Welcome and great to see you all! Happy Monday you beautiful people! Today in class we have our sixth Mapping Monday. With this one, you will be working on your Africa maps and/or Current Event #9 that should be coming from Africa. Make sure you use this time wisely! This week is wellness week, so be sure to check out all of the great activities available during the tutorial. Below you will find our agenda, homework, and resources for the day.
Objectives:
- SWBAT map Africa as well as be aware of at least one current event
- Students will identify social and cultural factors that help shape our identities by reading and analyzing a short story and then creating their own personal identity charts.
- Turn in Notes
- Age of Imperialism Discussion Notes
- Gun GErms & Steel video questions responses
- Mapping Monday
- Work on your Africa Map packet. Refer to the Africa Mapping Rubric available in the Africa folder under Mapping Resources.
- Mapping Directions
- Current Event #9
- Class discussion -Intro Identity
- Create a Personal identity chart (Starburst)
- Identity charts are a graphics tool that can help students consider the many factors that shape who we are as individuals and as communities and used to deepen students’ understanding of themselves, groups, nations, and historical and literary figures. Sharing their own identity charts with peers can help students build relationships and break down a stereotype.
- Label factors that they feel make up their identities (arrows pointing out from the center) versus labels that others place on them (arrows pointing into the center).
- Consider the question, “Who am I?
- Consider categories such as our role in a family (e.g., daughter, sister, mother), our hobbies and interests (e.g., guitar player, football fan), our background (e.g., religion, race, nationality, hometown, place of birth), and our physical characteristics.
- Select five factors that are most significant to shaping their identity in one context, such as school, and then in another context, such as at home or with friends.
- Discuss categories with class
- Class read-aloud -"The Bear that Wasn't" (video adaptation below)
- Connection Questions
- With your table group, create an identity chart for the bear.
- Which labels on the chart represent how he sees his own identity?
- Which ones represent how others in the story see him?
- Why do you think Frank Tashlin titled this story The Bear That Wasn’t?
- Why didn’t the factory officials recognize the Bear for what he was?
- Why did it become harder and harder for the Bear to maintain his identity as he moved through the bureaucracy of the factory?
- What were the consequences for the Bear of the way others defined his identity?
- Whose opinions and beliefs have the greatest effect on how you think about your own identity?
- How does our need to be part of a group affect our actions? Why is it so difficult for a person to go against the group?
- Close
- Prompt: Reflection
- What parts of your identity do you choose for yourself? What parts of your identity do you feel are determined by others, by society, or by chance?
- Whose opinions and beliefs have the greatest effect on how you think about your own identity?
- What dilemmas arise when others view you differently than how you view yourself?
- What aspects of your identity do you keep private in order to be accepted? What aspects of your identity are you willing to change to fit in?
- Current Event #9 due Sunday(Africa)
- Europe Map Test March 18
- Use Seterra Quiz Website to Study!
