How We See The World
- To encourage students to reflect upon the various factors that help form their identity, how these shape their vision of the world, and affect the choices they make
- To begin recognizing the diversity in their own and their classmates' identities
- To encourage students to reflect upon the various factors that helped form the featured Kids' Power Series characters' identities, how these shaped their vision of the world, and affected the choices they made
Possible Terms for Review
- Chart paper/board, paper, pens,
Completed My Identity Chart from Activity 1 in this section
- How I See the World (Handout #1)
- Completed Kids' Power Series Character
- Identity Chart from Activity 1 of this section
- Kids' Power Series Character (Handout #2)
- Start by asking students how they think being a teacher/parent affects how you see the world, how you act, think, see the world, how others treat you, and how you treat others. How might being a teacher/parent affect the choices you make? Make sure to adequately model this process for students using a number of examples (e.g., I am an only child, I am female/male, I am a daughter/son, I am the oldest child in my family etc) as they will be asked to reflect upon their identity and do the same.
- Ask students to use two factors from their identity charts (created in Activity 1 in this section); have them reflect on how these factors affect their vision of the world, their behavior, the ways that they are treated by others, etc.
- Introduce the term "perspective" and that one's "perspective" affects how they see the world, their opinions, decisions and choices. Discuss how the various factors that make up their identity affect their own perspectives or "how they see the world". Remind them of the discussion you had about your own identity and how it affects your how you see the world on the world and the choices you make. Have them record their thoughts on the How I See the World Handout #1. Ask students to reflect upon what they have learned so far. For example, how do the communities/groups they belong to shape their perspective of the world, etc.
- Ask students share their thoughts with a partner; then ask each them to record at least one insight they gained as a result of their discussion. It could be something they never thought of, something new they learned about someone, etc.
- Discuss how the various factors that make up our identities shape how we see the world and give us perspective.
- Ask students if they shared any of the identity characteristics from their identity chart with their partners.
- Were there any similarities or differences in how each partner saw the world?
- Were they surprised by how differently they saw the world, even if they shared a similar characteristic?
- Ask students what this says about identity, highlighting how diverse our perspectives can be, even if we share many of the same characteristics
- Remind students of the relationship between identity/perspective and the choices we make as a result. Ask students to consider their Kids' Power Series character Identity charts they also completed in Activity 1 of this section. Discuss how their identity might affect how that character sees the world and how it affects the choices they make using Handout #2 Kids' Power Series Character: How __________ Sees the World.
- Go on to discuss how character identities helped shape the story and influence the end result of their decision to stand up, have their voices heard and take action in their community.
You can have students discuss this topic as a class, in small groups, or in their journals. Also see Journal Writing in this section.
Note: You might want to model this process with a discussion based on how your own identity affected a choice you made relative to a problem or conflict that occurred in your own