Objectives (5 - 7 minutes)

1. Understand the origin and nature of territorial conflicts between Asia and Europe, focusing on specific regions and historical disputes, such as the Caucasus, the Caspian, and Crimea.

2. Identify and analyze the geopolitical, economic, and cultural factors that have contributed to these conflicts, including the influence of global and regional powers.

3. Develop the ability to critically evaluate and discuss the consequences of these conflicts, both for the regions in dispute and for global politics.

   Secondary objectives:

   • Reflection on the role of the international community in resolving or exacerbating these conflicts.

   • Stimulate research and critical thinking about the complexity of territorial conflicts, encouraging students to form their own opinions based on evidence and logical arguments.

Introduction (10 - 15 minutes)

1. Review of Previous Content: As a starting point, the teacher should briefly review the concepts of geopolitics, borders, and territorial conflicts that were studied in previous classes. This can be done through targeted questions to students, encouraging them to remember and apply these concepts. For example: "What is geopolitics and how does it influence territorial conflicts?" or "What are the factors that can lead to border disputes between countries?"

2. Problem Situations: The teacher can present two problem situations to stimulate students' critical thinking and prepare them for the lesson content. For example: "Imagine you are a political leader in a Caucasus country. How would you deal with the pressure from a neighboring global power that wants to annex part of your territory?" or "How does the dispute over Crimea between Russia and Ukraine affect global politics and international security?"

3. Contextualization: The teacher should explain the importance of the subject, highlighting the relevance of territorial conflicts between Asia and Europe for global geopolitics, international security, and human rights. For example, the teacher can mention the crisis of Syrian refugees and how it is linked to the conflict in Syria, which is part of the complex geopolitical scenario of the Caucasus and the Middle East.

4. Engaging Students' Attention: To spark students' interest, the teacher can share curiosities, stories, or news related to the topic. For example, one can talk about the recent war in Nagorno-Karabakh, a disputed region between Armenia and Azerbaijan, which highlights the timeliness and relevance of the subject. Another interesting curiosity is that the Caucasus mountain range is considered the geographical border between Europe and Asia, but Russia, for political reasons, considers itself part of Europe, despite most of its territory being in Asia.

Development (20 - 25 minutes)

1. Territorial Conflict Simulation Activity: The teacher divides the class into small groups and assigns each one a territorial conflict scenario between Asia and Europe. It can be the dispute over Crimea, the issue of Nagorno-Karabakh, the struggle for Tibetan independence, or the situation in South Ossetia. The teacher provides basic information to the students about the conflict, such as the countries involved, the nature of the dispute, and the main arguments from each side. The groups must then simulate a peace negotiation, trying to find a fair and viable solution to the conflict. They should consider geopolitical, economic, cultural, and security factors, as well as the interests of the parties involved and the influence of the international community. At the end of the activity, each group presents its solution, and students discuss the different approaches and possible outcomes.

2. Debate Activity: After the simulation activity, the teacher proposes a debate on the effectiveness of international intervention in territorial conflicts. The teacher divides the class into two groups, one representing the position that international intervention is necessary to resolve conflicts and protect human rights, and the other defending the idea that state sovereignty should be respected and that international intervention can worsen the situation. Each group prepares arguments and counterarguments, and then presents their positions. The teacher acts as a moderator, ensuring that everyone has the opportunity to speak and that the debate is respectful and constructive.

3. Interactive Map Activity: The teacher presents students with an interactive map showing the main territorial conflicts between Asia and Europe, including the Caucasus, the Caspian, and Crimea. Students explore the map by clicking on points to get more information about each conflict. They can also see animations showing how borders have changed over time due to conflicts and agreements. This activity helps visualize the extent and complexity of these conflicts, allowing students to explore the topic independently and interactively.

Feedback (8 - 10 minutes)

1. Group Discussion (3 - 4 minutes): The teacher should lead a group discussion with all students, where each group shares the solutions or conclusions they reached during the activities. This is an important moment for students to realize the different perspectives and approaches that can exist for the same territorial conflict. The teacher should encourage all students to participate, asking direct questions and valuing everyone's contributions.

2. Connection to Theory (2 - 3 minutes): After the discussion, the teacher should make the connection between the practical activities and the theory presented at the beginning of the lesson. For example, the teacher can highlight how the simulation activity allowed students to apply the concepts of geopolitics and territorial conflicts in a practical way. Similarly, the debate on international intervention can help students better understand the influence of global and regional factors on territorial conflicts.

3. Individual Reflection (2 - 3 minutes): To conclude the lesson, the teacher should propose that students reflect individually on what they have learned. The teacher can ask guiding questions, such as: "What was the most important concept you learned today?" and "What questions have not been answered yet?" Students can write down their answers in a notebook or share them with the class. This reflection activity is important to consolidate learning and identify possible gaps in students' understanding, which can be addressed in future classes.

4. Teacher's Feedback (1 minute): The teacher should give overall feedback on the lesson, praising students' participation, highlighting the strengths of the discussions and activities, and suggesting possible improvements for the next lesson. The teacher should also reinforce the importance of the topic, reminding students that studying territorial conflicts can help them better understand global geopolitics and form their own opinions on global and regional issues.

Conclusion (5 - 7 minutes)

1. Summary of Contents (2 - 3 minutes): The teacher should summarize the main points discussed in the lesson. This includes the definition of territorial conflicts, the analysis of conflicts between Asia and Europe, the geopolitical, economic, and cultural factors contributing to these conflicts, and the importance of international intervention in resolving or exacerbating these disputes. The teacher should also remind students of the skills developed during the lesson, such as the ability to critically evaluate information, argue, and negotiate.

2. Theory-Practice Connection (1 - 2 minutes): The teacher should explain how the lesson connected theory with practice. This can be done by referring to the activities carried out, such as the territorial conflict simulation and the debate on international intervention. The teacher should highlight how these activities allowed students to apply theoretical concepts in a practical way and develop important skills, such as critical thinking, negotiation, and argumentation.

3. Additional Materials (1 minute): The teacher should suggest additional study materials for students who wish to deepen their knowledge on the subject. This may include books, articles, documentaries, and news websites. For example, the teacher can recommend the book "Controversial Lands: Disputed Borders in the Modern World" by Geert-Hofstede, Gert Jan, and Paul Verweel, which explores various territorial conflicts around the world. The teacher can also suggest that students follow the news about the conflicts discussed in the lesson to see how these conflicts evolve and how the international community responds to them.

4. Importance of the Subject (1 minute): To conclude the lesson, the teacher should emphasize the importance of studying territorial conflicts. The teacher can explain how these conflicts affect people's lives in the disputed regions, as well as global geopolitics and international security. The teacher should also remind students that studying these conflicts can help them better understand the world they live in and form their own opinions on global and regional issues.

   Additionally, the teacher should highlight how the skills developed during the lesson, such as the ability to critically evaluate information, argue, and negotiate, are important not only for geography studies but also for everyday life and active participation in society.