Rencana Pelajaran | Pembelajaran Sosioemosional | From Nomadism to Sedentism: Birth of the First Cities and Agriculture

Tujuan

Durasi: (10 - 15 minutes)

The aim of this section is to lay a solid foundation for understanding the transition from nomadism to sedentism in the Neolithic Era. This will help students contextualize historical events while honing socioemotional skills like self-awareness and social consciousness through reflecting on human adaptations over time.

Tujuan Utama

1. Understand the shift from nomadism to sedentism during the Neolithic Era.

2. Recognize the significance of agricultural advancement for the rise of the first cities.

Pendahuluan

Durasi: (15 - 20 minutes)

Kegiatan Pemanasan Emosional

Connecting with Our Past

Guided Meditation

1. Instruct students to sit comfortably in their seats, with their feet flat on the floor and hands resting on their knees.

2. Explain that they will participate in a brief meditation to help them focus and prepare for the lesson.

3. Encourage them to close their eyes and take deep breaths—inhaling through the nose and exhaling through the mouth.

4. Guide the students to concentrate on their breathing, becoming aware of the air filling their lungs and flowing out.

5. Invite them to picture themselves traveling back in time, thousands of years ago, when humans were nomadic.

6. Ask them to visualize the natural surroundings, feeling the earth's scents and listening to nature's sounds.

7. After a few minutes, gently bring their attention back to the present, keeping that sense of calm.

8. Conclude the meditation by asking them to slowly open their eyes and take a few deep breaths before starting the lesson.

Kontekstualisasi Konten

The shift from nomadism to sedentism was a pivotal moment in our history. Picture a time when everyone had to move constantly to find food and shelter. Now think about the security and stability that came with agriculture and the formation of the first cities. This change enabled communities to form, led to new technological advancements, and strengthened interpersonal connections. By examining this transformation, we can reflect on the emotional and social challenges our ancestors faced and how these experiences shaped our current society. Learning about this era promotes social awareness and empathy, emphasizing the significance of adaptability and innovation in human progress.

Pengembangan

Durasi: (60 - 75 minutes)

Panduan Teori

Durasi: (20 - 25 minutes)

1. Nomadism: Describe how, for much of human history, people lived nomadically, constantly on the move in search of food and shelter, relying on hunting, fishing, and gathering.

2. Climate Change: Discuss how shifts in climate and diminishing natural resources prompted humans to discover new ways to survive.

3. Sedentism: Introduce sedentism, explaining that unlike nomads, sedentary individuals settle in one location to build villages and cities.

4. Agriculture: Outline the rise of agriculture as a key factor enabling sedentism, referring to the cultivation of crops and the domestication of animals to ensure a stable food supply.

5. First Cities: Provide examples of some of the earliest cities like Jericho and Çatalhüyük, and discuss how agriculture facilitated the establishment of permanent structures and the evolution of technologies.

6. Social Impacts: Explain how sedentism fostered new social frameworks, such as specialization of labor, trade, and the development of social hierarchies.

7. Utilize analogies to aid comprehension, likening a nomadic existence to a continuous camping trip, while sedentary life resembles living in a fixed home with a garden.

Kegiatan dengan Umpan Balik Sosioemosional

Durasi: (35 - 45 minutes)

Experiencing the Transition: From Nomadism to Sedentism

In this activity, students will be divided into groups to reenact life in a community during the transition from nomadism to sedentism. They will create scenarios showcasing the challenges and innovations of that period.

1. Group students into teams of 4 to 5.

2. Each team must create two scenarios: one depicting nomadic life and another illustrating sedentary life.

3. Provide supplies like paper, markers, poster boards, and other craft items for building their scenarios.

4. Encourage each group to reflect on how feelings and emotions would vary between these two lifestyles, considering aspects like safety, community, work, and leisure.

5. Once the scenarios are prepared, each group will share their enactments with the class, discussing the emotional and practical differences between nomadism and sedentism.

6. During the presentations, prompt students to pay attention to the emotions displayed and think about how these emotional shifts influenced community life.

Diskusi dan Umpan Balik Kelompok

Following the group presentations, facilitate a discussion using the RULER method. Start by asking students to recognize the emotions illustrated in each scenario: 'What stood out regarding the emotions of the nomads and the sedentary individuals?' Then, transition to understanding (Understand): 'Why do you think those feelings were prevalent in those contexts? What were their causes and outcomes?'

Encourage students to label the feelings accurately: 'What terms would you use to capture the emotions of the characters?' Prompt them to express how they might feel in those situations: 'How would you feel if you were always on the move? And what if you lived in a stable community?' Finally, explore ways to regulate those emotions: 'What strategies could you apply to manage the emotional challenges of both nomadic and sedentary lifestyles? What methods might help you?'

This dialogue will foster reflection on the essential socioemotional skills needed to navigate changes and cultivate resilient, supportive communities.

Kesimpulan

Durasi: (20 - 25 minutes)

Refleksi dan Regulasi Emosional

Activity: Encourage students to reflect on the challenges and emotions experienced throughout the lesson. Divide them into small groups to share the moments they found most challenging and how they emotionally responded. Next, ask each student to pen a paragraph about a particular feeling they encountered, how they handled it, and strategies they could have employed to enhance their emotional response.

Tujuan: The goal of this section is to promote self-assessment and emotional regulation, guiding students in identifying effective strategies for tackling challenging situations. Through reflecting on their personal experiences and emotions, students can cultivate better self-awareness and self-control, which are vital for their emotional and social well-being.

Pandangan ke Masa Depan

Activity: To wrap up the lesson, ask students to establish personal and academic goals related to the material covered. They can jot down two goals: one personal (like enhancing empathy or collaboration) and one academic (such as deepening their grasp of the Neolithic Era or agriculture). Inspire them to share their goals with the class to foster a supportive atmosphere.

Penetapan Tujuan:

1. Gain a better understanding of agriculture's role in the development of the first cities.

2. Cultivate empathy and insights regarding the challenges encountered by our ancestors.

3. Enhance teamwork skills and collaboration among peers.

4. Apply the learned concepts across other subjects, such as Geography and Science. Tujuan: The aim of this section is to strengthen students' autonomy and the practical application of their learning, allowing for continued growth in both academic and personal domains. By setting clear objectives and sharing them, students can maintain focus on their progress, promoting balanced growth in emotional and intellectual capacities.