Lesson 4

Identities and Socialisation

Lesson 4 Identities and Socialisation

Name: ________________________ Subject: Social Justice Grade: 12 Date: ________________

Rationale
▪ Explore the idea of identity as a social construction
▪ Provide students with an opportunity to explore identity in relation to popular culture
▪ Provide students with an opportunity to explore video technologies as a method of communication.

Instructional Objective(s)
▪ Students investigate how their position/place in society has influenced their identities
▪ Students critically analyse the role of media and culture in their self-representation and relationship with others
▪ Students explore the concept of social construction and socialisation
▪ Students communicate with Learning Partner using video technology

Preparation
Teacher Students

▪ Create class grouping of 4-5 students

▪ For each group prepare a chart paper with 3 columns titled:
influences, intended consequences, unintended
consequences
▪ Set of sticky notes
▪ Create Google Doc document “Defining Socialisation”

▪ Upload on Google Classroom and, if required, printouts for

students of “Identity Amongst Diversity” worksheet (see
Materials & Resources)

▪ Scheduled time with Co-Teacher for the Learning Partner ▪ Continue to engage with Learning Partners
video interaction

▪ Ensure access to devices, camera, webcam, and internet

connectivity for classroom
▪ Ensure access to a working projector
▪ Ensure all students have headphones
▪ Sticky notes (at least 5 per student)

Page | 1 of 4
 Lesson 4
Identities and Socialisation

Lesson Activities
Teacher Students

Introduction to Socialisation & Agents of Socialisation

▪ Introduce students to the concept of Cycle of Socialisation ▪ Actively and honestly participate in the discussions
(Harro, 2013) and Looking Glass Self (Cooley, 1902) using ▪ Support group activity processes
scenes-cuts from Disney movies (consider:
https://www.youtube.com/watch?v=_Q2tuIqShbo or
▪ Upload photograph of the group exhibit on blog
https://www.youtube.com/watch?v=DU_T6XB4i1k)
▪ Place students in their groups. Each group will
o discuss the social and cultural structures and systems
that have profoundly influenced them (old and new) and
consider their intended and unintended consequences
on the student identities
o Using the sticky notes, each will complete the chart
paper by identifying 5 common influences and their
intended and unintended consequences on their
personalities
o Each group provides a definition
o Create Google Doc document “Defining Socialisation”

▪ Have group rotate through each group ‘exhibit’

▪ As a class debrief, by having students identify some noted
examples in the group exhibits that correspond to Cycle of
Socialisation (Harro, 2013) and Looking Glass Self (Cooley,
1902)
▪ Take photographs of each exhibit, upload and share over
Google Classroom
▪ As a class, ask students to share their definition or ideas
regarding the concept of socialisation. While projecting the
Google Doc document “Defining Socialisation”, record
student inputs

Self-Reflection – Identity & Popular Culture

▪ Ask students to choose a popular media content that they ▪ Select and uploaded selected popular media content on blog
identify with (expression of identity). This could be a video, an ▪ Write and post blog
art piece, a film, a photograph, a fashion design, or any
format of their choosing. Using the “Identity Amongst
Diversity” worksheet, students should consider

The role of the selected popular culture

media item on their identities

Engage with Learning Partner (video)

Page | 2 of 4
 Lesson 4
Identities and Socialisation

Teacher Students

▪ Coordinate with teacher from Learning Partner Classroom to
ensure that Learning Partners are available for video call.
▪ Set up students for their video call via Google Hangout
o This interaction will be guided through the “Identity in
Diversity” worksheet, with specific attention to the last
two items in the worksheet
What social and cultural structures might
explain why some groups might identify
with my chosen media? And why some
groups might find it problematic?
▪ Review Learning Partner blog to look at their selected
popular media content and blog post
▪ Use “Identity in Diversity” worksheet as initial conversation
prompts to critically unpacked the choices made by both
students
▪ Through the discussion explore
o self-perception of identities
o the negotiations of identity with popular culture and
societal roles.

Self-Reflection – Forming Relationships through Video Communication

▪ Ask students to reflect on their identities and diversity by ▪ Write and post blog
considering
▪ How did adding video to your
communication affect the relationship
building with your Learning Partner?
▪ Did your Learning Partner add to your
understanding of your identities
construction? Were there any surprising
observation
▪ Were any disagreement or differences in
opinion? How did you manage it?

Assessment and Evaluation

▪ Students participate during class discussions, online engagement, and planned activities
▪ Students demonstrate understanding and knowledge of the concept of identities, socialisation, social construct, and their
relationships
▪ Students demonstrate personal inquiry, thoroughly exploring self-representation and role of popular culture
▪ Students demonstrate respect and openness across interaction (online and in-class)
▪ Students may peer-assess or self-assess blog postings based on the criteria defined in Lesson 1

Materials and Resources (including organisational and/or behavioural management strategies)

▪ Device, projector, camera, and internet access for the teacher
▪ Devices, headphones webcam, and internet access for students
▪ Chart papers for each discussion group with 3 columns titled: influences, intended consequences, unintended consequences
▪ Sticky notes
▪ Suggested Reading/Review for Teacher
o YouTube video on Bobbie Harro - Cycle of Socialisation (link: https://www.youtube.com/watch?v=x4JKjVT37ec

Page | 3 of 4
 Lesson 4
Identities and Socialisation
o Khan Academy Video on Charles Cooley - Looking Glass Self (link: https://www.khanacademy.org/test-prep/mcat/individuals-
and-society/self-identity/v/charles-cooley-looking-glass-self)
o Harro, B. (2008). Updated version of the cycle of socialization (2000). Readings for diversity and social justice,, 45-52.
▪ Worksheets
Identity Amongst Diversity

Identity Amongst
Diversity Worksheet.pdf

Adaptations
▪ “Identity Amongst Diversity” worksheet adapted for students with special needs
Identity Amongst Diversity (adapted)

Identity Amongst
Diversity (Adapted).docx

Extensions
▪ Additional Activity: Have students research and explore their community’s demographics. Ask: What challenges does our
community face because of its diversity or lack of diversity? Through their blogs have students share their findings and recommend
approaches to meeting the community’s needs, including ways to facilitate awareness, and understanding of important or sensitive
issues.

Page | 4 of 4