I. Your identity… one or many?
i. Objectives:
To encourage students:
 To reflect upon different aspects of their identity
 To identify when and why they reveal different aspects of their identity
 To understand that we all have multiple identities and cultures
ii. Key words
identity
culture
heritage
multiple
iii.
Material:. Listening “Which one is you?” Chapter 1. Text book “Progress Gold A”
iv.
Lesson development
Discuss key words
Listen to the text and answer the questions:
1. ………
2. ……….
3. ………….
4. Underline any of the following which according to the speaker are true:
a) No one is the same person all the time.
b) People usually wear masks when they go out.
c) You change the sort of person you are according to the situation you find yourself
in.
d) It is fairly easy to work out “the real you”.
e) It’s harder to be honest with yourself than with others.
5. Why is it easier to give personal details to a stranger on the Internet rather than to
someone you know?
i. Discussion:
1. Who we are often changes with what we do or are doing. We all know that there are ways
that we are expected to behave, speak, dress. This is our culture and it often reflects our
heritage.
2. Do we have only one culture? Are different things expected of us in different cultures? Do
these things influence our identity and what makes us, us? Do we only have one identity?
3. Teacher example: teacher, mother, friend, musician etc
4. With a friend discuss how your, language, dress and behavior may change depending on
the people you are with; make a scatter web showing the situations, places and people that
might make you change some or all of these things
5. Why do we put on a different hat so to speak for different people? Do we pretend to be a
different person? Are we really complicated? Are all these people really us? Why?
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6. Do other people have expectations of us that we feel we have to live up to? Why? How do
we deal with this?
ii. Conclusion
Look at Russian doll, what happens when we take it apart?
Are all the faces on the doll the same?
What does this remind you of?
Is it a bit like you?
Do we all have different faces (layers) that we show to different people and in different
situations?
Draw a series of Russian dolls depicting the different parts of your identity.
iii. Identity Poems: Read the poems below.
‘I Am……………..’
I am a skater on a snowy driveway,
I am a footballer on a muddy pitch,
I am a Gryffindor in Harry Potter,
I am a traveller that doesn’t like the trip!
I am pizza, spaghetti bolognaise, curry and chips too,
I am Black and British,
I am a boy, how about you?
‘I Am……………..’
I am diversity, a multicultural girl,
I am a daughter and a sister,
I am a computer fan,
I am baking and karate,
I am an animal fanatic,
I am a friend.
‘I Am……………..’
I am a Bradford City lass,
I am Yorkshire, a place too good to pass,
I am a music fan,
I am a swimmer when I can,
I am a good girl says my Mam,
I am Coke in a bright red can.
iv.
Now write your own ‘I Am…….’ poem.
Is it easy to describe yourself, your likes and dislikes in a poem?
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II. Poetry
Read the following two poems: “The Panther” by Rilke and “Identity” by Polanco.
Read each poem carefully, then answer the questions.
The Panther
by Rainer Maria Rilke (translated by Edward Snow)
His gaze has from the passing of the bars
grown so tired, that it holds nothing anymore.
It seems to him there are a thousand bars
and behind a thousand bars no world.
The supple pace of powerful soft strides,
turning in the very smallest circle,
is like a dance of strength around a center
in which a great will stands numbed.
Only sometimes the curtain of the pupils
soundlessly slides up --. Then an image enters,
glides through the limbs' taut stillness,
dives into the heart and dies.
"Identity"
by Julio Noboa Polanco
Let them be as flowers,
always watered, fed, guarded, admired,
but harnessed to a pot of dirt.
I'd rather be a tall, ugly weed,
clinging on cliffs, like an eagle
wind-wavering above high, jagged rocks.
To have broken through the surface of stone,
to live, to feel exposed to the madness
of the vast, eternal sky.
To be swayed by the breezes of an ancient sea,
carrying my soul, my seed, beyond the mountains of time
or into the abyss of the bizarre
I'd rather be unseen, and if
then shunned by everyone,
than to be a pleasant-smelling flower,
growing in clusters in the fertile valleys,
where they're praised, handled, and plucked
by greedy, human hands.
I'd rather smell of musty, green stench
than of sweet, fragrant lilac.
If I could stand alone, strong and free,
I'd rather be a tall, ugly weed.
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Questions
1.
Each of these poems uses a metaphor or symbol to describe elements of the human
condition.
2. “The Panther,” for example, describes an animal. What is this animal doing?
3. What is the metaphor in “Identity”?______________________________________
4.
According to the speaker in the poem, he would rather be a ____________________ than
a
___________________________. Why?
5. Which would you rather be? Why?
6. What do these poems have in common?
7. If you were to choose a metaphor or symbol for yourself, what would that metaphor be?
Why? Explain.
In the boxes below, draw a picture for each poem. Choose the most striking image from each
poem for an illustration.
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Novel/ film White Teeth by Zadie Smith - as a realistic
III.
background for cultural studies
Objectives:


0.
1.
Reflect upon different aspects of multicultural society
Illustrate how multicultural society affects the formation of identity
Pay attention that we all have multiple identities and cultures
Raise awareness on how we can contribute to society without prejudices
The main concepts:
1.
2.
3.
4.
5.
Postcolonial Britain ; multicultural society
Ethnic identity; split identity, homogeneous identity ,
Language as a marker of ethnic identity
Language and group identity
The language of prejudice
 Making us and them
 Negative labeling
Discussion:
1. “Are you still looking back to where you came from or where you are? Well, you
can’t have two homes. Where you have a clash of history, a clash of religion, a clash
of race, then it’s all too easy for there to be an actual clash of violence.” This
quotation is taken from a speech that Norman Tebbit, former Chairman of the British
Conservative Party, gave on the subject of immigration in April 1990 . How do you
think it fits to describe the main idea of Zadie Smith’s novel White Teeth?
1. To the question: How were you trying to approach multiracial London? Zadie Smith
answered: I was just trying to approach London... This is what modern life is like. If I
were to write a book about London in which there were only white people, I think that
would be kind of bizarre. People do write books like that, which I find bizarre because
it's patently not what London is, nor has it been for fifty years.” Do you agree with
her answer?
2. In an interview, Smith says of White Teeth, "I wasn't trying to write about race. . . .
Race is obviously a part of the book, but I didn't sit down to write a book about race. I
just think that it is a bizarre attitude. So is it that a book that doesn't have exclusively
white people in the main theme must be one about race? I don't understand that."*
What are the indications in White Teeth that Smith is not as interested in race as she is
in interaction of people from different ethnic groups living their daily lives?
3. Samad proclaims "I am not a waiter. I have been a student, a scientist, a soldier . . ."
[p. 49]. Why, in all the years that pass during the novel, does Samad not pursue
another job? Is it surprising that Samad doesn't seek to change his life in more active
ways? Does Islam play a part in this issue?
4. The narrator notes that "it makes an immigrant laugh to hear the fears of the
nationalist, scared of infection, penetration, miscegenation, when this is small fry,
peanuts, compared to what the immigrant fears--dissolution, disappearance" [p. 272].
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Magid and Millat both avoid their Asian roots, though in different ways. Magid begins
to call himself Mark Smith while he is still a schoolboy, while Millat models himself
on Robert De Niro's character Travis Bickle in the film Taxi Driver. Irie, on the other
hand, is drawn to what she imagines is the "Englishness" of the Chalfens. Is the
gradual loss--or active rejection--of one's family heritage an unavoidable consequence
of life in a culturally mixed environment?
5. Samad and his wife, Alsana, had a traditional arranged marriage in Bangladesh. Is
love irrelevant in a relationship such as theirs? Does the novel indicate that love is a
simpler issue for those of the younger generation, who are sexually and emotionally
more free to pursue their desires?
6. What is the effect of juxtaposing Alsana with Neena, her "Niece-of-Shame," who is an
outspoken feminist and lesbian? Why is Neena one of the novel's most pragmatic--and
therefore contented--characters?
7. Fed up with her own family, Irie goes to stay with her grandmother Hortense, and
begins to piece together the details of her ancestry. Does what she learns about her
family's history make a difference in her sense of identity or in her ideas about the
direction her life should take?
8. What effect does the introduction of the educated, middle-class Chalfen family have
on the novel? Why is it significant that Marcus Chalfen comes from a Jewish
background? Why are the Chalfens so patronizing toward the Iqbals and the Joneses?
9. Why does Smith include an episode in which Millat travels to Bradford with other
members of KEVIN to burn copies of Salman Rushdie's The Satanic Verses? Does the
fact that none of the boys have actually read the book make their ideological zeal more
comical, or more frightening?
10. Do the children of Archie and Samad experience their ethnic or racial identities in
different ways than their parents do? If so, why? Is Smith suggesting that there is a
rising trend in intermarriage between members of different races and ethnicities, so
that these issues become of less interest, or meaning, as time passes? Is Alsana right
when she says, "you go back and back and back and it's still easier to find the correct
Hoover bag than to find one pure person, one pure faith, on the globe" [p. 196]?
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IV. Songs
An Englishman in New York
By Sting
1. Listen and fill in the blank spaces
I don't drink coffee____________ my dear
I like my toast done on the side
And you can hear it in_______________
Sting
I'm an Englishman in New York
See me walking down Fifth Avenue
A walking cane ________________
I take it everywhere I walk
I'm an Englishman in New York
I'm an________, I'm a legal _______
I'm an Englishman in New York
I'm an _______, I'm a legal _________
I'm an Englishman in New York
If "manners maketh man" as someone said
Then he's the hero of the day
It takes a man to suffer ignorance and smile
Be yourself _____________________
I'm an alien, I'm a legal alien
I'm an Englishman in New York
I'm an alien, I'm a legal alien
I'm an Englishman in New York
Modesty, propriety can lead to notoriety
You could end up as the only one
Gentleness, sobriety are rare in this society
At night a candle's brighter than the sun
Takes more than combat gear to make a man
Takes more than license for a gun
Confront your enemies, __________________
A gentleman will walk but __________________
If "manners maketh man" as someone said
Then he's the hero of the day
It takes a man to suffer ignorance and smile
Be yourself _____________________
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I'm an alien, I'm a legal alien
I'm an Englishman in New York
I'm an alien, I'm a legal alien
I'm an Englishman in New York
Exercise
2.
3.
-
What does the title of the song suggest?
What do these words have in common?
modesty
propriety
sobriety
gentleness
4.
-
What do these phrases mean? Can you explain with daily life examples?
Be yourself no matter what they say.
“Manners maketh man”
“At night a candle’s brighter than the sun”
Takes more than combat gear to make a man.
5. Which of these two sayings do you agree more with and why?
- “Be yourself no matter what they say”.
- “When in Rome, do as Romans do”
6. What are some of the challenges of being
yourself in a foreign
country? Why is it good to be yourself sometimes?
7. According to the song, the singer is “An Englishman in New York”. What
would you be if you were the singer. For example “ A Japanese man in
New York” ?
8. If you were “ A ________ in New york, what would be your greatest
challenges?
9. What are pronunciation differences between British and American
English? What sentence in the song clearly captures the idea of differences in
accents?
Full song lyrics for teachers.
An Englishman in New York
By Sting
I don't drink coffee I take tea my dear
I like my toast done on the side
And you can hear it in my accent when I talk
I'm an Englishman in New York
See me walking down Fifth Avenue
A walking cane here at my side
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I take it everywhere I walk
I'm an Englishman in New York
I'm an alien, I'm a legal alien
I'm an Englishman in New York
I'm an alien, I'm a legal alien
I'm an Englishman in New York
If "manners maketh man" as someone said
Then he's the hero of the day
It takes a man to suffer ignorance and smile
Be yourself no matter what they say
I'm an alien, I'm a legal alien
I'm an Englishman in New York
I'm an alien, I'm a legal alien
I'm an Englishman in New York
Modesty, propriety can lead to notoriety
You could end up as the only one
Gentleness, sobriety are rare in this society
At night a candle's brighter than the sun
Takes more than combat gear to make a man
Takes more than license for a gun
Confront your enemies, avoid them when you can
A gentleman will walk but never run
If "manners maketh man" as someone said
Then he's the hero of the day
It takes a man to suffer ignorance and smile
Be yourself no matter what they say
I'm an alien, I'm a legal alien
I'm an Englishman in New York
I'm an alien, I'm a legal alien
I'm an Englishman in New York
Where is the Love by The black eyed peas
1. Listen to the chorus. What is happening to the people and the children?
2. Who are the terrorists?
3. Who must help us?
4. Complete the following lines from the song:
People living like …….
But if you only have love ……..
Then you only leave space ……..
When you hate …….
Nations ……….
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Chemical gases ……….
What is going wrong ……..
Only visions ……….
The truth ……….
It’s swept ………
Can you practice ………
Send some ……….
What ever happened to ……….
5. What is happening to the man running towards the end of the video and why?
6. Where is the love?
Where Is The Love? (Full lyrics)
What's wrong with the world, mama
People livin' like they ain't got no mamas
I think the whole world addicted to the drama
Only attracted to things that'll bring you trauma
Overseas, yeah, we try to stop terrorism
But we still got terrorists here livin'
In the USA, the big CIA
The Bloods and The Crips and the KKK
But if you only have love for your own race
Then you only leave space to discriminate
And to discriminate only generates hate
And when you hate then you're bound to get irate, yeah
Madness is what you demonstrate
And that's exactly how anger works and operates
Man, you gotta have love just to set it straight
Take control of your mind and meditate
Let your soul gravitate to the love, y'all, y'all
People killin', people dyin'
Children hurt and you hear them cryin'
Can you practice what you preach
And would you turn the other cheek
Father, Father, Father help us
Send some guidance from above
'Cause people got me, got me questionin'
Where is the love (Love)
Where is the love (The love)
Where is the love (The love)
Where is the love
The love, the love
It just ain't the same, always unchanged
New days are strange, is the world insane
If love and peace is so strong
Why are there pieces of love that don't belong
Nations droppin' bombs
Chemical gasses fillin' lungs of little ones
With ongoin' sufferin' as the youth die young
So ask yourself is the lovin' really gone
So I could ask myself really what is goin' wrong
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In this world that we livin' in people keep on givin' in
Makin' wrong decisions, only visions of them dividends
Not respectin' each other, deny thy brother
A war is goin' on but the reason's undercover
The truth is kept secret, it's swept under the rug
If you never know truth then you never know love
Where's the love, y'all, come on (I don't know)
Where's the truth, y'all, come on (I don't know)
Where's the love, y'all
People killin', people dyin'
Children hurt and you hear them cryin'
Can you practice what you preach
And would you turn the other cheek
Father, Father, Father help us
Send some guidance from above
'Cause people got me, got me questionin'
Where is the love (Love)
Where is the love (The love)
Where is the love (The love)
Where is the love
The love, the love
I feel the weight of the world on my shoulder
As I'm gettin' older, y'all, people gets colder
Most of us only care about money makin'
Selfishness got us followin' our wrong direction
Wrong information always shown by the media
Negative images is the main criteria
Infecting the young minds faster than bacteria
Kids wanna act like what they see in the cinema
Yo', whatever happened to the values of humanity
Whatever happened to the fairness in equality
Instead in spreading love we spreading animosity
Lack of understanding, leading lives away from unity
That's the reason why sometimes I'm feelin' under
That's the reason why sometimes I'm feelin' down
There's no wonder why sometimes I'm feelin' under
Gotta keep my faith alive till love is found
People killin', people dyin'
Children hurt and you hear them cryin'
Can you practice what you preach
And would you turn the other cheek
Father, Father, Father help us
Send some guidance from above
'Cause people got me, got me questionin'
Where is the love (Love)
Where is the love (The love)
Where is the love (The love)
Where is the love (The love)
Where is the love (The love)
Where is the love (The love)
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V. Stereotypes
1)



Goal:
To provide understanding of cultural stereotypes .
to describe some ways in which values and behavior may differ between cultures.
How culture reflects the BELIEFS, VALUES, and ATTITUDES of a particular
culture and influences our BEHAVIOR.
2) Materials:
http://www.englishcafe.com/blog/Do-you-know-what-prejudice-6421 Do you know what
prejudice is?
http://www.englishcafe.com/blog/PODCAST-A-Discussion-On-International-Prejudice-andCultural-Bias-6422 PODCAST - A Discussion On International Prejudice and Cultural Bias
3) Stereotyping is when someone claims that members of another culture all share
the same, often inferior or offensive characteristics.
4)












Where do stereotypes come from?
Parents and family
The media
Friends
Education (school, university)
Travel
Laziness
Fear
Envy
A sense of superiority
Lack of experience of people, etc.
Historical basis
Basis in fiction
6. Types of stereotypes
 racial e.g. Red Indians in cowboy films are seen as bloodthirsty savages
 gender e.g. women are bad drivers
 age e.g. old people are said to be very forgetful
 religion e.g. Catholics families have a lot of children
 profession e.g. all lawyers are greedy
 other cultures e.g. The British are cold.
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7. How do you guard against stereotyping other cultures?
a. We all know the common statements and they are usually not very complimentary,
such as:
 the Germans are rigid and time obsessed,
 the Italians are emotional, and so on.
b. One way to deal with stereotypes is to examine them more deeply. Take a stereotype
(which is usually a bit negative) and turn it round to make it positive. For example,
'The British are cold' could become 'Most British like to preserve their privacy.' 'The
Americans are loud,' could become 'Most Americans are outgoing', and so on.
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c. The importance of personal experience. A person who has travelled abroad and who
has lots of international experience will probably be rather different in cultural style
from someone who has done all his /her education or work in his/her own country.
d. Notice the language we use. Avoid phrases like 'The British' and use instead 'Many
British' or 'Most British' and 'The British have the reputation of ...' These avoid the
blanket statements that stereotype people.
……………………………………………………………………………………….
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