Lesson Plan | Socioemotional Learning | Second Industrial Revolution and 19th Century Social Doctrines: Review

Objective

Duration: (10 - 15 minutes)

The aim of this phase of the Socioemotional Lesson Plan is to prepare learners for a deeper emotional understanding of historical content. By establishing clear objectives, learners will be able to concentrate their attention and efforts on the most pertinent aspects of the topic while honing crucial socioemotional skills like empathy and critical reflection on historical events.

Objective Utama

1. Understand the key technological and political advances that shaped the Second Industrial Revolution.

2. Analyse liberal and Marxist ideologies in the context of 19th-century social changes.

3. Develop the ability to identify and reflect on the emotions tied to the study of historical events.

Introduction

Duration: (15 - 20 minutes)

Emotional Warmup Activity

Mindfulness Meditation

Mindfulness Meditation for Focus

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

2. Instruct the learners to close their eyes and take a few deep breaths, inhaling through the nose and exhaling through the mouth.

3. Guide them to pay attention to their breathing, feeling the air enter and exit their bodies. Ask them to focus on the sensation of breathing in different parts of their body, like the nose, throat, and chest.

4. Suggest that as they breathe in, they envision bringing peace and clarity to their minds, and with each exhale, they release tension and distractions.

5. Continue guiding the meditation for about 5 to 7 minutes, keeping your tone calm and soothing.

6. At the end, invite learners to slowly open their eyes and do some light stretching before refocusing their attention on the lesson.

Content Contextualization

During the Second Industrial Revolution, the world witnessed vast technological and social alterations that revolutionised our way of living and working. Think about the emotional impact of witnessing machines taking over manual jobs, or the strain of existing in a society where social inequalities were growing. These changes not only influenced the economy but also affected the emotions and interactions of people. It is essential to not just grasp historical facts, but also to contemplate the feelings and challenges faced by individuals during that era.

For instance, what would it mean to work in an environment with dangerous conditions and minimal workers' rights? Or conversely, how did industrialists and inventors feel as they saw their innovations reshaping the world? Understanding these emotions offers us a more well-rounded and empathetic perspective of history, connecting us to the human experiences woven into historical events.

Development

Duration: (60 - 75 minutes)

Theory Guide

Duration: (25 - 30 minutes)

1. ### Key Components of the Second Industrial Revolution and 19th Century Social Doctrines

2. Technological Advances: The Second Industrial Revolution, unfolding between the late 19th and early 20th centuries, was noted for significant technological breakthroughs. Key examples include electricity, the internal combustion engine, and innovative materials like steel. Electricity transformed industries and everyday life, paving the way for advancing production and communication methods. The internal combustion engine facilitated the birth of automobiles, drastically altering transportation.

3. Political and Economic Changes: This period heralded the emergence of massive corporations and the rise of mass production. Factories became the backbone of industrialised economies, resulting in rapid urban growth. This revolution also brought significant shifts to the labour market, with a surge in female and child labour, along with large migrations to urban centres.

4. Liberalism: Economic liberalism, influenced by thinkers like Adam Smith, championed market freedom alongside minimal state intervention in the economy. The belief was that a free market would foster progress and general well-being. This ideology was critical in justifying industrial capitalism and the expansion of imperialism.

5. Marxism: In contrast, Marxism, rooted in the writings of Karl Marx and Friedrich Engels, critiqued the inequalities spawned by capitalism. They argued that capitalism exploited workers and projected a proletarian revolt that would establish a classless society. Marxist thought played a pivotal role in labour movements and policies on a global scale.

6. Social Implications: The technological and economic shifts provoked profound social transformations. Working conditions in factories were often perilous, marked by lengthy hours and unhealthy environments, spurring the formation of unions and labour movements. Rapid urbanisation also birthed challenges, such as slum growth and the need for improved urban infrastructure.

7. Analogies and Examples: A helpful analogy would be to liken the technological revolution of that time to today's digital upheaval. Just as electrification and industrialisation redefined society, the internet and digital technology are reshaping our modes of work, communication, and lifestyle today. This approach aids learners in connecting historical concepts with their contemporary experiences.

Activity with Socioemotional Feedback

Duration: (35 - 40 minutes)

Socioemotional Debate on the Second Industrial Revolution

Learners will engage in a debate where they will embody different figures from the time of the Second Industrial Revolution, including factory workers, industrialists, and political thinkers (liberals and Marxists). The task is for each group to discuss the technological and social evolutions from their perspective, recognising and conveying the emotions linked to their positions.

1. Divide the learners into four groups, with each group representing one of the following figures: factory workers, industrialists, liberals, and Marxists.

2. Every group should quickly research the conditions and views of the figure they’re embodying.

3. Encourage the groups to discuss internally and determine the emotions their figures might experience during the Second Industrial Revolution. Promote the use of the RULER method to recognise, understand, label, express, and manage these emotions.

4. Facilitate a debate where each group presents their views and arguments, emphasising the emotions involved. Students should strive to articulate their viewpoints respectfully and empathetically.

5. During the debate, prompt learners to ask each other questions to deepen their understanding of the various perspectives.

6. Wrap up the activity with a group reflection on how the debate enhanced their understanding of the emotional complexities of the time and how these socioemotional skills can be applied to their current lives.

Discussion and Group Feedback

After the activity, prompt a guided discussion employing the RULER method to help learners reflect on their experiences throughout the debate. Recognise the emotions that surfaced during the activity, whether positive or negative. Ask learners how they felt while embodying their historical figures and digesting the viewpoints of other groups.

Understand the roots of these emotions by exploring why certain stances elicited specific feelings. Encourage students to Label these emotions accurately, using suitable emotional vocabulary. Express emotions appropriately, fostering a secure environment for everyone to share their experiences. Lastly, discuss tactics for Regulating these emotions effectively, underscoring the significance of empathy and respect in historical conversations and everyday life.

Conclusion

Duration: (20 - 25 minutes)

Reflection and Emotional Regulation

For the reflection and emotional regulation activity, ask learners to write a paragraph regarding the challenges they encountered during the lesson and how they navigated their emotions. Alternatively, facilitate a group discussion in which each learner shares their experiences and emotional regulation strategies. Encourage them to apply the RULER method to identify, understand, label, express, and manage the emotions that emerged during the activities. Conclude by asking learners to highlight one strategy that worked well for them and another they would like to improve.

Objective: The goal of this subsection is to promote self-assessment and emotional regulation, assisting learners in pinpointing effective strategies for coping with challenging situations. This will help them cultivate a deeper awareness of their own emotions and learn to handle them more productively both in learning and personal contexts.

Glimpse into the Future

To wrap up the lesson, advise the teacher to encourage learners to establish personal and academic goals relating to the content studied. Explain the significance of setting clear and achievable objectives to deepen their comprehension of historical themes and strengthen socioemotional skills. Motivate learners to jot down these goals or share them in small groups, emphasising how these goals can be reached over time.

Penetapan Objective:

1. Gain a deeper understanding of the technological and social impacts of the Second Industrial Revolution.

2. Utilise the RULER method to manage emotions across various academic and personal contexts.

3. Cultivate a critical perspective on liberal and Marxist doctrines.

4. Actively engage in discussions and debates, communicating clearly and empathetically.

5. Connect historical events to contemporary challenges, enriching their understanding of history. Objective: The aim of this subsection is to enhance learners' autonomy and the practical application of their learning, aiming for continuity in both academic and personal development. By defining clear goals, learners can target their efforts more effectively, ensuring that the knowledge absorbed in the lesson is applicable in future scenarios, both academically and personally.