Lesson Plan | Socioemotional Learning | History and Memory

Objectives

Duration: (10 - 15 minutes)

The purpose of this stage of the Socio-emotional Lesson Plan is to provide students with an initial understanding of the theme 'History and Memory', emphasizing the importance of recognizing the various ways in which history can be reconstructed. Additionally, this stage aims to prepare students to explore the emotions involved in historical analysis, promoting self-awareness and empathy in understanding how different historical events affect people and societies in different ways.

Main Goals

1. Understand history as a reconstruction of the past, recognizing the different sources of information, beyond written documentation.

2. Develop the ability to identify and interpret the emotions associated with historical memories, both personal and collective.

Introduction

Duration: (15 - 20 minutes)

Emotional Warm-up Activity

Deep Breathing for Focus and Concentration

The chosen emotional warm-up activity is the practice of 'Deep Breathing'. This technique helps promote focus, presence, and concentration among students, emotionally preparing them for the class. Deep breathing is a simple yet effective practice that can reduce stress and anxiety, increasing mental clarity and inner calm.

1. Ask students to sit comfortably in their chairs, keeping their backs straight and feet flat on the ground.

2. Explain that they will practice a technique called 'Deep Breathing' to help them concentrate and feel calmer.

3. Start by asking students to close their eyes or fix their gaze on a point in front of them, if preferred.

4. Guide students to breathe in deeply through their noses, counting slowly to four.

5. Ask them to hold their breath for a moment, counting to two.

6. Then, ask them to exhale slowly through their mouths, counting again to four.

7. Repeat this sequence five times, encouraging students to focus on their breathing and the movements of their bodies.

8. Finish the practice by asking students to slowly open their eyes and return their attention to the classroom, feeling calmer and more focused.

Content Contextualization

History is not just a set of dates and events but a reconstruction of the past that helps us understand our own identity and the world around us. Often, personal and collective memories evoke strong emotions, such as joy, sadness, pride, or regret. Understanding these emotions and their causes is essential to develop empathy and a broader perspective on historical events.

For instance, when studying about the lives of our ancestors, we can reflect on how their emotions and experiences shaped their decisions and, consequently, history. By connecting historical theory with our emotions, we not only learn about the past but also develop socio-emotional skills that help us deal with our own feelings and better understand others.

Development

Duration: (60 - 75 minutes)

Theoretical Framework

Duration: (20 - 25 minutes)

1. History and Memory

2. Definition: History is the reconstruction of the past from various sources, including documents, objects, oral accounts, and cultural artifacts. Memory, on the other hand, is the way individuals and societies remember and make sense of the past.

3. Historical Sources

4. Definition: Historical sources are evidence used by historians to reconstruct and interpret the past. They can be written documents, such as letters and diaries, archaeological artifacts, such as tools and ceramics, and oral sources, such as stories and traditions passed down from generation to generation.

5. Example: A letter from a soldier in World War I can be a historical source, providing insights into life on the front and the emotions felt during the war.

6. Importance of Collective Memory

7. Definition: Collective memory refers to the shared memories of a group or society, which contribute to collective identity and social cohesion.

8. Example: The collective memory of the events of September 11 in the United States affects how American society views issues of security and foreign policy.

9. Reconstruction of the Past

10. Definition: The reconstruction of the past is the process of interpreting and making sense of historical sources to create a coherent narrative about past events.

11. Analogy: Think of the reconstruction of the past as putting together a puzzle where each piece represents a historical source that, when connected to other pieces, forms a complete picture of events.

Socioemotional Feedback Activity

Duration: (35 - 40 minutes)

Creating an Emotional Timeline

Students will create a timeline that combines historical events with their own personal or family memories, identifying and exploring the emotions involved in those events.

1. Divide students into small groups of 3 to 4 people.

2. Distribute poster boards and markers to each group.

3. Ask students to choose three historical events and three personal or family memories they wish to include on the timeline.

4. Guide students to draw the timeline on the poster board, marking the historical and personal events chronologically.

5. Encourage students to discuss and note the emotions associated with each event, both historical and personal.

6. Ask students to present their timelines to their peers, explaining the events and the emotions involved.

Group Discussion

After the presentations of the timelines, gather the students in a circle for a group discussion. Use the RULER method to guide the discussion. Start by asking students to recognize the emotions they identified on the timelines (for example, 'How did you feel recalling this event?'). Then help them understand the causes of those emotions (for example, 'Why do you think this event caused that emotion?'). Encourage students to name the emotions accurately (for example, 'Can you say you felt sad, happy, confused?'). Guide students on how to express those emotions appropriately (for example, 'How can you share your feelings respectfully?'). Finally, discuss ways to regulate emotions (for example, 'What can you do to deal with these emotions healthily?').

This discussion not only reinforces historical learning but also develops essential socio-emotional skills such as empathy, self-awareness, and self-control. It is important for the teacher to create a safe and welcoming environment where students feel comfortable expressing their emotions and opinions.

Conclusion

Duration: (15 - 20 minutes)

Emotional Reflection and Regulation

Suggest that students take a few minutes to reflect on the challenges faced while creating the emotional timeline and how they managed their emotions throughout the activity. Ask them to write a brief paragraph or share in a group discussion about their experiences. Guiding questions can include: 'What was the biggest challenge you faced during the activity?', 'How did you feel discussing your personal memories?', 'What strategies did you use to cope with those emotions?'

Objective: The goal of this subsection is to encourage self-assessment and emotional regulation. By reflecting on the challenges and emotions experienced, students can identify effective strategies for dealing with challenging situations, improving their self-awareness and emotional self-control.

Closure and A Look Into The Future

Explain to students the importance of setting goals to continue applying what they learned. Ask them to think of two goals: one academic, related to the study of history and memory, and one personal, related to the development of socio-emotional skills. Encourage students to write these goals down and share them with the class if they feel comfortable.

Possible Goal Ideas:

1. Understand and apply different historical sources to reconstruct events of the past.

2. Develop the ability to identify and interpret emotions linked to historical memories.

3. Enhance empathy and social awareness by understanding how historical events affect people's emotions.

4. Practice emotional regulation in challenging situations, utilizing strategies learned during class. Objective: The objective of this subsection is to strengthen students' autonomy and the practical application of learning. By setting personal and academic goals, students are encouraged to continue their academic and personal development, applying what they have learned about history and socio-emotional skills in their daily lives.