Identity Chart

Uploaded by

Haireen

We take content rights seriously. If you suspect this is your content, claim it here.

Available Formats

Download as DOCX, PDF, TXT or read online on Scribd

0% found this document useful (0 votes)

26 views8 pages

Identity Chart

Uploaded by

Haireen

We take content rights seriously. If you suspect this is your content, claim it here.

Available Formats

Download as DOCX, PDF, TXT or read online on Scribd

You are on page 1/ 8

What Is an Identity Chart?

Identity charts help students consider the many factors that shape who we are as individuals and as
communities. An identity chart is a diagram that individuals fill in with words and phrases they use to
describe themselves as well as the labels that society gives them. In addition to personal identity charts,
students can create identity charts for historical figures, fictional characters, and groups of people as part
of their learning.

Use identity charts 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 stereotypes. In this way, identity mapping can be used as an effective classroom community-
building tool.

Identity Chart Journal Reflection

Ask students to reflect on their personal identity charts in their journals by selecting from the following
questions:
 What parts of your identity do you choose for yourself? What parts of your identity do you think
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 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?

 Prioritizing Factors on Identity Charts

 After students create an identity chart, you can ask them
to select the five items they think are most significant in
shaping this person or group’s identity. As students
compare their lists, this often deepens their understanding
of the person being studied.

Bio-Poem
This activity from Facing History and Ourselves helps students
clarify important elements of their identities by writing a poem
about themselves. Bio-poems help students get beyond the
aspects of identity that are often more obvious and familiar
(such as ethnicity, gender, and age) by asking them to focus on
factors that shape identity, such as experiences, relationships,
hopes, and interests.

What Is a Bio-Poem?

“Who am I?” is a question on the minds of many adolescents.

This activity helps students clarify important elements of their
identities by writing a poem about themselves or about a
historical or literary figure. Bio-poems help students get beyond
the aspects of identity that are often more obvious and familiar
(such as ethnicity, gender, and age) by asking them to focus on
factors that shape identity, such as experiences, relationships,
hopes, and interests. By providing a structure for students to
think more critically about an individual’s traits, experiences,
and character, bio-poems are a way for students to
demonstrate what they know about historical or literary figures.
Having students share their bio-poems is a great way to build
peer relationships and foster a cohesive classroom community.

A bio-poem highlights biographical information about a

subject, including their experiences, relationships, hopes, and
interests.

Step 1

Prepare

 Select the focus of the bio-poem. Students typically write

bio-poems about themselves, but the poems can also be
written about historical or literary figures. You can assign
students a specific individual to use as the focus of the
bio-poem or you can allow students to choose an
individual relevant to the current unit of study.
 Select what you want included in the bio-poem. A poem
typically includes the following information:
 Adjectives that you would use to describe yourself
 Relationships in your life (e.g., friend, brother,
daughter)
 Things you love
 Important memories
 Fears
 Accomplishments
 Hopes or wishes
 Home (location)
 You can adapt this format to include other items, such as
important moments, heroes, beliefs, and special sayings or
words.

Create a “Me Tree”

Use this activity to reflect on the unique things that make you –
you, and the people and communities that surround and
support you.
Steps:

1. Trace your hand on a piece of paper leaving the fingertips

open to draw longer branches.
2. Draw your branches from your fingertips leaving room for
lots of leaves.
3. Draw as many leaves as you want (make sure to make
them large enough to write things or draw inside!)
4. Draw some soil on the bottom of your page leaving room
between the bottom of your paper and the top of the soil
for writing or drawing!

Each element of the tree represents a different area of

reflection. Doodle, draw or write in each of the sections your
reflections of the prompt below.

 Soil: “I am supported by…”

o Reflect on the people and communities that support

you to grow strong and kind.

 Tree trunk and branches: “I am grateful for…”
o Beginning at the bottom of the tree and working your
way up through the branches, reflect on the places,
things or experiences that you are grateful for (e.g.,
my family, friends, doctors that help me feel better
when sick, school where I meet my friends, the
outdoors where I can exercise and see new things,
etc.)
 Leaves: “I love…”

o Lastly, reflect on the many things that make you –

YOU! They could be adjectives (funny, smart, kind,
helpful, good friend etc.) or your favorite hobbies and
passions (playing soccer, painting, dancing with
grandpa, learning math, etc.)