Ethics

Second grade workbook

Instituto Colinas
Assembled by teacher Arturo Franco.
Index.

A) Knowing and caring for one self

a. Personal identity and care of one self………………………………………….3
i. Build a critical posture towards the distribution of information on
social media and how that influences a person´s identity……………3
b. Rights and human dignity………………………………………………………7
i. Value your responsibility and demand your right to health, integrity
and security………………………………………………………………8
B) Responsibility and Freedom.
a. Freedom as a value and human right…………………………………………10
i. What are the fundamental freedoms? …………………………………..10
b. Responsibility and freedom: dignity, rights and common good…………...10
i. Critical thinking: analyze information and take autonomous
decisions ………………………………………………………………..10
C) Diversity
a. Interculturalities, diversity and non-discrimination……………………….11
i. Participate in projects to promote an inclusive culture in public
spaces……………………………………………………………………11
b. Collective identity and social unity…………………………………………..12
i. Value and respect the influence of other people in your social and
cultural identity……………………………………………………...…12
c. Equality and gender education……………………………………………….12
i. Analyze gender equality within relationships of different natures,
such as friends, couples, school………………………………………12
D) Conflict solving.
a. Peace culture……………………………………………………………………13
i. Discuss how the actions of persons, groups, countries and nations
are related to a general culture of peace……………………………..13

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 b. Ways of facing conflicts………………………………………………………..19
i. Analyze conflicts looking for the most convenient way to solve it
without affecting others nor yourself. ……………………………….19
c. Interpersonal and social conflicts……………………………………………..25
i. Promote the ethics of non-violence as way of life…………………..25
E) Justice and Law.
a. Justice and coexistence…………………………………………………………27
i. Value the impartial application of law and discuss about the
situations under which law is not enforced equally………………....27
b. Creating and applying laws in democratic life………………………………27
i. Recognize that the homogeneous application of law is fundamental
for a righteous society………………………………………………….27
c. Institutional authorities in the enforcement of law…………………………27
i. Recognize the contributions and responsibilities of workers within
public dependencies; also, analyze and value the importance of
acting according to the law to favor the State of Democracy………27
F) Democracy and civil participation.
a. Democracy as a way of social and political organization………………….28
i. Analyze the political organization of Mexico according to
democratic principles………………………………………………….28
b. Democracy as the foundation of critical thinking and decision making
according to common interests………………………………………………..33
i. Human dignity, collective needs and organized civil cooperation..34
c. Civil participation in political and civil dimensions………………………..35
i. Build a critical idea of the political and social dimensions of civil
participation…………………………………………………………….35

Anex……………………………………………………………………………………………..36

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A) Knowing and caring for one self
a. Personal identity and care of one self: complete the following chart. Share
and compare the results with your classmates:

(Michigan, 2019)
i. Build a critical posture towards the distribution of information on
social media and how that influences a person´s identity: read the
following introduction to the book The language of social media (2014),

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written by Philip Seargeant and Caroline Tagg of the Open
University and University of Birmingham, respectively:

4
5
(Seargant & Tagg, 2014)

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b. Rights and human dignity.

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 i. Value your responsibility and demand your right to health, integrity
and security.

Read the following articles proclaimed in the Universal Declaration of Human Rights
issued by the United Nations in 1948:

1. We Are All Born Free & Equal. We are all born free. We all have our own thoughts
and ideas. We should all be treated in the same way.
2. Don’t Discriminate. These rights belong to everybody, whatever our differences.
3. The Right to Life. We all have the right to life, and to live in freedom and safety.
4. No Slavery. Nobody has any right to make us a slave. We cannot make anyone our
slave.
5. No Torture. Nobody has any right to hurt us or to torture us.
6. You Have Rights No Matter Where You Go. I am a person just like you!
7. We’re All Equal Before the Law. The law is the same for everyone. It must treat us all
fairly.
8. Your Human Rights Are Protected by Law. We can all ask for the law to help us when
we are not treated fairly.
9. No Unfair Detainment. Nobody has the right to put us in prison without good reason
and keep us there, or to send us away from our country.
10. The Right to Trial. If we are put on trial this should be in public. The people who try
us should not let anyone tell them what to do.
11. We’re Always Innocent Untill Proven Guilty. Nobody should be blamed for doing
something until it is proven. When people say we did a bad thing we have the right to
show it is not true.
12. The Right to Privacy. Nobody should try to harm our good name. Nobody has the
right to come into our home, open our letters, or bother us or our family without a good
reason.
13. Freedom to Move. We all have the right to go where we want in our own country and
to travel as we wish.

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14. The Right to Seek a Safe Place to Live. If we are frightened of being badly treated in
our own country, we all have the right to run away to another country to be safe.
15. Right to a Nationality. We all have the right to belong to a country.
16. Marriage and Family. Every grown-up has the right to marry and have a family if
they want to. Men and women have the same rights when they are married, and when
they are separated.
17. The Right to Your Own Things. Everyone has the right to own things or share them.
Nobody should take our things from us without a good reason.
18. Freedom of Thought. We all have the right to believe in what we want to believe, to
have a religion, or to change it if we want.
19. Freedom of Expression. We all have the right to make up our own minds, to think
what we like, to say what we think, and to share our ideas with other people.
20. The Right to Public Assembly. We all have the right to meet our friends and to work
together in peace to defend our rights. Nobody can make us join a group if we don’t want
to.
21. The Right to Democracy. We all have the right to take part in the government of our
country. Every grown-up should be allowed to choose their own leaders.
22. Social Security. We all have the right to affordable housing, medicine, education, and
childcare, enough money to live on and medical help if we are ill or old.
23. Workers’ Rights. Every grown-up has the right to do a job, to a fair wage for their
work, and to join a trade union.
24. The Right to Play. We all have the right to rest from work and to relax.
25. Food and Shelter for All. We all have the right to a good life. Mothers and children,
people who are old, unemployed or disabled, and all people have the right to be cared
for.
26. The Right to Education. Education is a right. Primary school should be free. We
should learn about the United Nations and how to get on with others. Our parents can
choose what we learn.
27. Copyright. Copyright is a special law that protects one’s own artistic creations and

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writings; others cannot make copies without permission. We all have the right to our own
way of life and to enjoy the good things that art, science and learning bring.
28. A Fair and Free World. There must be proper order so we can all enjoy rights and
freedoms in our own country and all over the world.
29. Responsibility. We have a duty to other people, and we should protect their rights
and freedoms.
30. No One Can Take Away Your Human Rights.

B) Responsibility and Freedom.

a. Freedom as a value and human right.
i. What are the fundamental freedoms?
1. What is freedom from fear?

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

2. What is freedom of speech?

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

3. What is freedom of worship?

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

4. What is freedom from want?

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

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 b. Responsibility and freedom: dignity, rights and common good.
i. Critical thinking: analyze information and take autonomous
decisions

Read the following scenario and number the options bellow:

A young couple, a doctor and a scholar, have inherited a lot of money from their
grandparents. Even though, they live in a quite humble house. They have some jewelry and
savings to put their kids through college. One night, while the doctor was out working, his
wife went to the dry cleaning and the baby is sleeping. Out of the blue, a fire starts in the house.
She comes back in the moment in which the flames are reaching the dining room. She entered
the house to save all she could. In what order would you get the things out of the house?

The jewelry Research to treat AIDS

A new car A puppy
The baby A Picasso
Personal documents XVI century bible
The doctor´s gear 5,000 dollars
Stereo A collection of old photos

C) Diversity.
a. Interculturalities, diversity and non-discrimination.
i. Participate in projects to promote an inclusive culture in public
spaces.
1. Create posters where you present characteristics of several
different cultures, for example: a peculiar dish from a
particular Mexican state or country in the world; the ways in
which you can say something in different languages.

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 b. Collective identity and social unity.
i. Value and respect the influence of other people in your social and
cultural identity.

Pay attention to the following abstract:

Identity is our understanding of who we are and who other people are, and, reciprocally
other people’s understanding of themselves and others. As for “understanding who we
are” Klandermans and de Weerd (2000) distinguish an individual personal level and a
collective group level. For the individual level they rely on the distinction made by Tajfel
and Turner (1979), who argue that a person has one personal and several social identities
whereby a personal identity refers to self-definition in terms of personal attributes, and
social identity refers to self-definition in terms of social category memberships. Collective
identity at the collective group level concerns “the shared definition of a group that
derives from members’ common interests, experiences, and solidarity” (Taylor & Whittier
1992). According to Klandermans and de Weerd, group identification forms the link
between collective and social identity, and thus forms the bridge between the individual
and collective level of identity. Different levels of identity require different levels of
analyses. A group’s collective identity can be studied by examining such phenomena as
the group’s symbols, rituals, beliefs, and the values its members share. An individual’s
identification with a group can be studied in its own right as well as by examining the
individual’s beliefs, sentiments, commitment to the group, use of symbols, participation
in rituals, and so on. (Stekelenburg, 2013)

c. Equality and gender education.

i. Analyze gender equality within relationships of different natures,
such as friends, couples, school.
1. In the following link you will find an explanation of gender
equality as understood by children within a small experiment.
Discuss it with the rest of your class.
https://www.youtube.com/watch?v=hLr2GNRnmXM

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 D) Conflict solving.
a. Peace culture.
i. Discuss how the actions of persons, groups, countries and nations
are related to a general culture of peace.

In the following pages, you will find a section from the book Education Toward a Culture
of Peace, written by professor Yaacov Iram from the Bar-Ilan University of Israel. (2006.
Pages 3 – 12)

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14
15
16
17
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 b. Ways of facing conflicts.

i. Analyze conflicts looking for the most convenient way to solve it

without affecting others nor yourself.
1. CONFLICT RESOLUTION: CASE STUDIES

Read the following case studies and then answer the questions, below. Think about what
you have learned and identify a conflict resolution technique that you would use in each
situation.

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Case Study #1
Julia just finished a certification appointment for Maria, a participant who has cerebral
palsy. Maria has some difficulty speaking and uses a wheelchair for mobility. As they
head toward the door, Maria says something to Julia.

Julia replies, “I’m sorry, I didn’t understand what you said.” Maria repeats her comment.

Julia looks confused and says, “One more time please?” Maria repeats her comment in a
louder voice.

Looking a bit flustered, Julia says, “Okay, well, maybe we can talk about that next time.”

Julia reaches for the door and says, “Let me get that for you.” Maria, at the same moment,
angrily pushes the button for the automatic door and rolls away.

Julia walks back to her office feeling embarrassed and that she is no good at working with
disabled participants.

Questions to consider:

1. What could Julia have done differently to avoid or minimize this conflict? What could
Julia learn from this experience?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
_____________________________________________________________________________

2. Write the dialogue for the next time Julia sees Maria at the clinic.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

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 Julia says What might work better?
“I’m sorry, I didn’t understand what you
said.”

Julia looks confused and says, “One more

time please?”

Julia says What might work better?

Looking a bit flustered, Julia says, “Okay,
well, maybe we can talk about that next
time.”
Julia reaches for the door and says, “Let me
get that for you.”

Case Study #2

Mrs. Ortiz checks in to the WIC clinic for her appointment. She is Spanish-speaking.
Mrs. Ortiz has brought her children with her to the clinic. While in the waiting room
before the session begins, the children are noisy and begin running through the waiting
area.

Rebecca is trying to work at the front desk and is getting frustrated. She begins
speaking in English to another WIC employee, loudly enough so that some people in the
waiting room can hear what she is saying. She is overheard saying, “These people
(referring to Mrs. Ortiz) don’t know how to control their kids.”

Rebecca tells the participant, “If you don’t get control of your children, you’ll have to
reschedule your appointment for another day and get your checks then.” Mrs. Ortiz
leaves the clinic without getting her checks.

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 Mrs. Ortiz later calls the state WIC office and states that she was discriminated against
and was denied WIC services. Mrs. Ortiz says that Rebecca thought she couldn’t
understand English, but in fact she heard what Rebecca was saying about her family.

Questions to consider:

1. What are some assumptions that people make about WIC participants? Can you
think of other examples where these assumptions could lead to conflict?

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

2. Write a new statement for Rebecca to use when talking with Mrs. Ortiz about her
children’s behavior.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

Rebecca says What might work better?

Rebecca tells the participant, “If you don’t
get control of your children, you’ll have to
reschedule your appointment for another
day and get your checks then.”

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Case Study #3

A WIC clinic in a diverse area employs several bilingual staff. There is a group of staff
who speak Hmong, and they often converse in their native language at work.

Kelly, an employee who doesn’t speak their language, feels self-conscious and
sometimes wonders if they are talking about him. He frequently complains to his friend
at work about other staff not speaking English.

One day Kelly walks into a meeting room and several staff are already there, speaking
in Hmong. Kelly walks in and says, “Hello.” The other staff say “Hello” back and then
resume their conversation, which Kelly does not understand. Kelly rolls his eyes and sits
down on the other side of the room to wait for the meeting to start.

Questions to consider:

1. Why might the bilingual staff choose to speak in their native language?

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

2. How could Kelly address his feelings in a positive way?

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

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Kelly What might work better?
Kelly feels self-conscious and sometimes
wonders if they are talking about him. He
frequently complains to his friend at work
about other staff not speaking English.

3. How might his coworkers respond?

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

Kelly What should they say?

When Kelly complains to his friends about
the non-English speaking co-workers.

(DHS Wisconsin, 2019)

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 c. Interpersonal and social conflicts.
i. Promote the ethics of non-violence as way of life.

Pay attention to the following reading Non-Violence, written by M. Gandhi:

25
26
 E) Justice and Law.
a. Justice and coexistence.
i. Value the impartial application of law and discuss about the
situations under which law is not enforced equally.

Click on the following link to find fun activities entitled Law and Public Safety Terms. Play
the games and discuss about your experience with the rest of the class:

https://quizlet.com/258701044/law-and-public-safety-terms-flash-cards/

b. Creating and applying laws in democratic life.

i. Recognize that the homogeneous application of law is fundamental
for a righteous society.

Elaborate teams where you discuss about one scenario in which law must be enforced.
Create one poster per team to create awareness. Illustrate it and share it with the rest of
the class.

c. Institutional authorities in the enforcement of law.

i. Recognize the contributions and responsibilities of workers within
public dependencies; also, analyze and value the importance of
acting according to the law to favor the State of Democracy.

1. What are the public dependencies?

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

2. What are the private dependencies?

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

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3. Which institutions are in charge of enforcing the law?

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

F) Democracy and civil participation.

a. Democracy as a way of social and political organization.
i. Analyze the political organization of Mexico according to
democratic principles.

According to the Encyclopedia Britannica (2019):

Mexico is a federal republic composed of 31 states and the Federal District. Governmental powers
are divided constitutionally between executive, legislative, and judicial branches, but, when
Mexico was under one-party rule in the 20th century, the president had strong control over the
entire system. The constitution of 1917, which has been amended several times, guarantees
personal freedoms and civil liberties and also establishes economic and political principles for the
country.

The legislative branch is divided into an upper house, the Senate, and a lower house, the Chamber
of Deputies. Senators serve six-year terms and deputies three-year terms; members of
the legislature cannot be reelected for the immediately succeeding term. Three-fifths of the
deputies are elected directly by popular vote, while the remainder are selected in proportion to
the votes received by political parties in each of five large electoral regions.

Popularly elected and limited to one six-year term, the president is empowered to select a cabinet,
the attorney general, diplomats, high-ranking military officers, and Supreme Court justices(who
serve life terms). The president also has the right to issue reglamentos (executive decrees) that have
the effect of law. Because there is no vice president, in the event of the death or incapacity of the
president, the legislature designates a provisional successor. The executive branch has historically

28
dominated the other two branches of government, although the Congress has gained a larger
share of power since the late 20th century.

Local government
The federal constitution relegates several powers to the 31 states and the Federal District (Mexico
City), including the ability to raise local taxes. Moreover, state constitutions follow the model of
the federal constitution in providing for three independent branches of government—legislative,
executive, and judicial. Most states have a unicameral legislature called the Chamber of Deputies,
whose members serve three-year terms. Governors are popularly elected to six-year terms and
may not be reelected. Because of Mexico’s tradition of highly centralized government, state and
local budgets are largely dependent on federally allocated funds. Under PRI rule, Mexican
presidents influenced or decided many state and local matters, including elections. Although
such centralized control is no longer generally accepted, Mexico’s principal political parties
maintain locally dominant power bases in various states and cities.

At its most basic level, local government is administered by more than 2,000 units
called municipios (“municipalities”), which may be entirely urban or consist of a town or central
village as well as its hinterland. Members of municipio governments are typically elected for three-
year terms.

Justice
The judicial system consists of several courts, including the Supreme Court of Justice, whose 11
members are nominated by the president and confirmed by the Congress; the Electoral Tribunal,
which is sworn to oversee elections; the Federal Judicial Council; and numerous circuit and
district courts. Although Mexico has both federal and state courts, most serious cases are heard
in federal courts by judges without the assistance of juries.

According to law, defendants have several rights to assure fair trials and humane treatment; in
practice, however, the system is overburdened and riddled with problems. In spite of determined
efforts by some authorities to fight theft, fraud, and violent crime, few Mexicans have strong

29
confidence in the police or the judicial system, and therefore a large percentage of crimes go
unreported. On the other hand, poor and indigenous defendants suffer an inordinate share of
arbitrary arrests and detentions, and many are held for long periods prior to trials or sentencing.
Mexico’s prisons, like most of those in Latin America, are generally overcrowded
and notorious for unhealthful conditions, corruption, and abuses of various kinds. The vast
majority of Mexican prisoners are held in hundreds of state and local facilities, although smaller
numbers are in federal prisons.

Political process
Mexico’s political system revolves around a limited number of large political parties, while on its
fringes are a group of smaller parties. The most powerful political party in the 20th century was
the Institutional Revolutionary Party (Partido Revolucionario Institucional; PRI), which ran
Mexico as an effective one-party state from 1929 until the late 20th century. During this period
the PRI never lost a presidential election—though often there were allegations of vote rigging—
and the vast majority of its gubernatorial candidates were similarly successful. […] in 2000 the
PRI’s presidential candidate was defeated by Vicente Fox Quesada of the conservative National
Action Party (Partido de Acción Popular; PAN), who led an opposition coalition, the “Alliance
for Change,” to victory, marking the end of 71 years of continuous rule by the PRI. (The party
had already lost control of the Chamber of Deputies in 1997.) The election, which was monitored
by tens of thousands of Mexican and international observers, was considered to be the fairest and
most democratic in Mexico’s troubled electoral history.
[…]

A woman suffrage movement began in Mexico in the 1880s and gained momentum during
the Mexican Revolution (1910–20). Women were first allowed to vote in the Yucatán in 1917.
Elsewhere in Mexico, however, women could not vote in local elections or hold local office until
1947. A constitutional amendment in 1953 extended those rights to national elections and offices.
By the early 21st century women occupied about one-fifth of the seats in the Senate and more
than one-fourth in the Chamber of Deputies, as well as a small number of ministerial and
Supreme Court positions. Many states require that no more than 70 to 80 percent of candidates

30
be of one gender. Although all Mexican citizens age 18 and older are required by law to vote,
enforcement is lax. Mexicans living outside the country, including millions in the United States,
are now allowed to vote by absentee ballot.

Security
Several types of police operate within Mexico at federal, state, and local levels. However, there is
a general perception that police and political corruption is endemic at all levels, with the mordida
(“bite”), which can alternatively be seen as a bribe or as unofficial, informal payment for official
service, remaining a mainstay.

Mexico’s armed forces include an air force, a navy with about one-fifth of the military’s total
personnel, and an army constituting nearly three-fourths of the total. Military service is
mandatory at age 18 for a period of one year. The military has not openly interfered with elections
or governance since the 1920s, in marked contrast with civil-military relations elsewhere in Latin
America.

Sometimes the military takes part in law enforcement, particularly in counter narcotics
operations, and it has often focused its efforts on perceived threats to internal security, including
groups suspected of insurgency or terrorism. For example, many military and police units
were deployed in southern Mexico in the late 20th century to combat the Zapatista National
Liberation Army (EZLN; also called the Zapatistas), which launched an open rebellion in 1994
in Chiapas(and remained active more than a decade later). […]

Education

Mexico has made significant efforts to improve educational opportunities for its people. School
attendance is required for children ages 6 to 18, and since 2004 preschool has been mandatory as
well. In addition to increasing the number of schools for children, adult literacy programs have
been promoted vigorously since the 1970s. By the turn of the 21st century it was estimated that
about nine-tenths of Mexicans were literate, up nearly 20 percent since 1970.

31
Public schools in Mexico are funded by the federal government. Although nearly three-fourths
of all primary public schools are located in rural areas, such schools are the poorest in the country
and often do not cover the primary cycle. Many internal migrants move to cities because of the
availability of better schools for their children and the social opportunities that derive from an
education. […]

Universities are found only in the largest cities. Moreover, of the more than 50 universities in the
country, one-fifth are located in Mexico City, and a high proportion of all university students
study there. The National Autonomous University of Mexico (Universidad Nacional Autónoma
de México; UNAM), the College of Mexico, and the Monterrey Institute of Technology and
Higher Education are among the most prestigious institutions of higher education in the country.
Although two million university students are enrolled in courses every year, less than one-eighth
of the population has a tertiary degree.

Fill the following lines with your notes and observations and complete your reading
report:

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

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 b. Democracy as the foundation of critical thinking and decision making
according to common interests.

Solve the following crossword provided by Wordmint (2019)

33
 i. Human dignity, collective needs and organized civil cooperation.

1. How are values related to human dignity?

______________________________________________________________________________
______________________________________________________________________________

2. If a person has stronger values, does that mean they are more human?

______________________________________________________________________________
______________________________________________________________________________

3. Are values found within human nature, or are they made by humans?

______________________________________________________________________________
______________________________________________________________________________

4. What do you think is the relation between democracy and human rights?

______________________________________________________________________________
______________________________________________________________________________

5. What are some of the characteristics of democracy?

______________________________________________________________________________
______________________________________________________________________________

6. What are some of the political problems of democracy today in Mexico?

______________________________________________________________________________
______________________________________________________________________________

7. Can we find those same problems in other places? Provide examples:

______________________________________________________________________________
______________________________________________________________________________

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 c. Civil participation in political and civil dimensions.
i. Build a critical idea of the political and social dimensions of civil
participation.

Create political parties within your grade, draft a campaign program and create
awareness throughout the classmates from your grade. Your campaign must include: a)
proposals b) a schedule in which you present how you will attempt to achieve your goals
c) what aspects of your campaign require the participation of your classmates d) specific
details of what will be needed for your party to succeed. Assemble your teams and draft
your whole campaign and present it as the teacher requires it.

35
Answers to the crossword on page 33

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References
Britannica, E. (2019, 04 28). Britannica. Retrieved from Government and Society: Mexico:
https://www.britannica.com/place/Mexico/Government-and-society

Gandhi, M. (1996). Non-violence. In M. Gandhi, Selected political writings (pp. 41 - 42).

Indianapolis: Hackett Publishing Company, Inc.

Iram, Y. (2006). Educating Toward a Culture of Peace. Greenwich: Information Age

Publishing.

Michigan, U. o. (2019, 04 24). Inclusive teaching. Retrieved from University of Michigan:

Personal Identity Wheel: https://sites.lsa.umich.edu/inclusive-teaching/wp-
content/uploads/sites/355/2017/04/personalidentwheel.jpg

Search, T. W. (2019, 04 26). The Word Search. Retrieved from

https://thewordsearch.com/static/puzzle/word-search-863.png

Seargant, P., & Tagg, C. (2014). The language of social media. In P. Macmillan, Identity
and community on the Internet (pp. 1 - 22). Hempshire: Palgrave Macmillan.

Services, W. D. (2019, April 26). DHS Wisconsin. Retrieved from WisconsinDeparment of

Health: https://www.dhs.wisconsin.gov/wicpro/training/conflict/conflict-
resolution-training-casestudy.pdf

Stekelenburg, J. V. (2013, January). Collective identity. Research Gate, pp. 1 - 8.

WordMint. (2019, 04 28). Wordmint. Retrieved from Public Puzzles:

https://wordmint.com/public_puzzles/165208

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