Lesson Plan | Active Learning | Great Navigations

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 to establish a solid foundation for understanding the theme of the Great Navigations. By clearly defining what is expected for students to learn, this stage serves as a guide for the development of subsequent activities and helps focus the discussion around the most significant points of the topic. Additionally, by clarifying the objectives, students can better direct their energies and attentions during practical classroom activities.

Main Objectives:

1. Understand the historical context and the background that drove the great navigations, especially focusing on the pioneering efforts of Portugal and Spain.

2. Analyze the impacts of the great navigations on the development of European maritime empires and their global consequences.

Side Objectives:

1. Develop critical thinking skills by relating the Great Navigations to contemporary issues such as globalization and cultural exchange.
2. Stimulate students' curiosity and interest in historical exploration and discovery by using interactive learning methods.

Introduction

Duration: (15 - 20 minutes)

The Introduction stage is designed to engage students and reactivate their prior knowledge about the Great Navigations. The problem situations encourage critical reflection and the creative application of knowledge, preparing them for deeper learning. The contextualization aims to connect the past with the present, showing the continued relevance of the theme in their lives and the current world.

Problem-Based Situations

1. Imagine you are 15th-century navigators deciding which maritime route to take to reach the Indies. What factors would you consider when making this decision?

2. If Portugal and Spain had not led the great navigations, what would the political and cultural map of the world look like today? Discuss with your peers and try to predict some significant changes.

Contextualization

The Great Navigations were not merely journeys of discovery; they shaped the economy, culture, and global politics to this day. For example, without these maritime voyages, foods like the tomato, which originated in the Americas, would never have reached Europe, completely altering the cuisine of countries like Italy. Moreover, the competition for trade routes and overseas territories was one of the catalysts for various conflicts and international agreements.

Development

Duration: (75 - 80 minutes)

The Development stage of the lesson plan is designed to allow students to practically and interactively apply the knowledge acquired about the Great Navigations. By simulating historical situations through games and negotiations, students can better understand the economic, political, and social dynamics of the time. This approach not only reinforces learning but also stimulates important skills such as teamwork, critical thinking, and problem-solving.

Activity Suggestions

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

Activity 1 - First Voyage Sailors

> Duration: (60 - 70 minutes)

- Objective: Develop planning, negotiation, and decision-making skills in a historical context.

- Description: In this playful activity, students are divided into groups, each group takes on the role of a crew of 15th-century navigators. They must plan and execute a maritime journey, deciding on routes, facing challenges, and negotiating with other groups.

- Instructions:

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

• Each group receives a 15th-century world map and cards with different resources (such as ships, provisions, and gold).

• Groups must plan their route to reach the Indies, considering risks like storms and pirates.

• During the journey, the teacher introduces 'random events' that can help or hinder the crews.

• Groups can negotiate with each other to trade resources or form alliances.

• At the end of the class, each group presents the outcome of their voyage and reflects on the decisions made.

Activity 2 - The Spice Trade

> Duration: (60 - 70 minutes)

- Objective: Understand the importance of spices in global trade and develop basic economic skills.

- Description: Students, divided into groups, take on the role of European and Asian merchants. They must establish trade routes for spices, negotiating with each other to obtain the best products and prices, simulating the emerging global market of the Great Navigations.

- Instructions:

• Organize the room into 'markets' representing different parts of the world.

• Each group receives a list of spices they can buy or sell and an initial amount of fake money.

• Students must negotiate between groups to buy low and sell high, using market strategies.

• Introduce elements such as taxes or piracy to increase the complexity of negotiations.

• At the end, discuss which strategies were most effective and how these negotiations reflect the impacts of the Great Navigations on the global economy.

Activity 3 - Nautical Diplomacy

> Duration: (60 - 70 minutes)

- Objective: Understand the complexity of international relations during the Great Navigations and develop negotiation and strategy skills.

- Description: In this role-play game, students represent different European and indigenous nations involved in the Great Navigations. They must resolve conflicts, form alliances, and negotiate territories using diplomacy and political strategies.

- Instructions:

• Each group receives a role representing a specific nation with defined objectives and resources.

• Students must participate in negotiation rounds to achieve their objectives, such as establishing navigation routes or forming alliances.

• Random events are introduced to simulate historical twists and test alliances.

• At the end, groups present how they managed (or did not manage) to achieve their objectives and discuss the lessons learned about diplomacy and strategy.

Feedback

Duration: (15 - 20 minutes)

The purpose of this stage of the lesson plan is to consolidate student learning, allowing them to articulate and reflect on the knowledge acquired through practical activities. The group discussion helps integrate individual and group experiences into a deeper understanding of the historical and contemporary impact of the Great Navigations while reinforcing communication and critical analysis skills.

Group Discussion

Start the group discussion by asking each group to share the main lessons learned during the activities. Encourage students to discuss how the simulated events and decisions may parallel real historical events. Suggest reflecting on how the history of the Great Navigations influenced international relations and the global economy as we know it today.

Key Questions

1. What were the biggest challenges faced in your simulations and how do they compare to the real historical challenges of the Great Navigations?

2. How could the decisions made by different groups have altered the course of history if they were real?

3. What skills did you develop or enhance during the activities, and how do they apply to understanding history and our current world?

Conclusion

Duration: (5 - 10 minutes)

The purpose of this Conclusion stage is to consolidate learning by connecting practical activities and discussions with the theoretical concepts studied. Summarizing the lesson helps reinforce students' memory of the topics addressed, while explaining the relevance of the subject to daily life strengthens the application of historical knowledge in contemporary contexts. This stage ensures that students leave the lesson with a clear and applicable understanding of the Great Navigations.

Summary

To conclude the lesson on the Great Navigations, it is crucial to summarize the key points discussed, such as the pioneering efforts of Portugal and Spain, the maritime routes explored, and the political, economic, and cultural impacts of these voyages. The simulated activities allowed students to experience the challenges and decisions that historical navigators faced.

Theory Connection

The connection between theory and practice was established through the interactive activities, where students applied theoretical knowledge in practical simulations, reflecting on the economy, diplomacy, and maritime strategies of the era of the Great Navigations. This approach helped solidify the understanding of historical concepts through direct experience.

Closing

Understanding the Great Navigations is essential because these events shaped the modern world, influencing globalization, cultural exchanges, and international relations that remain relevant today. This lesson not only enriched students' historical knowledge but also highlighted the importance of learning from the past to understand the present and influence the future.