Objectives (5 - 7 minutes)

1. Understand the process of Spanish colonization in America, focusing on the economy, society, administration, and slavery.

   • Students should be able to explain what Spanish colonization was, what were the main characteristics of its economy, society, administration, and the importance of slavery in this context.

2. Analyze the social and cultural transformations resulting from Spanish colonization.

   • Students should be able to identify and describe the main changes that occurred in indigenous societies and the Spanish settler population, as well as the cultural influences that emerged from this process.

3. Reflect on the consequences of Spanish colonization in America, in the past and present.

   • Students should be able to discuss the long-term consequences of this process, considering both the impact on the formation of American societies and contemporary implications.

Secondary Objectives:

• Stimulate students' research and critical thinking skills, encouraging them to seek additional information on the topic and formulate their own interpretations.
• Promote the ability to argue and respect divergent opinions, through group discussions on the different perspectives of Spanish colonization.
• Foster historical awareness, making students realize the relevance of studying history for understanding the contemporary world.

Introduction (10 - 15 minutes)

1. The teacher starts the class by contextualizing the importance of the topic, explaining that Spanish colonization in America left a lasting and profound legacy, still felt today. He may mention how the language, religion, culture, and economy of American countries were influenced by this process. Additionally, he can highlight the importance of understanding colonization as a whole to comprehend the social and economic inequalities that persist in the region. (3 - 4 minutes)

2. Next, the teacher proposes two problem situations that will serve as a hook for the content Introduction. The first one could be: "How did the arrival of the Spaniards affect the lives of the indigenous people who already inhabited America?" The second: "How did the exploitation of gold and silver in America contribute to Spain's rise as one of the main European powers of the time?" These questions aim to arouse students' interest in the topic and encourage them to think critically from the beginning of the class. (4 - 5 minutes)

3. To capture students' attention, the teacher can share two curiosities about Spanish colonization. The first is that, although Spain was one of the main countries to explore America, most Spanish colonists did not stay on the continent, preferring to return to Europe after enriching themselves with mineral exploitation. The second curiosity is that, although slavery was widely used by the Spaniards, there were also efforts to protect the rights of indigenous peoples, such as the implementation of the Leyes de Indias. These curiosities serve to break the simplistic idea that colonization was only a period of exploitation and suffering, showing that reality was more complex and multifaceted. (3 - 4 minutes)

Development (20 - 25 minutes)

1. Activity 1 - Board Game "The Conquest": (10 - 12 minutes)

   • The teacher divides the class into groups of up to 5 students and gives each group a pre-prepared board game. The game should represent the process of Spanish colonization, with the board squares representing events and choices that players must make.
   • Each group chooses a leader who will be responsible for rolling the dice and moving the piece on the board. The other decisions should be made collectively, promoting discussion and teamwork.
   • The board squares should represent events such as the arrival of the Spaniards, mineral exploitation, the imposition of the Catholic religion, indigenous resistance, among others. Each event should be accompanied by a brief explanatory text and a discussion question.
   • The goal of the game is to reach the end of the board with the highest number of points. Points are earned by resolving the discussion questions. The group with the most points at the end of the game wins.
   • During the game, the teacher circulates around the room, observing the discussions and clarifying any doubts that may arise. At the end, he leads a class discussion on the main conclusions and learnings of the students.

2. Activity 2 - Creating a Concept Map: (5 - 7 minutes)

   • After the conclusion of the game, the teacher proposes that students, still in their groups, create a concept map about Spanish colonization. The map should include the main aspects discussed in the class, such as the economy, society, administration, and slavery.
   • The teacher provides colored paper, pens, and markers to the students for the map creation. He also provides a list of keywords and concepts that should be included in the map.
   • Students should organize the information in a clear and visually appealing way, using arrows, colors, and drawings to establish connections between the different elements.
   • The teacher circulates around the room, assisting the groups in the map creation and clarifying doubts. At the end, each group presents their map to the class, explaining the connections they established between the different aspects of Spanish colonization.

3. Activity 3 - Debate "Spanish Colonization: Blessing or Curse?" (5 - 6 minutes)

   • To conclude the Development stage, the teacher proposes a class debate on the following question: "Considering the positive aspects, such as economic development and the spread of European culture, and the negative aspects, such as exploitation and slavery, was Spanish colonization a blessing or a curse for America?".
   • The teacher divides the class into two groups, each defending a point of view. Each group has a set time to present their arguments and counter the opponent group's arguments.
   • The teacher acts as the debate moderator, ensuring that all students have the opportunity to participate and ensuring that the discussion is respectful and productive. At the end of the debate, the teacher summarizes the main ideas discussed and emphasizes the importance of considering multiple perspectives when analyzing historical events.

Return (10 - 12 minutes)

1. Group Discussion (3 - 4 minutes):

   • The teacher asks each group to share a summary of the main conclusions or solutions found during the activities. Each group will have up to 3 minutes to present.
   • During the presentations, the teacher should encourage students to explain their choices and arguments, promoting reflection on the learning process and content understanding.
   • The teacher can ask questions to deepen the discussion, encouraging students to think critically and connect the activities performed with the theoretical content presented at the beginning of the class.

2. Theory Connection (3 - 4 minutes):

   • After the presentations, the teacher reviews the class content, highlighting how the practical activities connect with the theory.
   • For example, he can revisit the board game and the debate on Spanish colonization, explaining how these activities allowed students to explore different aspects of this historical process and understand its complexities.
   • Additionally, the teacher can reinforce the main concepts and information about the economy, society, administration, and slavery during Spanish colonization, ensuring that students have assimilated the content.

3. Final Reflection (3 - 4 minutes):

   • To conclude the class, the teacher proposes that students reflect individually on what they have learned.
   • The teacher asks questions like: "What was the most important concept you learned today?" and "What questions have not been answered yet?".
   • Students have a minute to think about the questions and then are invited to share their answers.
   • The teacher can use students' answers to assess the effectiveness of the class and identify possible gaps in students' understanding, which can be addressed in future classes.

Conclusion (5 - 7 minutes)

1. Summarizing and Recapping (2 - 3 minutes):

   • The teacher starts the Conclusion by recalling the main points covered during the class. He highlights the process of Spanish colonization, the economy based on the exploitation of gold and silver, colonial society, administration, and slavery, and the consequences of these factors for America.
   • He can briefly review key concepts, such as encomienda, mita, indigenous slavery, and the formation of a mestizo society.
   • The teacher also emphasizes the importance of understanding the social and cultural transformations resulting from colonization and how they shaped America as we know it today.

2. Theory-Practice Connection (1 - 2 minutes):

   • Next, the teacher explains how the practical activities carried out during the class - the board game "The Conquest," the creation of the concept map, and the debate - allowed students to experience and explore the theoretical aspects of the topic significantly.
   • He highlights how these activities encouraged students to think critically, argue based on evidence, work in teams, and reflect on the multiple perspectives of colonization.

3. Extra Materials Suggestions (1 - 2 minutes):

   • The teacher suggests additional materials for further exploration of the topic. He may recommend books, documentaries, websites, or museums that address Spanish colonization in America.
   • Some possible materials are: the book "Open Veins of Latin America" by Eduardo Galeano, the documentary "Colonial House" by PBS, the Gold Museum website in Bogotá, among others.

4. Relevance of the Subject (1 - 2 minutes):

   • Finally, the teacher emphasizes the importance of the subject for understanding the contemporary world. He explains that Spanish colonization was a fundamental milestone in the formation of American societies, and its effects are still felt today.
   • The teacher can cite concrete examples, such as the influence of the Spanish language and culture, the social and economic inequalities resulting from the colonization process, and current challenges related to indigenous rights and social justice.