Objectives (5 minutes)

Main Objectives:

1. Understand the nature of current conflicts, analyzing the main geopolitical issues that trigger them.
2. Analyze how current conflicts impact the world order, considering the economic, social, and cultural implications.
3. Develop critical skills to understand current news about conflicts, seeking different sources of information and perspectives.

Secondary Objectives:

1. Identify the main actors involved in current conflicts and their motivations.
2. Apply the acquired knowledge to discuss and propose solutions for current conflicts, promoting critical thinking and global citizenship.
3. Foster empathy and cultural understanding, valuing the diversity of perspectives on current conflicts.

Introduction (10 - 15 minutes)

1. Review of Related Content: The teacher starts the lesson by recalling the concepts of geopolitics, world order, and international actors. These concepts are essential for understanding the current conflicts that will be addressed in the lesson. (3 - 5 minutes)

2. Problem Situations: The teacher proposes two problematic situations to stimulate students' critical thinking:

   • "Why has the civil war in Syria attracted the attention of so many international actors and why has it been so difficult to reach a solution to the conflict?"
   • "How does the conflict between Israel and Palestine affect international relations and the geopolitics of the Middle East?" (5 - 7 minutes)

3. Contextualization: The teacher contextualizes the importance of studying current conflicts, highlighting how they impact daily life, the global economy, and relations between countries. In addition, the teacher may mention some recent examples of conflicts that are being reported, such as the crisis in Ukraine and the conflict between India and Pakistan in the Kashmir region. (2 - 3 minutes)

4. Engaging Students' Attention: To arouse students' interest, the teacher can share some curiosities or interesting facts about current conflicts. For example:

   • "Did you know that the conflict in Syria has been going on for over 10 years and has already caused the death of over half a million people?"
   • "Did you know that the conflict between Israel and Palestine is considered one of the oldest conflicts in the world and one of the main focal points of tension in global geopolitics?" (2 - 3 minutes)

Development (20 - 25 minutes)

1. Investigation Activity: "Actors and Motivations in Current Conflicts" (10 - 12 minutes)

   • Group Formation: The teacher divides the class into groups of five students. Each group receives a current conflict situation to investigate. Situations may include the conflict in Syria, the territorial dispute between China and its neighbors in the South China Sea, the tension between North Korea and South Korea, among others.
   • Research and Analysis: Each group must research the assigned conflict, identify the main actors involved and their motivations. Students should seek information from different news sources and reliable websites. They should also consider the geopolitical context and international relations to better understand the conflict.
   • Presentation Preparation: After the research, the groups prepare a short presentation to share their findings with the class. They should be able to explain who the main actors of the conflict are, what their motivations are, and how the conflict has impacted the world order.

2. Debate Activity: "Solutions for Current Conflicts" (10 - 12 minutes)

   • Group Debate: The teacher continues with the same groups and proposes a debate on possible solutions to the investigated conflict. Each group must present a solution based on their understanding of the conflict and the motivations of the actors involved. Students should consider both the perspectives of the actors involved in the conflict and the principles of justice, human rights, and peace.
   • Class Discussion: After the group debate, the teacher promotes a class discussion, allowing students to share their different perspectives and solutions. The teacher should guide the discussion by asking questions that stimulate critical thinking and reflection.

3. Role-Playing Activity: "Peace Negotiation" (5 - 7 minutes)

   • Peace Negotiation Simulation: To conclude the Development stage, the teacher proposes a role-playing activity. Each group takes on the role of one of the actors involved in the investigated conflict and participates in a peace negotiation simulation. Students should consider the motivations of their characters, the demands of other parties, and possible solutions to the conflict.
   • Discussion on the Activity: After the simulation, the teacher leads a discussion about the activity, asking students about the difficulties and learnings from the peace negotiation. The teacher should also highlight the importance of dialogue and peaceful negotiation for conflict resolution.

These activities allow students to apply theoretical knowledge about current conflicts, develop research and analysis skills, and promote critical thinking and empathy. Additionally, the group approach and debate stimulate collaboration and communication among students.

Return (10 - 15 minutes)

1. Sharing of Solutions Proposed by Groups (5 - 7 minutes)

   • The teacher invites each group to share the solutions they proposed for the investigated conflict. Each group should have up to 3 minutes to present.
   • During the presentations, the teacher should encourage other students to ask questions and provide constructive comments, thus promoting a rich and diversified discussion.
   • The teacher should also ask questions that stimulate students' reflection on their solutions, such as: "How did you consider the motivations of the actors involved in your proposed solution?" or "What are the challenges you perceive in implementing this solution?".

2. Connection with Theory (3 - 5 minutes)

   • After all presentations, the teacher should review the main theories and concepts covered during the lesson, connecting them with the solutions proposed by the groups.
   • For example, the teacher can highlight how understanding the motivations of international actors is essential for proposing effective solutions, or how considering the geopolitical context can influence the approach to a conflict.
   • The teacher can also emphasize the importance of critical thinking and ethical reflection in the analysis and resolution of conflicts.

3. Individual Reflection (2 - 3 minutes)

   • To conclude the lesson, the teacher suggests that students reflect individually on what they have learned. The teacher can ask questions like: "What was the most important concept you learned today?", "What questions have not been answered yet?" or "How can you apply what you learned today in your daily life or in other contexts?".
   • This individual reflection allows students to consolidate their learning and identify possible gaps in their understanding, which can be explored in future lessons or independent studies.
   • The teacher can collect students' responses in writing or orally, depending on the available time and the level of intimacy that has been developed in the class.

4. Teacher's Feedback (1 - 2 minutes)

   • Finally, the teacher should provide overall feedback on the class's participation and performance during the lesson. The teacher can highlight the class's strengths, such as collaboration, critical thinking, and empathy, and suggest areas for improvement, such as research and argumentation.
   • The teacher's feedback is essential to guide students' learning and motivate them to continue striving. The teacher should always seek to provide constructive and encouraging feedback, valuing students' effort and dedication.

Conclusion (5 - 7 minutes)

1. Summary of Main Contents (2 - 3 minutes)

   • The teacher starts the Conclusion by summarizing the main points covered during the lesson. This includes the nature of current conflicts, the main geopolitical issues that trigger them, the involved actors and their motivations, the implications of conflicts on the world order, and the skills necessary to understand and analyze current conflicts.
   • The teacher should reinforce the importance of the concepts and skills learned for understanding the current world and for the formation of active and critical citizens.

2. Connection between Theory, Practice, and Applications (1 - 2 minutes)

   • Next, the teacher should highlight how the lesson connected theory, practice, and applications. For example, the teacher can mention how practical activities allowed students to apply conflict theory in real situations, or how discussions and presentations encouraged students to reflect on the implications of conflicts in daily life and international relations.

3. Suggestion of Additional Materials (1 - 2 minutes)

   • The teacher can suggest reading materials, videos, documentaries, or websites for students who wish to deepen their knowledge on the topic. These materials may include current news on conflicts, academic articles, geopolitics books, among others.
   • The teacher can also indicate extra activities, such as researching an additional conflict, creating a geopolitical map, or writing an opinion article on a current conflict.

4. Relevance of the Subject to Daily Life (1 minute)

   • To conclude, the teacher should emphasize the importance of studying current conflicts for students' daily lives. The teacher can explain how understanding conflicts and their implications can help students become informed and active global citizens.
   • The teacher can also mention concrete examples of how geopolitics and current conflicts affect daily life, such as food prices, migration policies, diplomatic relations, among others.

This Conclusion moment is crucial to consolidate students' learning, connect theory with practice and applications, and motivate students to continue studying and being interested in the topic. The teacher should always seek to end the lesson clearly, summarizing the main points and encouraging students to keep learning.