“Never forget what you are, for surely the world will not. Make it your strength. Then it can never be your weakness. Armour yourself in it, and it will never be used to hurt you.” ― George R.R. Martin, A Game of ThronesGeorge R.R. MartinA Game of Thrones

 The language of our identity reveals our values and our heritage. This is on an individual level (you!) and on a cultural level (a greater understanding of our society and our country)  Examining the theme of identity in poetry, literature, and songs gives us greater insight into our own identity  By understanding who you are, you have a greater chance at future success (career, relationships, love, interests) because you do not “suffer” from role confusion. (See next slide)  What will your verse be??

 Identity vs. Role Confusion  During adolescence (age 12 to 18 yrs), the transition from childhood to adulthood is most important. Children are becoming more independent, and begin to look at the future in terms of career, relationships, families, housing, etc. The individual wants to belong to a society and fit in.  This is a major stage in development where the child has to learn the roles he will occupy as an adult. It is during this stage that the adolescent will re- examine his identity and try to find out exactly who he or she is. Erikson suggests that two identities are involved: the sexual and the occupational.roles  According to Bee (1992), what should happen at the end of this stage is “a reintegrated sense of self, of what one wants to do or be, and of one’s appropriate sex role”.

 Erikson claims that the adolescent may feel uncomfortable about their body for a while until they can adapt and “grow into” the changes. Success in this stage will lead to the virtue of fidelity.  Fidelity involves being able to commit one's self to others on the basis of accepting others, even when there may be ideological differences.  During this period, they explore possibilities and begin to form their own identity based upon the outcome of their explorations. Failure to establish a sense of identity within society ("I don’t know what I want to be when I grow up") can lead to role confusion. Role confusion involves the individual not being sure about themselves or their place in society.  In response to role confusion or identity crisis an adolescent may begin to experiment with different lifestyles (e.g. work, education or political activities). Also pressuring someone into an identity can result in rebellion in the form of establishing a negative identity, and in addition to this feeling of unhappiness.

 “We know what we are, but not what we may be.” ― William ShakespeareWilliam Shakespeare  “Perhaps it's impossible to wear an identity without becoming what you pretend to be.” ― Orson Scott Card, Ender's GameOrson Scott CardEnder's Game  “When I discover who I am, I’ll be free.” ― Ralph Ellison, Invisible ManRalph EllisonInvisible Man  “A girl should be two things: who and what she wants.” ― Coco Chanel, The Gospel According to Coco Chanel: Life Lessons from the World's Most Elegant WomanCoco ChanelThe Gospel According to Coco Chanel: Life Lessons from the World's Most Elegant Woman

 “The best way to find yourself is to lose yourself in the service of others.” ― Mahatma GandhiMahatma Gandhi  “It's like everyone tells a story about themselves inside their own head. Always. All the time. That story makes you what you are. We build ourselves out of that story.” ― Patrick Rothfuss, The Name of the WindPatrick RothfussThe Name of the Wind  “We can spend our lives letting the world tell us who we are. Sane or insane. Saints or sex addicts. Heroes or victims. Letting history tell us how good or bad we are. Letting our past decide our future. Or we can decide for ourselves. And maybe it's our job to invent something better.” ― Chuck Palahniuk, ChokeChuck PalahniukChoke

 It was all a dream I used to read Word Up magazine Salt’n’Pepa and Heavy D up in the limousine Hangin’ pictures on my wall Every Saturday Rap Attack, Mr. Magic, Marley Marl  Now honies play me close like butter played toast From the Mississippi down to the east coast Condos in Queens, indo for weeks Sold out seats to hear Biggie Smalls speak Livin’ life without fear Puttin’ 5 karats in my baby girl’s ears Lunches, brunches, interviews by the pool Considered a fool ’cause I dropped out of high school Stereotypes of a black male misunderstood And it’s still all good  We used to fuss when the landlord dissed us No heat, wonder why Christmas missed us Birthdays was the worst days Now we sip champagne when we thirst-ay Uh, damn right I like the life I live ‘Cause I went from negative to positive And it’s all good.

1. Read the poem in your head AND out loud to your group (read at least 2-3 times) 2. Hear the rhythm, the rhyme, the sound devices. How do they enhance the meaning? How do they increase our enjoyment of the poem? 3. According to this poem, how would you describe Biggie’s sense of self? What does he celebrate about his life? 4. How does BIGGIE express his identity, who he is, through his rap? In your group, compose a short summary that explains who Biggie IS according to his poem. You can write on the poem sheet itself.