Lesson Plan | Socioemotional Learning | Ancient Cities and Contemporary Cities

Objectives

Duration: 10 - 15 minutes

The purpose of this stage is to introduce students to the theme of 'Ancient Cities and Contemporary Cities', providing a solid foundation on urban evolution over time. Additionally, it aims to foster the development of socio-emotional competencies, such as self-awareness and social awareness, by relating historical content to students' experiences and emotions.

Main Goals

1. Describe the evolution of cities from their origins to modern times.

2. Compare the characteristics, similarities, and differences between ancient and contemporary cities.

3. Develop socio-emotional skills such as self-awareness and social awareness while studying the history of cities.

Introduction

Duration: 10 - 15 minutes

Emotional Warm-up Activity

Guided Meditation for Focus and Concentration

The suggested activity is Guided Meditation. This simple mindfulness practice will help students focus on the present moment, promoting a state of calm and concentration, ideal for learning.

1. Ask students to sit comfortably in their chairs with their feet firmly on the ground and hands resting on their knees.

2. Instruct students to close their eyes and focus on their breathing, inhaling through the nose and exhaling slowly and deeply through the mouth.

3. Guide students to notice the air entering and leaving their lungs, feeling the movement of their body with each breath.

4. After a few breaths, ask students to imagine a soft, warm light starting at the top of their heads and slowly spreading throughout their bodies, relaxing each part as it moves.

5. As the light moves, encourage students to release any tension they may feel in their bodies, such as in their shoulders, neck, and back.

6. Continue guiding students for about 5 minutes, maintaining a calm and comforting tone.

7. To conclude, ask students to slowly begin moving their fingers and toes, and then open their eyes gently, bringing with them that sense of calm and focus into the class.

Content Contextualization

The study of ancient and contemporary cities helps us understand how societies have evolved over time. Cities are more than just clusters of buildings; they are centers of culture, innovation, and community. By exploring the differences and similarities between ancient and modern cities, students can reflect on how human emotions and interactions have shaped these spaces. For example, the way people organized around a central square in Ancient Greece can be compared to the importance of parks and public spaces in today's cities. Relating these changes to the emotional and social context helps to spark students' interest and motivation, as they begin to see the history of cities as an extension of their own experiences and feelings.

Development

Duration: 60 - 75 minutes

Theoretical Framework

Duration: 20 - 25 minutes

1. Main Components of Ancient and Contemporary Cities

2. Ancient Cities: Ancient cities, such as Ur, Nineveh, Rome, and Athens, were generally built around an administrative or religious center. They had walls for protection and were organized in a way to facilitate military defense.

3. Medieval Cities: During the Middle Ages, European cities evolved into centers of trade and craftsmanship. Examples include Paris, London, and Venice. In these cities, guilds and markets emerged, and cathedrals and castles were central points.

4. Contemporary Cities: Modern cities are characterized by their functional diversity, with well-defined residential, commercial, and industrial areas. Examples include New York, Tokyo, and São Paulo. Urban infrastructure is advanced, with public transportation systems, skyscrapers, parks, and cultural spaces.

5. Comparison between Ancient and Contemporary Cities: Ancient cities were compact and fortified, while modern cities are expansive and connected by advanced technologies. Ancient cities focused on security and religion, while modern cities prioritize efficiency, economy, and quality of life.

6. Urban Evolution: The transition from ancient to contemporary cities involves industrialization, urbanization, and globalization. Cities have evolved to meet the growing population and technological demands.

7. Analogies and Examples: Compare the Agora of Athens with modern shopping centers. Compare the walls of Rome with current digital security systems. These analogies help contextualize the changes over time.

Socioemotional Feedback Activity

Duration: 40 - 45 minutes

Building the City of Dreams

Students will create models of ideal cities, incorporating elements from both ancient and contemporary cities. The activity involves group work and promotes social skills and creativity.

1. Divide students into groups of 4 to 5.

2. Provide materials such as cardboard, scissors, glue, markers, tape, etc.

3. Each group should discuss and plan how their 'City of Dreams' will look, considering aspects from ancient and contemporary cities.

4. Groups must build a model of the city, including elements such as residential, commercial areas, public spaces, etc.

5. Encourage groups to name their cities and prepare a brief presentation about the choices made and the functionality of the city.

6. After construction, each group will present their city to the class, explaining its characteristics and the decision-making process.

Group Discussion

 Group Discussion and Socio-Emotional Feedback: After the presentations, lead a guided discussion using the RULER method. Start by asking students to Recognize the emotions they felt while working in groups and presenting their models. Ask how they felt collaborating and seeing the final result. Then, help them Understand the causes of these emotions: was it the group work, creativity, the pressure of presenting? Encourage students to Name these emotions accurately, such as joy, frustration, pride, etc. Discuss the importance of Expressing these emotions appropriately, emphasizing clear communication and mutual respect. Finally, explore ways to Regulate these emotions in the future, discussing strategies for handling negative feelings and enhancing positive ones. This approach promotes self-awareness, self-control, and social awareness.

Conclusion

Duration: 15 - 20 minutes

Emotional Reflection and Regulation

 Reflection and Emotional Regulation: For this activity, suggest that students write a paragraph or participate in a group discussion about the challenges they faced during the construction of the models and their presentations. Guide them to reflect on how they managed their emotions during these activities. Ask what feelings arose (such as frustration, joy, nervousness) and how they dealt with them. Encourage students to share strategies they used to remain calm and focused, and discuss how they could improve this emotional management in future situations.

Objective: The objective of this subsection is to encourage students to self-evaluate and regulate their emotions. This will help them identify effective strategies to cope with challenging situations, promoting self-awareness and self-control. By reflecting on their experiences, students can develop a greater understanding of their emotional reactions and learn to manage them more efficiently.

Closure and A Look Into The Future

 Closure and Looking to the Future: At the end of the lesson, the teacher can suggest that each student set personal and academic goals related to the content studied. These goals may include continuing to learn about the history of cities, exploring more about architecture and urbanism, or improving their group work and communication skills.

Possible Goal Ideas:

1. Identify and explore more about a specific ancient or contemporary city.

2. Visit a museum or watch a documentary about the evolution of cities.

3. Practice group work skills in other school projects.

4. Develop a small personal project related to urbanization or architecture.

5. Reflect and write about how the history of cities relates to their own experiences and emotions. Objective: The objective of this subsection is to strengthen students' autonomy and the practical application of learning. By setting personal and academic goals, students can continue to develop their skills and knowledge both inside and outside the classroom. This encourages continuity in academic and personal development, promoting deeper and more meaningful learning.