Lesson Title: ​Identity beyond our borders​.

Lesson: ​3 of 3 Date: ​01/03/18

Unit: ​Discovering Identity Subject(s): ​Careers/PE Grade(s):​ 4

Rationale ​(lesson context and reasons why lesson matters) ​:

Encouraging students to think critically about identity not only creates a safe learning environment, but
it also provides students with an effective way to begin exploring other large themes that are embedded
in the social studies curriculum such as multiculturalism, diversity, and immigration. By critiquing the
stereotypes that influence identity on a person level, students learn the critical thinking and
open-minded perspectives needed to have non-essentialist discussions of cultures.

Curricular Tie-Ins

Essential ● How are other people similar to and different from me?
Question

Core Personal & Social: ​Valuing diversity, Building relationships, Personal awareness
Competency and responsibility

Careers Education Physical Education

Big Idea Public identity is influenced by personal Developing healthy relationships helps
choices and decisions. us feel connected, supported, and
valued.

Curricular Demonstrate respect for differences in Describe factors that positively influence
Competencies the classroom. mental well-being and self-identity.

Content Cultural and social awareness Factors that influence self-identity,

including body image and social media.

Learning Intention Activity Assessment

● .I can understand how Minds On:​ Watch I’m Not Black,
labels affect their You’re Not White - Prince EA
identity and the identity
Action:​ Building an Identity Map
of others.
(Whole group activity) into
Artifact
● I can explore how
identity is shaped by Closure/Debrief:​ Students will
visualize the connectivity with
● Students reflect on
similarities/differences
between their answer
and others’ answers
● Students present their
object and discuss what
influence on identity is
reflected by the object
● Students are engaged
 relationships and their classroom community. and participating
experiences (verbally or nonverbally)
with respect
● Even though we are
different, I can see how
we are all connected

Time Activity Class Organization

10min Hook:
● Show Video: I’m Not Black, You’re Not White - ● Students engage
Prince EA in/contribute to
● This video was focusing primarily on race as a discussion
label we use to stereotype people, what other
labels do we use to describe a person’s
identity?
○ Guide class discussion. For example,
how do labels affect a person’s
identity? What identities did we see on
this vide?

Body:
15min 1. Journal Entry: ● Students have time to
On the blank sheet on the back of your journal trace work on their Identity
your hand. Moving around the room have one peer at Journals.
a time write in ab important things that they believe
makes up your identity.

20min 2. Artifact Share: Teacher models the activity by ● Students present their
presenting an object and discussion how the object object and discuss what
reflects an aspect of their identity. With your table influence on identity is
group share your artifact. Afterwards, 1st half the class reflected by the object
go and look at the others artifacts, then switch. This
allows each side of the class a chance to show their
artifact to the class.

Closure:
15min ● Make a web connecting student together with ● Students actively
a string. To make the web, each student will engage in sharing
describe something that contributes to their identity traits. If not
identity then toss the string to another wanting to speak and
classmate. Ask students to toss the string to a share are able to listen
classmate that has not received it yet. Let to their peers.
students know that if they are not comfortable
sharing, they can pass, but still receive,
hold-on and send the yarn so that they are
included in the web.
● This will show the class that although they
have different ‘identities’ they are united as a
community.
 ● Demonstrate how the classroom community is
connecting by pulling/ letting go strings.
Next Steps:
This unit closes with students writing a reflective
journal entry. Prompting questions could include, but
not limited to:
● How has the exploration of identity made you
feel?

Materials (T/S): Management Differentiation ↑↓

● I’m not black, you’re not
white video (T)
● Teacher’s object of
identity to model activity
(T)
● Journals (S)
Social Expectations ● Let students know that if
● Participation in class they are not comfortable
discussions sharing, they can pass,
● Mutual respect during but still receive, hold-on
partner sharing and send the yarn so
● Attentive listening when that they are included in
classmates are sharing the web.​↓
● Open-minded and ● Small group and partner
willing to change work
perspectives ● A variety of modes
including: picture books,
videos, items from home
● Working concretely with
objects that reflect
identity
● Informal journal writing
with a focus on ideas
and self reflection not
grammar and spelling

Indigenous Connection(s):
Placing an emphasis on identity aligns with one of the Aboriginal Worldviews and Perspectives. By
focusing on identity teachers embrace a learner-centered teaching practice that gives teachers an
opportunity to know their students as individuals and configure instruction to connect with their interests
and build on their strengths. From an aboriginal perspective, encouraging knowledge of the self
connects students with a sense of place and a sense of how one belongs.

Resources: ​I’m not black, you’re not white video: Prince Ea retrieved from
https://www.youtube.com/watch?v=q0qD2K2RWkc

Reflections :