Lesson Plan | Socioemotional Learning | America: U.S. and Its Influences in Latin America

Objectives

Duration: 10 - 15 minutes

The purpose of this stage is to provide students with a clear understanding of the topic to be studied and highlight the necessary skills for the critical analysis of US interference in Latin America. This introduction also aims to emotionally prepare students to deal with the subject, promoting self-awareness and social consciousness, as well as the ability to recognize and name emotions related to the theme.

Main Goals

1. Present the process of American interference in Latin America in political, commercial, economic, and cultural aspects.

2. Develop the ability to recognize and understand the emotions involved in historical and current interference processes, both in the USA and in Latin America.

Introduction

Duration: 15 - 20 minutes

Emotional Warm-up Activity

Mindfulness Moment 

The practice of Mindfulness is a technique that can help students focus and prepare emotionally for the class. This technique involves paying intentional, non-judgmental attention to the present moment. The practice can help reduce anxiety, increase concentration, and promote a state of calm and mental clarity.

1. Ask students to sit comfortably in their chairs, with their feet flat on the floor and their hands resting on their knees.

2. Ask them to close their eyes or fix their gaze on a point on the floor, if they feel more comfortable that way.

3. Guide them to start paying attention to their breathing, feeling the air entering and leaving their lungs.

4. Instruct them to inhale deeply through the nose, hold the breath for a few seconds, and then exhale slowly through the mouth.

5. Suggest that while inhaling, they imagine bringing calm and peace into their bodies, and while exhaling, releasing all tension and anxiety.

6. Continue guiding the breath for a few minutes, reminding them to bring their attention back to the breath whenever they notice their mind wandering.

7. Finish the practice by asking them to slowly begin to move their fingers and toes, opening their eyes when they feel ready.

Content Contextualization

The influence of the United States in Latin America is a complex topic that involves political, economic, commercial, and cultural aspects. Throughout history, this relationship has generated various emotions, such as pride, frustration, hope, and resistance. Understanding these emotions and their impacts helps us have a clearer and more critical view of the historical process and international relations.

For example, US intervention in Latin American countries has often generated feelings of mistrust and resistance among Latin Americans, while at the same time fueling a sense of power and superiority among Americans. Recognizing these emotions and understanding their causes and consequences helps us develop a deeper social awareness and make more responsible and empathetic decisions in the future.

Development

Duration: 60 - 75 minutes

Theoretical Framework

Duration: 20 - 25 minutes

1. American Interference in Latin America

2. Political Aspects: Since the 19th century, the United States has politically influenced Latin America through doctrines such as the Monroe Doctrine and the Roosevelt Corollary. These policies aimed to prevent European interference and consolidate American influence in the region.

3. Commercial Aspects: The 'Good Neighbor' policy in the 1930s and 1940s, and later the 'Alliance for Progress' in the 1960s, were initiatives aimed at strengthening commercial ties between the US and Latin America. Examples include free trade agreements and investments in infrastructure.

4. Economic Aspects: US influence in the Latin American economy is evident in practices such as the imposition of neoliberal policies during the 1980s and 1990s, resulting in privatizations and market openings. Financial institutions like the IMF and the World Bank, often driven by American interests, played a significant role.

5. Cultural Aspects: The cultural influence of the US is visible in the dissemination of its film, music, and fashion productions in Latin America. This generates a process of Americanization, where cultural elements from the US are adopted and adapted by Latin American countries.

6. Examples and Analogies: Use the analogy of a 'big brother' to explain the relationship between the US and Latin America, where the 'big brother' (US) exerts significant influence over the 'smaller brothers' (Latin American countries), not always in a beneficial way. Historical examples include the intervention in Guatemala in 1954 and support for military coups during the Cold War.

Socioemotional Feedback Activity

Duration: 40 - 50 minutes

Critical Analysis of Historical and Current Cases 

In this activity, students will analyze different cases of US interference in Latin America. Divided into groups, they will discuss the political, commercial, economic, and cultural aspects of each case, as well as the emotions involved from both the American and Latin American sides. They will then present their analyses to the class.

1. Divide the class into groups of 4 to 5 students.

2. Distribute to each group a historical or current case of US interference in Latin America (e.g., Cuban Revolution, intervention in Chile, NAFTA, etc.).

3. Ask the groups to analyze the political, commercial, economic, and cultural aspects of the case.

4. Guide them to identify and discuss the emotions involved for both sides (US and Latin American country).

5. Ask each group to prepare a 5-minute presentation with their conclusions.

6. After all presentations, lead a group discussion about the similarities and differences between the cases presented.

Group Discussion

To apply the RULER method during the group discussion, start by asking students to recognize the emotions that arose during their analyses and presentations. Ask them how they felt studying the cases and if they noticed similar emotions in their peers.

Next, help them to understand the causes of these emotions, relating them to historical events and US policies in Latin America. Encourage them to name these emotions correctly, using specific terms (e.g., frustration, pride, resistance).

After naming the emotions, guide them to express these emotions appropriately, whether through respectful debates or individual reflections. Finally, discuss strategies to regulate these emotions, promoting an environment of empathy and mutual understanding, where everyone can learn to deal with complex feelings and make responsible decisions in the future.

Conclusion

Duration: 15 - 20 minutes

Emotional Reflection and Regulation

For the reflection and emotional regulation activity, ask students to write a paragraph about the challenges faced during the class and how they managed their emotions regarding the topics discussed. Alternatively, conduct a group discussion where each student can share their emotional experiences and regulation strategies. Ask about how they felt analyzing the historical and current cases of US interference in Latin America, and which emotions predominated during the activity.

Objective: The objective of this activity is to encourage self-assessment and emotional regulation, helping students identify effective strategies for dealing with challenging situations. Reflecting on their emotions and how they managed them promotes self-awareness and self-control, as well as strengthening responsible decision-making and social consciousness.

Closure and A Look Into The Future

For the closing, ask students to set personal and academic goals related to the content of the class. This can be done through a brief individual writing or in small groups, where they discuss and list their goals. Goals may include, for example, deepening the study of US influence in a specific Latin American country or practicing emotional strategies learned during the class in everyday situations.

Possible Goal Ideas:

1. Deepen the study of US influence in a specific Latin American country.

2. Practice emotional strategies learned during the class in everyday situations.

3. Develop a critical view of international relations and their emotional implications.

4. Enhance research and critical analysis skills on historical and current topics.

5. Strengthen empathy and mutual understanding when discussing complex topics with peers. Objective: The objective of this subsection is to strengthen students' autonomy and the practical application of learning, ensuring continuity in academic and personal development. Setting goals helps students focus on specific areas of interest and development, promoting ongoing learning and the implementation of emotional intelligence strategies in their daily lives.