Professional Documents
Culture Documents
Introduction to Identities
Rationale
▪ Introduce identities as a fluid composite of multiple identities shaped by context
Instructional Objective(s)
▪ Students understand the difference between
o Personal identities include an individual’s name, unique characteristics, history, personality, and other traits that make one
different from others
o Social identity includes affinities one has with other people, values, and norms that one accepts, and the ways one has
learned to behave in social settings
▪ Students practice group participation guidelines, Google Classrooms, and Blogger (from Lesson 1)
▪ Students establish the foundation to communicate constructively through the idea of strategic questions
▪ Students engage with their Learning Partner over text-based asynchronous forums
Preparation
Teacher Students
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Lesson 2
Introduction to Identities
Teacher Students
Lesson Activities
Teacher Students
▪ Project Participation Guidelines and Ground rules established ▪ Share concerns or changes on Participation Guidelines and
in Lesson 1 Ground rules
o Ask students to revisit, clarify, and revise
▪ Record any updates directly on Google Doc “Rules for
Engagement”
▪ Introduce students to the concept of a Gallery Walk: its goals ▪ Using the Gallery Guide, walk through the gallery noting
and how it will work individual and group ideas
▪ Manage Gallery Walk ▪ Actively Participate in the Gallery Walk and the Gallery Walk
▪ Gallery Walk Debrief: as a class ask students to articulate the Debrief
conclusions they drew about the construction of identity.
Sample guiding questions may include:
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Lesson 2
Introduction to Identities
Teacher Students
▪ Ask students to reflect on how they perceive their identities ▪ Write and post blog
by considering
▪ Who am I?
▪ How do my personal experiences and
circumstances (e.g., age, sex, sexual orientation,
gender identity, ethnicity, family, socioeconomic
status) affect my perceptions?
▪ Prepare students for their engagement with their Learning ▪ Engage in role play
Partner by introducing the idea of strategic questioning
▪ Role play different scenarios
▪ Share Learning Partner assignments ▪ Post and respond to “What’s In a Name” activity
▪ Coordinate with teacher from Learning Partner Classroom to ▪ At least 2 sets of exchanges with Learning Partner via the
ensure that Learning Partners have access to the Google forum
Classroom ▪ Explore profile and blog posts of Learning Partner
▪ Prepare students for their first interaction with their Learning
Partners. For the first interaction, the Learning Partners will
“talk” via the Google Classroom asynchronous online
discussions boards through the Assignment functionality.
o This interaction will be guided through the “What’s In a
Name” activity.
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Lesson 2
Introduction to Identities
Teacher Students
▪ Ask students reflect on the impact of forming relationships ▪ Write and post blog
when limited to asynchronous online forum discussions (text-
based communication
Print Advertisement
▪ HSBC “Different Points of View” Campaign (https://www.pinterest.ca/pin/400820435556160860/?lp=true)
Songs
▪ American Idiot by Green Day
▪ One by U2
▪ Half Breed by Cher
▪ Stupid Girls by P!nk
Art
▪ The Jungle (La Jungla) by Wifredo Lam (https://www.moma.org/learn/moma_learning/wifredo-lam-the-jungle-1943
▪ Runaways by Glenn Ligon (https://www.artsy.net/artwork/glenn-ligon-runaways)
Readings (Papers, Novels)
▪ McIntosh, P. (2007). White privilege and male privilege. Race, Ethnicity and Gender: Selected Readings, 377-385.
▪ Choy, W. (1995). The Jade Peony. Vancouver, BC: Douglas & McIntyre Ltd. (link
▪ Coupland, D. (2011). Player One. Toronto: Windmill Books. (S)
▪ Wagamese, R. (1997). A quality of light. Toronto: Doubleday Canada. (S)
Adaptations
In a Flipped Classroom format, a 100% online Gallery Walk may be set up, with students taking their tour prior to coming to class and
providing responses to predefined questions and prompts through the comments/discussion forums. This will leave more time for the
in-class Gallery Walk debrief and discussions. For setting up a 100% online Gallery Walk you can set up the artefacts using Google
Classroom Individual Assignments or Blogger. Some alternate online applications designed for richer experiences that can be quickly
incorporated in the Google Classroom platform:
▪ VoiceThread. VoiceThread is a web-based application that allows you to place collections of media like images, videos, documents,
and presentations at the centre of an asynchronous conversation. A VoiceThread allows people to have conversations and to make
comments using any mix of text, a microphone, a webcam, a telephone, or uploaded audio. For more information visit:
https://voicethread.com
▪ Lino it. Lino It is a web application that provides an online canvas where teachers and students can post online stickies, pictures,
videos, and attachments. You can also share your online canvas by sharing its URL. Sharing the URL would allow others to post
stickies as well. For more information visit: http://en.linoit.com/
Reflection
▪ Facilitation Notes: Some students may be reluctant to share their experiences and thoughts. Having teachers share their stories
first and demonstrating vulnerability and honesty may help students feel more comfortable doing the same
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