Identities
1. Identity
Identity refers to who a person is, or the qualities and beliefs that make a person unique. It includes things like your name, your personality, the groups you belong to, and how you see yourself.
Identity is a complex concept that is composed of various elements that make each individual unique. Understanding the different aspects of identity can help us appreciate the diversity and richness of people's experiences and backgrounds. Here's an introduction to the different aspects of identity:
Recall & Reproduction:
1. What is identity?
2. Name one example of personal identity.
3. What is cultural identity?
4. Can you give an example of a national identity?
5. What does ethnic identity refer to?
6. Define religious identity.
7. What is social identity?
8. How would you describe gender identity?
9. What is professional identity?
10. Name one example of a hobby or interest that can be part of someone's identity.
💡 Activity Idea: Create a personal identity collage by cutting out pictures and words from magazines that represent different aspects of your identity. Share your collage with the class and explain why each item is important to you.
Take this Quiz to review your understanding of the concept of Identity Exploration
2. What is Identity ?
Watch this video and answer the questions:
Source: What is identity ? KAICIID, March 2016, Youtube
Brainstorming questions
- Explain the expression "our identities are constantly in flux"?
- What elements make up our identities?
- Which circumstances influence how we express our identities?
- To whom do we assign identities?
- What are the pros and cons of assigning identities to people we meet?
- What does dialogue help us with?
- What good things come from knowing about many different identities?
- What should we appreciate in other people's identities?
- How do you define your own identity?
- In pairs, talk to your friend about their identities and share the similarities and differences that you find ?
- Identities - the characteristics and qualities that define a person or thing.
- Flux - continuous change or movement.
- Incorporate - to include or contain as part of something.
- Beliefs - convictions or acceptances that certain things are true or real.
- Qualities - distinctive characteristics or attributes.
- Expressions - ways of showing thoughts or feelings.
- Prominent - important or well-known, easily noticed.
- Secondary - less important or subordinate.
- Assign - to give a particular job or piece of work to someone.
- Attribute - to regard something as being caused by someone or something.
- Reduce - to make something smaller or less in amount, degree, or size.
- Interact - to communicate or work together.
- Misunderstanding - a failure to understand something correctly.
- Conflict - a serious disagreement or argument, typically a protracted one.
- Dialogue - a conversation between two or more people.
- Recognizing - identifying someone or something from having encountered them before.
- Perception - the way in which something is regarded, understood, or interpreted.
- Interperception - mutual or reciprocal perception between people.
- Intersectionality - the interconnected nature of social categorizations such as race, class, and gender, creating overlapping and interdependent systems of discrimination or disadvantage.
- Diversity - variety or a range of different things or people.
- Worldview - a particular philosophy of life or conception of the world.
- Richness - having a great deal of variety or interest; plentiful.
Complete the following activities
1. Identity and Culture
A. What is culture ?
- Culture includes shared beliefs, values, customs, traditions, and behaviors.
- Culture encompasses elements such as language, art, music, food, and social norms.
- Culture shapes individuals' worldviews, beliefs, and behaviors, providing them with a sense of belonging and identity.
- Cultural diversity enriches society by fostering understanding, appreciation, and respect for different ways of life.
- Language and Communication
- Customs and Traditions
- Art and Expression
- Cuisine and Food Practices
- Clothing and Fashion
- Architecture and Design
- Religious and Spiritual Beliefs
- Social Structure and Roles
- Cultural Heritage and History
- Values and Norms
- Education and Knowledge Systems
- Relationship with Nature and Environment
- Sense of Humor
- Social Interactions and Etiquette
- Language and Communication: The unique language(s) spoken, dialects, accents, and non-verbal communication styles.
- Customs and Traditions: Rituals, ceremonies, festivals, and practices passed down through generations.
- Art and Expression: Visual arts, music, dance, literature, theater, and other creative forms that reflect cultural values and aesthetics.
- Cuisine and Food Practices: Traditional recipes, cooking methods, ingredients, and dining customs.
- Clothing and Fashion: Traditional attire, styles of dress, accessories, and adornments specific to a culture.
- Architecture and Design: Architectural styles, building techniques, and design elements that represent cultural preferences and values.
- Religious and Spiritual Beliefs: Systems of faith, rituals, sacred spaces, and symbols that shape worldview and moral values.
- Social Structure and Roles: Family structures, gender roles, hierarchy, and community dynamics.
- Cultural Heritage and History: Historical events, narratives, folklore, and ancestral heritage that contribute to a sense of identity.
- Values and Norms: Ethical principles, social norms, etiquette, and codes of conduct within a culture.
- Education and Knowledge Systems: Learning methods, educational institutions, and knowledge transmission mechanisms specific to a culture.
- Relationship with Nature and Environment: Attitudes, practices, and beliefs related to nature, sustainability, and ecological stewardship.
- Sense of Humor: Styles of humor, jokes, and comedic traditions unique to a culture.
- Social Interactions and Etiquette: Forms of greeting, communication styles, and social protocols observed within a culture.
C. Watch this video and complete the worksheet:
- Intrigued: Arousing curiosity or interest.
- Exotic: Foreign or unfamiliar, often associated with something unique or unusual.
- Digging: Investigating or exploring in depth.
- Appreciate: Recognize the value or importance of something.
- Context: The circumstances or conditions in which something exists or occurs, providing a background or setting.
- Misrepresent: To give a false or inaccurate representation of something.
- Perception: The way in which something is understood or interpreted by individuals.
- Diversity: The state of being diverse or varied, often referring to differences in culture, ethnicity, or characteristics.
- Celebrate: To engage in joyful activities or ceremonies to honor or acknowledge something.
- Proclaimed: Officially declared or announced.
- Exclusivity: The state of being limited to a particular group or category.
- Affinity: A natural liking or attraction towards someone or something.
- Portrayal: The act of depicting or representing someone or something in a particular way.
- Origins: The point or place where something begins or is created.
- Innovations: New ideas, methods, or products that introduce improvements or advancements.
- Permitted: Allowed or given permission to do something.
- Comprehensively: Thoroughly or completely, covering all aspects or details.
- Distinctions: Clear differences or contrasts between two or more things.
- Vibrancy: Liveliness, energy, or vividness.
- Symbolizes: Represents or embodies a particular idea, concept, or meaning.
Brainstorming questions
1.
What is the main
message of the video? Choose one option and explain.
A. Exploring literature is an excellent method for gaining insight into a culture.
B. There are alternative ways to demonstrate respect for cultures that differ from our own.
C. By embarking on global journeys, we can gain genuine comprehension of a culture.
D. There is a singular approach to genuinely comprehending a culture.
Mention if following statements are either True or False. Justify your answers.
2. It is normal to be fascinated with music, dance and cuisines from other cultures.
3. Marco Polo was a Spanish merchant that spent more than two decades in China.
4. During his stay in China, Marco Polo learned the differences between Christianity and Buddhism.
5. The best way to understand a culture is by reading books from authors from other cultures.
6. It is important to look at the stories and images depicted by the media to truly understand a culture.
7. People from around the world are allowed to participate in the Indian festival of colours.
Worksheet - Listening "How do we appreciate a culture that's not our own?"-
2. National Identity
1. What is national Identity ?
- National identity is the sense of belonging and shared values within a nation.
- It is formed through common history, culture, traditions, language, and shared experiences.
- National identity involves a collective consciousness and loyalty to the nation.
- It includes identification with national symbols, institutions, and ideals.
- National identity shapes individuals' self-perception and influences their attitudes and behaviors.
- It plays a role in fostering social cohesion and unity among citizens.
2. Watch this video, answer the questions and complete the worksheet :
Brainstorming questions
Listening worksheet - Elements of National Identity
3. Watch this video
You will hear Ayesha
Khan (5th Generation Canadian), Prof Handel Wright(UBC Centre of culture and
identity) and Christie Charles(Vancouver poet laureate) speak about their
struggles with questions like « Where are you from ? » about
their national identity.
Source: "Where are you from ? Many Canadians struggle with Identity Question", CBC News : The National, Youtube, July2019
HL Listening worksheet - "Where are you from?" - Canadian struggle for Identity
Brainstorming questions:
1. What is religion?
2. Define ethnicity.
3. How would you describe identity?
4. Name one way religion that can influence your behavior.
5. What is the significance of ethnic traditions in a community?
💡 Activity Idea: Create a chart comparing different religions, ethnicities, and aspects of identity in your country.
💡 Activity Idea: Research and present on a specific ethnic group's traditions and their influence on identity.
B. The impact of culture, race and ethnicity on a person's identity
Watch this video and scan the QR code to respond to the Quiz
1. What is religion?
2. Define ethnicity.
3. How would you describe identity?
4. Name one way religion can influence your behavior.
5. What is the significance of ethnic traditions in a community?
💡 Activity Idea: Create a chart comparing different religions, ethnicities, and aspects of identity.
Quiz - Scan the QR code
4. Writing HL
Paper 1 HL - Writing
You are part of an online community focused on languages. One member has shared that they feel different when expressing themselves in English versus speaking in their native language. You would like to share your point of view with the group. Write a text to summarize the member’s perspectives, compare them to your personal experiences, and convey your own views about the connection between language and identity.
Email - Interview - Online Forum posting
Markscheme
Criterion B
The three required elements of the task are
(i) summarize the member’s perspectives,
(ii) compare them to your personal experiences, and compare with your own personal experience,
(iii) express your own views about the connection between language and identity.
• Equal weight does not have to be given to all three elements, but all should be given some developed attention. If one is ignored, or given only cursory attention, no more than the 4-6 band should be awarded, since the task has only been ‘generally fulfilled’ at best.• Discussion of (i) should focus principally on the ways in which the original writer felt differently when speaking English compared to another language.
• Coverage of (ii) may involve discussion of how their own experiences were similar to or different from the original member’s experiences, or both.
• Discussion of (iii) may refer to own experiences but should also include ideas about the relationship between language and identity more generally.
NB : La notion de « festival innovant » sera considérée au sens large.
Criterion C
Choice of text type:
Text type | Rationale | |
Appropriate | Online forum posting | This text type is appropriate for an audience with shared interests. It allows the writer to respond personally to an existing thread, as well as contribute their own opinion for further comment. |
Generally appropriate | Although this text type would allow the writer to express a personal opinion to a specified group, it is not typically used to respond to an existing contribution. The choice may be considered “appropriate” if the response makes clear that the text is in reply to a previous comment. | |
Generally inappropriate | Interview | The text type is typically used to share ideas of another person with a mass audience. It is not usually written for a targeted audience to express one’s own views. |
Note: If a response makes the context, audience and purpose of the writing clear, and these conform to the stated task, the “generally appropriate” text type can be considered “appropriate”, and the “generally inappropriate” text type can be considered “generally appropriate”.
Register and tone:
• informal or semi-formal register
• lively tone or showing personal engagement with the topic
Please refer to the appendix for a list of text type conventions.
Online forum posting
• first person narration/statement
• seek to engage the reader, e.g. direct address, lively and interesting style, may include typical online communication techniques, e.g. references to other postings, members and forums, hashtags, @references, and ‘likes’ etc.• clear sense of address to a specific person
• statement of Subject in the heading
• appropriate opening and closing salutations
Interview
Embedded
• relevant headline/title
• style aimed at involving and interesting the reader
• references to the interview, including direct quotations and/or reported speech
Transcribed
• Relevant headline / title
• Clear introduction, to explain context
• Question and response structure, showing the speakers’ alternating speechesModel
Expressing Myself in English vs. My Native Language 🌍🗣️
Hey everyone!
My name is Raj and I'm so glad to see this discussion around the relationship between language and identity. I can totally relate to what [Member Name] was describing - it's something I've experienced a lot myself as an Indian national.
Yuji shared how he often feels like a different version of himself when speaking English compared to his native Mandarin. I've had a similar experience, where I notice a distinct shift in my personality and self-expression depending on whether I'm speaking in Hindi or English.
When I'm conversing in Hindi, my words flow much more easily and I feel a stronger connection to my cultural roots. There's a certain warmth and fluidity to the language that allows me to really channel my emotions and inner thoughts. I crack more jokes, use more colorful metaphors, and overall just feel more like my authentic self.
On the other hand, when I'm speaking in English, I do sometimes feel like I'm putting on a bit of a performance. The vocabulary and sentence structure doesn't come as naturally, and I have to consciously translate my ideas. I tend to be more formal and reserved, with less of that familiarity and playfulness. It's not that I'm being inauthentic, but there's just an inherent gap between my native self and the one I'm portraying in English.
At the same time, I've also found that English has its advantages, especially in professional settings. The language carries a certain gravitas and precision that can be useful for conveying complex ideas or negotiating tricky situations. And of course, being fluent in English has opened up a whole world of opportunities for me to connect with people from diverse backgrounds.
So I agree with [Member Name] that it's a complex relationship. Our mother tongues are deeply intertwined with our cultural identity, but acquiring additional languages can also broaden our perspectives and modes of self-expression. The key is embracing that duality, rather than seeing it as a conflict.
I'm curious to hear more thoughts from the community on this! [Engage the reader]
Do you guys relate to this experience of feeling like a different version of yourself depending on the language you're using?
What strategies have you found for navigating that duality? 🤔💬
Can't wait to keep this discussion going! 🙌 [Engage the reader]
#LanguageIdentity
Raj
Post your comments here:
Definitely know what you mean @Raj. When I speak my traditional Noongar language, it just feels more natural, you know? Like I'm being my true self. 🙌 #LanguageIdentity
👍👍👍 [Typical online communication techniques]
- Jada (Australia)
5. Writing SL
Paper 1 SL - Writing
You recently had an engaging conversation with a teenager from a cultural background different to your own. You found the interaction very fulfilling, and you want to express your appreciation. Write a text to reflect on this encounter with your new friend and to explain the insights your have gained from this conversation.
Email - Journal - News report
Markscheme
Criterion B
The three required elements of the task are
• (i) “reflecting on your meeting with your new friend” and (ii) “explaining what you have learned/insights you have gained from the conversation”.
• Equal weight does not have to be given to those two elements, but both should be given some developed attention. If any aspect is ignored or given only cursory attention (e.g. very brief and general or in a single sentence), no more than the 4-6 band should be awarded since the task has only been “generally fulfilled” at best.
• Discussion of (i) may include background information about the meeting (e.g. how or where they met the teenager), the activities made and/or the ideas discussed. This should be accepted as long as they are reflected on and there is some sense of focus on the conversation itself.
• Ideas presented should include at least some cultural aspects, which was interesting/inspiring to the writer.
• The text should convey a sense of thanks or gratitude for the experience.
• The two aspects of the question “reflect” and “explain” may be presented in an overlapping manner and thus may not be presented separately.
Criterion C
Choice of text type:
|
|
Text type |
Rationale |
|
Appropriate |
|
The text type is appropriate for sending a personal communication to a recipient known to the writer (‘new friend’). |
|
Generally appropriate |
Journal |
The text type is appropriate for reflection, but would not communicate those ideas to an external audience. The choice may be considered “appropriate” if the response makes clear that they are expressing thanks for the experience more generally, rather than to the new friend. |
|
Generally inappropriate |
News report |
While this text type could describe the meeting and lessons learned, it would lack the direct personal connection between writer and reader as it is a mass media text. |
Note: If a response makes the context, audience and purpose of the writing clear, and these conform to the stated task, the “generally appropriate” text type can be considered “appropriate”, and the “generally inappropriate” text type can be considered “generally appropriate”.
Register and tone:
• informal with possibly some semi-formal flashes
• friendly, excited, grateful tone
Please refer to the appendix for a list of text type conventions.
• clear sense of address to a specific person
• statement of Subject in the heading
• appropriate opening and closing salutations
Journal
• first person narration
• closing statement to round off the entry
• no self-evident explanatory phrases (e.g. “I saw Geraldine, my best friend”)
News report
• relevant title/headline
• neutral/objective style, e.g. presents ideas with only minimal embellishment (if any)• Clearly presented layout, e.g. sub-headings, short brief paragraphs/sections, etc.
Model
[To: bestie@example.com]
[From: youremail@example.com]
[Subject: My Chat with the Student from Africa ! 🤯]
Hey girl!
I hope you're doing well! I've been meaning to write to you, but I've just been so busy this past week. I was taking part in this student exchange program. [Intro-opening salutations]
You're not going to believe the awesome conversation I just had with that student from Africa during the exchange program. I'm still trying to wrap my head around it all! 😳 [Engage the reader]
From the moment we started talking, I could tell this girl's cultural background was totally different from mine. The way she described her daily life, with all the traditions and customs that shape everything she does - it was like a completely different world!
She was telling me about how important her extended family is, and how she has all these aunties and uncles and cousins that are practically like second parents to her. In my family, it's just me, my mom, and my little brother, so that was really eye-opening. I can't even imagine having that big of a support system around me all the time.
And the way she talked about the role of elders in her community? Whoa! Apparently, they're seen as the wisest and most respected members, and everyone is expected to show them total deference, no matter what. That's so different from my experience, where we're all about questioning authority and doing our own thing.
Listening to her explain all of that made me realize just how little I actually know about African culture. I feel kinda bad that I was going into this exchange program with such a limited understanding. But I'm so glad I got the chance to learn from her directly - it's given me a whole new appreciation for how diverse the world is.
Honestly, talking to her left me feeling inspired. 💫 She seemed so grounded in her traditions, but also really open-minded about learning from other perspectives. I admire that a lot. And I loved how passionate she was about sharing her background with me.
Anyway, I just had to tell you all about it. I'd love for you to meet her sometime if you're up for it - I think you two would really hit it off! Let me know what you think.
Miss you! [Conclusion - closing formula]
[Your Name]
6. Individual Oral
St George's day
St. George's Day is a feast day celebrated on April 23rd to commemorate the life and death of St. George, a Christian martyr who lived in the 3rd-4th century.
In England, St. George's Day is a celebration of English culture and heritage. Some of the ways it is traditionally celebrated include:
-
Parades and festivals featuring English folk music, dancing, and traditional food and drink like ale, cider, and roast beef.
-
Flying the flag of St. George, which features a red cross on a white background.
-
Attending church services, with many churches holding special services to honor St. George.
-
Eating foods associated with England, like fish and chips, or cream teas with scones, clotted cream, and jam.
-
Holding pageants, plays, or other performances that tell the story of St. George slaying a dragon to save a princess.
The day is not a national public holiday in England, but it is often celebrated with community events across the country. The level of observance has varied over the years, but there has been a renewed effort in more recent decades to revive and promote the traditions of St. George's Day.
Watch this video and respond to the Quiz by scanning the QR code"
1. Who is the patron saint of England?
2. When is St George's Day celebrated in England?
3. What is the national flower of England?
4. What is the English flag?
5. What was St George's emblem?
💡 Activity Idea: Create a poster showcasing the answers to these questions and display it in the classroom.
1. Explain why people wear a red rose on St George's Day.
2. Describe the significance of the red cross on a white background as St George's emblem.
3. Find a similar celebration in your country or your culture.
4. Compare and contrast St George's Day celebrations in England with the national day celebrations of another country.
💡 Activity Idea: Divide the class into groups and assign each group a celebration in an English speaking country to present. Have them research and prepare a short presentation to share with the class
Scan this QR code to take the Quiz
2. Present this image in 3 to 4 minutes
Identity
The theme of this image is Identities and the subtheme is the celebration of St George's day. We can see two men dressed in an armour as a knight and they are holding swords and they are probably engaging in a role play or in a fighting game. In the background, we can see men, women and children who are smiling and they seem amused. We can also see that there are white flags with a red crosses.
7 . Listening Comprehension SL
Listen to this conversation and complete the worksheet.
1. What is the purpose of the experiment mentioned in the video?
2. Can you name some of the categories mentioned in the video that people are often placed into?
3. According to the video, who are the "lucky ones"?
4. What is the common factor that unites all of us, according to the video?
5. Can you recall some of the personal questions asked in the experiment?
💡 Activity Idea: Create a chart or diagram to categorize different groups of people mentioned in the video. Label each category and provide examples for each.
6. How does the video challenge the idea of placing people in boxes?
7. Explain why it is important to be honest when answering personal questions in the experiment.
8. How does the video suggest that we should view and treat others who are different from us?
9. Can you think of a personal experience where you felt like you were placed in a box or labeled by others?
10. Discuss the significance of the phrase "created in the image of God" in the context of the video.
You can do this activity in your classroom| Theme | Vocabulary | Example Expressions |
|---|---|---|
| Identity | self, individuality, personality, character, values, beliefs, interests, hobbies, strengths, weaknesses, goals, aspirations | "I pride myself on being a creative problem-solver." "My core values include honesty, empathy, and a passion for learning." "In my free time, I enjoy hiking and reading science fiction novels." |
| Culture | tradition, customs, rituals, festivals, art, music, literature, language, cuisine, dress, values, norms, beliefs | "During the Lunar New Year, my family gathers to share a feast and exchange red envelopes." "The traditional dance at my cousin's wedding was a beautiful expression of our cultural heritage." "I'm fascinated by the rich literary traditions of my ancestral country." |
| Religion | faith, belief, spirituality, deity, sacred text, place of worship, ritual, ceremony, holiday, prayer, meditation | "My family attends the local mosque every Friday to participate in communal prayer and reflection." "The annual pilgrimage to the holy site is a deeply meaningful spiritual experience for me." "I find great peace in the practice of mindful meditation." |
| Ethnicity | race, ancestry, heritage, ethnic group, minority, majority, cultural diversity,assimilation, integration, discrimination, prejudice | "As a member of the ethnic minority in this region, I'm proud to celebrate my unique cultural traditions." "My grandparents immigrated to this country, and I'm grateful for the opportunities they've provided for our family." "Discrimination and prejudice based on ethnicity are still significant challenges that many people face in our society." |
Cultural corner
Listen to this song titled "Born this way" by Lady Gaga.
"Born This Way" is an empowering anthem released by Lady Gaga in 2011 as the lead single from her second studio album of the same name. The song's lyrics celebrate self-acceptance and embracing one's uniqueness.
Source: Glee - Born this way, Youtube, Nov 2013
"Born This Way" is an empowering anthem released by Lady Gaga in 2011 as the lead single from her second studio album of the same name. The song's lyrics celebrate self-acceptance and embracing one's uniqueness.
- Find the lyrics here
- Activity 1 - Complete this worksheet from ISL collective here
- Activity 2 - Complete the gapfill exercise on Lyricstraining here
- You can choose your level - Beginner, Intermediate, Advanced or Expert
Tile Image source: Istock, Solstock, A 10x10 Collage of 100 unique faces, including people from a wide range of ethnicities, ages, and backgrounds, they are all from different walks of life..