1
The lesson introduces the project. It also has the students introduce themselves as part of their family story. The students will learn to represent themselves via a photo. They will use this photo to tell a story about their identity and how they connect to their family story. It can also be used to show how the students' individual story connects their classmates’ story and later to the story of the Jewish people.
Introduction of the My Family Story Project:
My Family Story (MFS), now in its 30th anniversary year, is a meaningful and fun Jewish heritage program that involves over 80,000 Jewish youth from over 26 countries around the globe. Students research their roots and use their creative skills to design original, artistic installations that capture the essence of their family history. Top entries are selected for display in an international exhibition.
My Family Story goes beyond the typical family tree. It connects the younger generation to their personal stories, their family stories, and the broader story of the Jewish people.
My Family Story is one of ANU – Museum of the Jewish People’s most innovative flagship programs. Through a yearlong curriculum, young participants in Israel and worldwide Jewish communities embark on a fun and meaningful, personal, experiential, international and multigenerational Jewish heritage project. Through rigorous research and inspiring creativity, the students produce a final art display illustrating their personal exploration into their family roots and connection to the greater story of the Jewish people.
All About Me! Personal Identity
Personal identity is the most ultimate questions of our own existence, it is the essence of who we are. We will create an Identity Chart that can help students consider the many factors that shape who they are as individuals and as a community. We will use an identity chart to deepen students’ understanding of themselves individually and as related to groups, nations, and their shared history. Sharing their own identity charts with peers can help students build relationships and break down stereotypes. In this way, identity charts can be used as an effective classroom community-building tool. It can also define who the class is and what commonalities all members share.
Before creating a starburst identity chart, have the class brainstorm categories they consider when thinking about the question, “Who am I?”—categories such as our role in a family (daughter, son, father, mother, etc.), hobbies and interests (e.g., guitar player, football fan), background (religion, nationality, hometown, place of birth), and physical characteristics (tall, short, color of hair, etc.).
You and your students can generate other group lists of categories, such as goals, aspirations, values, beliefs, meaningful experiences, skills, talents and whatever else they are proud of.
We will create a starburst identity card for the class, as a whole, to better understand how to create an individual card.
After discussing the class chart, students can use the lists of categories they have used to describe the class and then apply this same list of categories as a guide when creating identity charts for themselves. The lists that the students create should be available to them when working on their own charts.
Now we will have students create their own individual charts. Pass out the blank starburst charts from Additional Resources below or have students create their own. Instruct them to NOT put their name in the center at this time. Encourage them to be creative in categories, titles, descriptions that they feel best describe themselves. They can use mottos, favorite songs, favorite colors, appearance, etc.. Encourage the students to add as many connections as possible.
Once the individual students’ charts are complete, help the students visualize the difference between factors that they feel make up their identities (arrows pointing out from the center) versus labels that others place on them (arrows pointing into the center). Because we may agree with some ways that the outside world views us and disagree with others, there may be some overlapping ideas between the two sets of arrows. Have the students add these arrows.
Individual and group identities are composed of multiple factors, some having more significance in particular contexts. To help students appreciate this concept, ask the students to number the five factors that are most significant to shaping their identity in one context, such as school, and then in another context, such as home or with friends.
Arrange all the nameless charts around the room and have all the students look at all the charts. Have them guess which chart belongs to which classmate. If a student is not comfortable sharing their chart, respect this and let them participate without sharing their individual chart.
Have students take back their charts and put their names on them. Ask them to add a photo or draw a picture of themselves in the middle of the chart. Have them save their charts to be included in their work going forward.
My Family Story Awards Ceremony 2024, Participants from all over the world show their work: https://youtu.be/WI-hWUsgA9U?si=awTI0nx4egseHn3r
The ANU Museum in Tel Aviv. Introduction and view of the new museum: https://youtu.be/pvICWFHHkyQ
Personal Identity Chart: Please send an Email to sharonh@anumuseum.org.il
My family story
By Manuel Hirsch Grosskopf