Objectives (5 - 7 minutes)

1. Understanding the Concept of Migratory Flows: Students should be able to define the term 'Migratory Flows' and understand how it applies to the history and geography of Africa. This includes understanding factors that drive migration, such as conflicts, climate change, and the search for better opportunities.

2. Identification of the Main Migratory Flows in Africa: Students should be able to identify the main migratory flows that have occurred in Africa over time. This includes the ability to name the ethnic groups involved, the migratory routes used, and the final destinations.

3. Analysis of the Impact of Migratory Flows on Culture and Society: Students should be able to evaluate how migratory flows have shaped the culture and society of Africa. This involves understanding how migrations influenced the formation of new communities, languages, traditions, and beliefs.

Secondary Objectives:

• Development of Research Skills: During the lesson preparation, students should develop research skills to gather information about migratory flows in Africa. This goes beyond simple memorization of facts and involves the ability to analyze and synthesize information from various sources.

• Improvement of Argumentation Skills: By discussing and debating the impacts of migratory flows, students will have the opportunity to improve their argumentation skills and express opinions, respecting different perspectives on the subject.

Introduction (10 - 15 minutes)

1. Review of Related Content: The teacher should start the lesson by reviewing the concepts of migration and diaspora, which were studied in previous classes. This can be done through targeted questions to students, encouraging active participation and exchange of ideas. For example, the teacher can ask 'What is migration and why do people migrate?' or 'What are some famous diasporas we recently studied?' (3 - 5 minutes)

2. Problem Situations: To arouse students' interest, the teacher can present two problem situations related to the lesson's theme. For example, the teacher can say: 'Imagine you are a member of tribe X in Africa and must migrate to a different area due to tribal conflicts. How would this migration affect your life and the community's life?' or 'How did the mass migration of people from Africa to America during the era of the slave trade affect the culture and society of these two regions?' (3 - 5 minutes)

3. Contextualization of the Subject's Importance: The teacher should then explain the importance of studying migratory flows in Africa, highlighting how these population movements have shaped not only the history and geography of the continent but also the culture and society worldwide. The teacher can mention examples of African artists, musicians, and writers who were influenced by migratory flows. (2 - 3 minutes)

4. Introduction to the Topic: Finally, the teacher should introduce the lesson's topic, 'Africa: Migratory Flows', explaining that students will learn about the main ethnic groups that migrated in Africa, the migratory routes they followed, and the impacts of these migrations on culture and society. The teacher can share curiosities or interesting facts to grab students' attention, such as 'Did you know that the Bantu people are one of the largest ethnic groups in Africa, and their migration across the continent influenced the formation of many African languages and cultures?' (2 - 3 minutes)

Development (20 - 25 minutes)

1. Bantu Migration Role-Playing Activity (10 - 12 minutes): The teacher divides the classroom into groups of five students. Each group represents a Bantu community. The teacher provides each group with a map of Africa and a list of factors that could have driven Bantu migration, such as population growth, climate changes, or conflicts. Each group should discuss and decide where their Bantu community will migrate. They must trace the migration route on the map and justify their choice based on the provided factors. At the end of the activity, each group presents its migration route and justification to the class.

   • Step 1: Divide the classroom into groups and provide the necessary materials.
   • Step 2: Explain the activity and the Bantu migration factors.
   • Step 3: Allow time for group discussion and decision-making.
   • Step 4: Each group presents its migration route and justification.
   • Step 5: The teacher facilitates a class discussion on the different migration routes and factors that influenced the groups' decisions.

2. 'Trails of the African Diaspora' Board Game (10 - 12 minutes): The teacher presents a thematic board game called 'Trails of the African Diaspora'. The board represents a map of Africa and North and South America. The student groups play the game, where each player represents a member of an African community migrating to America during the era of the slave trade. The goal of the game is to reach the final destination (represented by a space on the board) while facing challenges such as diseases, hunger, conflicts, and persecution. The game is designed to be educational, with event cards providing historical information about the African diaspora. At the end of the game, students discuss the migration experiences they had in the game and how these experiences relate to historical reality.

   • Step 1: Introduce the game and the rules.
   • Step 2: Groups play the game.
   • Step 3: Group discussion about migration experiences in the game.
   • Step 4: Class discussion on the connections between the game and the real African diaspora.

3. Group Discussion on the Impacts of Migratory Flows (5 - 10 minutes): After the role-playing and board game activities, the teacher facilitates a group discussion on the impacts of migratory flows in Africa. Students use what they learned in the activities to discuss how migrations have affected the culture and society of Africa, as well as the regions they migrated to.

   • Step 1: Divide the class into smaller groups.
   • Step 2: Provide a question for each group to discuss, such as 'How did Bantu migration influence the culture and society of Africa?' or 'What were the main impacts of the African diaspora on the culture and society of America?'.
   • Step 3: Allow time for group discussion.
   • Step 4: Each group presents their ideas to the class.
   • Step 5: The teacher facilitates a class discussion on the different perspectives presented by the groups.

Return (8 - 10 minutes)

1. Group Discussion (3 - 4 minutes): The teacher gathers all students and promotes a group discussion. Each group has the opportunity to share the solutions or conclusions they reached during the role-playing and board game activities. Students are encouraged to ask each other questions and provide constructive feedback. The teacher should guide the discussion, ensuring that all perspectives are heard and that the discussion remains focused on the lesson's learning objectives.

   • Step 1: Gather all students.
   • Step 2: Give each group the opportunity to share their solutions or conclusions.
   • Step 3: Promote questions and discussion among the groups.
   • Step 4: The teacher guides the discussion, ensuring that all learning objectives are addressed.

2. Connection to Theory (2 - 3 minutes): The teacher should then make the connection between the practical activities carried out and the theory presented at the beginning of the lesson. This can be done through reflective questions, such as 'How did the role-playing activities and the board game help you better understand the concepts of migratory flows in Africa?' or 'What were the main learnings from these activities regarding the impacts of migratory flows on culture and society?' The teacher should encourage students to make connections on their own and express their opinions.

   • Step 1: Connect the practical activities with the presented theory.
   • Step 2: Ask reflective questions to the students.

3. Final Reflection (2 - 3 minutes): To conclude the lesson, the teacher should propose that students reflect silently for a minute and then share their answers to the questions:

   1. 'What was the most important concept learned today?'
   2. 'What questions have not been answered yet?'

   The teacher should give time for all students to share their answers, ensuring that everyone has the opportunity to speak. This final reflection allows students to consolidate and internalize what they have learned, as well as identify areas that may need review or further exploration in future lessons.

   • Step 1: Propose that students reflect silently.
   • Step 2: Share the answers to the proposed questions.
   • Step 3: The teacher provides feedback and concludes the lesson.

At the end of the lesson, the teacher should encourage students to continue exploring the topic on their own, suggesting additional readings, videos, or relevant documentaries.