A particpatory activity exploring how your identity links to the place you were born, where your family come from, and other places of significance to identity.
KS3 | 15 Mins | Teacher led
KEY QUESTION: Where am I from?
Learners can develop their ideas about their identity and heritage through this activity as they consider where they and their parents and grandparents were born to help them think about where they are from.
NOTE: It is important to know and be sensitive to the possibility that some learn
ers will not know this information (e.g. if they are adopted) or that it may have painful connotations (e.g if they are a refugee). It is important to suggest and support the activity with these things in mind. It is also important to be aware if most of the group are in a huddle and one or two learners are clearly isolated, i.e. if they are the only ones who come from somewhere different to the majority. These are not reasons to avoid the activity, and they are important to include as opportunities to raise awareness of how where we come from forms a crucial part of our identity and how hard it is for people where this is not something they are comfortable with.
1. Naming a central spot in the room as somewhere, ask learner to go to where they were born in relation to this place. You may need to show learners what scale you are using, and adapt it depending on where people are, for example it may be that most were born in the region, or it may be that the space needs to represent the whole world.
2. Next ask everyone to move to where their mother was born, and then their father, and perhaps grandparents too.
3. Discuss or briefly talk about the movements that have happened, to show that everyone moves at some time.
4.Ask learners to return to the place of their own birth, and think of something positive to say about it, which could be a reason why people should visit. Share these as a group.
5. Lastly ask learners to share a negative stereotype about their place, and reflect on both the positive and the negative as a group. It may be appropriate to do a stand on the line activity, encouraging learners to position themselves along a line from 100% positive to 100% negative, to share what they feel or believe about their place.
We would like to thank Janine Waters for introducing them to the idea of Geoscapes