Objectives (5 - 10 minutes)

1. Understand the historical context that led to the First Industrial Revolution, identifying the main factors that drove it and the main countries involved.
2. Analyze the social and economic changes generated by the First Industrial Revolution, highlighting the impact of these changes on the contemporary world.
3. Identify the main technological and industrial innovations that marked the First Industrial Revolution, relating them to the development of industrial capitalism.

Secondary goals:

• Develop research skills and critical analysis of historical sources.
• Stimulate reflective thinking about the long-term consequences of historical processes.
• Promote group discussion and collaborative work.

Introduction (10 - 15 minutes)

1. Review of Previous Content (3 - 5 minutes): The teacher should begin the class by briefly reviewing the content already studied that is relevant to understanding the First Industrial Revolution. This may include topics such as feudalism, the transition to capitalism, and European maritime expansion.

2. Problem Situation (3 - 5 minutes): Next, the teacher should present the students with two situations that will serve as a starting point for exploring the topic. The first is the description of an 18th-century factory, with its machinery, workers, and mass production of goods. The second is the story of a family that lived in a rural area and, due to the changes brought by industrialization, was forced to migrate to the city in search of work. The teacher should question the students about the possible implications of these situations, leading them to reflect on the impact of the First Industrial Revolution on people's lives.

3. Contextualization (3 - 5 minutes): The teacher should then contextualize the importance of studying the First Industrial Revolution, highlighting how this period was crucial for shaping the modern world. One can mention, for example, the formation of modern social classes, the expansion of the capitalist system, and the transformations in people's living and working conditions.

4. Introduction to the Topic (3 - 5 minutes): To arouse the students' interest, the teacher can share some curiosities about the First Industrial Revolution. For example, he can mention that the first steam-powered textile factory was built in England in 1784, or that the invention of the steam engine revolutionized not only industry but also transportation, allowing for the creation of the first locomotives. Another interesting curiosity is that, despite bringing countless innovations and improvements to society, the First Industrial Revolution was also responsible for a series of problems, such as the exploitation of child labor and environmental degradation.

Development (20 - 25 minutes)

1. Activity 1 - "Industrial Revolution Game" (10 - 12 minutes): This playful and interactive activity will allow students to experience the industrialization process of England in the 18th century in a simulated way.

   • Preparation: The teacher should divide the class into groups of 5-6 students. Each group will receive a set of cards with representations of machines and technological innovations of the time (for example, the steam engine, the mechanical loom, the locomotive, etc.), and a series of challenges and obstacles that reflect the conditions of the time (for example, the scarcity of raw materials, the lack of skilled labor, competition with other industries, etc.).

   • Execution: The groups will then have to discuss strategies to "build" their own factory, overcoming the challenges and taking advantage of the opportunities presented by the challenges and obstacles proposed on the cards. The ultimate goal is for each group to "industrialize" their area, producing the greatest amount of goods possible.

   • Discussion: After the activity, the teacher should promote a classroom discussion, seeking to relate the experiences of the groups to the real historical process. What were the main challenges? How did the groups deal with these challenges? What were the most effective strategies?

2. Activity 2 - "Impact of the Industrial Revolution" (10 - 12 minutes): In this activity, students will reflect on the impact of the Industrial Revolution on people's lives and on society as a whole.

   • Preparation: The teacher should prepare in advance a series of cards with different scenarios that reflect the social and economic changes brought about by the Industrial Revolution (for example, one card could describe the life of a factory worker, another could describe life in a pre-industrial rural village, another could describe the life of an industrial bourgeois, etc.).

   • Execution: Students, in their respective groups, will receive a set of cards and must order them according to the sequence of the industrialization process. They should then discuss and write down the main changes and impacts of each scenario.

   • Discussion: After the activity, the teacher should promote a classroom discussion, using the groups' notes to deepen students' understanding of the consequences of the Industrial Revolution. What were the main social and economic changes? How did these changes affect people's lives? Who were the winners and losers in this process?

3. Activity 3 - "Industrial Revolution Debates" (5 - 8 minutes): This activity aims to promote students' argumentation and critical thinking skills, allowing them to defend different points of view on the Industrial Revolution.

   • Preparation: The teacher should prepare in advance a series of controversial statements about the Industrial Revolution (for example, "The Industrial Revolution was the greatest advance of humanity", "The Industrial Revolution was a disaster for the environment", "The Industrial Revolution deepened social inequalities", etc.).

   • Execution: Each group must choose a statement and prepare an argument to defend it. They should use the information and reflections obtained in the previous activities, as well as their own research.

   • Presentation: After the preparation, each group should present their argument to the class. The teacher should encourage the participation of all students, promoting an environment of respect and active listening.

   • Conclusion: After the presentations, the teacher should summarize the main points of each argument, highlighting the complexity and ambiguity of the industrialization process.

These activities aim not only to teach students the facts and concepts associated with the Industrial Revolution, but also to develop their critical thinking, teamwork, and communication skills. In addition, by experiencing the industrialization process in a playful and interactive way, students will have the opportunity to connect emotionally with the topic, which can increase their motivation and engagement.

Feedback (10 - 15 minutes)

1. Group Discussion (5 - 7 minutes): The teacher should promote a group discussion with all students, bringing together the main conclusions of each activity. The goal is to allow students to share their experiences, ideas, and reflections, enriching everyone's learning. The teacher should ensure that all students have the opportunity to speak and that the discussions are respectful and constructive. During the discussion, the teacher should ask questions that stimulate students to think critically about what they have learned and to make connections with other concepts and historical events. For example:

   • "What were the main technological innovations of the First Industrial Revolution and how did they impact the society of the time?"
   • "What were the main social and economic changes brought by the Industrial Revolution and how do they relate to the contemporary world?"

   The teacher should also encourage students to reflect on the ethical and moral implications of the Industrial Revolution, for example by discussing the exploitation of child labor, environmental degradation, or social inequalities.

2. Connection with the Theory (2 - 3 minutes): After the discussion, the teacher should make a brief recap of the main concepts and theories discussed during the class, highlighting how they were applied in the practical activities. This may include, for example, the relationship between the Industrial Revolution and the emergence of industrial capitalism, the importance of technological innovations for the industrialization process, or the social and economic consequences of the Industrial Revolution.

3. Final Reflection (3 - 5 minutes): Finally, the teacher should propose that students reflect individually on what they learned during the class. The teacher can ask guiding questions to help students organize their reflections, such as:

   • "What was the most important concept you learned today?"
   • "What questions have not yet been answered?"
   • "How can you apply what you learned today in your daily life or in other areas of study?"

   After a minute of reflection, some students may be invited to share their answers with the class. The teacher should end the class by reinforcing the importance of studying history for understanding the contemporary world and for the development of critical and reflective skills. The teacher should also encourage students to continue exploring the topic on their own, whether through reading books and articles, researching the internet, visiting museums, or other extracurricular activities.