I want my students to be able to use literature as a means of connection or explanation of what they feel. Students at this age, especially if they are behind in reading levels, struggle to find a way to express their various crises, whether this be relating to the Creature in Mary Shelley’s
Frankenstein
or to a first generation Chinese preteen named Jin in
American Born Chinese
.
In my unit I hope not only to give my students an understanding of what identity truly means, but also to give them the skills to analyze their own identities, and to learn how to identify with others in order to have a truer understanding of themselves.
An additional intent with the unit it to help my students to understand that identities can be fixed and/or moving; internal and/or external. You can choose some, and some you cannot escape. We use these identities to fit into niches of society that are comfortable to us, and allow us the freedom and confidence to be the best members of society that we can be. Judging and bullying often stem from the bully’s own identity crises. I also hope to instill in them that their identity is a fluid concept, and that it can grow and change to fit their evolving life. Most of the decisions we make in how we treat others come from our own issues, and our own issues of identity. I want them to navigate this journey through books echoing the very experiences that shape their decisions and views of themselves.