Objectives (5 - 10 minutes)

1. Understand the concept of history and memory: The teacher should introduce the concept of history and memory in a simple and clear way, explaining that history is the study of the past and that memory is the way we remember and interpret what happened in the past.

2. Identify different historical sources: Students should learn to recognize different sources of historical information, such as books, photographs, documents, old objects, stories from older people, among others. The teacher can bring concrete examples to the classroom and ask students to identify the historical source in each case.

3. Understand the importance of history and memory: Students should understand that history and memory are important to understand the present and plan for the future. The teacher can explain how knowledge of the past helps us understand why things are as they are today and make informed decisions for the future.

Secondary objectives:

• Stimulate students' curiosity and interest in history and memory.
• Develop observation and analysis skills of different sources of information.
• Promote respect and appreciation for cultural and historical diversity.

The teacher should clearly explain these objectives to the students at the beginning of the class so that they know what is expected of them and can direct their learning accordingly.

Introduction (10 - 15 minutes)

1. Review of contents: The teacher should start the class by reminding students of what they have already learned about time (past, present, and future) and about how things change over time. This will prepare them to understand the concept of history and memory.

2. Problem situations: The teacher can then present two problem situations to the students. The first one could be: 'If you found a strange object in your backyard, how could you find out what it is and where it came from?' The second situation could be: 'If you wanted to find out what your grandparents' lives were like when they were children, what would you do?' These situations will introduce the importance of historical sources and memory.

3. Contextualization: The teacher can then explain to the students that history is not only about kings and queens, battles and dates, but also about the lives of ordinary people, like them and their families. He can give examples of how history can help us understand things in our daily lives, such as why we eat certain foods, why we speak certain words, why we wear certain clothes, etc.

4. Engage students' attention: The teacher can tell two short stories to grab the students' attention. The first one could be about an old object that the teacher found and that helped him discover something interesting about the history of the city. The second story could be about how the teacher used the stories told by his grandparents to write a book about his family's history. These stories will concretely illustrate the concepts of historical sources and memory.

5. Introduction to the topic: Finally, the teacher can introduce the topic of the class by saying: 'Today, we will learn more about history and memory. We will find out how we can learn about the past and why this is important. And we will do it in a very fun way, exploring old objects, listening to stories, and even creating our own stories!'.

The teacher should use this introductory stage to create a climate of curiosity and enthusiasm among the students, arousing their interest in the topic of the class.

Development (20 - 25 minutes)

1. Activity 'Historical Treasure Hunt':

   • This is an activity that can be done in groups. The teacher should distribute to each group a box or bag with various objects (which can be toys, household items, old clothes, old photographs, books, etc.). Each group will also receive a list of questions about the objects, for example: 'What do you think this was used for? Who do you think used it? What do you think that person's life was like?'.
   • The students should then explore the objects, discuss in groups, and try to answer the questions. The teacher should circulate around the room, guiding and helping the groups when necessary.
   • At the end of the activity, each group should share their discoveries and conclusions with the class. The teacher should reinforce the importance of historical sources and memory to understand the past.

2. Activity 'Class Museum':

   • This is also an activity that can be done in groups. The teacher should propose to the students that they create a 'Class Museum', where each student will bring an old object from home (which can be a toy, a book, a photograph, an object from their grandparents' house, etc.) and will present it to their classmates.
   • Before the presentation, the teacher should instruct the students to research at home about the object and the story behind it, for example, who gave the object, why it is important to the family, etc. This will encourage research and the use of memory.
   • During the presentations, the students should explain the object, its history, and why it is important to them and their family. The teacher should promote attentive listening and respect among the students, reinforcing the importance of all stories and memories.

3. Activity 'Historical Memory Game':

   • The teacher can prepare a memory game with images from different historical periods (which can be drawings, photographs, etc.) and their respective names and dates (for example, 'Industrial Revolution', 'Independence of Brazil', 'World War I', etc.).
   • The students should play the memory game in groups, trying to match the images with their respective names and dates. The teacher should circulate around the room, encouraging cooperation and discussion among the students.
   • At the end of the game, the teacher should briefly explain each historical period, connecting it to the present and reinforcing the importance of history and memory for our understanding of the world.

The teacher should choose one of the above activities (or adapt them as needed) and guide it according to the suggested structure. The choice of the activity should be based on the level of interest and participation of the class, as well as on the adequacy of the available materials. The goal is always to promote active, playful, and cooperative learning in order to engage all students.

Return (10 - 15 minutes)

1. Group Discussion:

   • The teacher should gather all students in a large circle for a group discussion. Each group will have the opportunity to share what they learned from the activity they carried out. They can show the objects they found or brought from home, tell the stories they discovered or created, and talk about the conclusions they reached.
   • During the discussion, the teacher should encourage students to ask each other questions and express their opinions and feelings. He should also reinforce the importance of respecting and valuing the diversity of experiences and perspectives.

2. Connection with Theory:

   • After discussing the activities, the teacher should revisit the concepts of history and memory, explaining how they were applied in the activities. He can ask the students: 'How are the objects you explored or brought from home sources of history? How was memory important in understanding the history of these objects?'.
   • The teacher should also reinforce the importance of studying history and memory to understand the world and make informed decisions. He can ask: 'Why is it important to know about the past? How can knowledge of the past help us live better in the present and plan for the future?'.

3. Final Reflection:

   • To conclude the class, the teacher should propose that the students make a brief reflection on what they learned. He can ask two simple questions: 'What was the most interesting thing you discovered today? Why do you think it is important to learn about the past?'.
   • Students should have a minute to think about their answers and then can share them with the class if they feel comfortable. The teacher should listen attentively to the students' answers and praise their efforts and achievements.

The teacher should use this return stage to assess the students' learning, reinforce the key concepts of the class, and promote reflection and appreciation of learning. He should maintain an environment of respect and support, encouraging all students to participate and express their ideas and feelings.

Conclusion (5 - 10 minutes)

1. Recapitulation of Contents:

   • The teacher should start the conclusion by recalling the main points covered during the class. He can say: 'Today, we learned about what history and memory are, how we can use different sources to learn about the past, and why this is important to understand the present and plan for the future.'.
   • He can ask questions to the students to check how much they can remember from what was learned. For example: 'Who can tell me a historical source we used in our activity?' or 'Why is it important to know history and memory?'.

2. Connection between Theory and Practice:

   • The teacher should explain how the practical activities carried out in the classroom helped to better understand the theoretical concepts. He can say: 'By exploring old objects, listening to each other's stories, and playing the memory game, we were able to see in practice how history and memory work and how we can learn from them.'.
   • He can also highlight how the activity of creating the 'Class Museum' allowed students to connect the past with the present and to value the diversity of experiences and memories.

3. Suggestions for Additional Materials:

   • The teacher can suggest some extra materials for students who want to deepen their knowledge on the subject. For example, history books suitable for their age, historical documentaries or films, visits to local museums, conversations with older family members, etc. He can say: 'If you enjoyed learning about history and memory, I recommend that you explore more about the subject at home. Here are some suggestions for materials you can use.'.
   • The teacher can prepare a list of suggestions to hand out to students, or he can simply write down the suggestions on the board, depending on the available resources.

4. Importance of the Subject for Everyday Life:

   • Finally, the teacher should emphasize the relevance of what was learned for the students' everyday lives. He can say: 'Now that we know a little more about history and memory, we can better understand why things are as they are today. We can better understand our families, our community, our country, and the world. We can also make more informed decisions for the future.'.
   • He can also give concrete examples of how knowledge of the past can be useful in daily life, such as understanding cultural traditions, appreciating diversity, solving problems, etc.

The teacher should end the class by reinforcing that learning is a continuous process and that he is always available to help students explore more about the wonderful world of history and memory. He should also congratulate the students for their effort and participation, encouraging them to remain curious and interested in learning.