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Exploring Identities

  1. This lesson serves to provide students with background knowledge. 
  2. Before diving further into the material, it is important for students to understand terminology. 

Teacher Resources

Read these articles in preparation for the lesson:
  1. Students will be able to reflect on their personal identity and identify some of the social and cultural influences that shape it. 
  2. Students will be able to articulate the difference between race and ethnicity and explain the social construction of each term.  

  • Race: Social construct with no scientific basis that divides people into groups. Race is often used to rank groups as superior or inferior. 
  • Diversity: Human beings are different in many natures. While diversity is commonly associated with race, it can also be referring to religion, ethnicity, background, and more.
  • Ethnicity: Complex framework in which one uses to identify that encompasses language, nationality, religion, culture, and more.

  1. Before Class
    1. Instruct students to listen to Episode One of the Ferguson Voices podcast, “The ‘Real’ Ferguson,” particularly the sections 0:00-9:08 & 13:12-19:49.
    2. Students should take notes on the podcast episode surrounding the different individuals featured and where race and identity is present. 
    3. This podcast episode could also be played at the start of the period if homework is not an option. 
  2. My Identity Opening Reflection
    1. To begin the class period, instruct the students to write 5 words that describe who they are. Give the students 30-60 seconds to do this. These should be the first words that come to mind. 
    2. Next, instruct students to write a few words or sentences about what has shaped the way that they identify. Give the students 3 minutes. 
  3. Class Discussion
    1. Explain: It is important to recognize that race and ethnicity are very different, yet they can deeply impact the way that we live, identify, and see others. 
      • Ethnicity is centered around the groups that you belong to. Your ethnicity could be composed around your religion, nationality, place of origin, and more. Ethnicity is not something that other people can see completely. 
      • Race is commonly thought of as external. However, it is not cut and dry. While some people may identify with a particular race, there are no clear-cut boxes that people fit into. It is not biological. 
      • National Museum of African American History and Culture: “Human genome research has proven that there is no such thing as human ‘races.’ While people’s ancestors do hail from around the world, all human beings have identical genes to the tune of 99.9%. Notably, the 0.1% difference does not amount to different ‘races’ either. Instead, genetic science shows only that genetic diversity is the result of two people sharing DNA in the formation of a new person. In this formation process, groups of people with common ancestry will share some similarities.”
      • So, where did race come from? Race was “invented to assign some groups to perpetual low status, while others were permitted to access privilege, power, and wealth.” (American Anthropological Society).
  4. Divide the students into small, diverse groups of 5 or 6.
    1. In groups, the students will participate in discussion-based around given questions. 
    2. Remind students of the discussion guidelines as set in Lesson 1. Students should be encouraged to listen first, not judge, and be open-minded. This isn’t about being right or wrong.
    3. Phase 1 of discussion. Students should use these questions to guide their discussion. They may answer some or all of the questions. 
      • What terms did you use in the opening activity? Why?
      • Discuss your background, your family, and where you come from. 
      • What are your aspirations in life? 
      • What motivates you?
      • What terms would the individuals in the podcast use to describe themselves and others?
    4. Phase 2 of discussion. Students should use these questions to guide their discussion. They may answer some or all of the questions. 
      • Did you use any terms associated with race or ethnicity in the opening activity? Why or why not?
      • What are some positive ways that race impacts identity?
      • Do you think that our society values diversity? If so, in what ways?
      • Have you ever heard someone make a racist comment or joke? How did it make you feel? Did you say something?
      • Is there anyone that you feel uncomfortable talking about race with?
      • Sandy says that she does not really see color. How does that impact identity?
      • Rachel was called derogatory names. How do you think that impacts her feelings about her identity? 
      • How else do you see personal identity present in the podcast?
  5. Gallery Activity
    1. See Gallery Activity document
    2.  Reflection
      • What were your thoughts before this lesson? Have they changed?
      • Reflect on your small group discussion.
      • What was your biggest takeaway?


No materials needed.

  1. Create a video for the “explain” portion.
  2. Assigning 1 phase at a time, utilize a discussion board forum. 
    1. Phase 1: Instruct students to write an 8-10 sentence response that answers some or all of the questions in phase 1. 
    2. Instruct students to respond to 2 other students, posing questions or adding other input. Each additional response should be at least 4 sentences. 
  1. Repeat for 2nd phase. 
  2. Gallery Activity can be completed as planned.

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