You, Me, and Society

How does society influence our identity and the choices we make?

To use this HyperDoc template, make a copy, then follow the lesson design notes to add content, links, and
instructions. A completed lesson template is meant for students to use. HyperDoc templates are easy to revise and
customize to the structure of the lesson you are creating, just follow the instructions below. Have Fun!

Engage
To engage students at the beginning of a lesson, insert video, image,
quote, or another inspirational hook in this box.
The Goal: Reveal Pre-existing ideas, Beliefs, Preconceptions. Pose
questions that students will begin to answer in “Explore”

Click to watch

The Bear That Wasn't

Instructions:
1. Watch this five minute video
2. Observe the differences in the bear’s opinion of himself in the
beginning of the video versus toward the end
3. Analyze the bear’s final perspective of himself. How did he
come to that conclusion?
4. Lastly, reflect on these questions: Do you think the bear allows
society to influence his identity? How do you relate to the
bear? Have you been in a similar situation before? If yes, how
did you approach it? What are some influences in your life that
affect your identity and the choices you make?
5. Submit your reflections on our padlet

Explore
Curate a collection of resources (articles, videos, infographics, text
excerpts, etc.) for students to explore the topic.
The Goal: Students may be gathering data, sharing ideas, looking for

© HyperDocs
patterns, making conjectures, and developing further questions and
problem solving considerations with the use of the information/activity
provided

Make a copy of this Observation Worksheet. Watch each video and

read the article located on the worksheet. Follow the directions
provided here and on the worksheet.
Instructions:
1. Make a copy of the observation worksheet
2. Watch the videos and read the article one by one and fill out
the observation worksheet individually as you go
3. Remember to put your name and your class period
4. Answer the reflection questions at the end in complete
sentences
5. Post your observation worksheet to our Google Classroom as a
Google Drive document

Explain
Use this section to allow students to explain their thinking and move
towards demonstrating mastery of the lesson’s objective.
The Goal: Provide opportunity for students to compare ideas,
construct explanations, justify in terms of observations and/or data
collected in a collaborative large group environment.

Now that you’ve shared your observation worksheet with your

classmates on our Google Classroom, please view at least two of your
classmates’ observation worksheets and provide feedback for them.
You can do this by adding a class comment on their original comment
and upload. Follow the directions that I have posted as a comment on
© HyperDocs
our Google Classroom.

Apply/Elaborate
Use this section for students to apply information from the previous
sections to new circumstances or elaborate on a particular aspect at a
deeper level usually coming in the form of “What if” questions.
The Goal: Allowing students the opportunity to discuss how their
thinking has changed or been solidified.

Practice: Create a Starburst Identity Chart from Facing History and

Ourselves. Follow the directions here and on the worksheet.
Instructions:
1. Copy the identity chart on a piece of paper
2. Write your name in the middle
3. For the arrows pointing outward, write words or phrases that
you think are key aspects of your identity
4. For the arrows pointing inward, write labels that other people
may use to describe you/your identity
5. Label your arrows with numbers and at the bottom of your
chart, list your words/phrases in order and briefly explain why
you think of yourself that way or why do you think society
thinks of you that way
6. Finally, indicate which words/phrases you think actually
describe you the best. Your own or other people’s? Or a mix?
Write it at the very end of the chart after your list AND explain
why

Reflect/Evaluate
Include an opportunity for face-to-face or digital reflection to guide
students along their learning progression, evaluating progress and
setting new goals for continued exploration.
The Goal: Refine initial answer to the “driving question” and reflect
on ideas, goals and beliefs concerning their progress.

Record & post your reflection on Flipgrid

© HyperDocs
Using our class Flipgrid, reflect on your prior knowledge and initial
thoughts about social influence. Then, reflect on the new information
that you’ve learned from the videos, the article, and your peers. What
did you learn about social influence? What did you learn about
yourself and your identity in terms of social influence?

Did your perspective about your identity change, why or why not? Do
you feel like your identity is largely shaped by society or not at all?
Finally, answer our driving question: how does society influence who
we are and the decisions we make?

© HyperDocs