Objectives (5 - 7 minutes)

1. Understand the concept and importance of studying History. The teacher should guide the students to reflect on what History is and why it is relevant for understanding the current world. This includes discussing how the past influences the present and how historical knowledge can help us make informed decisions.

2. Identify different historical periods and their characteristics. Students should be able to recognize the main periods of History (Antiquity, Middle Ages, Modern Age, and Contemporary Age) and describe the main characteristics of each. This will help establish a mental timeline and understand the chronology of historical events.

3. Develop critical thinking and analysis skills. Through the study of History, students should learn to question, analyze, and interpret information. They should be encouraged to formulate their own opinions based on historical evidence and consider different perspectives.

   • Secondary Objective: Encourage curiosity and interest in the subject. The teacher should aim to awaken in students a liking for the study of History, showing the relevance of the subject for understanding the world we live in.

The teacher should explicitly state these Objectives at the beginning of the lesson, in order to guide the students' focus during the activities. They should be reminded at the end of the lesson so that students can assess if they were achieved.

Introduction (10 - 12 minutes)

1. Recalling Necessary Content: The teacher should start the lesson by briefly recalling the basic concepts of History already studied, such as the definition of History, the concept of historical time, and the importance of studying History for understanding the current world. This can be done through a quick review, oral questions, or a small quiz. (3 - 4 minutes)

2. Problem Situation: The teacher should present two hypothetical situations that involve understanding historical time and critical analysis of past events:

   a. "Imagine you are a resident of the Middle Ages. How can the lack of knowledge about Antiquity affect your life and the society in which you live?"

   b. "Suppose you are studying the Industrial Revolution. How can understanding the previous historical context (Modern Age) help you better understand the changes that occurred during the Industrial Revolution?" (3 - 4 minutes)

3. Contextualization: The teacher should then explain how the study of History not only helps us understand the past but also understand the world we live in. Some examples can be given, such as the analysis of the causes and consequences of historical events (for example, world wars, the colonization of the Americas, the Industrial Revolution) and how these events shaped current society, politics, economy, and culture. (2 - 3 minutes)

4. Capturing Attention: To arouse students' interest, the teacher can share some curiosities or interesting stories related to the theme. For example:

   a. "Did you know that the word 'History' comes from the Greek 'historia', which means 'investigation' or 'narrative'? This shows the importance of studying History as a way to investigate and understand the past."

   b. "Have you heard of Tamerlane, the great conqueror of the 14th century who almost managed to recreate the Mongol Empire? If not, don't worry. This is an example of how the study of History can introduce us to fascinating figures and events that are often forgotten or ignored." (2 - 3 minutes)

Development (20 - 25 minutes)

1. Activity 'Living Timeline' (10 - 12 minutes): The teacher should divide the class into groups of up to five students. Each group will receive a large sheet of paper and colored markers. The goal is to build a timeline representing the main events of History, from Antiquity to the Contemporary Age, in a creative and visually appealing way.

   • The teacher should provide a list of events (or allow students to choose), ensuring that it covers the main events of each historical period.
   • The teacher should emphasize that the timeline should be built to demonstrate continuity and change over time.
   • Students should be encouraged to include illustrations, symbols, and keywords to represent the events. For example, for the Industrial Revolution, they could draw a factory, a steam engine, and an assembly line.
   • After completing the activity, each group should present their timeline to the class, explaining the choice of events and the connection between them.

2. Activity 'Cultures in Motion' (10 - 12 minutes): Still in their groups, students will receive cards with information about different cultures throughout History. Each card will represent a different historical period and will contain details about the society, politics, economy, and culture of that time.

   • Students should read and discuss the information on their cards, identifying the main characteristics of that culture and how it relates to the corresponding historical period.
   • Then, the groups should exchange their cards, allowing students to learn about different historical periods and cultures.
   • The teacher should circulate around the room, assisting the groups and asking questions to stimulate reflection and discussion. For example, "How does the culture you are studying compare to our culture today? What aspects do you think have changed and which have remained the same over time?"

3. Activity 'Deciphering the Past' (5 - 7 minutes): To conclude the Development stage, the teacher should propose a thematic board game. The game will include questions and challenges based on the historical events, figures, and concepts studied in the lesson.

   • Students, still in their groups, will play the game, advancing on the board with each correctly answered question or completed challenge.
   • The goal of the game is not only to test students' knowledge but also to encourage them to think critically, make connections between different historical periods, and apply what they have learned in a fun and engaging way.

These activities are designed to be interactive, collaborative, and engaging. They allow students to explore and understand historical time in a practical and meaningful way, developing critical thinking, communication, and collaboration skills. Additionally, they promote the understanding that History is not just a series of dates and facts, but a complex and fascinating study of humanity and how we arrived at the world we live in.

Return (10 - 12 minutes)

1. Group Discussion (3 - 4 minutes): The teacher should gather all students and promote a group discussion about the solutions or conclusions found by each team in the 'Living Timeline' and 'Cultures in Motion' activities. Each group will have up to two minutes to share the main findings of their research, the strategies used, and the difficulties encountered.

   • It is important for the teacher to guide the discussion, asking questions that stimulate critical thinking and reflection. For example, "How does your timeline reflect continuity and change over time?", "What were the main similarities and differences you found between the cultures you studied?".

2. Connection with Theory (3 - 4 minutes): The teacher should then make the connection between the practical activities and the theory presented at the beginning of the lesson. This can be done through a brief review of the main concepts, followed by a discussion on how students applied these concepts in their activities.

   • The teacher should highlight the importance of studying History for understanding the current world and for developing critical thinking and analysis skills. For example, "By building your timelines, you could see how historical events are interconnected and how the past influences the present. This demonstrates the importance of understanding the chronology of historical events and the connections between them.".

3. Individual Reflection (2 - 3 minutes): To conclude, the teacher should propose that students reflect individually on what they learned in the lesson. The teacher can ask the following questions:

   1. "What was the most important concept you learned today?"

   2. "What questions have not been answered yet?"

   3. "How can you apply what you learned today in other situations?"

   • Students should have a minute to think about these questions and then have the opportunity to share their answers with the class, if they wish.

   • The teacher should encourage students to be honest in their answers and to discuss any doubts or difficulties they may have. This will help the teacher assess the effectiveness of the lesson and plan future lessons according to the students' needs and interests.

This Return stage is crucial for consolidating learning, reflecting on the learning process, and identifying any gaps in knowledge or understanding. Additionally, it provides an opportunity for students to express their opinions, doubts, and feelings about the subject, promoting self-confidence and engagement. The teacher should encourage the active participation of all students and create an environment of mutual respect and support.

Conclusion (5 - 7 minutes)

1. Summary of Contents (2 - 3 minutes): The teacher should start the Conclusion by summarizing the main points covered during the lesson. This includes the definition of History, the concept of historical time, the importance of studying History, the identification of the main historical periods and their characteristics, and the development of critical thinking and analysis skills.

   • The teacher should provide a quick and concise review, highlighting the most relevant aspects and connecting them with the practical activities carried out by the students. For example, "Today, we learned about the importance of studying History for understanding the current world. This was demonstrated in our 'Living Timeline' and 'Cultures in Motion' activities, where we saw how the events and cultures of the past continue to influence our present.".

2. Theory-Practice Connection (1 - 2 minutes): The teacher should then explain how the lesson connected theory and practice.

   • The teacher should emphasize how the practical activities allowed students to apply and deepen their theoretical knowledge, while developing practical skills such as research, analysis, communication, and collaboration. For example, "Our practical activities allowed us not only to learn about History but also to experience it and understand it in a deeper and more meaningful way. They helped us develop important skills, such as the ability to research, analyze information, work in a team, and communicate our ideas.".

3. Additional Study Materials (1 - 2 minutes): The teacher should suggest additional study materials for students who wish to deepen their knowledge on the subject.

   • These materials may include books, documentaries, educational websites, and History games. For example, "If you are interested in learning more about History, I recommend reading the book 'A Brief History of Time' by Stephen Hawking, or watching the documentary series 'History of the World', available on the XYZ streaming platform.".

4. Relevance of the Subject (1 minute): Finally, the teacher should summarize the importance of studying History for students' daily lives.

   • The teacher should emphasize how historical knowledge can help us understand the world we live in, make informed decisions, and actively participate in society. For example, "Studying History is not just about the past. It is about understanding our present and shaping our future. It helps us understand the issues and problems of our time, appreciate the diversity and complexity of the world, and be critical and informed citizens.".

This Conclusion provides an effective closure for the lesson, summarizing the main points, making connections between theory and practice, and highlighting the relevance of the subject for students' lives. Additionally, by suggesting additional study materials, the teacher encourages continuous and autonomous learning, promoting interest and curiosity in the subject.