Lesson Plan | Active Learning | Second Industrial Revolution and 19th Century Social Doctrines: Review

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 phase is crucial for guiding both the teacher and students about the learning goals of the lesson. By clearly defining what is expected to be achieved, this section helps to focus subsequent activities and discussions. Furthermore, it lays the groundwork for a deeper understanding of the topics, ensuring that students can apply prior knowledge in practical and theoretical contexts during the lesson.

Main Objectives:

1. Explore the technological and political processes that characterize the Second Industrial Revolution, focusing on technological innovations and their social and economic implications.

2. Analyze the social doctrines of the 19th century, emphasizing liberal and Marxist thoughts, and how these ideologies reacted to and contributed to the changes brought about by industrialization.

Side Objectives:

1. Develop critical analysis skills regarding historical sources that describe the period of the Second Industrial Revolution and the social doctrines of the 19th century.
2. Encourage students' argumentative ability by comparing and contrasting liberal and Marxist ideologies in specific historical contexts.

Introduction

Duration: (15 - 20 minutes)

The Introduction phase serves to engage students with the content they have already studied and prepare them for the practical application of concepts in class. The proposed problem situations encourage students to think critically about how acquired knowledge can be applied to solve complex and real issues. The contextualization, in turn, aims to connect historical content with the contemporary world, showing the ongoing relevance of the themes addressed and arousing students' interest in the lesson.

Problem-Based Situations

1. How did the technological innovations of the Second Industrial Revolution, such as the telegraph and the railway, change the social and economic dynamics of 19th century Europe?

2. How did liberal and Marxist thoughts respond to the working conditions and social inequalities exacerbated by industrialization in the 19th century?

Contextualization

The Second Industrial Revolution marked a time of rapid and profound changes, with innovations such as mass production, electricity, and oil drastically transforming people's lives. These changes were not just technological but also shaped new social and political dynamics, leading to a reaction from thinkers and activists seeking to address the growing social inequalities and labor conditions issues. Interestingly, these reactions divided into two main currents: liberalism, which advocated for individual and economic freedom, and Marxism, which proposed radical social transformation through socialism.

Development

Duration: (75 - 80 minutes)

The Development phase is designed to allow students to apply and deepen the knowledge acquired about the Second Industrial Revolution and the Social Doctrines of the 19th century, through practical and contextualized activities. These activities are planned to be interactive and challenging, encouraging students to think critically, collaboratively, and creatively. The objective is for students to not only understand the content theoretically but also to be able to observe their real applications and consequences in the world around them, promoting meaningful and engaged learning.

Activity Suggestions

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

Activity 1 - The Industrial City: Building the Future

> Duration: (60 - 70 minutes)

- Objective: Understand and apply the concepts of technological innovation and its social, economic, and environmental implications.

- Description: Students will be divided into groups of up to 5 people, and each group will represent an innovative company from the 19th century. They must create a business plan and urban transformation strategy, considering the technologies of the Second Industrial Revolution, such as the use of steam and mass production. The objective is not only to maximize profit but also to consider the social and environmental impact.

- Instructions:

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

• Assign each group a specific technology from the Second Industrial Revolution to base their plan (e.g., telegraph, railway, electricity).

• Students should quickly research the social, economic, and environmental implications of the assigned technology.

• Based on the research, the groups must create a business plan that includes how the technology will be implemented in the city and how it will affect the lives of the inhabitants.

• Each group prepares a presentation of their plan, including a cost analysis, benefits, and possible negative impacts.

• After the presentations, other groups have the opportunity to question and debate the presented plans.

Activity 2 - Debates on Social Doctrines

> Duration: (60 - 70 minutes)

- Objective: Develop argumentative skills and critical understanding of the social doctrines of the 19th century.

- Description: Students, organized into groups of up to 5, will represent different historical figures or ideologies of the 19th century, such as liberals, Marxists, industrialists, and trade unionists. They will participate in a structured debate, where each group defends its ideas and responds to arguments from other groups, simulating a parliament of the time.

- Instructions:

• Organize the class into groups, each representing a specific ideology or group.

• Distribute support texts for each group, which will serve as the basis for their arguments.

• Each group has time to prepare its arguments and counterarguments.

• Conduct a structured debate, where each group presents its initial viewpoints followed by rounds of questions and answers between the groups.

• Conclude with a symbolic vote to see which ideology or group was most successful in persuading others.

Activity 3 - The Revolution Newspaper

> Duration: (60 - 70 minutes)

- Objective: Deepen the understanding of different ideologies from the 19th century through writing and critical discussion.

- Description: In this activity, students, divided into groups, will act as journalists of the 19th century. They must write articles that reflect the different perspectives of liberals and Marxists on industrialization, using historical sources and their own creations.

- Instructions:

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

• Each group chooses whether to represent the liberal or Marxist perspective.

• Students quickly research historical sources and create their own analyses and opinions on the topic.

• Based on the research, each group writes newspaper articles that reflect the views of their ideology, considering political, economic, and social aspects.

• The articles are shared and discussed in a simulated 'press conference' where each group presents its article and answers questions from other groups.

Feedback

Duration: (15 - 20 minutes)

The purpose of this phase is to consolidate learning, allowing students to articulate and reflect on what they have learned and how they applied knowledge in practical contexts. Group discussion facilitates the exchange of ideas and perspectives, promoting a deeper and critical understanding of the studied material. Additionally, this phase helps evaluate students' understanding and identify any gaps that may require further review or exploration.

Group Discussion

At the end of the activities, organize a large discussion circle with all students. Start the discussion with a brief introduction, highlighting the importance of reflecting on the experiences lived and the lessons learned. Encourage each group to share the main points discussed in their presentations and debates, as well as the discoveries made during their research. This moment is crucial for the exchange of knowledge and the consolidation of learning, allowing students to see different perspectives and approaches to the same theme.

Key Questions

1. What were the main challenges faced while trying to apply the studied concepts about the Second Industrial Revolution and the Social Doctrines of the 19th century in your activities?

2. Was there any surprise or significant discovery during the discussions and presentations that changed your initial understanding of the topic?

3. How can the concepts of technological innovation and political ideologies of the 19th century be applied to understand contemporary challenges?

Conclusion

Duration: (5 - 10 minutes)

The conclusion phase aims to reinforce and synthesize the knowledge acquired during the lesson, ensuring that students can clearly link theoretical concepts with the practical activities carried out. Additionally, it seeks to highlight the ongoing relevance of historical studies for understanding the contemporary world, encouraging students to apply historical knowledge in current and future contexts. This phase also serves to evaluate the effectiveness of the activities conducted and the level of students' understanding of the topics addressed.

Summary

In conclusion, it is essential to highlight that the Second Industrial Revolution and the Social Doctrines of the 19th century represent crucial moments in world history, where technological innovations and political ideologies shaped modern society. During the lesson, we reviewed how industrialization brought profound impacts, both positive and negative, and how liberal and Marxist ideologies emerged as responses to these changes.

Theory Connection

Today's lesson was designed to effectively connect theory and practice. Through practical activities such as 'The Industrial City: Building the Future', 'Debates on Social Doctrines', and 'The Revolution Newspaper', students were able to apply the theoretical concepts studied about technological innovation and political ideologies, observing their real applications and discussing their social, economic, and environmental implications.

Closing

Understanding the Second Industrial Revolution and the Social Doctrines of the 19th century is essential not only for historical appreciation but also for the critical analysis of the contemporary world. The impacts of these events have shaped many of the social and economic structures that persist today, and the ability to contextualize these historical events enriches our understanding of current and potential future challenges.