CURRICULUM RACE MATTERS
DEEPENING OUR UNDERSTAND- ING: IDENTITY ICEBERG
DURATION: 75 minutes
BIG IDEAS • Exploring our identities
• Learning about the identities in our class- room community
LEARNING GOALS By the end of this lesson learners will:
• engage in respectful, authentic conversa- tions using inquiry, critical thinking, and curiosity
ABOUT THIS RESOURCE:
Tis curriculum insert is excerpted from Race Matters. Race Matters aims to provide a framework for teachers to explore this legacy of anti-Black racism with learners, to open their eyes and minds to experiences, histories, and realities that may not be their own, to foster allyship, and to celebrate Black com- munities and individuals.
Trough the lessons, students will explore rac- ism as part of a system that includes policies, ideas, and actions that are anti-Black. We must acknowledge that racism exists and is operational in various institutions. Students will also learn about the resistance many Black leaders have shown in disrupting rac- ism within these institutions.
By acknowledging racism, we can work towards reconfiguring a society in which racialized, Indigenous, and Black people’s voices are heard, and where they can feel included in all spaces currently held up by power and privilege.
Find the full resource at
members.etfo.ca.
• deepen their understanding of their own identities
• generate a text to showcase some of the layered aspects of their identity
• become aware of some of their peers’ identities
SUCCESS CRITERIA
• Learners’ ability to draw on their lived experiences to deepen their understand- ing of the term “identity.”
• Learners’ ability to communicate their understanding of the term “identity” through written and visual expression.
OPPORTUNITIES FOR ASSESSMENT
Assessment for Learning • diagnostic assessment • discussion questions Assessment as Learning • journal entry • observations • peer-to-peer interactions • peer feedback
34 ETFO VOICE | FALL 2024
TEACHING STUDENTS TO BE RACE-CONSCIOUS LESSON 2
• creation of a creative text (i.e., identity iceberg)
• co-created success criteria for gallery walk
CRITICAL QUESTIONS • What identities do you hold that are vis- ible to others?
• What identities do you hold that are less visible to others?
• How might understanding the multiplic- ity of identity help us better understand ourselves and others?
NOTES FOR THE TEACHER
Teachers must establish the learning condi- tions needed to allow for critical conversa- tions on identity, race, and racism. To do so, teachers are encouraged to partner with students, families, colleagues, and com- munity members. Here are some reflective questions to help guide your work:
• How will I engage in critical self-reflection around my own beliefs about identity, race, and racism?
• What professional learning must I engage in to further understand the complexities of identity, race, and racism?
• What commitments must everyone in the learning space make to facilitate discus- sions on identity, race, and racism?
• How might I leverage learners’ identities and experiences to authentically engage them in critical exploration of identity, race, and racism?
• How might I support the social, emotion- al, and intellectual well-being of learners throughout this lesson?
ACCOMMODATIONS
Teachers are encouraged to work with students and their families and consult students’ individual education plans to de- termine appropriate accommodations.
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