CS.d

Evaluate the influence of variables, such as culture, family and genetics, on personality development.

SOC.9-12.P.4.14

HEAL.12.1.6

Examine the impact that genetics can have on personal health.

HE.9-12.HW.1.4

HE.12.AH.1.4

Evaluate the impact of genetics/family history with personal health decisions.

AAAA.6-8.4.1.1.c

Describe how genetics and family history can impact personal health.

HE.9-12.A4.b

Identify the role played by each of the following in causing illness: family history, lifestyle choices, environment, and genetics.

HE.9-12.3.D.1.a

Use current technologies such as CD-ROM, DVD, Internet, and on-line data search to explore current research related to a specific topic.

SCI.9-12.1.a

Analyze how genetics and family history can impact personal health

HEAL.9-12.HE 1.5.a

HE.9-12.5.2

how to identify support systems (formal and informal)

HE.9-12.6.4

Compare and contrast the impact of genetics, family history, personal health practices, and environment on personal growth and development in each life stage.

HPE.7-8.2.1.8.A.2

HPE.2.1.8.A.2

identify ways to access health care providers within the community and state; identify how family history, genetics and preventive health care can affect personal health.

HE.5-6.1.7.2

identify how family history, genetics and preventive health care can affect personal health in the areas related to sexuality; nutrition; alcohol, tobacco, and other drug use; physical activity; personal safety; mental, social and emotional well-being.

HE.5-6.1.8.1

understand how family history, genetics and preventive health care can affect personal health.

HE.7-8.1.7.3

identify how family history, genetics and preventive health care can affect personal health in the areas related to sexuality; nutrition; alcohol, tobacco, and other drug use; physical activity; personal safety; mental, social and emotional well-being; and

HE.7-8.1.8.1

Analyze how genetics and family history can impact personal health.

HEAL.1.12.4

Describe how family history can affect personal health (e.g., genetics and/or family behavior patterns).

HEAL.6-8.1.8.4

HEAL.9-12.1.12.4

Select a course of action to resolve an issue.

SOC.7.5.5

Explain how genetics and family history can impact personal health.

HE.1.12.6

Identify and describe other people’s feelings, including use of non-verbal cues (e.g., book characters, peers as situations arise).

SED.16.3.PK.C.SP3

use strategies that enhance relationships and avoid potentially harmful situations.

HE.9-10.5.5.5.6

Research how genetics and family history can affect personal health.

Explain that feelings can be expressed in different ways.

HEAL.K.EW.1

Explain what it means to be emotionally and mentally healthy.

HEAL.2.EW.1

Identify the positive ways that peers and family members show support, care, and appreciation for one another.

HEAL.4.EW.1

HEAL.5.EW.1

Examine characteristics of mental health conditions (i.e., anxiety, depression, eating).

HEAL.9-12.HS.MESH.4

have students discuss ways to help a friend or family member with an emotional conflict;

HE.6-8.8.5

HE.PK-2.8.1.1

identify methods of expression (e.g. laughing, crying, smiling, hugging and yelling);

HE.PK-2.8.1.2

identify appropriate ways to express feelings;

HE.PK-2.8.1.3

HE.PK-2.8.2.1

HE.PK-2.8.2.4

describe appropriate ways to manage emotions;

HE.PK-2.8.2.5

express the importance of not feeling sad for long periods of time;

HE.PK-2.8.2.11

identify responsible people to report and discuss feelings of sadness.

HE.PK-2.8.2.12

describe how positive self-concept makes an individual unique;

HE.PK-2.8.3.1

explain that emotions may be expressed in different ways;

HE.3-5.8.1.2

HE.3-5.8.1.4

express the importance of not feeling sad or depressed for long periods of time;

HE.3-5.8.2.2

describe how to identify their own feelings and the feelings of others;

HE.3-5.8.2.3

identify responsible people to report and discuss feelings of sadness;

HE.3-5.8.2.4

select appropriate strategies for managing positive and negative stress;

HE.3-5.8.3.4

list different emotions (e.g. anger, jealousy, frustration, love, hate, and disappointment);

HE.6-8.8.1.1

assess how communication skills manage emotions and build tolerance;

HE.6-8.8.2.1

HE.6-8.8.2.2

explain how appropriate mental health care help prevent, detect and treat serious mental health problems (e.g. anxiety disorders, mood disorders and suicide);

HE.6-8.8.3.3

Practice methods to calm down (for example, deep breathing, counting to 10, mindfulness).

HEAL.K.MEH.2

Analyze internal and external factors that influence a positive self-image.

HE.9-12.MEH.HE3.a

Demonstrate skills for communicating effectively with family, peers, and others (e.g., clear refusal, assertiveness, active listening, and supportive body language).

HE.9-12.MEH.HE5.a

Develop strategies to support others and ask for help around issues of depression and suicide.

HE.9-12.MEH.HE5.b

analyze the impact of genetics and family history on personal health (e.g., DNA, genetic diseases, genetic counseling).

HE.9-12.HE.HS.1.06

create art works, using a variety of traditional forms and current media technologies, that express feelings, ideas, and issues, including opposing points of view (e.g., an acrylic painting that uses symbols to represent conflict and resolution; performance art or an installation that portrays both sides of the struggle between humankind and nature; a mixed-media or digital composition of a personal mandala that shows both unity and opposing forces)

Grade 7 D1.1

demonstrate an understanding of how choices they make every day can have a positive impact on their mental health (e.g., taking time to identify what they are feeling [doing a “self check-in” regarding feelings]; getting adequate sleep; engaging in genuine, face-to-face social interaction; being physically active; using mindfulness strategies; having connections to responsible, caring adults; taking part in something “bigger” than themselves that involves giving back to the community)

Grade 4.D2.5

describe emotional and interpersonal stresses related to puberty (e.g., questions about changing bodies and feelings, adjusting to changing relationships, crushes and more intense feelings, conflicts between personal desires and cultural teachings and practices), recognize signs that could indicate mental health concerns, and identify strategies that they can apply to manage stress, build resilience, keep open communication with family members and caring adults, and enhance their mental health and emotional well-being (e.g., being active, writing feelings in a journal, accessing information about their concerns, taking action on a concern, talking to a trusted peer or adult, breathing deeply, meditating, seeking cultural advice from Elders, Métis Senators, knowledge keepers or knowledge holders)

Grade 5.D2.5

demonstrate an understanding of various religious or spiritual beliefs (e.g., Taoism, Buddhism, Hinduism, Judaism, Christianity, Islam, Aboriginal or tribal spiritual beliefs) found within a specific culture and of how they relate to various aspects of that culture (e.g., dietary laws; social hierarchies; attitudes towards gender roles and social inequality; ethics and mores; rituals/practices around birth, marriage, sickness, death; educational practices; practices such as meditation, powwows, pilgrimages, shamanism, t’ai chi ch’uan, voodoo)

Grade 12 Art, Philosophy, and Religion  C1.3

assess the influence of the art, philosophy, and religious/spiritual beliefs or practices of one culture (e.g., Grebo or Haida masks, yoga and meditation, t’ai chi ch’uan, salsa, hip hop, reggae, capoeira, Maori haka, Bollywood films) on forms of cultural expression produced by individuals or groups from other cultures

Grade 12 Contributions and Influences C3.2

explain how various factors (e.g., genetics, deterioration of infrastructure, environmental governance, trade embargos, war, natural disasters) affect the nutritional status of specific population groups in Canada and around the world

Grade 12 Nutritional Status B4.3

assess the role of various factors (e.g., heredity/ genetics, socio-economic status, geography, lifestyle, activity level) in nutrition-related illnesses and health conditions

Grade 12 Nutrition and Disease C2.3

explain how the daily practices of adherents reflect the teachings of their particular religion or belief tradition (e.g., acts of discernment and/or daily prayer, acts of service, meditation, reflection)

Grade 11 Daily Living as Sacred Reality E1.2

identify daily rituals of various world religions and belief traditions (e.g., regular prayer, ritual bathing, meditation)

Grade 11 Daily Observances D3.1

We're All Connected

identify and describe the function of various types of art works (e.g., propaganda art, religious art, satirical works; works that focus on personal narrative or anthropological study) in past and present societies

Grade 10 Art, Society, and Values  B2.1

assess the effects, both positive and negative, on the region of outside demand for its products and/or resources (e.g., development of infrastructure, job creation, improvement in standards of living, increase in tax revenue, deforestation and
other types of resource depletion/mismanagement,
monoculture and other unsustainable agricultural
practices, vulnerability to demands of multinational
corporations, sweatshops, air pollution, environmental degradation)

C1.2 Sustainability and Stewardship of Natural Resources

Everyday Heroes

different forms of writing are appropriate for different purposes and audiences across the content areas and have different features (e.g., personal narrative, informational reports/articles, poetry, response to text).

LA.6.EL-6-WC-U-2

In Personal Expressive Writing, Students will apply characteristics of the selected form (e.g., personal narrative, personal memoir)

WRI.K-3.WR-EP-1.1.2.b

WRI.4.WR-04-1.1.2.b

In Personal Expressive Writing, Students will apply characteristics of the selected form (e.g., personal narrative, personal memoir, personal essay)

WRI.5.WR-05-1.1.2.b

In Personal Expressive Writing, Students will apply the characteristics of the selected form (e.g., personal narrative, personal memoir, personal essay)

WRI.6.WR-06-1.1.2.b

WRI.7.WR-07-1.1.2.b

WRI.8.WR-08-1.1.2.b

WRI.9-12.WR-HS-1.1.2.b

Discuss the content of friendly notes, cards, letters, and personal narrative, with a partner or small group, in order to get to know the writer and each other

LA.3.S.4.2

LA.4.S.4.2

Students write about their own experiences. Students are expected to write a personal narrative that conveys thoughts and feelings about an experience.

LA.5.17

Students write about their own experiences. Students are expected to write a personal narrative that has a clearly defined focus and communicates the importance of or reasons for actions and/or consequences.

LA.6.16

LA.7.16

Students write about their own experiences. Students are expected to write a personal narrative that has a clearly defined focus and includes reflections on decisions, actions, and/or consequences.

LA.8.16

write a personal narrative that has a clearly defined focus and communicates the importance of or reasons for actions and/or consequences.

WRI.7.1.16.A

identify and describe the various components of personal well-being (e.g., emotional well-being, satisfaction, vitality, resilience, self-esteem, autonomy, competence, engagement, a sense of meaning and purpose, feelings of trust and belonging)

Grade 11 Personal Well-Being B1.1

explain how protective factors at the individual, familial, and community levels (e.g., intelligence; strong relationships with one or more adults; exposure to enriched learning environments; community supports such as Meals on Wheels, senior centres, literacy centres) can promote resilience in individuals

Grade 12 Risk and Resilience B2.2

explain how various factors affect physical development throughout the lifespan (e.g., illness, injury, genetic factors, nutrition, exercise)

Grade 12 Factors Affecting Physical
Development  C3.1

describe brain plasticity with reference to the brain’s response to injury, illness, and environmental factors (e.g., physical injuries, strokes, aphasia, stress, substance abuse, infectious diseases, environmental toxins, nutritional deficiencies)

Grade 12 Factors Affecting Physical
Development  C3.4

describe various psychological, social, material, or cultural conditions that are used to explain social change (e.g., cognitive dissonance, paradigm shift, class struggle, tension and adaptation, material and/or cultural change, globalization)