Identity and the Choices People Make

Lesson Plan

Activity 1: Explore the Relationship Between Identity and Perception

Begin the lesson by explaining to students that they will be returning to the concept of identity that they explored in the previous lesson, particularly the idea that as we define our own unique identity, we are also being defined by others. Sometimes groups attach labels to us that differ from those we choose for ourselves. 

Distribute the Starburst Identity Chart handout to each student and explain that this activity will help them visualize the difference between factors that they feel make up their identity (arrows pointing out from the center) and labels that others place on them (arrows pointing into the center). Acknowledge that students may agree with some ways the outside world views them and disagree with others, and there may be some overlapping ideas between the two sets of arrows. 

Model your own identity chart in a “think-aloud” with elements of your identity that you feel comfortable sharing.

Have students work alone to create identity charts. When they have finished, ask students to debrief in pairs by sharing parts of their charts, using the following questions. (See Teaching Note 4: Honoring Student Agency for guidance about how students will share aspects of their identities with others.)

• Look through the labels that people use to describe you. How accurately do you feel these descriptions capture the way you identify yourself? 
• To what extent do you think the labels that others use to describe you impact the way you think about yourself?
• What would people be missing about you if they only relied on your outward appearance to draw conclusions about you?

Then engage students in a class discussion using the following prompt:

• What problems might people encounter, or create, when they rely on their own perceptions of others?

Explain that sometimes our perceptions of other people’s identity can lead us to make assumptions that are prejudiced.

Ask students to share with a partner what they believe the word prejudice means, and then have volunteers share their understanding of the word.

Clarify that the word comes from the word pre-judge and is defined as “an unfair and unreasonable opinion or feeling, especially when formed without enough thought or knowledge.”  ¹

Activity 2: Read the First Half of “Little Things Are Big” 

Remind students of two characteristics of a democracy they explored in Lesson 1: 

• Everyone in the community is treated equally and with respect, regardless of their race, gender, or beliefs. 
• People come together to discuss and solve problems in their community. 

In the text students are about to read, they’ll examine how prejudice undermines democracy. If our goal is to strengthen democracy, it is important to understand prejudice and its consequences.

Distribute the reading Little Things Are Big and read the text aloud to the class while students follow along. If you would prefer to have your class listen to the audio recording instead, be sure to: 

• Stop the recording at timestamp 2:14, immediately after the author says “I hesitated,” to give students the opportunity to predict Colón’s choices. 
• Note that the recording is abridged and it cannot be used in conjunction with the text. 

After reading the passage, instruct students to work in pairs to answer the reflection questions at the end of the reading. 

1. Why did Colón hesitate as he decided whether or not to help the woman?  
2. What did prejudice have to do with the choice he was faced with?
3. Create a starburst identity chart for Colón. How might he label the arrows pointing outward (how he sees his identity)? How would he label the arrows pointing inward (how others perceive his identity)?
4. Why does Colón fear the woman may be prejudiced against him? To what extent is he pre-judging her? 

While the class responds to the reflection questions, post two signs at opposite ends of the classroom that read “He Will Help” and “He Will Not Help.” 

When students have completed the reflection questions, engage the class in a Barometer discussion. Ask students the question: “What choice do you predict Jesús Colón will make?” Have students respond by silently finding a place to stand between the two signs. Explain that the closer they are to a sign, the more strongly they are showing their support for that position (e.g., if a student is standing close to the sign “He Will Help,” it is because they strongly believe Colón will help the woman). Although students may feel certain of their position at the start of the activity, be sure they understand that they can change their place along the line if their opinion changes. 

After everyone has lined up between the two signs, ask various students to explain why they have chosen their current position along the line. Encourage them to defend their stance with evidence from the text or from their own experiences. In calling on students, try to select those at each end of the spectrum, as well as those in the middle. Once three or four viewpoints have been heard, allow time for students to change their thinking and move their place along the line. If students change positions, provide an opportunity for them to explain their reasoning. 

Activity 3: Consider Colón’s Decision by Reading the Second Half of “Little Things Are Big”

Share the decision that Jesús Colón actually made by distributing the handout The Choice Jesús Colón Made and reading aloud the passage while students follow along. 

Then ask students to work in the same pairs from the previous activity to analyze Colón’s choice and discuss the following reflection questions:

1. How did Colón explain his choice? 
2. What aspects of his identity might have been in conflict when he was making his choice?
3. Why did he run so quickly out of the station once he had made his decision?
4. In our lives, what factors influence our decision to take action in difficult situations? How might we (as individuals or as a society) overcome the factors that prevent us from acting?

After students have finished their discussions with their partners, elicit responses from volunteers. 

Activity 4: Reflect on the Impact of Prejudice on Democracy

Ask students to review the ladder activity they completed in Lesson 1, which asked them to evaluate the characteristics of a strong democracy. Then close the lesson by asking students to reflect on the impact that prejudice has on democracy by responding to the following questions. Have them first respond to the questions below in their journals and then share them in a whole-class discussion:  

• How does prejudice impact the way we live together and interact with each other in society? 
• How can prejudice impact a democracy?

• 1Cambridge Dictionary online, “prejudice,” accessed June 27, 2024.