Lesson 3

Unpacking Identities

Lesson 3 – Unpacking Identities

Name: ________________________ Subject: Social Justice Grade: 12 Date: ________________

Rationale
▪ Explore further identities as a fluid composite of multiple identities shaped by context
▪ Understand the packing of identity traits and how these are perceived differently by oneself and others

Instructional Objective(s)
▪ Students examine traits, interests, attributes, experiences, make them who they are
▪ Students understand that their identities are continually affected and shaped by their context
▪ Students engage with their Learning Partner Learning Partner over audio call

Preparation
Teacher Students

▪ Coordinate with Co-Teacher to ensure that Learning Partners Engaged with Learning Partners through discussion boards
are available for audio conversation

▪ Ensure access to devices, and internet connectivity for

classroom
▪ Ensure access to a working projector
▪ Ensure all students have headphones
▪ Sticky notes

Lesson Activities
Teacher Students

Discuss Multiple Identities – The Sticky Notes Activity

▪ Give each student five sticky notes ▪ Actively and honestly participate in the activity
▪ Ask students to consider the question: ▪ Upload the sticky notes photograph on blog

What are the five most important things which

make up who I am (my identity?)”
▪ Instruct students to write each significant identity trait on one
sticky notes
▪ Once the students have identified their 5 identity traits, ask
them to stack sticky not on top of the other, with the top being
the most obvious trait and ordering to least obvious as seen
by other people

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Unpacking Identities

▪ Ask all students to place their sticky notes stacks on the wall
▪ Organise students to walk around the classroom to go
through the sticky note stacks
▪ Ask 5 students to go present their sticky notes stacks, and
o speak about each trait as they peel down from the most
to the least obvious.
o outline their rational for the order
o reorganise the pile based on how they see themselves
or wish that others would
▪ Facilitate class discussion highlighting key concepts of
personal identity, social identity, dominate identity group,
subordinated identity group, social construction, socialisation,
and saliency
▪ Take (or have students take) photographs of each exhibit and
share with student to upload on their blog

Self-Reflection – My Identity Portrait

▪ Ask students to reflect and create a blog based on The Sticky ▪ Create and upload identity collage
Notes Activity by considering the following questions: ▪ Write and post blog
▪ What did you learn about yourself through the
sticky note activity?
▪ How was your sticky note stack and different
from your classmates’ self-portraits?
▪ What significant themes connect to how you
represent your identity?

▪ As part of this blog post ask students to create a digital visual

representation or identity collage

Engage with Learning Partner (Audio)

▪ Coordinate with teacher from Learning Partner Classroom to
ensure that Learning Partners are available for audio call
▪ Set up students for their audio call via Google Hangout
(ensure video functionality is switched off)
o This interaction will be based on the Self-Portrait blog
posts, and will be guided by the following question:
▪ Review Learning Partner self-portrait blog posts over the
audio call
▪ Discuss the representations of personal and social identities,
and uncovering difference and similarities with Learning
Partner

Identify thematic observations of similarities

and differences of identities between you and
your Learning Partner

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Unpacking Identities

Teacher Students

Self-Reflection – Forming Relationships Through Audio Communication

▪ Ask students to reflect on changes (if any) in their relationship ▪ Write and post blog
with their Learning Partner by considering the following:
▪ How did adding audio to your communication
affect the relationship building with your
Learning Partner?
▪ Did your Learning Partner add to your
understanding of your social identities? Any
surprising identifications?
▪ How did your traits differ? How were they
similar?

Assessment and Evaluation

▪ Students participate during class discussions, online engagement, and planned activities
▪ Students demonstrate understanding of the differences between personal and social identities
▪ Students demonstrate personal inquiry in exploring identities
▪ Students demonstrate effective usage, organisation, content incorporation, and aesthetics in multimedia project
▪ Students demonstrate respect and openness across interaction (online and in-class)
▪ Students may peer-assess or self-assess blog postings based on the criteria defined in Lesson 1

Materials and Resources (including organisational and/or behavioural management strategies)

▪ Device, projector, and internet access for the teacher
▪ Devices, headphones, and internet access for students
▪ Camera
▪ Sticky Notes, Pens, Sticky Tape

Extensions
▪ Additional Activity: Ask students to create a personal identity chart that re-considers the question: “Who am I?”, including family
role, hobbies and interests, background, physical characteristics, and more. Then ask students to create a personal identity chart for
themselves three years ago, and explore, “What has and has not changed? Why do identities change over time? What role do other
people play in shaping our identities? Do we each have a fixed identity or multiple or is it fluid?” (source:
http://facingtoday.facinghistory.org/engaging-students-in-a-study-of-identity-a-flipped-classroom-exercise)
▪ Additional Activity: Incorporate elements of the identity wheel activity into the lesson plan and activities (see:
https://sites.lsa.umich.edu/inclusive-teaching/2017/08/16/personal-identity-wheel/ and https://sites.lsa.umich.edu/inclusive-
teaching/2017/08/16/social-identity-wheel/

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