CIVICS

&
ETHICS
Miss Vero Quintana
ACT 1: FORUM
 ALICE IN WONDERLAND

1. Who am I?

2. What is the meaning of my life?

3. Do you know yourselve well?

4. Do you know who you really are, beyond your name or what
people call you?

5. Would you be different if you had been given a different

name?

6. Do you have a purpose? What is it?

 ACT 2: DRAWING

Observe how they’ve changed from Have you stopped being who
Are there things you no longer like? Do you identify with different things?
elementary to high school: you were?

In a pice of paper make 2 drawings

Do ypu think the same about
(use colors, no stickmans allowed) 1. In the back of the paper answer this
yourselves when you are successful Upload the 2 pictures
of a younger version of you and 2. questions
as when you fail?
you right now
 ACT 2: MINDMAP P. 48

• Review the Key on page 47. Make a mind map or a Venn diagram with the
main concepts seen in the Key resource and also related to your own capacity
and potential.
• On page 49, using drawings and colors and at least 10 ideas
 ¿QUÉ DIFERENCIAS CONOZCO?
Hemisferio izquierdo

Hemisferio derecho
Verónica Quintana Osorio
 Verify that yout aspirations naturally correspond to
your capacities.

If not, review what you need to work on (training and

developing potential).
REVIEW
PG. 52
For example, someone might want to be an astronaut
but have problems with vertigo or a debilitating
illness.

If your aspirations and capacities are completely

different, reflect on the need to further deepen your
self-awareness and be objective, without
underestimating your ability to transform
 CAPACITY AND ABILITY

Capacity Ability
 Plato's most important concepts is
love, which has little or nothing to
do with what is believed to be an
impossible love.
PLATO

For Plato, love incites; it is an

inner passion that makes us move
toward our goal: what we love.

Putting love to our longings will

make that impulse set us in motion
day by day to reach it.
 Aswer in your notebook:

What it is that you love so much

that it drives you this way?
ACTIVITY 7
Do you feel this passion for life
and your desires?

Answer page 53.

• SWOT:
For example, Strengths: passion for movies and understanding of language, analytical skills,
problem solving, empathy; Weaknesses: low frustration tolerance, shyness in speaking foreign
languages, poor discipline; Opportunities: study abroad, film scholarships; Threats: cancellation
of scholarship and travel due to health concerns.
 PLATO

• The purpose of life begins to take on relevance when

it acquires a social dimension because it increases our
fulfillment, and life takes on a clearer meaning.
 IKIGAI

• Revisit some of your self-awareness work from the

first pages of your Emotional Skills book P. 17 and
review what they wrote in their Ikigai.
 ACT. 8: FORUM

• Write a 10 step strategy to try to turn your weaknesses into strengths

and your threats into opportunities.
 ACT. 9:
PAGE 54
 AGENDA FOR THE FUTURE: PROJECT!

• Helped by your answers from page 54, create a “COMIC” imagining a possible
future with how we currently live, such as becoming an expert in generating
clean drinking water and placing storage devices.
• Represent this future in a 10 slides comic made in “1/4 papel ilustración”, you
nedd to draw it yourself and it must have: colors, dialogues and ilustrations.
 DANIEL GOLEMAN

• Did you know that Daniel Goleman believes

emotional intelligence accounts for 80 percent of
life success. How well do you recognize and
communicate your emotions?
M.A.T.E.A
Scared
Happy
Sad
Angry
Love
Disgus
 ACT. 1.
KEY: COMMUNITY
CHALLENGES AND
COMMITMENTS
 COMMUNITY
CHALLENGES
AND
COMMITMENTS
Paciente 31: La mujer que contagió del nuevo coronavirus a
más de 1.000 personas.
• https://www.nacion.com/revista-dominical/paciente-31-la-mujer-que-contagio-del-nuevo/K7OE
HCLJ2VFITO2VOKMGVJTDOM/story/
 ACT 2: PG. 56–59

• FORUM:
• With the example of COVID-19, its possible
beginning, and the significance of every citizen
participating in health measures #socialdistancing
#stayathome. Take a moment for this reflection
and share your ideas.
• “Paciente 31: La mujer que contagió del nuevo
coronavirus a más de 1.000 personas,” what do
you consider relevant to dealing with the issue?
M Á S Q U E G R E TA T H U N B E R G :
2 6 J Ó V E N E S A C T I V I S TA S
CLIMÁTICOS ALREDEDOR
DEL MUNDO QUE DEBES
CONOCER
• https://www.ismorbo.com/mas-que-greta-thunber
g-26-jovenes-activistas-climaticos-alrededor-del-
mundo-que-debes-conocer/
KEY: EXERCISE
OF FREEDOM
PRACTICE:
PG. 62-67
RULES REVIEW
• Greta
• Malala
• Nadia Murad
 BASIC NEEDS

• ACNUR Comité Español. (2018, November). Las necesidades básicas de la

pirámide de Maslow. https://cutt.ly/JyFPfwJ
https://eacnur.org/blog/necesidades-basicas-piramide-maslow-tc_alt45664n_o_
pstn_o_pst/
• Pages: 68–71
• Homework: Key-Basic needs
PIRÁMIDE DE
MASLOW
 De acuerdo con las definiciones de la RAE, la necesidad
es: 

¿QUE ES UNA El impulso irresistible que hace que las causas obren
NECESIDAD? infaliblemente en cierto sentido,.

La carencia de las cosas que son menester para la

conservación de la vida. En esas definiciones se observa
que la  necesidad es, en cualidad un deseo repentino e
incontrolable de realizar una cosa derivado de
necesidades biológicas y materiales para nuestra
satisfacción personal.
 T1. P3. HW 2:
FRASCO DE LA VIDA

DIBUJO

• https://youtu.be/Aw1lOieUVDs
 ABRAHAM MASLOW

Uno de los principales referentes de la Psicología Humanista,

desarrolla la teoría de motivación conocida como Pirámide de
Maslow; en esta pirámide nos desglosa en cinco niveles las
necesidades por las que atraviesa toda persona. Satisfecho el
primer nivel de necesidades, Maslow nos dice la persona se siente
motivada a continuar con el siguiente nivel, así hasta llegar a la
cima de la pirámide que es la Autorrealización de la persona.
 T1. P3. HW 3: PIRÁMIDE
DE MASLOW

1. Elabora una pirámide de necesidades y logros que

has obtenido de acuerdo a la propuesta de
Maslow.
2. Investigación: hacer un mapa mental acerca de
Abraham Maslow y su trabajo.
 REFLECTION:

1. Is there a limit to self-fulfillment?

2. Is there a minimum requirement for personal development to feel

fulfilled?

3. Do we really need as much as we think we do to be fulfilled?

Maslow’s theory of needs is not the only one. There are several
psychological and social views on the subject.

Douglas T. Kenrick, says that while self-actualization is interesting and

important, it isn’t an evolutionarily fundamental need.

“Among human aspirations that are most biologically fundamental are

those that ultimately facilitate reproduction of our genes in our children’s
children,” Kenrick explained. “For that reason, parenting is paramount.”
Douglas T. Kenrick
 CLASSWORK
• Answer page. 74-77
If you do not have La Vanguardia’s
the first two levels article, “Neurosis:
of Maslow’s Qué es, síntomas
pyramid met, you y cómo tratar la
are likely to enfermedad,” to
develop some expound on the
type of neurosis. concept.
2º TRIMESTRE

FORCE
WHAT WILL YOU DO
TODAY SO THAT IN
THE FUTURE, SPACE
IS FOR EVERYONE?
ANSWER IN YOUR NOTEBOOK
 Derecho internacional del espacio:
instrumentos de las Naciones
Unidas https://cutt.ly/yfBeXS6

Videos La Carrera Espacial a Marte.

YouTube: https://cutt.ly/dfV25er

¿Cómo Terraformar Marte y

Venus? [Video]. YouTube.
https://cutt.ly/gfBwFyu
 https://www.youtube.com/watch?v=KieYXiqFkC0

T2. P1. ACT. 3: Read the Call to Action in the Analyze section on
CALL TO ACTION pages 30 to 33.

Reflect on their own prejudices, such as whether

you consider certain careers or areas of study just
for women, just for men, or just for the wealthy
 Read page 34

T2. P1. ACT. 4: Discuss about the importance of acquiring a scientific

culture, especially in the face of challenges like the
UNDERSTAND COVID-19 pandemic and bioethics topics, such as
genetically modified foods and immunizations.

Mindmap
 Gender stereotypes

Patriarchy

Unattainable

Suitable
T2. P1. ACT. 4: Spacecraft
VOCABULARY Popularity

Spacewalk

Apron

Bias

Cosmonauts
 T2. P1. HW 4:
MINDMAP PAGE
34

• In your notebook, make a 10 idea

mindmap using the content from
the reading in page 34. Upload the
picture of the mindmap
 1º PARTIAL PROYECT: TWICH

• Launch a Twitch video stream to motivate your generation for the future. Use
the framework in page 35 to guide you.

• How can what you are thinking of studying be linked to space travel?

• Impress on them that space can be for everyone.

• After the srtreaming, upload in this HW the video (1 per team)
• How can what you
are thinking of
studying be linked
to space travel?
• Impress on them
that space can be
for everyone.
 Teams:
One Three
• Sócrates
• Héctor Dario
• Noelia
• Carlos Eduardo • María
• José Francisco • Laura
• Marian
One

Four
Two
• Jesús
• Brenda • Diego Alberto
• Fernanda
• Israel
• Adriana
• Frida • Umberto
• Karla • David
 ACT 7: PAGE 40-41

• Based on the information you have from the rest of

your subjects, create an infographic that shows how
different areas of study can be connected to space
work. Start with the career you’d like to pursue or
that most interests you.
 HW: Vocabulary

Impoverish Multilayered Clash Countercultures

Cultural codes Rejection Prejudice Mockery

Emergent Facet
T2.P2. ACT 5: PG.
50-55
 PREJUDICE
• A liking or dislike for one rather than
another especially without good reason.

• A feeling of unfair dislike directed against

an individual or a group because of some
characteristic (as race or religion).

• Injury or damage to a person's rights.

 Juzgar por
apariencia Por donde
IQ
viven
NATURALIZED,
Edad
Signo
zodiacal NORMALIZED, AND
IGNORED
Por estatus
Discapacidad

Example
social
PREJUDICES THAT
s ARE PRODUCED IN
Nacionalidad Clasismo
FAMILY AND SOCIAL
SETTINGS.
Religión Color de piel

Identificación Orentación
sexual sexual
Sexo
 GENOCIDE
• Genocide is the intentional destruction of a people, usually defined as an
ethnic, rational, racial, or religious group.

• The Political Instability Task Force estimated that 43 genocides occurred

between 1956 and 2016, resulting in about 50 million deaths. 

• Genocide is widely considered to signify the epitome of human evil.

• As a label, it is contentious because it is moralizing, and has been used as

a type of moral category since the late 1990s.
 RWANDA GENOCIDE

• Between April 7 and July 15, 1994, a genocide took place in

Rwanda. Genocide is the attempt to systematically and
deliberately exterminate a human group for their race, political,
or ideological preferences. In Rwanda, the Tutsi population was
the victim of intense persecution by another social group called
the Hutu. International organizations estimate that in only four
months, 70% of the Rwandan Tutsi population was violently
murdered
SPHERE 2
KEY: EXCERCISE
OF FREEDOM
 LIBERATION
(FREEDOM FROM)

• Liberation means being able to do what we want or need

without the deliberate interference of third parties. When
we talk about liberation, we must also talk about self-
regulation, because when you are free of limitations, the
only one responsible for your actions and their
consequences is you. So, to exercise your freedom
responsibly, you must be aware of its limits and the impact
of your decisions.
 PROJECTION
(FREEDOM TO)
• A projection is a future plan that can be carried
out because you have the freedom and the
necessary conditions to do so. In this case,
freedom is directed towards the future. You must
direct your actions and decisions toward a specific
goal. It is important to know the steps to take to
achieve your goals and to evaluate the pros and
cons of the situation. Projection also refers to the
way your actions and decisions impact others, a
factor that you must take into account when
making decisions.
 HUMAN RIGHTS 

• To exercise responsible freedom, we must recognize others’ 

human rights and dignity. Human dignity is a person’s self-
determination and respect deserved solely for being human.
Dignity, like freedom, is a universal human right because it
allows us to all develop fully as humans. 
 HUMAN RIGHTS 

• Human rights are guarantees that all people

enjoy from the moment they are born. They
are inalienable and must be protected by all the
world’s governments without exception.
 THE UNIVERSAL
DECLARATION OF
HUMAN RIGHTS

• Is a Document adopted by the General

Assembly of the United Nations in
1948, in which basic human rigths are
considered.
 Expression: the ability of an individual or
group of individuals to express their beliefs,
thoughts, ideas, and emotions about different
issues free from government censorship.

Transit: enter and leave the country, travel

within the national territory or change your
residence without requiring a permit or legal
TYPES OF document to do so
FREEDOM
Worship: the right to choose what religion to
follow and to worship without interference.

Thought: is the freedom of an individual to

hold or consider a fact, point of view or
thought, independent of the points of view of
others.
Freedom of association: right to join or leave
groups voluntarily, the right of the group to take 
collective action to pursue the interests of its
members, and the right of an association to accept
or decline membership based on certain criteria

Internal Jurisdiction: “internal sovereignty”

 Yes,
• When the individual
commited a crime
CAN • When the individual
FREEDOM BE
LIMITED? affects and interferes with
the freedom of others.
• The fact that we all have
access to freedom implies
the acknowledgement of
limits
• Comisión Nacional de los Derechos Humanos

• It is the OBLIGATION of the State to defend the

human rights of all citizens and the inhabitants of
its territory
MIÉRCOLES
2 MARZO
• Examen force
HOMEWORKP
AGE 58-61
ACT. PAGE 70-79
• Freedom is the ability of all people to
act—and to not act—like the rest. It is
an inalienable and unconditional
universal human right. Human beings
are born free and equal because we
possess awareness and autonomy.
Therefore, freedom implies acting with
respect for the laws and the rights of
others.
Freedom of thought: is the ability to have
your own awareness and judgment with
respect to an ideology, religion, or opinion.
This also guarantees the freedom to express
yourself individually or collectively.

Freedom of action refers to the ability to

carry out any activity within the law, such as
freedom of movement. All these freedoms are
protected at the national level by the
Constitution.
• Freedom is part of the rule of law, a principle of governance guided by
publicly enacted laws that include all citizens and the government. This
principle should guarantee respect, equality, and civic engagement.
• Responsibly exercising freedoms
guaranteed by laws results in the
exchange of ideas, lifestyles, and
beliefs. In other words, it promotes
diversity, which brings new
perspectives to debates on issues
affecting society, making for
inclusive solutions that support the
common good.
The responsible exercise of your freedoms of thought and action are
guaranteed by laws, such as the Constitución Política de los Estados Unidos
Mexicanos and the Universal Declaration of Human Rights.

However, you must keep in mind that your actions impact other people.
Therefore, it’s important to observe the limits of your freedom.

This is achieved when you apply values, such as respect, responsibility, and
self-regulation.

These promote a peaceful and egalitarian coexistence, which is characteristic

of the rule of law. 
EXPLORATIO
N SPHERE 4
KEY HUMAN
RIGHTS
 Regulate

Stipulates

Sue

Forbids
HW1:
Just
VOCABULAR
Y Neglect

Racial segregation

Mistreated

Exploited

Convictions
• Marie Antoinette of Austria was the last queen of France. She was born in
1755 and died in 1793, after an armed uprising that ended the monarchy
and gave rise to the French Revolution. According to her biographers,
Marie Antoinette was born into a very powerful family that prepared her
from childhood to increase her fortune. She married Louis when she was
only 14 years old and became the queen of a country that was already
showing signs of polarization. As in other episodes in history, few people
lived in abundance, while many barely had enough to eat. As a queen,
Marie Antoinette was accused of being disconnected from her people—
wasteful, boastful, and frivolous. The French were shocked to learn that
much of the public money was spent on lavish buildings, jewelry,
gambling, and luxuries of all kinds. When the situation reached a breaking
point, the people violently put an end to the monarchy. Marie Antoinette
was tried by a popular court and sentenced to death by guillotine.
 The story of Marie Antoinette

Do you think the story of Marie Antoinette had a fair ending?

Is the monarchy a system that promotes lawfulness and justice?

Are sentences and actions that originate from the people always legal?

Is there a mechanism to ensure that power falls into the right hands?
 Fair Ruler

VOTES!

Unfair Ruler
• Malala was born in Pakistan in 1997 and raised by her parents. From
a very young age, she showed concern for an unfair situation in her
country: In some regions, dominated by a fundamentalist Muslim
regime known as the Taliban, girls were banned from attending
school. This ban motivated Malala to become an activist for girls’
right to education. Her work was frowned upon by a section of the
Taliban, and, in 2012, Malala was attacked. She was shot several
times while traveling in a school bus. Fortunately, she survived.
Since then, her activism has become even stronger. Thanks to her
work, the Pakistani government and many others around the world
have intensified their efforts to bring education to boys and girls
alike. In 2014, Malala was awarded the Nobel Peace Prize.
 Do you believe it is commendable to
fight to change an unfair situation?

If a custom has persisted for a long

CONSIDER THE time in a society, does this guarantee
that it is just or legal?
QUESTIONS
BELOW Do people who follow traditions know
better how to recognize justice and
injustice?

Are laws that keep a person from their

rights fair?
 VOTES!

Fair Fight

Unfair Fight
 THE IMPORTANCE
OF ADMINISTERING
JUSTICE
• You have probably heard people around
you say that certain situations are unjust,
or unfair. It’s likely that you, yourself,
have expressed a similar opinion when
witnessing or experiencing a
circumstance that did not seem right to
you. But what does it mean for
something to be just or unjust?
 JUSTICE IS ONE OF THE
CENTRAL CONCEPTS IN
ETHICS, POLITICS, AND
JURISPRUDENCE. ITS
D E F I N I T I O N VA R I E S
A C C O R D I N G TO C O N T E X T S ,
B U T W E C A N S AY
T H AT  J U S T I C E   I S A P P LY I N G
I M PA RT I A L D E C I S I O N S A N D
A C T I O N S TO A D D R E S S
CONFLICTING CLAIMS
B E T W E E N O P P O S I N G PA RT I E S .
I T A L S O R E F E R S TO
A S S I G N I N G D E S E RV E D
R E WA R D S O R P U N I S H M E N T S .
T H E D E F I N I T I O N O F J U S T I C E R E F E R S TO
HOW PEOPLE ARE T R E AT E D WHEN
CONFLICTING DEMANDS ARISE OVER
I S S U E S O F O P P O RT U N I T Y, F R E E D O M , O R
RESOURCES. THE DEFINITION ALSO
I M P L I E S T H AT J U S T I C E I S A D M I N I S T E R E D
I M PA RT I A L LY A N D A C C O R D I N G TO T H E
L AW. JUSTICE IS CALLED FOR TO
D E T E R M I N E W H O I S E N T I T L E D TO W H AT.
 LEGAL JUSTICE

• The integration of equity and laws in order to obtain an

equitable exchange of goods, services, and rights, based on
each citizen’s characteristics.

• Legal justice means the relationship between the laws passed

and logical, universally valid principles, like human rights.
When they are obeyed by the members of a community,
including its leaders, the common good is guaranteed.
 Abiding by and complying
To avoid this, laws must be
with laws imposed by the state
based on the declaration of
should be interpreted as a way
Now, what happens when laws human rights. However, there
to ensure justice and equity,
are unjust? were historical periods when
regardless of ethnicity, religion,
legality and justice did not go
age, gender, socioeconomic
hand in hand.
status, or any other condition.
 LAWFULNESS
• The principle that governs the exercise of power
according to the laws and not according to the will
of an individual or a group of people. Lawfulness is
inseparable from the practice of law because there is
neither law nor justice without lawfulness.
CULTURE OF PEACE
 EXPECTED
Pages 24 and 25. LEARNING
OUTCOME
 IPADS

T3. P1. ACT3: Step by step

 ¿QUÉ ES
C U LT U R A D E
PA Z ?
 Answer pages 28 and 29

Reflect on the relationship between education and

peace.

T3. P1. ACT 6: Is school as a place to install a culture of peace values?

PAGES 28-29
Is school and education a right that leads to aspirations
of a better life or, in other words, to well-being.

Do you believe that School is a breeding ground of

peacemakers?Ç
 EDUCATION OPENS THE PATH TO
PEACE
1. Would educating in and for peace make a diference?
2. If we think about it in depth, will humanity only achieve peace when its most pressing needs— such
as hunger, disease, a lack of water, and depleting resources for the benefit of a few—are addressed?
3. Does peace education aim to bring these needs into the open?
4. Are hunger and peace mutually exclusive?
5. Could peace be achieved if education is not guaranteed?
6. Can preventing events by calculating statistics help us to achieve peace?
7. Is securing health and education services necessary for peace?
8. Could you discuss these opinions respectfully?
9. Could you learn to give your opinion and to listen to others’ opinions?
10. Could you help to reinforce a culture of peace in the world?
• The purpose of the Identify
section on pages 32 and 33 is to
show progress in your
knowledge of the topic.

• What is YOUR definition of

peace education?
ACTIVITY

Pages: 32-33
 Peace

Individually

Stillness

Action

Human security
KEY WORDS National security

Unnoticed

Struggled

Collective

Commitment
MINDMAP PG. 34-35
 T3. P1. PROJECT

Begin work on page 35 read and

get inspired, in this last term, you
will challenge your friends, family
members, and acquaintances to
create a chain of actions for
peace.
 • Students will activate their prior knowledge and
AIM ideas about topics like conflict, reconciliation, and
culture of peace.
Identify section on pages 46 and 47
 EQUIPOS

Equipo 3:
Equipo 1: Equipo 2: Equipo 4:
DESATENDE
HABLAR PERSISTIR HUIR
R
• Brenda • Laurita • David • Fer
• Pakish • Umberto • Carlos • Dario
• Guti • Marian • Adri • Jesus
• Isra • Noelia • Karlita • Socrates
 Se puede responder de forma pasiva a un
C U AT R O M A N E R A S D E problema, pero también adoptar un papel activo y
ABORDAR UN CONFLICTO (Y provocar un cambio con los medios que tenemos
SOLO UNA ES LA ADECUADA) a nuestro alcance
PAGE 36-38
 AIM

Students will have a productive discussion about international conflicts caused by discrimination,
racism, and nationalism
 CONFLICT

Know the context of the civil rights struggle in the United States. The civil
rights struggle illustrates ways of dealing with conflict and the importance
of conflict in gaining rights.

In human history, it is difficult to distinguish the good guys from the bad
guys. Compare the way this two men understood racism and their courses
of action to make changes.
• Martin Luther King, Jr.
• Malcolm X. Instead
• Discuss the differences between peaceful civil resistance and the use of violence to end
oppression.
• Recount the processes of independence and liberation from colonialism in different parts of
the world.
• Which were peaceful?
• Which were violent?
• Was violence justified in some cases?
• Is it ever justified?
¿QUÉ ES LA TRANSPARENCIA
GUBERNAMENTAL?
FORUM PARTICIPATION
ANSWER PG. 82-83