Lesson Plan | Socioemotional Learning | World War I: Background

Objective

Duration: (10 - 15 minutes)

This stage of the Socioemotional Lesson Plan aims to provide a clear and structured overview of the topics to be discussed in class, helping students grasp the significance of the subject and the skills they will acquire. By defining specific objectives, we create a focused learning atmosphere, enabling a connection between historical insights and the development of students' socioemotional skills.

Objective Utama

1. Understand the historical factors that led to the outbreak of World War I.

2. Identify the key conflicts and alliances formed before and during World War I.

3. Analyze the impact of World War I in the post-war era and its socioeconomic and political effects.

Introduction

Duration: (20 - 25 minutes)

Emotional Warmup Activity

Guided Meditation for Focus and Concentration

For the warm-up emotional activity, we will practice Guided Meditation. This technique focuses students' minds on the present moment through breathing and visualization, helping them calm down and prepare for learning. Guided Meditation encourages focus, presence, and concentration, which are essential for a productive and meaningful classroom experience.

1. Preparation of the Environment: Instruct students to sit comfortably, keeping their backs straight and feet flat on the ground. Ask them to close their eyes to eliminate visual distractions.

2. Initial Breathing: Guide them to take a deep breath in through their nose, filling their lungs completely, and then exhale gently through their mouth. Repeat this three times to help them relax.

3. Attention Guidance: Speak softly and guide them to focus on their breathing, directing attention to the air entering and leaving their nostrils and the movements of their chest and abdomen.

4. Visualization: Lead them through a simple visualization, like picturing themselves in a serene place—perhaps a beach or a vibrant field. Describe the colours, sounds, and sensations of this place.

5. Gradual Return: After a few minutes, gently guide students to return their focus to the classroom. Encourage them to move their fingers and toes slowly, and when they're ready, open their eyes.

6. Reflection: Prompt a discussion about how they feel post-meditation, encouraging students to share their experiences and feelings.

Content Contextualization

World War I profoundly impacted the 20th century, affecting millions and reshaping global society. Understanding its background is vital to comprehend how political, economic, and territorial rivalries can escalate into major tragedies. By analysing this period, students develop social awareness and empathy, reflecting on the motivations and decisions of individuals and nations involved.

Additionally, exploring the roots of World War I allows students to foster self-knowledge and social skills, recognizing how the choices and emotions from the past resonate today. Grasping these historical and emotional dimensions inspires a more responsible and critical perspective on current individual and collective decision-making.

Development

Duration: (60 - 75 minutes)

Theory Guide

Duration: (20 - 25 minutes)

1. Historical Context of the Late 19th and Early 20th Century: Discuss the political, economic, and social landscape of the major European powers at the turn of the century, emphasising imperialism, strong nationalism, and rivalries.

2. Alliance System: Elaborate on the alliance system in Europe—for example, the Triple Alliance (Germany, Austria-Hungary, and Italy) and the Triple Entente (France, Russia, and the UK). Explain how these alliances, intended for security, simultaneously escalated tensions.

3. Pre-War Crises: Highlight the crises that sparked tensions before the war, including the Moroccan Crises (1905 and 1911), the Balkan Wars (1912-1913), and the Bosnian Crisis (1908-1909). Discuss how these incidents heightened rivalries among European powers.

4. Assassination of Archduke Franz Ferdinand: Explain the pivotal event that triggered World War I— the assassination of Archduke Franz Ferdinand of Austria on June 28, 1914, in Sarajevo by Gavrilo Princip, a Serbian nationalist.

5. Declaration of War and Expansion of the Conflict: Illustrate how the assassination led Austria-Hungary to declare war on Serbia, igniting the established alliances and expanding the conflict into a global war. Discuss troop mobilisations and the initial conflicts.

6. Consequences of World War I: Examine both the immediate and long-lasting impacts of the war, such as economic destruction, territorial realignments in Europe, the Russian Revolution, and the establishment of the League of Nations.

Activity with Socioemotional Feedback

Duration: (30 - 35 minutes)

Debate on the Emotions and Decisions in World War I

Students will be organised into groups to discuss the emotions and decisions made by leaders and nations involved in the events preceding World War I. They will analyse how these emotions shaped decision-making and contemplate how different choices might have altered the course of history.

1. Group Division: Split the class into groups of 4 to 5 students.

2. Distribution of Roles: Each group will be assigned a specific role (e.g., Germany, France, Russia, Austria-Hungary, Serbia) to analyse the emotions and decisions of that country.

3. Analysis and Discussion: Encourage groups to deliberate on the dominant emotions (fear, distrust, nationalism) and how these sentiments influenced political and military actions.

4. Comparison of Decisions: Instruct groups to consider how alternate decisions may have changed events. For instance, what if Austria-Hungary hadn’t declared war on Serbia?

5. Presentation of Results: Each group will present their findings to the class, highlighting the emotions they identified and any potential changes in historical events.

Discussion and Group Feedback

Following the presentations, facilitate a group discussion using the RULER method. Begin by asking students to recognize the emotions they identified in the leaders and nations during the pre-war period. Next, prompt them to understand the reasons behind these emotions and their consequences on the decisions made.

Encourage students to label these emotions accurately, discussing whether they were filled with fear, distrust, national pride, etc. Invite them to express their emotions and reflections on what they learnt from the activity, how it relates to their own experiences, and finally, explore ways to regulate these emotions effectively, both in a historical context and personally, promoting more responsible decision-making.

Conclusion

Duration: (15 - 20 minutes)

Reflection and Emotional Regulation

Encourage students to write a reflection or engage in a group discussion about the challenges faced during the lesson. Ask them how they felt when examining the background of World War I and their strategies for managing the emotions evoked during the debates and activities. Prompt them to consider how these emotions affected their decisions and interactions in class.

Objective: This subsection aims to promote self-assessment and emotional regulation. By reflecting on their challenges in class and their methods for managing emotions, students can identify effective strategies for navigating tough situations, academically and personally. This encourages self-awareness and self-control, key components of emotional intelligence.

Glimpse into the Future

To conclude, invite students to set personal and academic goals related to the lesson content. Clarify that these goals should be SMART—specific, measurable, achievable, relevant, and time-bound. For example, an academic goal could be to explore one of the pre-war events in greater depth, while a personal goal could focus on managing emotions during discussions.

Penetapan Objective:

1. Explore a specific event leading up to World War I in depth.

2. Practice regulating emotions during debates and group discussions.

3. Create a presentation on the socioeconomic consequences of World War I.

4. Develop skills in identifying and categorising emotions in various historical contexts.

5. Collaborate with peers on a research project regarding alliances formed before the war. Objective: The objective of this subsection is to enhance students' independence and practical application of their learning. By setting up personal and academic goals, students are encouraged to advance their socioemotional skills and historical understanding proactively. This also reinforces the material learned and supports ongoing academic and personal development.