Objectives (5 - 7 minutes)

1. Understanding the historical development of conflicts and tensions in America: Students should be able to analyze the historical context of the Americas, focusing on the main conflicts and tensions that have shaped the region. They should be able to identify the factors that contributed to the emergence of these conflicts and how they have developed over time.

2. Analyzing the interaction between geography, politics, and economy in conflicts and tensions: Students should be able to understand how various factors, such as geography, politics, and economy, interact to cause and influence conflicts and tensions. They should be able to identify such interactions in concrete examples of conflicts in America.

3. Developing analytical and critical skills: Through the study of conflicts and tensions in America, students should be able to develop analytical and critical skills. They should be able to analyze complex information, evaluate different perspectives, and form their own informed opinions.

Secondary objectives:

• Promoting classroom discussion: The teacher should encourage active student participation through classroom discussions. This will help students deepen their understanding of the topics and develop their communication and argumentation skills.

• Stimulating research and independent study: The teacher should encourage students to conduct complementary research at home in order to deepen their understanding of the topics discussed in class. This will help develop students' research and independent study skills.

Introduction (10 - 15 minutes)

1. Review of previous contents: The teacher starts the lesson by reminding students of the main geographical concepts that have been previously addressed and are relevant to the lesson's topic, such as the geographical location of the Americas, their biomes and natural resources, and the cultural and political diversity of the region. (2 - 3 minutes)

2. Problem-based situations: The teacher presents two problem-based situations that will serve as the basis for the theoretical Introduction.

   • The first problem-based situation could be the dispute over territory in the Amazon between Brazil and neighboring countries, exploring how geography (the Amazon rainforest and the Amazon River), politics (policies on Development and environmental conservation), and economy (exploitation of natural resources) are interconnected in this conflict.
   • The second problem-based situation could be the issue of immigration and refugees in North America, considering the geography (borders, climate, natural resources), politics (immigration laws, refugee policies), and economy (work opportunities, economic inequality) involved in this theme. (3 - 5 minutes)

3. Contextualization of the importance of the subject: The teacher explains to the students that understanding the conflicts and tensions in America is fundamental to comprehend global geopolitics, as the region plays a crucial role in the world's economy, politics, and environment. Furthermore, knowledge of these conflicts and tensions is essential for students to form their own informed opinions on current issues and to become conscious global citizens. (2 - 3 minutes)

4. Introduction to the topic: To spark students' interest, the teacher can share some curiosities or interesting stories about conflicts and tensions in America. For example, he can talk about the history of civil wars in Central America, the struggle of indigenous peoples for land and rights, or the influence of the United States on the region's politics and economy. Additionally, the teacher can show images, videos, or maps that illustrate these conflicts and tensions. (3 - 4 minutes)

Development (20 - 25 minutes)

1. Conflict Mapping Activity (10 - 12 minutes): The teacher divides students into groups of up to five people and provides each group with a blank map of America. Then, the teacher gives each group a list of historical and current conflicts and tensions in America for them to mark on the map. Students should identify the location where the conflict occurred or is occurring, the main parties involved, and a brief description of the conflict. Conflicts may include territorial disputes, armed conflicts, human rights struggles, etc. After the activity, each group should present their map to the class, explaining the marks they made and the conclusions they drew. This activity allows students to visualize the geographical distribution of conflicts in America and understand how geography can influence the occurrence and dynamics of conflicts.

2. Debate on the Causes and Consequences of Conflicts (10 - 12 minutes): After the mapping activity, the teacher leads a debate in the classroom on the causes and consequences of conflicts and tensions in America. The teacher can use the problem-based situations presented in the Introduction as a starting point for the debate, asking students to relate the causes and consequences of the conflicts they identified on their maps to the geographical, political, and economic factors they discussed. The teacher should moderate the debate, ensuring that all students have the opportunity to participate and that the debate remains respectful and focused. This activity helps students develop their critical thinking and argumentation skills, and deepen their understanding of conflicts and tensions in America.

3. Role-playing Activity (5 - 10 minutes, if time allows): If there is time, the teacher can conduct a role-playing activity in which students take on the roles of different parties involved in a conflict in America. The teacher can provide students with a scenario and a list of roles (for example, the president of a country, an indigenous leader, an environmental activist, a businessman, etc.). Students should research and prepare for the role they will play, and then participate in a negotiation or debate simulation, discussing the conflict and trying to reach a resolution. This activity helps students understand the complexities and different perspectives involved in conflicts and tensions in America, and develop their empathy, negotiation, and conflict resolution skills.

Return (8 - 10 minutes)

1. Group Discussion (3 - 4 minutes): The teacher gathers all students and initiates a group discussion, in which each group shares their conclusions or solutions from the activities carried out. Each group has a maximum of 3 minutes to present. During the presentations, the teacher should encourage students to ask questions and provide constructive comments.

2. Connection with Theory (2 - 3 minutes): After all presentations, the teacher should make a connection between the practical activities carried out and the theoretical concepts discussed. He should highlight how conflicts and tensions in America are influenced by geographical, political, and economic factors, and how the analysis of these conflicts can help understand the region's dynamics.

3. Individual Reflection (3 - 4 minutes): The teacher asks students to silently reflect for a minute on what they have learned during the lesson. He can guide the reflection with questions such as: What was the most important concept learned today? What questions have not been answered yet? Students can write down their reflections in a notebook or on a piece of paper. After the reflection, the teacher can ask some students to share their answers with the class.

4. Feedback and Closure (1 - 2 minutes): To conclude, the teacher asks students to provide feedback in a minute about the lesson. He can ask: What did you think of the lesson? What worked well? What could be improved? The teacher should remind students that their feedback is valuable and will be used to improve future lessons. Then, the teacher ends the lesson, thanking the students for their participation and reinforcing the main points learned.

This Return stage is crucial to consolidate students' learning, allow them to reflect on what they have learned, and express their doubts or difficulties. Furthermore, students' feedback will help the teacher assess the effectiveness of the lesson and make necessary adjustments for future classes.

Conclusion (5 - 7 minutes)

1. Summary of Contents (2 - 3 minutes): The teacher starts the Conclusion by recapping the main points covered during the lesson. He reiterates the importance of understanding the conflicts and tensions in America, and how geography, politics, and economy interact to shape these conflicts. The teacher can give a brief summary of the conflicts mapped by the students, highlighting the main causes and consequences of each.

2. Connection between Theory and Practice (1 - 2 minutes): Next, the teacher highlights how the lesson connected theory, practice, and application. He emphasizes how practical activities, such as conflict mapping and debate, allowed students to apply the discussed theoretical concepts and develop their analytical and critical skills. The teacher can also mention how the problem-based situations and the role-playing activity helped students understand the relevance and complexity of conflicts in America.

3. Additional Materials (1 - 2 minutes): The teacher suggests some additional materials for students who wish to deepen their understanding of the lesson's topic. These materials may include books, documentaries, websites, and news articles about conflicts and tensions in America. The teacher can also suggest questions or research topics for students to explore at home.

4. Importance of the Subject for Daily Life (1 minute): Finally, the teacher reinforces the importance of the subject presented for students' daily lives. He explains that understanding the conflicts and tensions in America is not only relevant to the Geography discipline but also to the formation of conscious global citizens. The teacher can highlight how understanding these conflicts can help students comprehend current issues, form their own informed opinions, and actively participate in society.

The Conclusion of the lesson is a crucial stage to consolidate students' learning, reinforce the connection between theory and practice, and motivate the continuation of study and reflection on the topic. Additionally, by suggesting additional materials and highlighting the relevance of the subject for daily life, the teacher contributes to the development of students' independent study and critical thinking skills.