Lesson Plan | Active Learning | Capitalism

Assumptions: This Active Lesson Plan assumes: a 100-minute class, prior student study with both the Book and the start of Project development, and that only one activity (among the three suggested) will be chosen to be conducted during the class, as each activity is designed to take up a significant portion of the available time.

Objectives

Duration: (5 - 10 minutes)

The Objectives stage is crucial to establish a clear foundation of what is expected to be achieved by the end of the lesson. By defining specific and measurable objectives, students can direct their learning efforts and focus on the essential competencies of understanding capitalism, its dynamics, and evolution over time. This will facilitate the practical application of the knowledge acquired during the Development stage.

Main Objectives:

1. Understand the concept of capitalism and its main characteristics, such as private property, profit, and wage labor, and how these elements interact in the economic system.

2. Analyze the historical development of capitalism, identifying the different phases and the social and economic changes that occurred in each of them.

Side Objectives:

1. Encourage students' critical thinking so that they can assess the social and environmental consequences of capitalism.
2. Develop research and presentation skills through practical activities in class.

Introduction

Duration: (15 - 20 minutes)

The Introduction stage serves to engage students and reactivate their prior knowledge gained about capitalism, using problem situations that stimulate critical thinking and the practical application of the concept. Additionally, the contextualization seeks to connect the content with the reality of the students, exemplifying how the study of capitalism is relevant and affects various spheres of society, encouraging a broader and critical view.

Problem-Based Situations

1. Imagine a new country is founded, and its leaders need to decide on the economic system to be adopted. What would be the pros and cons of choosing capitalism over other systems?

2. Consider a company in a capitalist market that is facing financial difficulties. What strategies could it adopt to survive and thrive within the capitalist system?

Contextualization

Capitalism, as the predominant economic system in many parts of the world, not only shapes our daily lives but also influences global decisions, such as trade and environmental policies. For example, the 2008 financial crisis had repercussions worldwide, affecting not only large corporations but also ordinary families. Furthermore, curiosities such as the history of the first stock exchange in Amsterdam or the impact of large technology companies on the contemporary economy contribute to understanding the relevance of studying capitalism in Geography.

Development

Duration: (75 - 80 minutes)

The Development stage is designed to allow students to practically and playfully apply the concepts studied about capitalism. Through simulation activities, debates, and the creation of projects, students can deepen their understanding of how capitalism operates and the implications of its dynamics. These activities are essential for transforming theoretical knowledge into concrete experiences and for stimulating students' critical thinking and creativity.

Activity Suggestions

It is recommended to carry out only one of the suggested activities

Activity 1 - Capitalism in Action: The Game of Commercial Empires

> Duration: (60 - 70 minutes)

- Objective: Explore the concepts of competition, property, and commerce in capitalism, and understand the importance of strategic decisions and technological innovation.

- Description: In this activity, students are divided into groups of up to 5 people, and each group represents a commercial empire. Each empire receives an initial amount of resources and must use these resources to expand its domain, conquering territories (represented by cards) and establishing trade routes. The goal is to accumulate the greatest amount of 'wealth' by the end of 60 simulated minutes, representing decades in the game. Students must decide between investing in technology to improve their trade routes or in defense to protect their territories.

- Instructions:

• Divide the class into groups of up to 5 students.

• Distribute cards representing different resources (gold, silver, spices, etc.) to each group.

• Each group can choose how to allocate its resources between investments in technology and defense.

• Allow groups to negotiate with each other to form alliances or purchase additional resources.

• At the end of the game, each group presents its strategy and the results obtained.

• Conduct a class discussion on the most effective strategies and how they relate to the principles of capitalism.

Activity 2 - Marketplace of Ideas: Capitalist Innovation Fair

> Duration: (60 - 70 minutes)

- Objective: Develop entrepreneurship skills and understand the role of innovation in capitalism, as well as promote the ability to present and defend ideas.

- Description: Students, organized into groups, must imagine they are entrepreneurs at an innovation fair. They must create a new product or service that meets a market need and develop a business plan, including marketing and sales strategies. Each group will present its project to 'investors' (other classmates and the teacher) who will decide which project will receive fictitious 'investment' to continue developing.

- Instructions:

• Form groups of up to 5 students and assign each group a market need for which they must create a solution.

• Each group develops a product or service, prepares a business plan, and presentation materials.

• Organize an 'innovation fair' in the classroom where each group presents its project to the 'investors'.

• The 'investors' decide which project receives investment, which can be used to acquire 'resources' at the fair that will help in implementing the project.

• Discuss in class how the proposed innovations align with the principles of capitalism and how they could be implemented in the real world.

Activity 3 - The Great Debate: Capitalism versus Other Economic Systems

> Duration: (60 - 70 minutes)

- Objective: Promote a critical understanding of different economic systems and their social, political, and economic implications.

- Description: Students are divided into groups, and each group represents a different economic system (capitalism, socialism, communism). They must prepare arguments for a debate on which system is the most effective and fair. After the debates, a 'council' made up of other students and the teacher votes on the system they consider most appropriate based on the arguments presented.

- Instructions:

• Divide the class into groups of up to 5 students, each group representing a different economic system.

• Give each group time to research and prepare their arguments.

• Conduct the debate, allowing each group to present its points and respond to criticisms from other groups.

• Conclude with a vote from the 'council' made up of other students and the teacher.

• Discuss the results of the debate and what this reflects about the understanding of economic systems.

Feedback

Duration: (15 - 20 minutes)

This feedback stage is crucial to consolidate students' learning, allowing them to reflect on the practical activities performed and articulate their experiences with the theoretical concepts studied. The group discussion helps develop communication and argumentation skills, as well as providing an environment for students to hear different perspectives and enrich their understanding of capitalism and its impacts.

Group Discussion

To start the group discussion, the teacher can ask each group to briefly share their main discoveries and challenges during the activities. It is important for the teacher to encourage students to relate their experiences to the theoretical concepts of capitalism, such as private property, profit, and wage labor. It is suggested that the teacher uses guiding questions, such as: 'How do the trade and technology strategies you developed reflect the principles of capitalism?' or 'How can the innovation observed at the ideas fair be applied in the current economic context?'

Key Questions

1. What were the biggest challenges your commercial empires faced and how did you overcome them?

2. How did the decisions made regarding investments and innovation affect the outcomes of your company in the simulation?

3. How did the debate on different economic systems change or reinforce your understanding of capitalism?

Conclusion

Duration: (5 - 10 minutes)

The Conclusion stage aims to consolidate learning, ensuring that students can link the practical activities performed with the theoretical concepts discussed. This moment also serves to reinforce the relevance of the study of capitalism, both in the academic context and in the practical lives of students, preparing them to apply the knowledge acquired in real situations and future critical reflections.

Summary

To conclude, the teacher should summarize the key points covered about capitalism, including its definition, fundamental characteristics such as private property, profit, and wage labor, and the historical evolution of the system. It is important to reinforce how these concepts intertwine and influence global and local economic relationships.

Theory Connection

During the lesson, students were able to practically and theoretically experience the dynamics of capitalism through activities such as simulations of commercial empires, debates, and entrepreneurial innovations. These experiences were designed to connect the theory studied with concrete applications, helping students to visualize and better understand the concepts discussed.

Closing

The study of capitalism is not just academic; it is essential to understand the economic structures that shape our daily lives and global decisions. Furthermore, understanding capitalism helps to form conscious citizens who are prepared to participate actively in the market and society.