As you explore this concept with elementary school-aged students, the list below can and will change. The school, classroom, student age, and state of society are all factors to consider if you are trying to create your own list with students. To give some concrete answers to a fourth grade class, a possible list may look like this:
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Age
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Gender
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Family
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Friends
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Race
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Ethnicity
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Likes/dislikes
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Neighborhood
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Living arrangements
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Life events: positive, negative, achievements, disappointments, good choices, regrets, etc.
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Reactions: How do you handle your emotions? Do you express them, or keep them bottled up? When you express them, do you express it verbally, or through writing, drawing, or movement? Are you a person that laughs, cries, or shows anger?
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Are you an optimist or a pessimist? Are you easily excited, or do you approach life with caution?
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Traditions: Does your family have many traditions? Are they old or did they recently develop? Do you accept tradition or reject it?
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Is there something that you want others to know you DO NOT want to be?
In no way does this constitute a complete list, and it can and should be modified. As the class further explores this unit, they will find that the essential components of Andrew's identity are not found on this list. The list could be a piece that is posted in the classroom and altered during the course of the unit.
Identity is a socially and historically constructed concept.
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As we interact with family, friends, and peers, we learn about our own identity. As we observe others' interactions, we construct an idea of their identities. While we make these observations, we start to understand where we, and others, fit into social groups. Equally important, we also determine who does not fit into these groups. From this perspective, the reader develops his or her ideas regarding Andrew's identity.