Unit+1+-+Identity

=Identity=


 * "Often being accepted by others is more satisfying than being accepted by one-self, even though that satisfaction does not last."**
 * - //Eve Shalen, a Chicago-area student//**



**Background:**

The purpose of this first lesson in the Facing History Module is to introduce students in US I (grade 9) to issues of identity and conformity that will be a thread throughout the course of studies in the History Department at Malden High School. The district promotes a reflective classroom community in all courses from K-12. However, in history and particularly the //Facing History Unit//, it's crucial that the following characteristics are reinforced: ·a climate of respect and safety; ·a culture of questioning; ·a sense of community; ·a space for diverse viewpoints; ·thoughtful silence used to deepen reflection; and ·recognition of a variety of learning styles.

The classroom should be a safe place where students are encouraged to take risks, appreciate diversity of people and ideas, and develop the skill of empathy. **//Facing History //// and Ourselves //** starts with “Ourselves.” This lesson explores the relationship between the individual and society. It will begin with a student-centered activity on "Who am I?" and "how do others see me?" How do we reconcile these differing perceptions of identity? Students will begin to think about these questions and multiple opportunities to revisit and revise will be provided. The theme is explored through an accessible story, //“The Bear That Wasn’t.// The story provides the lens to examine the relationship between individual identity and conformity. This will launch their journey to help them understand "…history, ourselves, and each other."

**Objectives:**


 * Students will be able to...**

(such as others' perceptions, social norms, and customs) forces.
** Key Content The me s**
 * Personal and group identities shape the way we think and act
 * Individual identity and conformity
 * Reflective classroom community


 * Essential Questions **
 * How is our identity formed?
 * How does our identity influence the way we see ourselves and others?
 * What is conformity?
 * How does a society decide who belongs and who does not?
 * How can we keep our individuality and still be part of a group?
 * How do our attitudes and beliefs influence our thinking?
 * What is respect? What does it mean to respect yourself? What does it mean to respect others?
 * What does it mean to belong to a group?
 * How is membership defined and by whom is membership defined?

** Homework for the previous night **

Students should complete the definition column on the triple entry term chart. Click the document below to open.



Do Now:
Respond to the following quote by using the Think/Write/Pair/Share strategy.

Quote: **//"All the people like us are we, and everyone else is they."// Rudyard Kipling**


 * __THINK/WRITE/PAIR/SHARE__**

1. Restate the quote in your own words 2. Analyze the quote 3. Share with a partner 4. Revise based upon discussion

Think/Write/Pair/Share purpose and directions



Activity 1:

 * 1) =====Look at the Wordle above and identify the topic of the Wordle.=====
 * 2) Explain how you know the topic by just looking at the Wordle.
 * 3) What does the Wordle tell you about the topic?
 * 4) Make a prediction about what you might learn in this lesson?

Activity 2:


Create an identity chart for yourself using Inspiration. Begin with the words or phrases tht describe the way you see yourself. Add those words and phrases to the chart below.


 * Consider the following categories but feel feel to add others...**
 * gender
 * age
 * culture
 * religion
 * neighborhood
 * hobbies

To see an example, click the link below. []

[]
-How are they similiar? -How are they different? -What categories are on all charts? -Do members of your group agree with your chart? -Do they view you differently?
 * In groups of 4, share your charts:**

One volunteer from each group should share thier chart using the document reader. -What stands out? -Do we agree with his/her perception of identity?
 * Share Whole Class:**


 * Revise your chart as a result of debriefing, if necessary.**

-What labels would others give you? -Do they see you as a leader or as a follower? -Are you a peacemaker, a bully, or a bystander? -How do others' opinions/labels of you affect the way you see yourself? -What did you learn from this activity?
 * Reflections:**

Activity 3:
Click the link below to read and mark-up the story, "//The Bear That Wasn't."// Use the highlighting and commenting function on your computer to mark-up the document in word. If you do not have a computer, print and mark-up the story. Be sure to ask questions, generate comments, make connections, inferences, and/or predictions.

|| || ||
 * Task || Image/Explanation ||
 * 1. Open the document you intend to mark-up || Using the Word tool bar select open and follow route to desired document. ||
 * 2. Selecting the highlighter || On the tool bar select the highlighter icon as circled below.
 * 3. Highlighting text || When highlighter is selected drag across the text you wish to highlight. Different colors can be selected by using the drop down menu (upside down triangle) next to the highlighter icon. ||
 * 4. Selecting the add comment feature || First select the Review **tab on the tool bar as circled below.**
 * Select the text you wish to comment on by placing your cursor within the word you wish to comment on or by highlighting a passage you wish to comment on. Next select the** New Comment **icon on the tool bar as circled below.**
 * 5. Writing the Comment || When the text has been selected and you have clicked the comment icon a box will appear to the right of your document. You can type directly into this box. Below is an example of this. You can customize your comments by titling them, changing the color and font, etc.

- the podcast -electronic verison or -printed copy
 * Alternative:** **Students will create a podcast of the story,** //"The Bear That Wasn't."// Students choose to take notes from...

This will allow students of varying reading levels and learning styles to access the content and encourage the use of technology.

[[image:Bear.JPG align="right"]]

 * Think/Write:** Read and take notes on the story, "The Bear That Wasn't" using Dialectical Journal Format
 * //Open the document://**




 * Pair/Share**: Right-side notes on that describes the bear's identity.
 * Revise:** In red, record additions and revisions.
 * Think/Write:** Left-side add comments, links, questions, (your thoughts about identity and conformity).
 * Pair/Share:** Left-side responses. Share one another's questions, comments and connections. Begin to define conformity and bureaucracy.
 * Revise:** In red, answer questions, respond to comments and connections.

**Group Discussion: Save the Last Word**

-Divide students into groups of 4-6. -Divide up the reading on the "Bear That Wasn't" and assign one section per student to analyze.

In your section identify the "**most" significant idea,** "**most" important quote or phrase**, that does **ONE** of the following...
 * describes aspects of the bear's identity.
 * site examples of conformity.
 * distinguishes the bear from all other bears.
 * identifies how the bear changes over time.
 * are interested in making part of your practice.
 * addresses the author's perspective on the issue of identity.

Once you have identified the **MOST** **significant idea that address one of the above ideas** and selected a **quote or phrase,** record it in your dialectical journal.

Open the link below and have a group discussion according to the directions for Save The Last Word.




 * Use your dialectical journal to share your ideas, thoughts and questions with the group.**
 * Record important ideas, thoughts, and questions raised by the group.**

//Each group will share one or two thoughts with the entire class.//
 * Debrief as a class**


 * Revise your notes based on group discussion.**


 * Summarize/Three Minute Pause** to help you reflect on what you learned so far.




 * Briefly summarize key points that stood out for you
 * Indude details
 * Add your own thoughts

** Activity 4:[[image:Bear_Identity_Chart.JPG width="408" height="528" align="right"]] **
**Think/Write:** Use the story, "//The Bear That Wasn't"// and your notes to create an Identity Chart for the Bear.

**Consider the following as you create the chart:** - What phrases does the bear use to define himself? -What words did other use to define him? -What distinguishes the bear from all other bears? -From all other workers at the factory? -How does the identity of the bear change over time?





Compare your charts by checking to see if your Identity Charts answer the questions above. Revise if necessary. Compare and contrast to your own life.
 * Pair/Share:**


 * Close: **

Students should NOW complete the last column, "it's important/interesting/ a good or bad idea because...," their triple entry key term chart for the following terms.
 * identity
 * conformity
 * peer pressure
 * bureaucracy
 * obedience

Select 3 of the above terms and illustrate them in your triple entry term chart. Be ready to explain your illustration.




 * Homework: **

Read and mark-up "The 'In' Group," testimony of Eve Shalen, a Chicago-area student from the Holocaust and Human Behavior pg. 29 by clicking the link below. Next, go to the **discussion tab** and post your answers to the online discussion questions about the Eve Shalen's testimony. Read your classmates posts and respond to two of them.



Next, go to the **discussion tab** and post your answers to the online discussion questions about the Eve Shalen's testimony. Read your classmates posts and respond to two of them.

**Materials and Resources **

The Facing History online module, [|http.www.facinghistory.org/resources]


 * The following readings are from One of the book, __Holocaust and Human Behavior__**



Readings 3, "Propaganda," text pgs. 218-220.

Reading 1, “The Bear that Wasn’t”text pgs. 2-10 Reading 4, “Stereotyping” Text pgs. 16-19 Reading 12, “What’s in a Name Text pgs. 40-42 Reading “Letter to my Dearest Mia” Web session 2

**Massachusetts Curriculum Frameworks**: USI.19: Explain the rights and the responsibilities of citizenship and describe how a democracy provides opportunities for citizens to participate in the political process through elections, political parties, and interest groups. (H, C)