Objectives (5 - 10 minutes)

1. Understanding of independences in Latin America: The teacher should introduce the topic by situating the students about the historical context of independences in Latin America, highlighting the main events and characters involved. Students should be able to understand the reasons and circumstances that led to the independence of the Latin American colonies.

2. Analysis of the formation of the First Republics: Students should be able to critically analyze the formation of the first republics in Latin America, identifying the characteristics and challenges of these new countries. The teacher should encourage students to make connections between the independence process and the formation of the first republics.

3. Development of research and presentation skills: The teacher should guide students to develop research, reading, and information synthesis skills. In addition, students should be encouraged to organize this information clearly and effectively for oral or written presentations.

Secondary objectives:

• Stimulate critical thinking: The teacher should encourage students to question and reflect on the content presented, promoting the development of critical thinking.
• Promote active participation: The teacher should create an environment conducive to active student participation, encouraging them to express their opinions and ideas, and to share what they have learned.

Introduction (10 - 15 minutes)

1. Review of previous contents: The teacher should start the class by quickly reviewing the process of colonization in Latin America, highlighting the differences between the Spanish and Portuguese colonies, and the tensions that arose between the metropolises and the colonies. This will prepare the ground for the discussion on independences in Latin America.

2. Problem situation: The teacher can present two situations to the students that will serve as a starting point for the exploration of the content:

   a. "Imagine that you are leaders of an independence movement in a Latin American colony. What would be the main challenges you would face? How would you plan the formation of a new republic?"

   b. "Now, imagine that you are historians studying the formation of the first republics in Latin America. What would be the main questions you would like to answer? What sources of information would you use?"

3. Contextualization of the theme: The teacher should then explain the importance of the theme, highlighting that the independences in Latin America and the formation of the first republics are fundamental milestones in the region's history, shaping its identity and its relations with the rest of the world.

4. Introduction to the topic: To arouse the students' interest, the teacher can share some curiosities or stories related to the theme:

   a. "Did you know that, despite having fought together for independence, the Latin American countries quickly divided into rival factions, leading to a series of internal conflicts that lasted for decades?"

   b. "And that, during the formation of the first republics, many of the independence leaders became lifelong presidents, adopting practices similar to those of the monarchies they had overthrown?"

With this Introduction, students should be prepared to start exploring the content of the lesson.

Development (20 - 25 minutes)

1. Activity 'Independences in Action' (10 - 12 minutes): The teacher should divide the class into groups of up to 5 students. Each group will be assigned to represent a Latin American colony during the independence process. The teacher will provide each group with a set of cards with relevant historical events and characters for the independence of the colony they are representing. The goal is for students to organize these cards in a timeline and discuss the importance of each event and character. They should also identify the main challenges the colony faced during the independence process. At the end of the activity, each group should present their timeline and conclusions to the class.

   a. Preparation: The teacher should prepare the cards in advance, ensuring that each group receives a set of cards relevant to the colony they are representing. The teacher should also prepare a space in the classroom where groups can gather and discuss.

   b. Execution: The teacher should instruct students to gather in their groups, distribute the cards, and explain the activity instructions. During the activity, the teacher should circulate around the room, observing the progress of the groups and providing guidance when necessary. In the end, each group should present their conclusions to the class.

2. Activity 'Building a Republic' (10 - 12 minutes): Still in their groups, students should now imagine that independence was successful and that they are the leaders of the new country. They should discuss and list the main characteristics they would like to see in their new republic. They should also identify the main challenges they expect to face in the formation of the new republic. After the discussion, each group should choose a spokesperson to present their conclusions to the class.

   a. Preparation: The teacher should provide students with paper and pen so they can make their lists. The teacher should also guide students to consider the challenges that were discussed in the previous activity, as well as the characteristics of the first Latin American republics.

   b. Execution: The teacher should guide students to start their discussions and listings. After a set time, each group should choose a spokesperson to present their conclusions. The teacher should ensure that all lists and conclusions are recorded for future reference.

3. Group Discussion (5 - 6 minutes): After the presentations, the teacher should open a group discussion, highlighting the similarities and differences between the responses of the different groups. The goal is for students to realize that, despite the differences between the colonies, there are common challenges and characteristics during the independence process and the formation of the first republics.

   a. Preparation: The teacher should review the lists and conclusions of the groups and select the most relevant points for the discussion. The teacher should also prepare some questions to stimulate the discussion.

   b. Execution: The teacher should start the discussion, presenting the main points of the lists and conclusions of the groups. The teacher should then ask questions to the class, encouraging students to reflect on what they have learned and to make connections with the theoretical content presented in the Introduction of the lesson.

Return (10 - 15 minutes)

1. Group Discussion (5 - 7 minutes): The teacher should promote a class debate, where each group can share their solutions or conclusions from the activities carried out. During the presentations, the teacher should encourage students to ask questions and make comments, stimulating the exchange of ideas and joint reflection. The teacher should also make relevant observations and connect the contributions of the students with the theoretical content presented in the Introduction of the lesson.

   a. Preparation: The teacher should ensure that all groups have the opportunity to present their solutions or conclusions. The teacher should also prepare some questions or comments to stimulate the discussion, if necessary.

   b. Execution: The teacher should lead the discussion, calling each group to present their solutions or conclusions and opening space for questions and comments. The teacher should make relevant observations and connect the contributions of the students with the theoretical content presented.

2. Connection with Theory (3 - 5 minutes): After the group discussion, the teacher should synthesize the main ideas and conclusions reached by the students. The teacher should also highlight how the practical activities helped illustrate and deepen the students' understanding of the lesson's theme. This is an opportunity for the teacher to reinforce key concepts and make connections with other topics or historical events.

   a. Preparation: The teacher should review the main ideas and conclusions of the groups and select the most relevant points for the synthesis. The teacher should also prepare some connections with the theory, if necessary.

   b. Execution: The teacher should synthesize, highlighting the main ideas and conclusions of the students and connecting them with the theory. The teacher should reinforce key concepts and make connections with other topics or historical events, if necessary.

3. Final Reflection (2 - 3 minutes): To end the lesson, the teacher should propose that students reflect for a minute on the following questions:

   1. "What was the most important concept you learned today?"
   2. "What questions have not been answered yet?"

   The teacher can ask some students to share their answers with the class, if they wish. This final reflection activity helps consolidate learning and identify possible gaps in students' understanding, which can be addressed in future lessons.

   a. Preparation: The teacher should prepare the final reflection questions.

   b. Execution: The teacher should propose the questions and give a minute for students to reflect. Then, the teacher can ask some students to share their answers with the class, if they wish.

Conclusion (5 - 10 minutes)

1. Summary and Recapitulation (2 - 3 minutes): The teacher should start the Conclusion of the lesson by briefly summarizing the main points discussed and the conclusions reached. It is important for the teacher to reinforce key concepts and main ideas that were explored during the lesson. For example, the teacher can recapitulate the main characteristics of the first Latin American republics, the challenges faced during the independence process and the formation of these republics, and the similarities and differences between the colonies that became independent.

   a. Preparation: The teacher should review the class notes and select the most important points for the summary and recapitulation.

   b. Execution: The teacher should make the summary and recapitulation, reinforcing key concepts and main ideas.

2. Connection between Theory and Practice (1 - 2 minutes): The teacher should then explain how the lesson connected theory, practice, and applications. For example, the teacher can highlight how the practical activities allowed students to apply theoretical concepts in a concrete and meaningful way, and how group discussions enriched students' understanding of the theme.

   a. Preparation: The teacher should review the practical activities and group discussions and select the most relevant points for the connection with the theory.

   b. Execution: The teacher should explain the connection between theory, practice, and applications, highlighting the most relevant points.

3. Additional Materials (1 - 2 minutes): The teacher should suggest some additional materials for students who wish to deepen their understanding of the theme. These materials may include books, articles, documentaries, websites, and educational games. For example, the teacher can suggest that students read a chapter from a history book on independences in Latin America, or watch a documentary on the formation of the first republics.

   a. Preparation: The teacher should prepare a list of additional materials.

   b. Execution: The teacher should suggest the additional materials and briefly explain why they are relevant to the theme.

4. Importance of the Subject (1 - 2 minutes): Finally, the teacher should highlight the importance of the subject for the students' daily lives. For example, the teacher can explain how knowledge about the independences in Latin America and the formation of the first republics can help students better understand the history and culture of their own region, and reflect on current issues such as democracy and citizenship.

   a. Preparation: The teacher should prepare some points to highlight the importance of the subject.

   b. Execution: The teacher should highlight the importance of the subject, briefly explaining why it is relevant to the students' daily lives.