Lesson Plan | Socioemotional Learning | 1929 Crisis: in the United States of America and the World: Review

Objectives

Duration: 10 to 15 minutes

The purpose of this stage of the Social-Emotional Lesson Plan is to provide students with a clear understanding of the lesson's objectives and to lay the groundwork for the development of social-emotional skills throughout the theme. By establishing these objectives, students will be able to better contextualize the historical content and relate it to their own emotions and experiences, promoting deeper and more meaningful learning.

Main Goals

1. Identify the main global economic problems after World War I that led to the 1929 crisis.

2. Analyze the influence of the 1929 crisis on Brazil and how this event shaped the country's economy and politics.

Introduction

Duration: 20 to 25 minutes

Emotional Warm-up Activity

Mindfulness Moment: Preparing the Mind for Learning

The proposed emotional warm-up activity is a practice of Mindfulness. Mindfulness is a meditation technique that involves paying full attention to the present moment without judgment. The practice helps promote students' focus, presence, and concentration, emotionally preparing them for the lesson.

1. Ask students to sit comfortably in their chairs, with their feet flat on the floor and their hands resting gently on their thighs.

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

3. Guide students to pay attention to the sensations of their breath, feeling the air entering and leaving their body.

4. After a few moments, ask students to expand their attention to include the sensations in their body, observing any tension or discomfort and gently relaxing those areas.

5. Next, ask students to observe any thoughts or emotions that arise without getting attached to those thoughts; just recognize them and let them pass.

6. After about five minutes, ask students to begin bringing their attention back to the surrounding environment, slowly opening their eyes and refocusing their attention on the classroom.

Content Contextualization

The 1929 Crisis, known as the Great Depression, was one of the most drastic economic events in world history, affecting not only the United States but also countless economies around the world, including Brazil. To understand the magnitude of this event, it is essential not only to study the historical facts but also to understand the emotional and social impact that the crisis had on the people of that time. Many lost their jobs, homes, and hope, leading to a wave of despair and uncertainty. This situation can be compared to more recent economic crises, such as that of 2008, allowing students to make connections between the past and the present and reflect on the emotions these events evoke in both individuals and entire societies.

Development

Duration: 60 to 70 minutes

Theoretical Framework

Duration: 30 to 35 minutes

1. Historical Context Post-World War I: Explain how World War I affected European economies, leading to a growing dependence on the United States for loans and trade. Use analogies like 'dominoes' to illustrate how problems in one economy can affect others.

2. Overproduction and Underconsumption: Address the discrepancy between production capacity and consumption, highlighting how agricultural and industrial overproduction led to falling prices and stockpiling. Provide practical examples, such as agricultural production in the U.S. Midwest.

3. Speculation and Stock Market Bubble: Detail how rampant speculation and buying stocks on credit contributed to the formation of an economic bubble. Explain terms like 'margin buying' using simple examples.

4. The 1929 Stock Market Crash: Describe the event of 'Black Tuesday' (October 29, 1929), when the New York Stock Exchange collapsed. Use narratives from people who lived through the crisis to create an emotional connection.

5. Global Economic Consequences: Analyze how the crisis spread globally, affecting economies in Europe and Latin America and leading to a worldwide economic contraction.

6. Impact on Brazil: Explain how the crisis affected Brazil, including the drop in coffee prices and Getúlio Vargas's policies to mitigate the effects of the depression. Use historical data to illustrate the economic and social impact.

Socioemotional Feedback Activity

Duration: 30 to 35 minutes

Reviving the 1929 Crisis: Emotional Perspectives

In this activity, students will be divided into groups to interpret different characters who lived during the 1929 Crisis, such as a farmer, an industrial worker, a banker, and a politician. Each group should explore the emotions and decisions faced by these characters.

1. Divide the class into groups of 4-5 students and assign roles of historical characters affected by the 1929 Crisis.

2. Each group should research their character and discuss internally what emotions and challenges that character would face during the crisis.

3. Instruct the groups to prepare a short enactment or account of their characters' experiences, focusing on how they recognized, understood, named, expressed, and regulated their emotions.

4. Each group will present their enactments and accounts to the class, highlighting the emotions involved and the decisions made.

Group Discussion

After the presentations, lead a group discussion using the RULER method:

Recognize: Ask students how they recognized their characters' emotions and what signals helped identify those emotions. Understand: Discuss the causes of each character's emotions and the consequences of those emotions on their lives and decisions. Name: Encourage students to accurately name the emotions that arose during the activity, such as fear, hope, frustration, etc. Express: Ask how the characters expressed their emotions and whether those expressions were appropriate or not. Regulate: Explore strategies that the characters could have used to regulate their emotions more effectively and how these strategies can be applied in the students' real lives.

Conclusion

Duration: 15 to 20 minutes

Emotional Reflection and Regulation

To carry out a reflection and emotional regulation, suggest that students write a short paragraph about the emotional challenges faced during the activity and how they dealt with those emotions. Alternatively, lead a group discussion where each student can share their experiences and emotional regulation strategies. Ask students how they felt while portraying their characters, which emotions were the most challenging to manage, and what techniques they used to maintain emotional control. Encourage them to reflect on how they might apply these strategies in real-life situations.

Objective: The objective of this activity is to encourage self-assessment and emotional regulation, helping students identify effective strategies for dealing with challenging situations. By reflecting on their experiences, students can develop a greater understanding of their own emotions and learn to manage them more effectively, applying this learning in future contexts.

Closure and A Look Into The Future

At the end of the lesson, ask students to set personal and academic goals related to the content covered. Explain that these goals may include deepening their study of the 1929 Crisis, better understanding the economic implications of historical events, or developing emotional regulation skills in other areas of their lives. Encourage them to write down these goals and share them with the class if they wish. This helps create a public commitment and a sense of responsibility.

Possible Goal Ideas:

1. Deepen the study of the 1929 Crisis and its global implications.

2. Better understand the economic policies adopted by Brazil during the Great Depression.

3. Develop emotional regulation skills in challenging situations.

4. Apply responsible decision-making strategies in academic and personal contexts.

5. Strengthen social skills through collaborative work and group discussions. Objective: The objective of this subsection is to strengthen students' autonomy and the practical application of learning, promoting continuity in their academic and personal development. By setting clear and achievable goals, students can direct their efforts more focused and reflect on their progress over time.