Exposing the topic to the Cultural foundations. Basic course. 2.

Cultural belonging and identity

student

Cultural belonging and identity

Every person belongs to different cultures (national, folk, regional, urban, rural, youth, etc.) that define their
identity.
Identity and cultural belonging are linked to the values of a society and are expressed in the way
individuals, communities, nations and other groups live.
Both human and societal identity is fluid - influenced by the rapid pace of innovation in today's society,
for example, the evolution of the digital environment is shaping people's digital identities. The effects of
globalisation can also create contradictory changes in cultural belonging and identity.
It is important for the people of Latvia to identify, maintain and affirm a Latvian cultural space.
The sense of belonging of every person and community includes tolerance and loyalty to other cultures.

At the end of the topic, you will be able to

●
to identify our identity so that we know ourselves;
●
describe our identity so that others recognise us;
●
construct an identity to make decisions to act tolerantly.

Achievable results How will you learn?

You will learn about your cultural belonging from
your personal daily life and cultural experiences.
(K.V.2.8.)
You will better understand your cultural
belonging and the expression of identity in
the creative process. (K.V.2.8; K.V.3.1)
You will define the core values for your
personal growth. (K.V.2.7.)
You will look for reflections of national identity
(of Latvia, Latvians, Latvian people) in various
sources of information: materials of the Latvian
Institute, tourism advertisements, travel guides,
fiction, art, anecdotes, the animated film "Latvietis",
etc.
Draw your identity tree (graphic drawing).
Reflect on your personal experiences and mark the
most important events in your life in your drawing!
Roots symbolise the values and beliefs
acquired in the family. The trunk represents the
experience gained at school and in society.
Branches - visions of the future in education
and profession. Flowers or fruit - dreams of
cultural experiences (e.g. climbing the Eiffel
Tower, listening to the opera at La Scala,
see original Van Gogh paintings, go to the
Woodstock Festival, etc.)
Demonstrate your identity tree and reflect on
your belonging to a particular community
(cultural belonging), country (national
belonging), nation (ethnic belonging), religion
(religious belonging); evaluate your cultural
experiences
influences/changes this affiliation

© National Centre for Education | ESF project Nr.8.3.1.1/16/I/002 Competence-based approach to curriculum 1
 Cultural foundations. Basic course. 2. Cultural belonging and identity

Achievable results How will you learn?

You will discuss your community, nationality,
country, religion. (K.V.2.8.)
You will be able to distinguish between personal
and shared identities, between different social
groups; discuss the benefits and challenges of
belonging to different cultures. (K.V.2.8.)
You will evaluate and analyse your own and
your classmates' artistic performance and/or
collaboration in an individual and/or group
creative task. (K.V.3.7; K.V.3.8)
TOP 10 characteristics of Latvia, Latvians,
Latvian people: the 10 most important specific
ethnic/national cultural traits that are manifested
in everyday practices and lifestyles.
Compare it with the TOP 10 created by your
parents and grandparents, looking for
commonalities and differences, and find out
which of them are national identity brands.
Discuss with your classmates what you have
learned, what is common and different, what is
changing.
Based on your findings, you will create and
present a tip sheet and proposals to improve
your digital identity.
Describe the possibilities that the digital
environment offers for building cultural
belonging and identity. Examine the digital
identity you have created - your digital
footprint and its possible consequences.
Create your class identity brand - an emotive
symbol that embodies your unique class identity
(on a shirt, flag, motto, song).

Key concepts
Identity, cultural community, belonging, digital identity, identity brand, digital footprint.

© National Centre for Education | ESF project Nr.8.3.1.1/16/I/002 Competence-based approach to curriculum 2
Criteria
sheet
Description of the levels of performance in the
Criterion I started to learn
Value landmarks I recognise and understand
of cultural
the concepts of "identity",
belonging
and identity "cultural belonging",
"community", "national".
I am aware of my cultural
belonging and identity, as well
as that of my family, school,
society and community.
Belonging to a I recognise and understand
digital culture
the terms "digital identity",
and identity
"identity brand",
"digital footprint".
subject
I continue to learn
I use the terms "identity",
"cultural belonging",
"community", "national".
I analyse and classify the
cultural belonging and
identity value landmarks (an
individual's language,
nationality, cultural traditions
and history) in the immediate
neighbourhood.
I use the terms "digital
identity", "identity brand",
"digital footprint".
I am creating a digital
footprint of cultural
belonging.
© National Centre for Education | ESF project Nr.8.3.1.1/16/I/002 Competence-based approach to curriculum
Cultural foundations. Basic course. 2. Cultural belonging and identity
I have mastered Advanced
I define the core I make a reasoned case for
concepts of my cultural concepts that are personally
belonging and identity. meaningful to my cultural
belonging and identity.
I am able to assess the
value orientations of I understand the value
cultural belonging and orientations of cultural
identity (an individual's belonging and identity
language, nationality, (language, nationality,
cultural traditions and cultural traditions and history) in
history) in the immediate the immediate area.
area.
I define the key concepts of I describe the possibilities
digital cultural belonging and that the digital environment
identity. offers for the construction of
cultural belonging and
I analyse the digital footprint of
identity.
cultural belonging.
I evaluate the digital identity I
have created - my digital
footprint and its possible
consequences.
3

Criterion I started to learn
Cultural belonging I am aware that identity
and principles
formation is a lifelong
of identity
construction process, linked to various
developments and changes in
society.
I am looking for the
reflection of cultural
belonging and identity (of
Latvia, Latvians, Latvian
people) in different sources of
information:
Institute of Latvia materials,
tourism advertisements, travel
guides, fiction, art, anecdotes,
the animated film "Latvietis",
etc.
I continue to learn
I analyse that identity is a
lifelong process that is linked
to changes in society brought
about by globalisation.
I classify the reflection of
cultural belonging and
identity (of Latvia, Latvians,
Latvian people) in various
sources of information:
materials of the Latvian
Institute, tourism
advertisements, travel
guides, fiction, art,
anecdotes, the animated film
"Latvietis", etc.
© National Centre for Education | ESF project Nr.8.3.1.1/16/I/002 Competence-based approach to curriculum
Cultural foundations. Basic course. 2. Cultural belonging and identity
I have mastered Advanced
I discuss that identity is a Understand the diversity
lifelong process that is linked of cultural belonging and
to changes in society brought identity associated with
about by globalisation. globalisation
changes in society.
I explain and evaluate the
representation of cultural I am able to compare the
belonging and identity (of reflection of cultural belonging
Latvia, Latvians, Latvian and identity (of Latvia,
people) in various sources of Latvians, Latvian people) in
information: different sources of
Institute of Latvia materials, information: materials of the
tourism advertisements, travel Latvian Institute, tourism
guides, fiction, art, anecdotes, advertisements, travel guides,
the animated film "Latvietis", fiction, art, anecdotes, the
etc. animated film "Latvietis", etc.
I recognise stereotypical ideas
and can explain how they come
about.
4
Tasks/exercises Cultural foundations. Basic course. 2. Cultural belonging and identity

Understanding cultural
belonging
Task. Choose a cultural event from last summer (9th grade graduation, Midsummer celebration, city
festival, grand concert, etc.) and write a short description explaining why you chose this event!

1. Based on your understanding and experience of the senses (sight, hearing, touch, smell, taste), describe
how you felt your senses at the selected cultural event! Describe both sensations and emotions in your
explanation!
2. Choose the three senses that you think best help you understand the concept of cultural belonging!
Justify your opinion with experience!
3. Based on your description, write down how you understand the concept of cultural belonging!
© National Centre for Education | ESF project No.8.3.1.1/16/I/002 Competence Approach in Curriculum5
Tasks/exercises Cultural foundations. Basic course. 2. Cultural belonging and identity

Explanation of the concepts of cultural belonging and

identity
1. To understand the diversity of identity components, create and fill in the table!
First, based on your understanding, fill in box 2 about the student's understanding, then boxes 3 and 4.
1. aile. Keywords (vertically: individual, community, lifestyle, national (Latvian, Russian, Lithuanian,
Estonian, etc.) identity, national identity, regional identity, identity brand, digital footprint).
2. aile. Student understanding. The student completes the box for each keyword based on his/her experience and existing knowledge.
3. aile. Example of a quote from the media (books, magazines, social networks, etc.). The
pupil looks for information in the media for each keyword and completes the second box.
4. aile. Explanation in a dictionary or academic source. The pupil looks up each
keyword cultural concept in an explanatory dictionary.

2. landmarks of cultural belonging and

3. Example of a quote from the media
1. Keywords identity value (individual's language, 4. dictionary or academic
(books, magazines,
(from standard) nationality, cultural traditions and history) sources
social networks, etc.)
observed by the pupil in the immediate
surroundings
Individual

2. Once the table is filled in, make a comparison - see if your experience matches the examples of media quotes and academic sources!
3. Your insights from doing these tasks!
© National Centre for Education | ESF project No.8.3.1.1/16/I/002 Competence-based approach to curriculum6
Tasks/exercises Cultural foundations. Basic course. 2. Cultural belonging and identity

Digital identity on social networks

Task. Construct your identity on social networks! Today's new trend: online and offline identities.

1. Read the text and discuss with a classmate! Do others agree with your opinion?
Social media and networks have become very popular in the age of the internet. This brings new
challenges in identifying and building your identity. People now have an 'offline identity' - their
everyday self outside the internet - and an 'online identity' - their online identity on social networks.
More and more people do not want to show who they really are, but rather to "build" themselves from
two questions: "How do others want to see me?" and "How can I ensure that others see me positively?"
(Nie, J. & Sundar, S. (2013). Who Would Pay for Facebook? Self Esteem as
a Predictor of User Behavior, Identity Construction and Valuation of
Virtual Possessions. Lecture Notes in Computer Science, Vol. 8119, pp 726-
743.)

2. Complete the sentences with examples from your experience as a social media
user! If I am conscientious about my online ...
If I play role-playing games, adopting new identities, then...
If I realise the consequences of unethical behaviour on the internet, then....
If I publish reviews or reflections on what I've seen, heard or read recently, then...
If I do everything I can to reduce the risks and dangers I face on the internet, then... If I
expand my circle of friends and acquaintances, then...
If I assess and measure a person's 'digital footprint' on the internet, ...

3. Choose one of the actions from the previous exercise! Justify why it would be important to follow
it on social networks! Discuss your answers with your classmates!

4. Discuss with your classmates!

What does it mean to "build" an identity on social
networks? What are the + or - to consider?

© National Centre for Education | ESF project Nr.8.3.1.1/16/I/002 Competence-based approach to curriculum 7
 Cultural foundations. Basic course. 2. Cultural belonging and identity

5. Time magazine has featured a person of political significance on its cover every year for 90 years in its
last issue in December, but in 2006 it was a computer. Here are three criteria why the magazine's
editors made this choice! Then read the explanation in the sources! Compare the justifications!

Time magazine cover. Cover by Artūrs Hochsteins, photographer:

John Spencer. Cover Credit: Photo-Illustration for Time
by Arthur Hochstein, with photographs by Spencer Jones&Glasshouse
December 25, 2006 | Vol. 168 No.26
Culled from:
http://content.time.com/time/magazine/0,9263,7601061225,00.html

© National Centre for Education | ESF project Nr.8.3.1.1/16/I/002 Competence-based approach to curriculum 8
Tasks/exercises Cultural foundations. Basic course. 2. Cultural belonging and identity

Identity construction
Each person can belong to different cultures (national, folk, community, regional, urban, rural, youth, etc.),
which determine their identity. Identity is the basis of cultural belonging. Identity is constructed from
different value orientations and is a lifelong process.

Task. Read the text! How do you understand identity as a fixed result and identity as a process? Over
the last thirty years or so, the concept of identity has gained special attention, importance and
popularity in the social sciences, and has changed its meaning from a fixed entity to a dynamic and
in an individual project (Markus, Nurius, 1986). Identity is no longer something ready-made,
predetermined or innate; instead, we now understand it as an active process and an individual practice that
must be consciously constructed, managed and organised. (Giddens, A. Modernity and Self-Identity.
Stanford University Press.1991.256 page, ISBN: 9780804719445)

1. Please rate on a scale of 10 how much you feel you belong (+1 is least belonging; +10 is most
belonging, can be the same)!

For Latvia

For my people

For your place of residence (city/parish)

For people of your generation

For people of your own sex

For your school

People who use the same social networks

For people attending interest groups

People you spend your free time with

For others (who?)

2. Why did you give it this rating? Identify your belonging, choose five aspects from the above! Rank them
from 1-5 and comment!

© National Centre for Education | ESF project Nr.8.3.1.1/16/I/002 Competence-based approach to curriculum 9
 Cultural foundations. Basic course. 2. Cultural belonging and identity

3. Write the seven groups you belong to on the right side of the bulb, with the highest scoring groups
closer to the core of the bulb! Describe your current identity, indicating the main factors!

Image by I. Pitkeviča

You can complete the next tasks in the Culture Diary.

4. Look for the reflection of national identity (of Latvia, Latvians, Latvian people) in various sources of
information: materials of the Latvian Institute, tourism advertisements, guidebooks, fiction, art,
anecdotes, the animated film "Latvietis", etc.

5. From the information you have found, create the TOP 10 characteristics of Latvia, Latvians, Latvian
people: the 10 most important specific ethnic/national cultural traits that are manifested in everyday
practices and lifestyles!

6. Compare it with the TOP 10 created by your parents and grandparents, looking for common
and different features! Find out which ones are national identity brands!

7. Discuss with your classmates what you have learnt, the common and the different, the changing!

© National Centre for Education | ESF project Nr.8.3.1.1/16/I/002 Competence-based approach to curriculum 10
Tasks/exercises Cultural foundations. Basic course. 2. Cultural belonging and identity

The tree of cultural belonging and identity

A4 sheet of paper, pencil or pen.

1. Draw the tree you associate yourself with! It's a graphic drawing and the tree has roots, trunk and
leaves.
2. Reflect on your personal experiences and mark the most important events in your life in a drawing!
Roots symbolise the values and beliefs acquired in the family.
A trunk - the experience gained at school and in the community.
Branches - visions for the future in education and the profession.
Flowers or fruit - dreams of cultural experiences you've never had before (like climbing the Eiffel Tower,
listening to the opera
La Scala, see Van Gogh's original paintings, go to the Winter/Summer Olympics, etc.)
3. Gather new information about cultural belonging and identity characteristics, understanding the
basics of identity construction!
4. Demonstrate and comment on your identity tree to your classmates!
5. Reflect on your belonging to a particular community (cultural belonging), country (national
belonging), nation (ethnic belonging), religion (religious belonging)!
6. Evaluate which cultural experiences influence/change this belonging!

© National Centre for Education | ESF project Nr.8.3.1.1/16/I/002 Competence-based approach to curriculum 11