Objectives (5 - 10 minutes)

1. Understand the concept of Cartography: Students should be able to understand what cartography is, its role in representing space, and its evolution over time.

2. Identify changes in geographical space over time: Students should be able to analyze old and contemporary maps and identify the changes that have occurred in geographical space over time. They should be able to explain these changes and identify the factors that influenced them.

3. Relate the formation of nation-states to map production: Students should understand how the formation of nation-states is closely linked to map production. They should be able to discuss how maps were used to establish and claim territories during the process of forming nation-states.

Secondary Objectives:

1. Develop critical analysis skills: Through the analysis of maps, students will develop critical analysis skills, where they will be able to question representations of geographical space.

2. Foster historical thinking: By studying the evolution of cartography, students will be encouraged to think historically, relating past events to the present and future.

3. Stimulate teamwork: The proposed activities will promote teamwork, encouraging discussion and collaboration among students.

Introduction (10 - 15 minutes)

1. Content Review: The teacher should start the lesson by reviewing the basic concepts of cartography and the importance of maps in representing geographical space. It is important to review with students the different types of maps (physical, political, thematic, etc.) and how they are constructed. This will prepare students for the new content to be presented. (3 - 5 minutes)

2. Problem Situations: The teacher should present two problem situations to stimulate students' critical thinking and prepare them for the lesson topic. The first problem situation could be: 'How can maps be used to claim territories during international conflicts?' and the second: 'Why are old maps different from current maps?' Students should be encouraged to think about these questions and share their ideas with the class. (3 - 5 minutes)

3. Contextualization: The teacher should then contextualize the importance of the subject, explaining how cartography and changes in geographical space are intrinsically linked to the history of peoples and nations. The teacher can use historical examples, such as the discovery of the New World and colonization, to illustrate how maps influenced the formation of nations and the expansion of empires. (3 - 5 minutes)

4. Topic Introduction: To capture students' attention, the teacher can share some curiosities about cartography. For example, the fact that the first known world map was created by the Babylonians around 600 B.C., or the story of how early European navigators used star maps to navigate the oceans. Another interesting curiosity is that, due to the curvature of the Earth, it is impossible to accurately represent the spherical surface of the planet on a flat map, resulting in distortions in different areas of maps. (3 - 5 minutes)

Development (20 - 25 minutes)

1. 'Maps of Time' Activity: In this activity, students will be divided into groups of 4 or 5. Each group will receive a series of maps representing the same geographical region in different periods of history. The maps can range from old hand-drawn maps to modern satellite maps. The objective is for students to compare the maps and identify the changes that have occurred in geographical space over time. They should discuss in groups and take notes of their observations. At the end of the activity, each group should present their conclusions to the class. (10 - 12 minutes)

2. 'Cartographer Journalists' Activity: In this activity, student groups will be assigned to represent different nations or empires in a specific period of history. Each group will receive a blank map and the task of 'claiming' territories for their nation or empire. They should use the information they learned in the previous activity, as well as their knowledge of the region's history, to justify their territorial claims. At the end of the activity, the maps will be shared with the class and discussed. This activity will help students understand how maps were used in the formation of nation-states and in claiming territories. (10 - 12 minutes)

3. 'Maps as Historical Sources' Activity: In this activity, students will be invited to bring an old map of their city or region from home. They should research the history of the map and how the region was represented over time. On the day of the activity, students should present their maps to the class and share what they have learned. This activity will help students understand how maps can be used as valuable historical sources and the importance of preserving these artifacts. (10 - 12 minutes)

These practical and playful activities will allow students to explore the topic in an active and engaging way, while developing critical thinking and teamwork skills. The teacher should circulate around the room during the activities, guiding students as needed and ensuring that everyone is involved and understanding the material.

Return (10 - 15 minutes)

1. Group Discussion (5 - 7 minutes): After the conclusion of the activities, the teacher should allow each group to share their solutions or conclusions with the class. Each group will have a maximum of 3 minutes to present. During the presentations, the teacher should encourage other students to ask questions and make comments, promoting a discussion environment and collaborative learning.

2. Connection to Theory (3 - 5 minutes): After all presentations, the teacher should review the theoretical concepts presented at the beginning of the lesson and connect them to the practical activities carried out. The teacher should highlight how the analysis of maps allowed students to understand the relationship between cartography, time, and space, and how the formation of nation-states is linked to map production.

3. Individual Reflection (2 - 3 minutes): To conclude the lesson, the teacher should propose a moment of individual reflection. Students should think about the questions: 'What was the most important concept you learned today?' and 'What questions have not been answered yet?'. The teacher should encourage students to write down their answers and share them in the next class, if they wish.

4. Feedback and Evaluation (2 - 3 minutes): The teacher should also take this opportunity to request feedback from students about the lesson. The teacher can ask: 'Which activities did you find most useful or interesting? Why?' and 'Is there something you would like to learn more about this topic?'. Student feedback can be used to improve future lessons.

This Return is crucial to consolidate students' learning, allowing them to reflect on what they have learned and how they can apply this knowledge. In addition, group discussion and student feedback provide valuable information to the teacher about the effectiveness of the lesson and students' learning needs.

Conclusion (5 - 10 minutes)

1. Content Review (2 - 3 minutes): The teacher should start the Conclusion by recapping the main points covered in the lesson. This includes the definition of cartography, the evolution of cartography over time, the relationship between the formation of nation-states and map production, and the critical analysis of maps. The teacher should reinforce the importance of the topic and how it connects with other concepts in geography and history.

2. Theory-Practice Connection (2 - 3 minutes): Next, the teacher should explain how the practical activities carried out during the lesson helped solidify the theoretical concepts. For example, the 'Maps of Time' activity allowed students to analyze changes in geographical space over time, while the 'Cartographer Journalists' activity made them reflect on the formation of nation-states. The teacher should emphasize that cartography is not just a theoretical study, but a practical tool for understanding the world around us.

3. Extra Materials (1 - 2 minutes): The teacher should then suggest some extra materials for students who wish to deepen their knowledge on the topic. This may include books, documentaries, websites, and interactive map apps. For example, the teacher may recommend the book 'The Map That Changed the World' by Simon Winchester, which tells the story of the creation of the first geological map of Britain.

4. Importance of the Subject (1 - 2 minutes): Finally, the teacher should highlight the relevance of the topic to students' daily lives. The teacher can explain how the ability to read and interpret maps is essential in many professions, from engineering and architecture to navigation and tourism. Additionally, the teacher can emphasize how understanding cartography can help students better understand the historical and social processes that have shaped the world we live in.

The Conclusion is a crucial moment to consolidate students' learning and motivate them to continue exploring the topic outside the classroom. By making the connection between theory and practice, and by highlighting the relevance of the subject, the teacher can help students see cartography not only as a school subject, but as a powerful tool for understanding the world around them.