by our religion by the nation in which we live? they will learn that many of the same factors that influence their identities—factors such as religion, gender, and geography—also shaped the identities of the ancient greeks, the mayans, and the chinese. at the same time, beginning the year by having students examine and share their own identities is a way to build relationships in your class. read a card and ask the class to guess who the fact describes.
write the word identity on the board and ask for volunteers to share their thoughts on what it means. the purpose of reading “my name” is to help students think about the various factors that shape our identities. in the next few lessons, students will have the opportunity to think more deeply about their own identities. students draw on a contemporary parable to explore how identity is formed by our own perception as well as other people’s perception of us. students create classroom rules through a group activity, and learn the relationship between customs and laws as it relates to a safe learning environment.
students will identify social and cultural factors that help shape our identities by reading and analysing a short story and then creating their own personal identity charts. through the analysis of a short story and the creation of their own visual representations of their identities, this lesson invites students to consider how the answer to the question “who am i?” arises from the relationship between the individual and society—the ways in which we define ourselves and the ways in which we are defined by others. the powerpoints include basic media and prompts from the lesson plans but are minimally designed because we expect teachers to adapt them to fit the needs of their students and class. after students have written 5–7 ideas, have them return to their identity charts and add this new information.
identity chart journal reflection ask students to reflect on their own identity charts by responding to two or more of the following questions in their journals: you might ask a few students to volunteer to share from their responses. because students are writing about a personal topic in this reflection, it is important that they not be required to share. students explore a poem by james berry about the ways we respond to difference and complete a creative assignment about their school or community. students are introduced to the concept of universe of obligation to better understand how societies create “in” groups and “out” groups. students use the historical case study of the bristol bus boycott to examine strategies for bringing about change in our communities.
in this lesson, students will describe aspects of their identities such as race, gender, ability, religion and more. then after exploring marley dias’ black this lesson is part of the unit identity & community: an introduction to 6th grade social how do our identities inform our values, ideas, and actions? what parts of your identity do you choose for yourself? the powerpoints include basic media and prompts from the lesson plans but are minimally designed, exploring identity activities, exploring identity activities, what shapes your identity lesson plan, exploring identity worksheet, identity unit high school.
identify facets of their personal identities. observe and analyze how race, religion, family and other factors influence the identity of a high school student lesson idea 1. finding out what a student stands for is part of finding self-identity. what opinion a student has and how they react on certain the different sides to identity. they learn that identities are complex and develop over time features examples and lesson plans., who am i lesson plan high school, who i am activity for students, who am i lesson plan for elementary, activities to develop self-identity. how do you teach students about identity? what are some questions about identity? what are the major activities of identity? what is identity lesson plan high school?
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