Menu

Introduction

Aim

Rationale

Goals and Objectives

Audience

Pre-requisites

Subject-Matter

Instructional Plan

Materials

Assessment and Evaluation

Appendices

Resources

Glossary

Introduction

Aim

Rationale

Young people aged 14 to 17 are beginning to differentiate themselves from the crowd and to make decisions about what kind of values, behaviors, and aspirations they are going to pursue as they move into adulthood. Because the high school environment is not always as nurturing as previous levels of schooling, students often find themselves bewildered or apprehensive about their self-identity, self-worth, sense of self-efficacy, and future goals. By exploring self-identity in a non-threatening, reflective activity, students may feel more in control and less likely to drift with the crowd or pursue unhealthy activities. In addition, students will be able to practice their writing. This module could be used either in a Freshman or Sophomore English class, as one way to encourage students to write about themselves, or as part of an "advisory group" in a middle or junior high school. This module can be expanded to include web-publishing of student essays, through a class web site or individual web page for each student

.Click here to return to Menu

Audience

The Who Am I? Web was orginally designed for freshmen students in urban high schools. The subject-matter and activities are appropriate for any adolescents in almost any environment. Teachers of specific groups of students may want to enhance the curriculum by including activities related to issues of importance to their particular students. For example, an audience consisting primarily of Native American or Mexican American students might emphasize issues having to do with their particular cultural heritage.

Click here to return to Menu

Pre-requisites

• Write coherent sentences and paragraphs
• Read at a sixth grade level or above
• Be able to use a browser to surf the web
• Be interested in issues of self-identity

Subject-Matter

The Who Am I? curriculum web revolves around issues of self-identity as experienced by adolescents. The subject-matter is culture, ethnicity, history, self-image, advertising, music, and personal choice.

This subject-matter can be displayed as a concept map, looking something like this:

(Concept Map here)

Click here to return to Menu

Goals and Objectives

The primary goal of this module is to increase the self-understanding of the student through conducting guided research into issues of personal identity on the World Wide Web. Specifically:

The students will

• engage in thinking critically about themselves and their places in American society.
• investigate their personalities, values, and goals.
• demonstrate confidence in using computer technology and the resources of the internet
• access information via the World Wide Web.
• commit to the acceptable use policy and proper netiquette of the Web.
• analyze, synthesize, and evaluate sources of information.
• create Web pages.
• contribute to established Web sites.

Also included in this goal are a number of language arts goals, along with goals having to do with personal development. The following 90th Grade Chicago Framework Statements pertinent to language arts are addressed in this module.

(See CPS 9th grade standards in Language Arts.):

• State Goal 1, CAS D, CFS 1: Demonstrate understanding of informational materials by summarizing an extending ideas, and by making connections to related topics or information
• State Goal 3, CAS B, CFS 1: Write for a variety of purposes and audiences, using appropriate modes and forms (e.g., descriptive, narrative, expository, persuasive, and technical).
• State Goal 3, CAS B, CFS 6: Take notes from appropriate sources and cite references.
• State Goal 3, CAS B, CFS 10: Keep a journal.
• State Goal 4, CAS C, CFS 1: CFS 1.Prepare and deliver individual and group presentations that: use an engaging introduction, appropriate organization, and a satisfying conclusion to maintain listener interest; use anecdotes, facts, details, and examples to develop the topic project a sense of individuality and personality in delivery; use appropriate grammar, word choice, and pacing during formal oral presentations; use feedback to make impromptu modifications in oral presentations
• State Goal 5, CAS A, CFS 3: Integrate essential elements and processes related to effective formal research methodology to produce oral and written presentations that: engage the reader by establishing a clear thesis statement that identifies the subject and writers approach to it; follow a logical organization pattern with appropriate transitions between and among ideas and sections; use evidence and details from a variety of primary and secondary print and non-print sources in the body of the paper to develop and support the thesis; credit and cite sources used for both direct and indirect quotations and evidence; include a reference or bibliographical list that is correctly formatted and provides complete information for all sources used

In addition, the following 10th grade Chicago Framework Statements are addressed in this module (note that some statements are identical for 9th and 10th grades while some differ. Instructors may way to modify the activities to better suit the goals of their particular grade level).

• State Goal 1, CAS A, CFS 1: Evaluate and critique texts.
• CFS 2: Extract salient information and ideas from texts.
• CFS 3: Interpret and analyze information from a variety of texts.
• CFS 5: Make, support, and draw valid inferences and conclusions from texts.
• CFS 7: Synthesize and evaluate ideas from various cultures.
• CFS 8: Make connections to related topics or information.
• CFS 9: Increase critical thinking skills.
• State Goal 1, CAS D, CFS 1: Assess how authors use a range of techniques and rhetorical devices to appeal to readers: appeal to pathos/emotions; appeal to logic; appeal to reason; arguments based upon writer's persona
• State Goal 3, CAS C, CFS 2: Write expository essays that: present evidence in support of a thesis or main idea convey information and ideas from primary and secondary sources accurately, cohesively, and coherently use, when necessary, technical terms and notations
• CFS 3: Write essays of argumentation that: develop and sustain a controlling idea or thesis address the needs, beliefs, and interests of a specific audience convince through reasons, examples, facts, and evidence
• State Goal 4, CAS C, CFS 1: Prepare and deliver individual and group presentations that: use an engaging introduction, appropriate organization, and a satisfying conclusion to maintain listener interest use anecdotes, facts, details, and examples to develop the topic use language that is clear, audible, and appropriate for communicating to the audience project a sense of individuality and personality in delivery use appropriate grammar, word choice, and pacing during formal oral presentations use feedback to make impromptu modifications in oral presentations
• CFS 3: Conduct thoughtful interviews: ask pertinent questions; take detailed and appropriate notes; summarize the information acquired; evaluate the effectiveness of the interview
• State Goal 5, CAS A, CFS 1.Use coherent research methodology to elicit and present evidence to: support claims and contentions defend an original thesis statement
• CFS 2: Integrate essential elements and processes related to effective formal research methodology to produce oral and written presentations that: engage the reader by establishing a clear thesis statement that identifies the subject and writer's approach to it; follow a logical organizational pattern with appropriate transitions; use evidence and details from a variety of primary and secondary print and non-print sources to develop and support the thesis; credit and cite sources used for both direct and indirect quotations and evidence; include a reference or bibliographical list that is correctly formatted and provides

Click here to return to Menu

Instructional Plan

Prior to the students using this module, be sure they know how to use a browser to follow links, and how to conduct effective searches of the Internet. If you prefer, you can use the preliminary activities in this module to teach these skills.

The investigations in this module are as follows:

1. How do teenagers define themselves today?

2. How do you define yourself today?

3. How do you expect this self-definition to affect your future choices?

4. Culminating project (including oral presentation)

Each of the first three activities is guided by a journal sheet that asks students to collect information or analyze images and texts in order to make judgments. See the journal sheets for more details about these investigations.

The culminating activity (including an oral presentation) asks students to use their creativity to find a way to express what they found out about their generation and about themselves during the investigations. Possible modes of creative expression include:

• Web Page
• Essay
• Poster Board/Bulletin Board Display
• Poem
• Rap
• Illustrated Portfolio
• Other

Click here to return to Menu

Materials

Assessment and Evaluation

Appendices

Resources

Glossary

Click here to return to Menu

Click here to return to WIT 99 home page