Lesson Plan | Socioemotional Learning | USA and Latin America: International Relations

Objective

Duration: 15 - 20 minutes

The aim of this segment is to introduce learners to the theme of international relations between South Africa and Latin America, providing an initial understanding of the dynamics of dependency, conflict, and partnership. This will also lay the groundwork for developing socio-emotional skills such as self-awareness and social awareness by analysing the emotions and motivations of the historical figures involved.

Objective Utama

1. Describe the key relationships of dependency, conflict, and partnership between South Africa and Latin America.

2. Identify and understand the emotions and motivations of different historical figures in key events of these relations.

3. Develop the ability to critically analyse the impacts of these relations on both sides.

Introduction

Duration: 15 - 20 minutes

Emotional Warmup Activity

Guided Meditation: Find Your Peace

The emotional warm-up activity will be a Guided Meditation. This practice aims to promote focus, presence, and concentration among learners, emotionally preparing them for the lesson content. Guided meditation helps calm the mind, reduce anxiety, and increase attention capacity, creating a conducive learning environment.

1. Prepare the space: Ask learners to sit comfortably in their chairs, with their feet resting firmly on the ground and their hands gently on their laps.

2. Close your eyes: Instruct the learners to close their eyes and begin to pay attention to their own breathing, feeling the air entering and leaving their bodies.

3. Start the meditation: Begin guiding the meditation with a calm, reassuring voice: "Imagine you are in a peaceful, safe environment, perhaps in a tranquil park or along a beautiful beach. Feel the gentle breeze and the warmth of the sun on your skin. Allow yourself to completely relax."

4. Focus on the breath: Continue with the meditation by asking learners to concentrate on their breathing, observing each inhale and exhale. "If your mind starts to drift, gently bring your focus back to your breath."

5. Positive visualization: Guide learners through a positive visualization: "Imagine you are facing a challenge with calmness and confidence. Envision yourself managing the situation effectively and wisely."

6. Completion: After about 5-10 minutes, start bringing the learners back to the present: "When you are ready, begin to slowly move your fingers and toes. Open your eyes gently and take a moment to acclimatize to your surroundings."

7. Brief reflection: Ask the learners how they felt during the meditation and if they noticed any changes in their emotional state.

Content Contextualization

International relations between South Africa and Latin America have been characterised by a mix of collaboration and conflict throughout history. To grasp these dynamics, it is essential to consider not just political and economic factors, but also the emotions and motivations of the different actors involved. For example, how did leaders like Nelson Mandela and Hugo Chávez feel during moments of diplomatic engagement? What emotions influenced pivotal decisions? Reflecting on these questions not only enriches our historical insight but also enhances our empathy and social awareness.

As learners explore these relations, they will be encouraged to recognise and understand the emotions that shaped major historical events. This method not only makes learning more engaging but also nurtures crucial socio-emotional skills such as empathy and responsible decision-making.

Development

Duration: (60 - 70 minutes)

Theory Guide

Duration: (20 - 25 minutes)

1. Dependency Relations: Explain how South American countries have historically depended on trade with South Africa. Use examples such as dependence on mineral exports and the import of finished goods. Relate this to concepts of economic imperialism and neocolonialism.

2. Historical Conflicts: Detail episodes of conflict between South Africa and Latin American countries, such as the anti-apartheid struggles and Latin American solidarity movements. Discuss the causes and consequences of these conflicts.

3. Partnerships and Cooperation: Address economic and political partnerships, like trade agreements and developmental aid. Provide examples of how these partnerships have benefitted or harmed both sides.

4. Emotional and Political Motivations: Explore the emotions and motivations of the leaders and nations involved. For instance, how did fear and hope influence political decisions during the transitions from apartheid to democracy? Use analogies and examples to facilitate understanding.

5. Social and Economic Impacts: Analyse how these relations of conflict and cooperation affected the society and economy of South American countries. Discuss the resulting inequality, poverty, development, and migration from these dynamics.

Activity with Socioemotional Feedback

Duration: (35 - 45 minutes)

Case Study: Anti-apartheid Movements

Learners will be divided into groups and receive materials about the anti-apartheid movements and their connections with Latin America. Each group will analyse the event from different perspectives (South Africa, Latin America) and identify the emotions and motivations of the leaders involved. Afterward, groups will share their analyses with the class.

1. Divide the class into groups: Form groups of 4 to 5 learners.

2. Distribute materials: Provide each group with a selection of historical documents, articles, and videos about the anti-apartheid movements.

3. Define perspectives: Assign each group a perspective to analyse (South Africa, Latin America).

4. Group analysis: Instruct the groups to identify the emotions and motivations of the political leaders involved and discuss the causes and consequences of their decisions.

5. Prepare for the presentation: Each group should prepare a brief presentation (5 minutes) on their findings.

6. Presentations: Each group presents their analyses to the class.

7. Discussion and feedback: Lead a group discussion using the RULER method to guide the analysis of the identified emotions and motivations.

Discussion and Group Feedback

Start the discussion by asking learners to recognise the emotions present in the leaders during the anti-apartheid movements. Ask: 'What emotions do you think Nelson Mandela, and other leaders were feeling during these significant moments?'. Encourage learners to understand the causes of those emotions by discussing the historical context and pressures faced by each leader.

Next, ask learners to name the emotions accurately and discuss how those emotions were expressed in the leaders' actions and decisions. Finally, ask how those emotions could have been regulated more effectively, considering alternatives that might have led to different outcomes. This activity will help learners develop empathy and responsible decision-making skills, linking historical content to socio-emotional growth.

Conclusion

Duration: (15 - 20 minutes)

Reflection and Emotional Regulation

For the reflection and emotional regulation activity, the teacher can initiate a group discussion or request written reflection. Ask learners about the challenges they faced during the analysis of historical cases and how they managed their emotions throughout the activity. Encourage them to reflect on how recognising and understanding the emotions of historical leaders helped them develop empathy and make more informed decisions. In a written reflection, ask them to write about a situation in which they had to deal with strong emotions and how they could apply the strategies discussed today to effectively regulate those emotions.

Objective: The goal of this section is to encourage self-assessment and emotional regulation among learners, helping them identify effective strategies to cope with challenging situations. By reflecting on their own emotions and those of historical leaders, learners develop self-awareness and self-control skills, essential for responsible decision-making and building social awareness.

Glimpse into the Future

For the conclusion, the teacher can set personal and academic goals related to the lesson content. Suggest that learners think about how they can apply what they learned about international relations and emotional regulation in their own lives. Ask them to write down two goals: one academic, such as studying a specific aspect of international relations in more depth, and one personal, such as practising emotional regulation in their everyday lives.

Penetapan Objective:

1. Study more in-depth the anti-apartheid movements and their connections with Latin America.

2. Practice emotional regulation in conflict situations with peers or family.

3. Participate in debates or discussions on international relations themes to develop argumentation and empathy skills.

4. Apply the RULER method to recognise and regulate emotions in challenging classroom situations. Objective: The aim of this section is to strengthen learners' autonomy and the practical application of learning, aiming for continuity in academic and personal development. Setting clear goals helps learners focus on their growth and apply the socio-emotional skills developed during the lesson in different contexts, promoting continuous and meaningful learning.