Lesson Plan | Socioemotional Learning | America: Indigenous Peoples

Objectives

Duration: 10 - 15 minutes

The purpose of this stage is to contextualize students on the lesson topic, establishing a solid foundation for understanding the different Mesoamerican societies and their characteristics. Additionally, it aims to encourage students to reflect on their own emotions and the emotions of others while exploring the history and culture of these peoples, using a socio-emotional methodology to promote deeper and more meaningful learning.

Main Goals

1. Describe the social, political, and cultural diversity of Mesoamerican peoples before the arrival of Europeans.

2. Develop the ability to recognize and understand the emotions related to the study of ancient cultures and their contributions.

Introduction

Duration: 20 - 25 minutes

Emotional Warm-up Activity

Journey to the Past: Creative Visualization

The chosen emotional warm-up activity is Creative Visualization. This practice helps students focus and concentrate while developing their ability to emotionally connect with the lesson theme. During the visualization, students are guided to imagine scenarios and situations that promote a state of calm and presence, preparing them for learning.

1. Ask students to sit comfortably in their chairs, keeping their backs straight and feet on the ground.

2. Instruct students to close their eyes and take deep breaths several times, inhaling through their noses and exhaling through their mouths.

3. Guide students to imagine that they are traveling back in time to the era of Mesoamerican peoples. Describe a typical environment of the time in detail, such as a Mayan village or an Aztec market.

4. Ask students to visualize the colors, sounds, and smells of that environment. Encourage them to imagine interactions with the people, observing their clothing, ways of life, and traditions.

5. Suggest that students reflect on how they feel in this environment. Ask them: 'Am I curious? Fascinated? Feeling uncomfortable?'

6. After a few minutes, ask students to slowly open their eyes and take a few deep breaths again.

7. Lead a brief discussion, allowing students to share their experiences and feelings during the visualization.

Content Contextualization

Mesoamerican peoples, such as the Mayans, Aztecs, and Olmecs, formed advanced civilizations that significantly contributed to the culture, science, and economy of humanity. Understanding their societies allows us to appreciate their achievements and recognize the cultural diversity that existed before the arrival of Europeans. Studying these peoples is important to emotionally connect with their histories, as this helps us develop empathy and a sense of social responsibility. For example, by learning about the innovative agricultural practices of the Mayans, we can reflect on the importance of respect for the environment and the ancestral wisdom that can still be applied today.

Development

Duration: 60 - 70 minutes

Theoretical Framework

Duration: 30 - 35 minutes

1. Introduction to Mesoamerican Peoples: Explain that Mesoamerican peoples, such as the Mayans, Aztecs, and Olmecs, developed complex civilizations before the arrival of Europeans. Present a map of Mesoamerica to geographically contextualize.

2. Society and Social Structure: Describe the social structure of these peoples, emphasizing the differences between social classes (nobles, priests, warriors, merchants, and peasants). Use specific examples from each civilization.

3. Political Organization: Detail the political organization of the Mayans, Aztecs, and Olmecs. Explain how the Mayans were organized into city-states, while the Aztecs had a centralized empire with Tenochtitlán as its capital.

4. Culture and Religion: Address the importance of religion in daily life. Explain the main gods and religious practices, such as the human sacrifices of the Aztecs and the complex Mayan calendars.

5. Scientific and Technological Contributions: Highlight contributions in astronomy, mathematics, and architecture. For example, mention the construction of Mayan pyramids and Aztec advances in hydraulic engineering.

6. Economy and Trade: Explain the economic foundations of these civilizations, emphasizing agriculture (corn, beans, cocoa) and regional trade. Use examples of trade routes and exchanges of goods.

7. Interactions and Conflicts: Describe the relationships among different Mesoamerican peoples, including alliances and conflicts. Mention the flower wars of the Aztecs and the competitions among Mayan city-states.

Socioemotional Feedback Activity

Duration: 30 - 35 minutes

Exploring Mesoamerican Civilizations

In this activity, students will divide into groups to explore different aspects of Mesoamerican civilizations, creating a presentation that highlights their discoveries. This activity promotes collaboration, research, and emotional expression, while deepening students' understanding of the topic.

1. Divide students into groups of 4 to 5 people.

2. Assign each group a specific theme related to Mesoamerican civilizations: society, politics, culture, religion, scientific contributions, economy, or conflicts.

3. Each group should research their theme using textbooks, articles, and online resources. Encourage them to seek detailed information and concrete examples.

4. Ask groups to prepare a 5 to 7-minute presentation on their assigned theme, including images and, if possible, creative visual elements (like models or illustrations).

5. Instruct students to reflect on the emotions they felt during the research process and how these discoveries impacted their perception of Mesoamerican peoples.

6. After each presentation, lead a brief Q&A session, allowing other students to ask questions and share their own reflections.

Group Discussion

After the presentations, use the RULER method to guide a group discussion. Recognize: Ask students to identify emotions they felt during the activity and while listening to peers' presentations. Understand: Encourage them to reflect on the causes of these emotions and how research on Mesoamerican peoples influenced their feelings. Name: Help students accurately name these emotions, providing emotional vocabulary if necessary. Express: Promote a safe environment where students can express their emotions openly and respectfully. Regulate: Discuss strategies to regulate intense emotions, such as deep breathing or seeking support from peers. The discussion should focus on how the study of ancient civilizations can evoke a range of emotions and how to handle them healthily.

Conclusion

Duration: 10 - 15 minutes

Emotional Reflection and Regulation

Suggest that students write a paragraph reflecting on the challenges faced during the lesson, especially regarding the emotions that arose while learning about Mesoamerican civilizations. Ask how they dealt with these emotions and what strategies they used to stay focused and calm. Alternatively, lead a group discussion where each student can share their reflections, promoting an environment of support and mutual understanding.

Objective: The objective of this activity is to encourage students to self-assess their emotional reactions and identify effective strategies for dealing with challenging situations. By reflecting on their emotions and sharing their experiences, students develop greater self-awareness and emotional regulation skills, essential for both academic contexts and everyday life.

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 studied. These goals may include deepening knowledge about a specific aspect of Mesoamerican civilizations, applying a study technique discovered during the lesson, or developing research and presentation skills.

Possible Goal Ideas:

1. Deepen knowledge about a specific Mesoamerican civilization.

2. Apply enhanced research techniques in future projects.

3. Improve presentation and communication skills.

4. Develop greater empathy and cultural understanding.

5. Identify and apply emotional regulation strategies in challenging situations. Objective: The goal of this subsection is to strengthen students' autonomy and the practical application of learning. By setting personal and academic goals, students are encouraged to continue their development in both academic and personal realms, applying what they have learned about Mesoamerican civilizations and socio-emotional skills in their everyday lives.