Lesson Plan | Active Learning | Study of History: Introduction

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 for directing the focus of students and the teacher towards the central aspects of the study of history, ensuring that everyone has a clear understanding of what is expected to be achieved. By defining specific objectives, the lesson becomes more efficient and students can better direct their learning efforts. This stage also serves to establish a solid foundation that will be explored and enhanced in subsequent activities.

Main Objectives:

1. Explore the definition and importance of historical science, highlighting its objects of study such as human actions in time, events, memory, and culture.

2. Develop students' ability to analyze and understand how the different areas of historical science relate to and influence the understanding of the past and present.

Side Objectives:

1. Encourage critical reflection on the applicability of historical concepts in everyday life and the formation of cultural awareness.

Introduction

Duration: (15-20 minutes)

The introduction stage of the lesson plan serves to engage students and connect prior knowledge acquired at home with real and relevant situations and contexts. The proposed problem situations stimulate critical thinking and the practical application of content, while the contextualization highlights the importance of studying history, showing how historical events and processes continue to influence the contemporary world. This moment prepares the ground for in-depth discussion and subsequent practical activities.

Problem-Based Situations

1. How did the events of the Industrial Revolution in Europe impact the forms of work and the lives of people at that time?

2. Analyzing the construction of the Great Wall of China, what political, economic, and social factors contributed to this great work and what is its historical legacy?

Contextualization

History is not just a record of the past, but a tool for understanding the present and shaping the future. Examples such as the French Revolution, which still influences concepts of democracy and human rights today, or the impact of colonialism in Africa, which continues to resonate in political and social structures, illustrate how the study of history is essential for understanding our identity and current challenges. Curiosities, such as the fact that Ancient Greece had the first concept of democracy, also spark interest and relevance of the theme for students.

Development

Duration: (75 - 80 minutes)

The Development stage is designed to allow students to apply and deepen the knowledge acquired at home through practical and interactive activities. By working in groups, students not only develop collaboration and communication skills but also explore different perspectives and solutions to historical problems. The activities are structured to be engaging and challenging, ensuring that students are actively involved in the construction of their historical knowledge.

Activity Suggestions

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

Activity 1 - Historical Mysteries: The Silk Road

> Duration: (60 - 70 minutes)

- Objective: Develop research, teamwork, and presentation skills while deepening knowledge about the historical importance of the Silk Road.

- Description: In this activity, students are divided into groups of up to 5 people to investigate and present an aspect of the Silk Road, a network of trade routes connecting the East and West. Each group will receive a 'mystery' to solve, such as identifying the main products traded along different sections of the route and the cultural and economic consequences of these exchanges.

- Instructions:

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

• Distribute maps of the Silk Road and research materials.

• Each group must choose a mystery related to the Silk Road to solve.

• Groups will have 45 minutes to research and prepare a 5-minute presentation.

• Presentations should cover the chosen mystery, their hypotheses, and the evidence they found.

Activity 2 - The Great Debate: Impacts of the Spanish Conquest in America

> Duration: (60 - 70 minutes)

- Objective: Promote understanding of different historical perspectives and improve argumentative and critical thinking skills.

- Description: Students, divided into two large groups, will represent different perspectives (indigenous and colonizers) in a debate on the impacts of the Spanish Conquest in America. Each group must prepare arguments based on their prior research to defend their positions.

- Instructions:

• Divide the class into two large groups: indigenous and colonizers.

• Each group researches and prepares their arguments for 40 minutes.

• Conduct the debate, allowing each side to present their arguments and respond to the other group's questions.

• Conclude with a joint reflection on the different views and historical impacts discussed.

Activity 3 - Time Travel: Simulation of a Constituent Assembly

> Duration: (60 - 70 minutes)

- Objective: Promote understanding of democratic and constitutional principles, as well as develop debate, negotiation, and writing skills.

- Description: In this simulation, students take on the role of members of a constituent assembly, where they must create a constitution for a fictional country based on principles and historical events studied. The process involves debates, votes, and drafting the final document.

- Instructions:

• Organize the class into groups of up to 5 students, each representing different parts of society and political interests.

• Provide historical context and key issues to be addressed in the constitution.

• Groups must debate and draft proposals, which will be voted on by the assembly.

• At the end, each group presents its constitution and justifies its choices based on the history studied.

Feedback

Duration: (15 - 20 minutes)

The purpose of this feedback stage is to consolidate learning, allowing students to articulate the knowledge acquired and reflect on the learning process. By sharing their discoveries and listening to peers' perspectives, students develop a deeper understanding of the studied themes and the skills acquired. This discussion also serves to evaluate students' understanding and identify areas that may need review or deepening, preparing them for future historical explorations.

Group Discussion

After completing the activities, gather all students for a group discussion. Start the discussion by highlighting the importance of sharing the discoveries and learnings obtained during the activities. Use the following steps to facilitate the discussion: 1. Ask each group to briefly summarize what they discovered and the conclusions of their investigations or debates. 2. Encourage students to discuss how the studied themes apply to real situations or other areas of study. 3. Promote reflection on the challenges faced and the strategies used during the activities.

Key Questions

1. What were the main challenges your group faced when investigating or debating the proposed theme?

2. How do the conclusions of your activities relate to the overall understanding of history and the contemporary world?

3. What skills do you believe you developed or improved during today's activities?

Conclusion

Duration: (5 - 10 minutes)

The conclusion stage serves to consolidate learning, ensuring that students have a clear and integrated understanding of the explored content. Furthermore, it reinforces the importance of studying history for the formation of critical and informed citizens, capable of applying their knowledge in varied contexts. This moment also helps close the learning cycle, linking practical activities with the theoretical objectives of the lesson and preparing students for future studies and applications of historical concepts.

Summary

In conclusion, the content covered in the lesson is summarized, reiterating the importance and applicability of historical studies on historical science and its objects of study, such as human actions in time, events, memory, and culture. It also recaps the activities carried out, such as the investigation of the Silk Road, the debate on the Spanish Conquest, and the simulation of a Constituent Assembly, highlighting the discoveries and challenges faced.

Theory Connection

It is explained how practical activities, such as investigation, debate, and simulation, were designed to apply and solidify students' prior theoretical knowledge. The importance of connecting theory and practice is highlighted for a deeper understanding that transcends mere accumulation of information, preparing students to apply their knowledge in real contexts and future history lessons.

Closing

Finally, the relevance of studying history for understanding the present and forming critical and cultural awareness is emphasized. It discusses how the historical themes addressed in the lesson, such as globalization through the Silk Road and the impacts of colonization, continue to influence contemporary issues, such as public policies and international relations, making history a powerful tool for interpreting the current world.