Objectives (5 - 10 minutes)

1. Understanding the concept of a city and its characteristics: Students should be able to define what a city is and identify its main characteristics, such as the existence of an urban center, a large and diverse population, and the presence of services and commerce.

2. Understanding the emergence of cities: Students should understand how cities emerged throughout history, from the first urban civilizations to the present day. They should be able to identify the main factors that contributed to the emergence of cities, such as agriculture, the formation of production surpluses, and the need for collective defense.

3. Critical analysis of the impact of cities on society: Students should be able to reflect on the impact of cities on people's lives and on the organization of society. They should understand how cities influence culture, economy, and politics, and how they can be a source of inequalities and challenges, but also of opportunities and progress.

Secondary Objectives:

• Development of critical thinking: In addition to acquiring knowledge about the emergence of cities, students should be encouraged to develop critical thinking skills, questioning, analyzing, and interpreting the information presented.

• Encouragement of research and discussion: Students should be encouraged to seek complementary information on the topic in order to deepen their knowledge. Additionally, they should be stimulated to actively participate in classroom discussions, sharing their opinions and ideas.

• Promotion of respect for diversity: Through the study of cities, which are spaces of coexistence and interaction among people of different origins and cultures, students should be encouraged to reflect on the importance of respecting diversity and peaceful coexistence.

Introduction (10 - 15 minutes)

1. Content review: The teacher should start the lesson by reviewing with the students the concepts of society, culture, and community. These concepts are fundamental for understanding the emergence of cities, as cities are spaces where different communities come together to form a society with a common culture. (3 - 5 minutes)

2. Problem-based situations: The teacher should propose two problem-based situations to arouse students' interest and introduce the topic of the lesson. The first one could be: "Why do people decide to live in cities, even with all the problems they can bring, such as traffic and violence?". The second one could be: "What would life be like without cities? How would people live, work, study, and have fun?". These questions should be briefly discussed, leaving students curious to learn more. (3 - 5 minutes)

3. Contextualization: The teacher should explain to the students the importance of studying cities, emphasizing that they are the main scenario of modern life, where most people live, work, study, and have fun. In addition, cities play a crucial role in the economy, politics, and culture. The teacher can cite examples of how cities influence students' lives, such as job availability, cultural diversity, and the provision of services and infrastructure. (2 - 3 minutes)

4. Capturing students' attention: To capture students' attention, the teacher can share some curiosities about cities. For example, they can talk about the oldest city in the world (Jericho, in present-day Palestine, which has existed for over 11,000 years), the most populous city (Tokyo, Japan, with over 37 million inhabitants), and the city with the highest population density (Macaé, Brazil, with over 600,000 inhabitants in an area of only 1,215 km²). Additionally, they can mention the incredible cultural diversity of cities, with people from different backgrounds, languages, religions, and customs living side by side. (2 - 3 minutes)

Development (20 - 25 minutes)

1. Activity "The City Game": This activity is a board game created by the teacher, aiming to simulate the emergence and development of a city. The board represents an empty territory, which will be filled with different elements (agricultural lands, rivers, mountains, forests, etc.) as the game progresses. Students play in groups of 4 or 5, and each group receives a set of cards representing different natural resources and human activities. For example, one card may represent an agricultural area, another a mineral mine, another an industry, etc. Students must then choose where to place their cards on the board, according to the game rules. For instance, an agricultural area should be placed near a river for irrigation, and an industry should be placed near a mountain for ore extraction. The game continues until all groups have placed all their cards. In the end, the teacher leads a collective analysis of the result, discussing how the groups' choices affected the city's development. (10 - 15 minutes)

2. Activity "The History of Our City": In this activity, students will be divided into groups and given the task of researching the history of their city. They should find out when and how the city was founded, what were the main factors that contributed to its emergence and development, and how the city has changed over time. They should present their findings in the form of a short written report and an oral presentation, to be done in the next class. The teacher should provide clear guidelines on what should be researched and how the information should be presented. (10 - 15 minutes)

3. Activity "The Future of Our City": After researching the history of their city, students should now think about the future. They should discuss in their groups what are the main challenges the city currently faces and what are the possible solutions. For example, they can discuss the need to invest in infrastructure, promote sustainability, combat inequality, etc. Each group should select the two challenges they consider most important and present their solutions in the form of a small project, to be presented in the next class. The teacher should guide the discussion and provide constructive feedback. (10 - 15 minutes)

These playful and contextualized activities allow students to understand in a more concrete and meaningful way the emergence of cities and their impact on society. Additionally, they stimulate research, discussion, group work, and the development of critical thinking and creativity.

Return (10 - 15 minutes)

1. Group Discussion (5 - 7 minutes): After completing the group activities, each team should briefly present the conclusions of their discussions. Presentations should be limited to 3 minutes each to ensure that all groups have the opportunity to share their ideas. The teacher should encourage students to explain the reasons behind their choices and to reflect on what they learned from the activity. After each presentation, the other groups should have the opportunity to ask questions or make comments.

2. Connection to Theory (3 - 5 minutes): After all presentations, the teacher should revisit the theoretical concepts discussed at the beginning of the lesson and connect them with the students' findings and ideas. The teacher should highlight how the group activities helped illustrate and deepen students' understanding of the emergence of cities and their impact on society. The teacher should also take this opportunity to clarify any misunderstandings or misconceptions that may have arisen during the discussions.

3. Final Reflection (2 - 3 minutes): To conclude the lesson, the teacher should propose that students reflect individually on what they have learned. The teacher can ask questions such as: "What was the most important concept you learned today?" and "What questions have not been answered yet?". Students should write down their answers on a piece of paper, which will be collected by the teacher at the end of the class. This reflection activity will help students consolidate what they have learned and identify any areas that still need further study.

4. Teacher's Feedback (1 - 2 minutes): Finally, the teacher should provide overall feedback to the class, highlighting the positives and areas for improvement. The teacher should praise students' efforts, the creativity of their solutions, and the quality of their discussions. At the same time, the teacher should point out which aspects of the topic still need to be deepened and which skills need to be further developed.

This Return moment is essential to ensure that the lesson's objectives have been achieved and to identify any gaps in students' understanding. Additionally, it allows the teacher to assess the effectiveness of their teaching strategies and plan adjustments for the next lessons.

Conclusion (5 - 10 minutes)

1. Summary and Recapitulation (2 - 3 minutes): The teacher should start the Conclusion of the lesson by briefly summarizing the main points covered. This includes the concept of a city and its characteristics, the emergence of cities throughout history, and the impact of cities on society. The teacher can recall the activities carried out and the main conclusions reached by the students. This summary will help consolidate the knowledge acquired by students and reinforce the connection between theory and practice.

2. Connection between Theory, Practice, and Applications (2 - 3 minutes): Next, the teacher should explain how the lesson connected theory, practice, and applications. The teacher can highlight how practical activities, such as the city game and the research on the history and future of students' own city, allowed students to apply theoretical concepts in a concrete and meaningful way. Additionally, the teacher can discuss how the knowledge acquired in the lesson can be applied in real life, for example, to understand and analyze urban transformations and the challenges faced by contemporary cities.

3. Additional Materials (1 - 2 minutes): The teacher should then suggest some reading, viewing, or interactive materials for students who wish to deepen their knowledge on the topic. This may include books, documentaries, websites, educational games, among others. For example, the teacher can suggest reading a book on urban history, virtually visiting an ancient city, or participating in an urban planning simulation game. The teacher should emphasize that exploring these materials is optional but highly recommended for those who want to expand their horizons and learn beyond what was covered in the classroom.

4. Importance of the Subject (1 - 2 minutes): Finally, the teacher should emphasize the importance of the subject studied for students' daily lives. The teacher can discuss how cities, as spaces of human coexistence and interaction, affect almost every aspect of our lives, from where we live and work to how we have fun and relate to others. Additionally, the teacher can emphasize how the study of cities can help us better understand the society we live in, the challenges we face, and possible solutions to these challenges.

This Conclusion closes the lesson in a clear and meaningful way, reinforcing the main concepts, connecting theory with practice and applications, encouraging the search for additional knowledge, and highlighting the relevance of the topic for students' lives.