unit 1 identity and sense of self

8/7/2019 Unit 1 Identity and Sense of Self

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Unit 1: The Human Condition In Search of Self Module 1: Who Am I?

For this unit, you will explore your thoughts, beliefs, andassumptions as you examine issues related to your world and theworld of others. You will consider who you are, how you relate toothers, and how you and others deal with the joy, doubts, andfears of life, and what kind of identity you wish to create foryourself throughout life.

People all have questions about who they are and where theybelong. Using the guiding questions provided, begin to exploreyour own thoughts regarding identity, human qualities,relationships, and joys or fears.

Guiding Questions Unit 1

Identity and Sense of Self

y Who and what are we?y How do we find what is right for us and who we are?y What do we value?y How do our values of self affect our lives?y How do we change? What influences change our sense of

self?y What makes us unique? Distinctive?y What does it mean to be a human being? What is our human

nature?y Do we see ourselves the same way that others see us?


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Human Qualities and Ideals

y What are the common human qualities and ideals we hold?y Are there universal ideals for which we all strive?y How ought human beings to behave? Is desirable behaviour

the same in all cultures? In all communities?y What is right? What is admirable? What is not admirable?

Does everyone agree?y Why do our actions sometimes fall short of our ideals?y What is the darker side of human nature?

Human Emotions and Relationships

y What is the meaning of love? What other emotions mightwe confuse love with?

y What brings us joy and fulfillment in life?y What doubts and fears do we have?y What role do people (ex. Friends, family) play in our lives?y How should we treat people?y What characteristics make people liked and respected? Is

it good to strive to be liked? When might it be bad?y What is the meaning of love?y Can love be destructive? Do people sometimes confuse love

with other feelings?y How do we get our needs met through our relationships with

others?


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Lesson One: Identity and Sense of Self

Pre-Writing:

An individual's identity is determined by every choice and actionhe/she takes regardless of outside influences or circumstances.In this subtheme, students will explore their own identity, as wellas evaluate their past decisions.

Guiding Questions complete these guiding questions briefly

y Who and what are we?

y What makes us unique? Distinctive?y What does it mean to be a human being? What is our human

nature?y Do we see ourselves the same way that others see us?y How do our values of self affect our lives?

y How does being the member of a particular group affect ouridentity and sense of self?

Writing Activity:

The longest journey is the journey inward. Dag Hammarskjold

y Consider what you think Hammarskjold meant by thejourney inward. How do people complete this inward

journey?y Why do you think he says this journey inward is the longest

journey?y The journey of life presents us with a series of challenges.

We respond to these challenges according to who we are


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and what we believe. Choose a quote that expresses whoyou are and/or what you believe, and write a 3 4 paragraphresponse explaining this.


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Lesson Two: Identifying Oneself

Pre- Reading:We all strive for something in life and try to live our life based onthe values we have learned to accomplish our goals. In this lesson,students will identify their own personal goals, as well as theirpersonal character traits and values to help them define who theyare.Write a reflective journal entry including:1.A goal that you have for this year and include the steps youplan to take to attain this goal.

2. A list of five character traits that you have.A character trait is a word used to describe a person using

specific details. An example of a character trait might be happy,sad, funny, or sarcastic. Need more ideas of character traits?

3. Three character traits others believe you have (if they are thesame as the ones you have listed above, give one example of anaction you take that is an example of this trait. If they aredifferent, explain why you think people see you differently thanyou see yourself)

4. Three values that are important to you and an explanation of

why each is important.

A value is a principle, standard, or quality consideredworthwhile or desirable. For example, you may value honesty and


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trustworthiness in your f riends because you have been hurt in the past by lies and gossip .

During Reading :

As we read T he Crac k Up listen for values / character traits they have in co mmon with the main character .

Key Questions :1. Do you see any of the character traits that you had on your

own list in the characters fro m the literature ? What character traits did the main character / narrator possess ?2. What values are present in the literature ? Are they si milar to the values that you listed ?3. What would you have done differently or how would you have reacted to the situation under the sa me circu mstances ?By putting yourself in so meone elses shoes , you are being as ked to relate to others who face different circu mstances . People everywhere often share the sa me values .

After Reading :

1. F.Scott Fitzgerald notes in his essay , Of course all life is a process of brea king down T his is a fairly negative view of life .What evidence do you have that life is about enduring challenges ?

2. I n what way is life about e xperiencing triu mphs ? Which does life provide more of : tragedies or triu mphs ?


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3. One should, for e xample, be able to see things are hopeless and yet be determined to make them otherwise .Why would a 39year old be more likely to agree with Fitzgerald versus an 18 year

old ?

4. What does it mean to be cra cked / c ra cked by life ?

5. Are you cra cked ? How do you know ?

6. I n order to sur vi ve life Fitzgerald says, I realized that in

those two years, in order to preser ve something an inner lush maybe, maybe not - I had weaned myself from all the things Iused to lo ve that e very a ct of life from the morning toothbrush to the friend at dinner had be come an effort .What do you make of this statement ?

7. How does Fitzgerald come to terms with being cra cked ? How can the world be blamed ?

8. What mode you pla ce this essay in ? What is the thesis ?

Personality Pro je ct

T his e xer cise is designed to help students e xplore their

personality but it also illustrates the differen ces between the way that they view themsel ves and the way they are viewed by others .


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Dir ect ions:

1. Create a personality collage that best represents who youreally are. You can use headlines and clippings fromnewspapers and magazines, photographs, advertisements,cartoons, and any other material you deem appropriate.Paste them onto half of an 11 x 17 sheet of paper.

2. For each of the images, you need to write a briefexplanation describing the purpose and message behind theimage.Why are the images important to you? What do youwant others to learn about you through that image? By

writing a justification for your choices, you are makingdeliberate decisions regarding your collage.3. Give the other half of the poster board to someone who

knows you very well (i.e. a relative, close friend,girlfriend/boyfriend) and ask that person to create apersonality collage that they feel best represent you. Theperson you choose should NOT see your collage beforehand.

4. When both collages are completed, you should compare the

two collages and answer the following questions on aseparate sheet of paper.

Quest ions to be answe r ed:

1. What are some of the major themes about yourself that aredepicted in your collage?

2. What are the major similarities and differences between

your version and your partner s version?3. How do those differences make you feel?4. What have they taught you about yourself and/or your

partner that you didn t already know?


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Portfolio Assignment #1 Personality Collage

Name: _______________________________ Teacher: Mrs. SchwabDate: Description: Personality Collage using magazine pictures and words

1Sketchy

2Rudimentary

3Developing

4Maturing

5Museum Quality

Neatness Glued oncorrectly

Glued oncorrectly withedges all glueddown.

Glued oncorrectly, edgesall glued down,no smudges or finger prints,Pictures all onstraight.

Glued on correctlywith edges allglued down, nosmudges or finger prints, Pictures allon straight, ArtistSignatureincluded

All of thepreviousexpectations plusan interesting useof negativespace.

Creativity variety of pictures

variety of picturesincluding atleast 3 aspectsof your personality

variety of pictures,grouped byvaried interestsand personalitytraits

Variety of pictures, groupedby varied interestand personalitytraits, includesome descriptivewords, andperhaps a drawingof your own

All the previousand somethinguniquely your own

Understand Concept CollageConceptis used

collage Conceptis usedeffectively, andpictures do notcover everynegative space

Collage conceptis usedeffectively, andpictures do notcover everynegative space,however, thereare plenty of pictures to fill thespace.

Collage concept isused effectively,and pictures donot cover everynegative space,and there areplenty of pictures.Space is filledusing interestingNegative andPositive shapes.

All the previoussuggestions, inaddition, the MainTheme of theposter is evident.

Detail EnoughPicturesto justifyan entirePoster Board

Enough picturesto justify anentire porter board, andarranged withcare

Enough picturesto justify anentire poster board andarranged withcare. Someoverlapping andsome linkedimages. Detailsare interesting.

Enough picturesto justify an entireposter board, andarranged withcare, someoverlapping, somelinked, details areinteresting andpertinent.

All theprevious...eachpicture, word, or arrangement haspurpose, and tellsa story.

Mode All theabove

All the aboveand turned in ontime

All of the above,turned in ontime, and usedthe correctsupplies

All the above, inon time, correctlydone

All the above, inon time, correctlydone, andProperly caredfor.


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Lesson Three: Credo

In this unit, you will explo r e you r thoughts, bel iefs, andassumpt ions as you examine issues related to your world and theworld of others.

We will begin with beliefs. What you believe reflects who youare. It guides your thoughts and assumptions. So, what do youbelieve? Your first and last assignment will be to examine that.Here is the prompt:

As you r self, w ri te a 12 l ine c r edo wh ich tells

othe r s you r st r ongest, deepest bel iefs.

FAQs

Q: What is a c r edo?

Good quest ion! C r edo is Lat in

for

I Believe. So, a c

redo

is a

statement of you r bel iefs.

Q: Bel iefs? D o I have to w ri te aboutr eligion?

N o! Wh ile you may want toinclude you r sp iri tual bel iefs as one

aspect of you r cr edo, it should not bethe only focus. You may not want toinclude it at all!

Q: Can I see an example of a c r edo?

Yes! Google c r edo poem. It is a

great

idea to see what othe

rs have

wri tten. See if you can use the r ubri cto dete r mine the good examples f r omthe less good examples!


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Q: What do you mean that th is is myf ir st and last ass ignment?

Anothe r good quest ion! Maybewe need to take a step back to answe r that. T his cou r se is des igned in such away that you r r esponse to teache r feedback is essent ial, so that you mayget the most out of you r lea r ningexpe ri ence. You w ill wri te and subm itth is ass ignment, and I w ill p r ov idefeedback so that you can impr ove it.It w ill be a wo r k in p r ogr ess (just l ike

we a r e as people!). When we a r e donethe f ir st un it, you w ill do th isass ignment aga in, w ith an added aspectto be r evealed late r ! T hat w ill alsobecome a wo r k in p r ogr ess unt il the endof the second un it. A b it confus ing?D ont wo rr y. Well wo r k th r ough ittogethe r !


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Once you are finished your Credo, you will use it to examine the eventsand thoughts which led to your beliefs.

Use your Credo to help you fill in the flow

chart in the next assignment.

Be sure to include your rough copies.


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I d rather be a tall, ugly weed,clinging on cliffs, like an eagle

wind-wavering above high, jagged rocks.

To have broken through the surface of stone,to live, to feel exposed to the madness

of the vast, eternal sky.To be swayed by the bree zes of an ancient sea,

carrying my soul, my seed,beyond the mountains of time or into the abyss of the bi zarre.

I d rather be unseen, and ifthen shunned by everyone,

than to be a pleasant-smelling flower,growing in clusters in the fertile valley,

where they re praised, handled, and pluckedby greedy, human hands.

I d rather smell of musty, green stenchthan of sweet, fragrant lilac.

If I could stand alone, strong and free,I d rather be a tall, ugly weed.


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Poem Segment Inference with Quotes

Stan za 1 In trying to please others, the

them in the poem look good(as flowers) but are stuck ina pot of dirt not free to bethemselves.

Stan zas 2 & 3 It is better to be ugly andfree because that is to live.

Stan zas 4 & 5

After Reading:

Prior Knowledge: A theme is a one sentence statement of the point theauthor is trying to make through his/her text.

3. Reread the two inferences I provided and the one you filled in.From that, develop the theme of the poem.

4. What is the extended metaphor in the poem?

5. Would you include this theme as one of your credos? Could thisbe one of your I Believe statements?


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Lesson Five: I Am Not I- Juan Ramon Jimenez (Spain)

Pre-Reading:

W

hy do our actions sometimes fall short of our ideals?1. Go back and reread your Credo. Do you always act on what you

believe, or do your actions sometimes fall short of your ideals?

2. What can get in the way of you maintaining your values?

3. Can you ever achieve your ideal self? Why or why not?

4. Before you read this poem, read the title and predict what thepoem will be about.

During Reading:

As you read the poem, keep the before reading questions and answers

in your mind.5. Purpose For Reading: Figure out who this one is from line 2.

J uan Ramon J imenez

Timeline (1881 1958)


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I Am N ot I

I am not I .I am t his o ne

walking beside m e whom I do not see,whom at t im es I m anage to visit ,and whom at ot her t im es I fo rge t; t he o ne who rem ains silent while I t alk,t he o ne who fo rgives, swee t , when I hat e,

t he o ne who t akes a walk when I am indoo rs,t he o ne who will rem ain st anding whenI die.

6. As yo u read t he po em fo r a sec o nd t im e, m ake a t ext to selfco nnect io n to o ne o f t he lines in t he po em . Fo r exa m ple, I canco nnect to line six, t he o ne who rem ains silent while I t alkbecause I value learning and I believe I can learn fr om list eningto ot hers, ye t in realit y I o f t en speak a lot mo re t han I list en.My ideal self list ens a lot mo re t han m y real self d o es!

Aft er Reading:

Prio r Kno wledge: Universal m eans an idea which is commo n to allpeo ple, in all places, at all t im es. I t has been said t hat lo ss is universal,because no m att er who we are, where we live, o r when we live, we haveall experienced l o ss.

7. Ji m enez list s f o rgiveness as o ne ideal qualit y. Co nsider h o w t hisco uld be a commo n o r universal ideal. Use t he char t pro vided to explo re t his as a t ext to wo rld co nnect io n. A t ext to wo rldco nnect io n loo ks at ideas in a t ext which are universal, andco nnect s t hem to t he wo rld t hro ugh t heir universali t y.


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In the Text (I Am Not I) In the WorldDiscuss what is happening in thepoem in reference toforgiveness.

What does this remind me of inthe real world?

What is similar to things whichhappen in the real world?(Universalize)

How is this different from

things which happen in the realworld?

8. Are there any common human qualities and ideals which we hold orfor which we all strive?

Now, we will practice Text to Text Connections. In this type ofconnection, the reader compares or connects something that happensin one text to something that is similar in another text.


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A text can be, but is not l imited to: a sto r y, a novel, a poste r ,an ema il, a blog post, a comme r cial, a mov ie, a song, a poem, anewspape r ar t icle, a menu . . .

9. Make a Text to Text Connection between Identity and I AmNot I.


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Lesson Six: Stereotypes: How do we judge others?

Pre- Reading:

Complete this activity by brainstorming and recording your initialreactions to the various words that are listed below. Completethe following steps:

1. List of words: nurse, teacher, drug dealer, drug addict, policeofficer, gang member, criminal, etc.

2. Using the above list, you will write down your initial thoughtsand reactions about who these people are and what theircircumstances may include.

For example, most people would view a nurse to be female, butthere are male nurses wor k ing in our hospitals.

After Reading:

Read the following selection and complete the questions listed:

" Iced Racism -- Marjorie Roden

1. Write a brief summary of the selection describing thesituation where stereotyping was involved and how thecharacter's view of himself changed because of the stereotyping.

2. How did you feel as you read the inside thoughts of thecharacter that was being stereotyped by others?

3. Discuss how you felt about the behaviour shown towardsothers. Do you feel you could act any differently as a member ofsociety towards others? Explain.

4. What lesson is the author trying to teach readers?


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As you answer the questions, consider whether personal e xperience can bias your writing . For e xample, do you think the writer ' s view of people might have changed based on what he/she e xperienced? W hy is it necessary to consider all sides of a story?

W riting Activity :

W hat W ould You Do?

1. Using the list of scena ri os provided below, choose four scenarios and write a paragraph describing what your reaction would be in these situations .

Everyone reacts to a situation differently than the ne xt person .Below is a list of situations . Respond to the scenarios with what you would do or how you would feel if it happened to you .

a . Your parents get a divorceb. You make a wrong decision and you steal from your

parents/family membersc. You fail an important class in high schoold. You get fired from your jobe. You get suspendedf. You are being bullied by a group of students at schoolg. You get into a serious accidenth. A close friend is killed by a drunk driveri. You were with a friend who shopliftedj. You were with a friend who shoplifted and you were both

accused of stealingk. You were walking down the street and found a wallet with

$100 in it.l. Your friends were all drinking at a party and jumped into

the vehicle to drive home


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m. You are at a house party, things get out of control, andpeople start wrecking everything in the house.

n. Your friends steal a car when you are with them and want togo joy riding throughout town

o. Your friends offer you drugsp. There is a student selling drugs out of his/her locker at

school, people are starting to get suspicious and you knoweverything that is going on

q. Your friends want you to skip school and you have an examr. You are given the answers to a final exam you have to write

the next day

s. You are caught cheating on a very important examt. One night, your friends vandali ze a building and tell youabout it

u. You are accused of something you did not do, but you knowwho actually did it


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Lesson Seven: What Do I Regret?

Consider the following statement:

L ife should be full of regretWith your classmates, discuss the meaning behind this idea. Do youagree or disagree with the statement? Try to think of a situation thatyou regret where a positive lesson was learned.

F or e xample: I may regret my decision to procrastinate on an assignment and be disappointed in the low mark I received .However, this instance has helped me to realize I need to budget my time more effectively and now I work hard to get things done in advance .F ill out the following per sonal r esponse map . Consider how yourown regretful actions have changed your behavior.


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Using the chart, write a 1-3 paragraph response describing a decisionyou have regretted and how that has affected you.


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Lesson Eight: Simon Birch ViewingActivity

Your assignment is to review the concepts of identity. You will bewatching the Simon Birch, using this v iewing gu ide .

Mak e sure to be watching for as much information as you can. Youwant to have a lot of information to share with your group after themovie is over.

Movie assignment

The following are a list of questions to be answered while watching thefilm. Each of the questions for the video is lin k ed to a guiding unitquestion for the unit we are currently finishing, Ident ity and Sense ofSelf , or the unit we are about to begin, Human Qual it ies and Ideals .

Guiding Unit Question Do we see ourselves the way others see us ?

Character How does thecharacter seehim/herself ?

How do othercharacters see thischaracter ?

1.

2.

3.

Guiding Unit Question How does being a member of a particular groupaffect our identity and sense of self ?

Choose three characters from the movie and explain, in point form,how being a part of a particular group has changed them.


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G uiding Unit Question How ought human beings behave?

How is the wa y the peo ple in the video behave sho cking?

G uiding Unit Question W hat is right? W hat is admirab le? Choose one chara cter and des cribe how he / she a cted in an admirab le wa y; Use s pe ci f i c e xam ples f rom the video to e xplain your answer .

G uiding Unit Question W hat is the dar ker side to human nature?

G ive three e xam ples f rom the video where you see the dar ker side o fhuman nature .

unit 1 identity and sense of self

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