Curriculum Guide Cover

Mosaic should be included in the cur­ricu­lum of every school!”— Luis Suarez, Teacher

Curriculum

Our evidence-based, social-emotional learn­ing (SEL) cur­ricu­lum empha­sizes build­ing empa­thy, resilience, and com­mu­nity and empow­ers par­tic­i­pants to cre­ate a peace­ful future. In par­tic­u­lar, we focus on four themes:

  • The cel­e­bra­tion of diver­sity and aware­ness of stereo­typ­ing, prej­u­dice, and dis­crim­i­na­tion
  • Respect for and appre­ci­a­tion of self and oth­ers
  • Teamwork and coop­er­a­tion
  • Assertive com­mu­ni­ca­tion and con­flict res­o­lu­tion (includ­ing lis­ten­ing skills, express­ing feel­ings pro­duc­tively, and empa­thy)

Our inno­v­a­tive cur­ricu­lum is expe­ri­en­tial. Learning at Mosaic becomes a mag­i­cal adven­ture as the cur­ricu­lum comes to life through hands-on activ­i­ties, inter­ac­tive the­ater, games, role-plays, dis­cus­sions, sto­ries, and orig­i­nal songs.

Our musi­cal cur­ricu­lum has received rave reviews and is avail­able on CD.

Get more details about our cur­ricu­lum.

Read a sum­mary of our pro­gram eval­u­a­tion and a draft of our Logic Model.

Musical Curriculum and Song Book

Music is an inte­gral facet of Mosaic’s suc­cess. Extensive research shows that music facil­i­tates learn­ing and recall of infor­ma­tion. With the Mosaic songs, chil­dren learn lessons in a fun and engag­ing man­ner that is rein­forced every time they sing, whether it be in the class­room, on their way home from school, or after they brush their teeth. One of our songs “Fighting is Not the Solution,” actu­ally offers stu­dents the oppor­tu­nity to prac­tice their con­flict res­o­lu­tion skills through mak­ing I-Statements in rhythm to the beat.

Currently, our music is widely avail­able on CD and with an accom­pa­ny­ing cur­ricu­lum guide. In addi­tion to sup­port­ing our Mosaic teach­ers, this cur­ricu­lum guide, sold as a com­pan­ion to our CD, allows teach­ers across California and the US to take advan­tage of our rev­o­lu­tion­ary work and cre­atively infuse Mosaic val­ues and con­flict res­o­lu­tion skills into their class­rooms.

Standards and our Curriculum

The Mid-continent Research for Education & Learning (McREL) has per­formed among the most com­pre­hen­sive analy­ses of dif­fer­ent state stan­dards in the area of Life Skills and gen­er­ated a well-reputed hybrid model that inte­grates stan­dards and bench­marks for grades K-12. Those that relate to The Mosaic Project’s cur­ricu­lum are ref­er­enced below. We offer this stan­dards review to sit­u­ate our cur­ricu­lum in the larger pro­fes­sional arena of mul­ti­cul­tural, char­ac­ter, and life skills edu­ca­tion, and to sup­port edu­ca­tors in under­stand­ing how The Mosaic Project’s cur­ricu­lum can sup­port a wide array of learn­ing objec­tives.

Life Skills & Self-Regulation

Standard 2: Performs self-appraisal

Standard 3: Considers risks

Standard 4: Demonstrates per­se­ver­ance

Standard 5: Maintains a healthy self-concept

Standard 6: Restrains impul­siv­ity

Life Skills & Working with Others

Standard 1: Contributes to the over­all effort of a group

Standard 2: Uses conflict-resolution tech­niques

Standard 3: Works well with diverse indi­vid­u­als and in diverse sit­u­a­tions

Standard 4: Displays effec­tive inter­per­sonal com­mu­ni­ca­tion skills

Physical Education

Standard 5: Understands the social and per­sonal respon­si­bil­ity asso­ci­ated with par­tic­i­pa­tion in phys­i­cal activ­ity

Behavioral Studies

Standard 4: Understands con­flict, coop­er­a­tion, and inter­de­pen­dence among indi­vid­u­als, groups, and insti­tu­tions

Civics

Standard 11: Understands the role of diver­sity in American life and the impor­tance of shared val­ues, polit­i­cal beliefs, and civic beliefs in an increas­ingly diverse American soci­ety

Thinking & Reasoning

Standard 3: Effectively uses men­tal processes that are based on iden­ti­fy­ing sim­i­lar­i­ties and dif­fer­ences

Standard 5: Applies basic trou­bleshoot­ing and problem-solving tech­niques

Music

Standard 1: Sings, alone and with oth­ers, a var­ied reper­toire of music

California Academic Standards and the In-School Project

The Mosaic In-School Project was cre­ated to com­ple­ment our Outdoor School and work toward the pro­mo­tion of peace, mutual under­stand­ing, and con­flict res­o­lu­tion. By intro­duc­ing Mosaic lessons and skills from the very begin­ning of ele­men­tary school, and cul­ti­vat­ing them through­out the grade lev­els, this cur­ricu­lum not only sets the stage for and rein­forces the learn­ing of the stu­dents who attend our Outdoor School, but it infuses Mosaic val­ues and skill-sets into school cul­tures at large and improves the over­all cli­mate of our part­ner schools.

The In-School cur­ricu­lum inte­grates and ful­fills many California teach­ing stan­dards and is designed to be devel­op­men­tally rel­e­vant and appro­pri­ate. Using fun and expe­ri­en­tial activ­i­ties and lessons, Mosaic lessons sup­port stu­dents in becom­ing more socially and emo­tion­ally lit­er­ate and adept, while deep­en­ing their appre­ci­a­tion for diver­sity and jus­tice, and cul­ti­vat­ing empa­thy, team­work, con­flict res­o­lu­tion skills. Teachers have con­sis­tently reported that their class­rooms feel safer and more inclu­sive in the wake of Mosaic pro­grams.

Specifically, Mosaic lessons directly ful­fill mul­ti­ple California stan­dards in the fol­low­ing cat­e­gories: Growth and Development; Mental and Emotional Health; Personal and Community Health; and Injury Prevention and Safety.

The stan­dards that our cur­ricu­lum directly inte­grates include:

Kindergarten

1.3.G Name ways in which peo­ple are sim­i­lar and ways in which they are dif­fer­ent.
1.6.S Describe school rules about get­ting along with oth­ers.
1.7.S Recognize the char­ac­ter­is­tics of bul­ly­ing.
1.1.M Identify a vari­ety of emo­tions.
4.1.M Show how to express per­sonal needs and wants appro­pri­ately.
4.2.M Cooperate and share with oth­ers.
7.1.M Express emo­tions appro­pri­ately.
7.2.M Describe pos­i­tive ways to show care, con­sid­er­a­tion, and con­cern for oth­ers.

First Grade

1.3.G Identify a vari­ety of behav­iors that pro­mote healthy growth and devel­op­ment.
1.6.S Explain the impor­tance of telling an adult if some­one is in dan­ger or being bul­lied.
1.12.S Define sim­ple con­flict res­o­lu­tion tech­niques.
1.13.S Identify refusal skills when in personal-safety sit­u­a­tions (e.g., use a clear “no” state­ment, walk or run away, change sub­ject, delay).
5.2.S Identify the ben­e­fits of using non­vi­o­lent means to resolve con­flicts.
8.1.S Encourage oth­ers to prac­tice safe behav­iors in the class­room and on the play­ground.
1.7.P Discuss how indi­vid­ual behav­ior affects the envi­ron­ment and com­mu­nity.
4.2.P Demonstrate effec­tive com­mu­ni­ca­tion skills in an emer­gency sit­u­a­tion.
1.1.M Describe a vari­ety of emo­tions.
1.6.M Identify feel­ings and emo­tions asso­ci­ated with loss or grief.
1.7.M Discuss how to show respect for sim­i­lar­i­ties and dif­fer­ences between and among indi­vid­u­als and groups.
1.8.M List healthy ways to express affec­tion, love, friend­ship, and con­cern.
1.9.M Identify pos­i­tive and neg­a­tive ways of deal­ing with stress.
1.10.M Describe how to work and play coop­er­a­tively.

Second Grade

1.1.M Describe a vari­ety of emo­tions.
1.7.M Discuss how to show respect for sim­i­lar­i­ties and dif­fer­ences between and among indi­vid­u­als and groups.
1.8.M List healthy ways to express affec­tion, love, friend­ship, and con­cern.
1.10.M Describe how to work and play coop­er­a­tively.
1.11.M. Identify the pos­i­tive ways that peers and fam­ily mem­bers show sup­port, care, and appre­ci­a­tion for one another.
1.12.M Describe the char­ac­ter­is­tics of a trusted friend and adult.
2.1.M Identify inter­nal and exter­nal fac­tors that influ­ence men­tal, emo­tional, and social health.
4.1.M Identify and demon­strate ways to express needs and wants appro­pri­ately.
6.1.M Describe how to make a com­mit­ment to be a good friend.
7.1.M Manage emo­tions appro­pri­ately in a vari­ety of sit­u­a­tions.
7.2.M Show respect for indi­vid­ual dif­fer­ences.
8.1.M Object appro­pri­ately to teas­ing of peers that is based on per­sonal char­ac­ter­is­tics.
8.2.M Support peers in school and com­mu­nity activ­i­ties.
5.1.M Use a decision-making process for solv­ing prob­lems with peers and fam­ily mem­bers.
6.1.M Describe how to make a com­mit­ment to be a good friend.
7.1.M Manage emo­tions appro­pri­ately in a vari­ety of sit­u­a­tions.
7.2.M Show respect for indi­vid­ual dif­fer­ences.
8.1.M Object appro­pri­ately to teas­ing of peers that is based on per­sonal char­ac­ter­is­tics.
8.2.M Support peers in school and com­mu­nity activ­i­ties.

Third Grade

4.2.G Identify how to show respect for indi­vid­ual dif­fer­ences.
8.1.G Encourage peers to show respect for oth­ers regard­less of dif­fer­ences in growth and devel­op­ment.
1.1.M Describe exam­ples of healthy social behav­iors (e.g., help­ing oth­ers, being respect­ful of oth­ers, coop­er­a­tion, con­sid­er­a­tion).
4.1.M Demonstrate how to com­mu­ni­cate directly, respect­fully, and assertively regard­ing per­sonal bound­aries.
8.1.M Promote a pos­i­tive and respect­ful school envi­ron­ment.
8.2.M Object appro­pri­ately to teas­ing of peers and fam­ily mem­bers that is based on per­sonal char­ac­ter­is­tics.
8.3.M Demonstrate the abil­ity to sup­port and respect peo­ple with dif­fer­ences.

Fourth Grade

1.2.S Identify behav­iors that may lead to con­flict with oth­ers.
1.3.S Describe the dif­fer­ent types of bul­ly­ing and harass­ment.
1.4.S Examine the effects of bul­ly­ing and harass­ment on oth­ers.
1.18.S Explain how cour­tesy, com­pas­sion, and respect toward oth­ers reduce con­flict and pro­mote non­vi­o­lent behav­ior.
2.1.S Analyze how emo­tions con­tribute to both safe and vio­lent behav­iors.
4.1.S Demonstrate the abil­ity to use refusal skills in risky sit­u­a­tions.
4.2.S Practice effec­tive con­flict res­o­lu­tion tech­niques with oth­ers.
4.3.S Report bul­ly­ing, harass­ment, and other dan­ger­ous sit­u­a­tions.
4.5.S Demonstrate what to say and do when wit­ness­ing bul­ly­ing.
5.2.S Examine the con­se­quences of bul­ly­ing and harass­ment.
5.3.S Analyze the ben­e­fits of using non­vi­o­lent means to resolve con­flicts.
4.1.A Demonstrate refusal skills to resist the pres­sure to exper­i­ment with alco­hol, tobacco, and other drugs.

Fifth and Sixth Grade

1.6.P Explain that all indi­vid­u­als have a respon­si­bil­ity to pro­tect and pre­serve the envi­ron­ment.
5.1.P Use a decision-making process to deter­mine per­sonal choices that pro­mote per­sonal, envi­ron­men­tal, and com­mu­nity health.
1.1.S Explain meth­ods to reduce con­flict, harass­ment, and vio­lence.
2.2.S Analyze influ­ences on both safe and vio­lent behav­iors.
7.1.S Practice ways to resolve con­flicts non­vi­o­lently.
8.2.S Promote a bully-free school and com­mu­nity envi­ron­ment.
1.4.M Describe the impor­tance of being aware of one’s emo­tions.
1.5.M Describe the impor­tance of being empa­thetic to indi­vid­ual dif­fer­ences, includ­ing peo­ple with dis­abil­i­ties and chronic dis­eases.
1.7.M Describe the impor­tance of set­ting per­sonal bound­aries for pri­vacy, safety, and expres­sions of emo­tions and opin­ions.
1.8.M Describe the sim­i­lar­i­ties between types of vio­lent behav­iors (e.g., bul­ly­ing, haz­ing, fight­ing, and ver­bal abuse).
1.9.M Discuss the harm­ful effects of vio­lent behav­iors.
4.2.M Describe how prej­u­dice, dis­crim­i­na­tion, and bias can lead to vio­lence.
4.3.M Demonstrate ways to com­mu­ni­cate respect for diver­sity.
4.4.M Demonstrate the abil­ity to use steps of con­flict res­o­lu­tion.
5.3.M Compare and con­trast being angry and angry behav­ior, and dis­cuss the con­se­quences.
7.3.M Practice appro­pri­ate ways to respect and include oth­ers who are dif­fer­ent from one­self.
7.4.M Demonstrate how to use self-control when angry.
8.1.M Encourage a school envi­ron­ment that is respect­ful of indi­vid­ual dif­fer­ences.
8.2.M Object appro­pri­ately to teas­ing or bul­ly­ing of peers that is based on per­sonal char­ac­ter­is­tics and per­ceived sex­ual ori­en­ta­tion.