8 • Facing the Future • LESSON 1: Map of Myself: Identity and Culture
Overview
Just as each unique natural species plays an essential role in the healthy biodiversity
of nature, the unique identities of humans contribute to the diversity between and within
cultures. The extent to which people recognize and cherish diverse identities is an
important factor in the health of human communities. The concept of mapping personal and
cultural identity is introduced through Sara Fanelli’s My Map Book. Students brainstorm
personal and cultural identity and then produce a poster that “maps” their identity. A gallery
walk to review student posters reveals differences in identity. Leo Lionni’s story, Fish is
Fish, drives home the importance of maintaining one’s identity as separate from, yet still
connected to, the identities of others. The lesson ends with the song, So Much the Same,
which celebrates diversity and unity.
Key Issues/Concepts
• Personal identity
• Cultural identity
• Diversity
• Unity
Subject Areas
• Language Arts
• Social Studies
• Art
• Music
National Standards Consistency
Social Studies (NCSS):
• Strand 1 – Culture;
• Strand 4 – Individual Development
and Identity;
• Strand 9 – Global Connections
FTF Teacher Background Reading
Global Issues and Sustainable Solutions,
Chapter 8
Map of Myself:
Identity and Culture
Inquiry/Critical Thinking Questions
• How does the world around me
contribute to who I am?
• How can people and communities
have their own special identities,
yet still respect other identities and
cultures?
Objectives
Students will:
• Explore personal and cultural identity
through nonverbal activity, songs,
personal maps, and a story.
• Create a map that expresses personal
and cultural identity.
• Explore the hope and challenges
presented by diverse identities.
Time Required
3-4 hours
1
Facing the Future • 9
2. Ask students to name the 2 things that
each student demonstrated about his/
her identity.
3. Ask for a definition of personal
“identity.” Write this definition of
identity on the board: Identity: The
special qualities that make each of us
different. (Note that identity is actually
synonymous with “individuality.”)
4. Give students a definition of “culture.”
Write this definition on the board:
Culture: The behaviors, beliefs, arts,
and products (things) shared by a
group of people.
5. Ask students to brainstorm some of the
behaviors, beliefs, arts, organizations,
and things that are common to their
cultures. This may include age-driven
behaviors, religious or political beliefs,
languages, types of art or music, local
organizations, clothing, and technology
or anything that is “built.”
Vocabulary
• Identity: The special qualities that
make each of us different.
• Culture: The behaviors, beliefs, arts,
and products (things) of a community
or group of people.
• Diversity: The way we are all special
and different from each other.
Materials/Preparation
• Class set (or overhead transparencies)
of the song lyrics: So Much the Same
(Judy and David Gershon)
• Copy (or multiple sets) of My Map
Book (Sara Fanelli)
• Class set of handout: My Identity and
Culture
• Large poster paper and crayons,
markers, or colored pencils
• One assessment rubric for each
student
• Copy (or multiple sets) of Fish is Fish
(Leo Lionni)
Activities
INTRODUCTION: Nonverbal Identity
20 minutes
1. Ask students to stand in a circle and to
introduce themselves by demonstrating
something unique about them – without
using words! Instead, they should
pantomime (act without speaking) a
quality, characteristic, or interest that is
part of their identity. For example, show
us your love for dancing by pointing
to your heart and then dancing, or
your fear of swimming by pretending
to swim, then struggling. The teacher
should begin, and then go around the
circle twice so that each student can
offer 2 aspects of his/her identity.
Photo (c) CARE 2001/Pairat Saensawat
• How is she different or the same as
you?
• What might be different about her
culture?
3. How are the pages “Map of my Family”
and “Map of my Heart” different?
(They are not mapping physical places
like her bedroom and school, but
people, favorites, and feelings.)
BRAINSTORM: Identity and Culture
20 minutes
Using the handout, My Identity and Culture,
students list some of the things that make
up their own personal identity and culture.
K-2 students may complete this task orally
or the teacher may list a sampling of items
on the board. Alternatively, K-2 students
can draw small images of their favorite
things – a “visual brainstorm.”
POSTER AND SCAVENGER HUNT: Map of
Myself
45 minutes
1. Have students make a map (like
one of the pages in My Map Book)
that shows their identity and culture
through pictures and words. Study
the handout, My Identity and Culture,
to get ideas. Students do not have to
include everything on their map, but
encourage them to include a variety
of images, including activities, beliefs,
and objects.
2. Have them begin by making an
outline that takes up most of the page,
perhaps in the shape of a body, a
head, or a heart. They can choose
any outline shape that they feel good
about. For example, if a student loves
dragons or guitars she might want
STORY: My Map Book (Sara Fanelli)
20 minutes
Background information for the teacher:
Sara Fanelli was born in Italy and lived in
London when she wrote My Map Book.
She uses “maps” as a metaphor to explore
personal identity, mapping her face, neigh-
borhood, family, dog, and even her heart.
The book is primarily visual, with labels
rather than narrative text.
1. Together, read this very short picture
book, taking time to admire and discuss
the different types of maps that Sara
Fanelli created. As you proceed, have
students try to predict what map might
come next.
2. Discussion questions:
• What is a map?
• What kinds of maps did Sara paint?
• What have we learned about Sara’s
identity through her maps?
10 • Facing the Future • LESSON 1: Map of Myself: Identity and Culture
Facing the Future • 11
• One thing that surprised them
• One thing that is very different from
their own identity
• One thing that is similar to their own
identity
• One thing that they do not
understand
5. Have a few volunteers report to the
class on what they found: Surprises?
Differences? Similarities? Confusion?
6. Discussion: Why are there differ-
ences in our identities? Why is that a
good thing? (You may wish to share
the Native American metaphor of the
Central Fire, which, like culture, has a
life of its own, but is created by diverse
individuals and everyone who brings
wood to it.)
to make an outline of a dragon or a
guitar for the border of her map. It
might be wise to draw this outline in
pencil first, then use something bolder,
like a marker, to make it stand out
clearly.
3. Then, using a pencil, students fill
the inside of their map outline with
smaller objects: the things that make
up their identity and culture (referring
to their handout). Label these objects.
Remind them to remember how Sara
Fanelli did this using simple shapes
and block print labels. Stick figures
are fine. They can also use symbols,
such as a peace sign, or a religious
symbol, etc.
4. When all of the posters are
reasonably complete, have students
do a silent gallery walk or scavenger
hunt where they will be looking for:
Photo by Devin Hibbard
• How did Fish get his new identity?
• In the end, did the frog agree with
Fish when he said, “Fish is fish?”
• How do you think Tadpole would
describe YOU?
SONG: So Much the Same (Judy and David
Gershon)
15 minutes
Background information for the teacher:
Judy and David have released 15 albums
and 4 videos and have sold over 5 million
recordings worldwide. Their credo, “music
is not a spectator sport,” explains their
interactive musical style. To learn more,
visit: http://judyanddavid.com.
1. Ask students to explain what the
following line means: “Takes all kinds
of people to make the world go round.”
2. Together, with or without musical
accompaniment, sing So Much the
Same as a chant (either speaking
rhythmically or singing the words).
Gather the students in a circle and
lead them through the song with
clapping, stomping, or simple hand/
body gestures to go with the lyrics.
This will help students to both learn
the lyrics and understand concepts.
3. Discussion: How are we “so much
different, so much the same?” How
can people be unique in their identity
and culture, but still enjoy other
identities and cultures?
STORY: Fish is Fish (Leo Lionni)
20 minutes
Background information for the teacher:
Fish is Fish is about 2 friends who play
together everyday: a tadpole and a
fish. Fish is growing bigger, but Tadpole
is growing bigger and changing in
appearance as well. Fish cannot under-
stand why Tadpole grows legs and he does
not. One day, Tadpole changes completely
and leaps out of the water where they had
always lived. Fish thinks about his friend
every day. He wonders why Tadpole left
and if he will ever return. Finally, one day
Tadpole did return, but he was no longer
a tadpole; now he was a frog, and he had
many great stories to tell Fish. He told of all
the great and beautiful things that he saw.
As Fish listens to Frog’s tales of the world,
he imagines all the characters as fish. The
story highlights the limits of identity, and
how we need to admire the differences
around us – but also develop and maintain
a healthy sense of our own identity and not
project it onto others.
1. Read the book, Fish is Fish aloud.
Pause occasionally to ask students to
try to predict what events or images
might come next.
2. Reflection questions:
• What did the tadpole discover he
had grown during the night?
• Why was Fish unhappy?
• What was the source of his
confusion?
• Where did the frog go after he
climbed out of the water and onto
the grassy bank?
• What kinds of things did the frog tell
the fish that he saw while out in the
world?
12 • Facing the Future • LESSON 1: Map of Myself: Identity and Culture
Facing the Future • 13
Grades 3-4 Extension Activities
• Visit www.EdChange.org or www.
Tolerance.org to learn about and lead
activities on multicultural awareness
and activism for tolerance in your
school, on sports teams, or in commu-
nities. Whenever possible, give
students leadership responsibilities for
activities or events.
• Have students write their own version
of My Favorite Things, using the same
melody and lyrical device (e.g., stanza
structure). Lyrics for the original song
are included at the end of this lesson.
Action Projects
• Interview people in the community
(either the school community or the
students’ larger community) to learn
about their interests, their roles in the
community, and what makes them
special. Students prepare interview
questions and take pictures or make
portraits of the individuals they
interview to create a book about the
people who make up their community.
• Survey people in the community to
find out where they were born, when
they moved to their current location,
and why. Use maps to locate where
community members are from. Create
a mural that depicts the unique
identities found in the local community.
• Engage in an oral history project
by having students interview older
students (“student buddies”) and
create biographies of their partners.
A celebration can serve as a venue to
share the oral histories.
Additional Resources
• From the EdChange Multicultural
Pavilion, a rich collection of
ice-breakers, strategies, and activities
on multicultural awareness:
http://www.edchange.org/multicultural/
activityarch.html
• For Scholastic lessons on diversity:
http://teacher.scholastic.com/
professional/teachdive/
• For news, awareness-building
activities, and action projects focused
on fighting hate and intolerance, visit
Teaching Tolerance:
http://www.tolerance.org/
• For an international perspective and
a Universal Declaration on Cultural
Diversity, visit the Office of the United
Nations High Commissioner for
Human Rights:
http://www.ohchr.org/english/law/
diversity.htm
© John and Lisa Merrill
14 • Facing the Future • LESSON 1: Map of Myself: Identity and Culture
My Identity and Culture
NAME _________________________________________________________________
Identity: The special qualities that make each of us different.
Culture: The behaviors, beliefs, arts, and products (things) of a community or group of
people.
DIRECTIONS: Write key words for each category. For example, next to FAMILY, you
might write the names of your parents, siblings, and grandparents. Next to ETHNIC
BACKGROUND, you could write down where your family came from, the race or races of
your family, and their ethnic or cultural roots.
MY FAMILY:______________________________________________________________
MY ETHNIC BACKGROUND: _______________________________________________
MY HOBBIES: ___________________________________________________________
MY FAVORITE PLACES: ___________________________________________________
MY SCHOOL: ____________________________________________________________
MY NEIGHBORHOOD: ____________________________________________________
MY LANGUAGE: _________________________________________________________
MY BELIEFS (personal, family, or religious): ___________________________________
MY PETS: ______________________________________________________________
MY FAVORITE THINGS: ___________________________________________________
MY FAVORITE FOODS: ___________________________________________________
Facing the Future • 15
Assessment Rubric • Map of Myself
STUDENT: _________________________________________________________
STANDARD EXCEEDS MEETS BELOW
STANDARD STANDARD STANDARD
CRAFTSMANSHIP
The map outline is clear.
The images show sincere effort
and are clear and expressive.
Images are labeled, as needed.
CONTENT
The images show thoughtful
selection of aspects of
personal and cultural identity.
The images are varied and
there are at least 6:
2 each from the 3 areas of
culture: activities, beliefs, and
things.
STUDENT: _________________________________________________________
STANDARD EXCEEDS MEETS BELOW
STANDARD STANDARD STANDARD
CRAFTSMANSHIP
The map outline is clear.
The images show sincere effort
and are clear and expressive.
Images are labeled, as needed.
CONTENT
The images show thoughtful
selection of aspects of
personal and cultural identity.
The images are varied and
there are at least 6:
2 each from the 3 areas of
culture: activities, beliefs, and
things.
16 • Facing the Future • LESSON 1: Map of Myself: Identity and Culture
So Much the Same
By Judy and David Gershon
For lyrics and an iTunes link online: http://judyanddavid.com/Songbook/S.html#somuchthesame
In my class we play a game
It’s called so much different, so much the same
You gotta stand up tall if we’re talking about you
Then sit back down – that’s all you gotta do
It’s so much different, so much the same
So much different, so much the same
If your hair is brown, stand up tall
If your hair is black, stand up y’all
If your hair is blond, stand up high
If your hair is red, give it a try
Stand up if your hair’s not one of these
Now sit back down everybody if you please
It’s so much different…
If your eyes are brown, stand up tall
If your eyes are blue, stand up y’all
If your eyes are green, stand up high
If your eyes are hazel, give it a try
Stand up if your eyes aren’t one of these
Now sit back down everybody if you please
We got kids of every shape and size
Different colour skin, different colour eyes
Some from the country, some from a town
Takes all kinds of people to make the world go round
If you love chocolate, stand up tall
If you love pizza, stand up y’all
If you love spaghetti, stand up high
If you love ice cream, give it a try
If you love rotten eggs, stand up tall
If you love stale bread, stand up y’all
If you love eating worms, stand up high
If you love hot mustard sundaes, give it a try
Now sit back down, sit back down
Takes all kinds of people to make the world go round
Sit back down everybody if you please.
Facing the Future • 17
My Favorite Things
By Richard Rogers and Oscar Hammerstein
For MIDI audio: http://www.geocities.com/EnchantedForest/Cottage/3192/
Myfavorite.html
Raindrops on roses and whiskers on kittens
Bright copper kettles and warm woolen mittens
Brown paper packages tied up with strings
These are a few of my favorite things
Cream colored ponies and crisp apple strudels
Doorbells and sleigh bells and schnitzel with noodles
Wild geese that fly with the moon on their wings
These are a few of my favorite things
Girls in white dresses with blue satin sashes
Snowflakes that stay on my nose and eyelashes
Silver white winters that melt into springs
These are a few of my favorite things
CHORUS:
When the dog bites
When the bee stings
When I’m feeling sad
I simply remember my favorite things
And then I don’t feel so bad
[Repeat all verses]