In this activity, students will create a flag that symbolizes their perceived identity. Each student will create and use a legend to define their perceived meaning behind the selected elements and how they came to associate that meaning with their identity. Finally, they will share their flag, its associated legend, and what they learned by completing the activity. They will provide support and feedback to peers while affirming and bearing witness to other students' work. Based on social identity theory social location, and intersectionality students will explore how identity is complex, unique, and multifaceted. Students will also learn, based on subjective uncertainty reduction theory, that group affiliation contributes to self-definition, and when individuals ascribe to group membership, they often commit to a shared system of beliefs, values, behaviors, and norms, making them their own. Courses Interpersonal Communication, Introduction to Communication, Intercultural Communication. Also applicable to secondary K-12 courses. Interpersonal Communication, Introduction to Communication, Intercultural Communication. Also applicable to secondary K-12 courses. Objective: This activity is designed to help students: (1) understand the connection between self-definition, social identity, social location, and intersectionality; (2) understand how symbols and symbolism are used to identify groups and aspects of individual identity; and (3) understand that through perceive social identity people build self-esteem, experience belonging, create meaning, and establish community. This activity is designed to help students: (1) understand the connection between self-definition, social identity, social location, and intersectionality; (2) understand how symbols and symbolism are used to identify groups and aspects of individual identity; and (3) understand that through perceive social identity people build self-esteem, experience belonging, create meaning, and establish community.