Course: American Government (70-minute block) Grade: 12

Teacher: Kristian Ogungbemi Lesson: Introduction to Identity (#2 of 7)

Overview/Rationale
This lesson is the second of seven in a unit on identity and its relation to how our elected officials govern.
In this lesson, students will have the opportunity to explore their multiple intelligences and think about
this as a piece of their identity. Students will then complete an activity to explore the other aspects of their
identity and learn about how their classmates identify.

Essential Questions
Who are my fellow learners?
How does identity affect perspective?

Enduring Understandings
Students will understand that individual identity is dynamic and multifaceted.
Students will understand that ones identity contributes their identities and perspectives.

Goals/Objectives
Students will understand the multiple intelligences theory and its implications for their
learning
Students will have a working definition of identity to utilize for the remainder of the
course
Students will assess their own identities
Students will discuss what their identity means to them and how it affects their point of
view and lived experience

Materials
Multiple Intelligences quizzes
Social Identity Wheel worksheets
Social Identity Wheel Guided Discussion sheets
Individualized Exit Ticket sheets

Procedures (Opener, body, closer)

Opener
Do Now (minute 0 -12)
1. Students will be asked to begin completion of the Do Now, a Multiple Intelligences
assessment that will be on their desk upon arrival
2. Teacher will circulate in the classroom to answer student questions about multiple
intelligences inventory

Teacher-facilitated Discussion on MI (minute 13 23)

Course: American Government (70-minute block) Grade: 12
Teacher: Kristian Ogungbemi Lesson: Introduction to Identity (#2 of 7)

3. Students will be prompted to raise their hand as the teacher calls out each of the multiple
intelligences so they can share which was their biggest strength
4. Teacher will begin discussion by asking students Did you score the highest in the
category you expected? Why or Why not?
5. Student feedback will drive the discussion, however, if necessary the teacher may prompt
students with any of the following questions:
a. Is this theory about many different intelligences different than youve thought
about intelligence before?
b. How do you think having a low mathematical score but a high musical score
might work out for a student in school?
c. Does school help you practice all of these different forms of intelligence?
d. What could a teacher do or how could an assignment be set up so that you get to
show your strength?
e. Is there any value in practicing in the areas where you have a lower score?
f. Do you see your learning style as a part of who you are?
6. After the discussion students will turn in their MI inventory to the teacher

Body (minute 24 67)

7. Teacher will transition students to think about identity by asking them to take out their
journals and free write for three minutes about what identity means to them as a basis for
the formation of a classroom definition of identity. (3 minutes)
8. Students will work with their table group to share the most important aspect of their
identity definition. Table group will select two themes they think are must-haves for
our classroom definition of identity (6 minutes).
9. Table groups will share out their two themes while teacher takes notes on the board (5
minutes)
10. Teacher will explain that we will be focusing on a specific type of identity (social,
teacher will provide context for social identity activity by asking the following questions:
(4 minutes)
a. Who determines someones identity? Themselves or others? Both?
b. How might who you are affect what your life is like?
11. Teacher will pass out social identity wheels and ask students to complete this
independently for 10 minutes based on our classroom definition of identity. (10 minutes)
12. Teacher will circulate to answer any questions about the categories on the social identity
wheel
13. After the 10 minutes has elapsed, teacher will pass out the guided discussion sheets for
table groups to work through together, each student is responsible for completing their
own sheet. Teacher will explain that students do not have to disclose anything about
themselves they are uncomfortable sharing.
14. Students will spend 15 minutes completing the guided discussion sheets. (15 minutes)

Closer (minute 67-70)

15. Students will take out their individualized exit ticket sheet and write something they
learned or still have a question about based on todays lesson
Course: American Government (70-minute block) Grade: 12
Teacher: Kristian Ogungbemi Lesson: Introduction to Identity (#2 of 7)

Accommodations
Students will have the opportunity to demonstrate understanding via written comments on
worksheets or verbally in small groups and class discussion (ELL, speech disability)
Students are only required to share aspects of their identity that they are comfortable
discussing with classmates. (LGBTQ, genderqueer, dis/ability status, citizenship status)
o Students only discuss personal identity commentary in small groups

Assessment/Evaluation
The teacher should use class participation as a barometer of understanding, as well as the
exit ticket and notes students took in the guided discussion