I have students discuss with their groups whether or not they stereotyped during this activity. After they’re done this first part of the activity, I like to pause and provide students with the definition of stereotype: a widely held but fixed and oversimplified image or idea of a particular type of person or thing. Then, in small groups, I get them to discuss assumptions they have about what their personalities would be like, what job they would have, etc. I start this activity by putting up 5 pictures of strangers around the classroom. I usually do this activity after students have finished reading chapters 3 and 4. This time, however, it is by deconstructing the stereotypes at the center of the novel. The second activity I use for teaching The Outsiders will prompt students to dig deeper and empathize with the characters. What did you learn about identity through this activity?.Can you identify with more than one group? What other groups in this class activity do you identify with?.Which group in the class do you think your group has the least in common with? Why?.To close the activity off, I like to start a whole class discussion using questions like… It’s important to tell them that it doesn’t matter if they are alone in a group since perhaps the other people who identify with this group are simply not in this class! I always offer the option for students to create their own identity card as well as some may not feel connected to the pre-selected options. Then, I explain that students should look around and have them choose one that they identify with the most. I hang identity cards on the wall all around the room (football player, musician, academic etc.). I have them consider what kind of group they associate with. Students then get the chance to analyze their own identities. Students should develop a list that may include such things as having long greased hair, fighting, committing crimes, being tough, carrying a switchblade, and showing loyalty, for example. appearance, interests, actions, personality, etc.).
Then, in small groups or as a whole class, I get students to discuss the important elements of identifying with this group (i.e. This gets students thinking about the idea of “identity” before they even sit down.Īt the start of class, I explain that Ponyboy identifies himself as a greaser. On the day after students have read chapters 1-2 from The Outsiders, I like to initiate this activity by putting up an identity-related poster on the classroom door.
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