Objectives (5 - 10 minutes)

1. Understanding the concepts and characteristics of totalitarian regimes: Students should be able to define totalitarian regimes, identify their main characteristics, and understand how they operate in the historical context. This will allow students to make connections between different totalitarian regimes in Europe and understand how they are similar and different.

2. Analyzing the impact of totalitarian regimes on society: Students should be able to analyze the impact of totalitarian regimes on society, considering both political aspects, such as the suppression of rights and freedoms, and social aspects, such as propaganda and persecution of minorities. This will allow students not only to identify the immediate effects of totalitarian regimes but also to understand their long-term consequences.

3. Comparing and contrasting Nazism, Fascism, and Communism: Students should be able to compare and contrast the totalitarian regimes of Nazism, Fascism, and Communism, identifying the similarities and differences between them. This will allow students to develop a deeper understanding of totalitarian regimes and the factors that contributed to their rise and fall.

   Secondary objectives:

   • Developing critical thinking skills: By analyzing and comparing totalitarian regimes, students will be encouraged to think critically about history and society. This will help develop their critical thinking skills, which are valuable in many other contexts.

   • Fostering empathy and understanding: By studying totalitarian regimes and their impacts on society, students will have the opportunity to develop empathy and understanding for others. This is particularly important in a globalized world, where understanding and accepting differences are essential.

Introduction (10 - 15 minutes)

1. Review of previous content: The teacher should start the lesson by briefly reviewing the main historical events that led to the rise of totalitarian regimes in Europe, such as the 1929 economic crisis, the Treaty of Versailles, among others. This review can be done through an interactive quiz game or a group discussion, where students are encouraged to recall and share what they already know about the subject. (3 - 5 minutes)

2. Problem situation: Next, the teacher should present students with two problem situations that will serve as a starting point for the development of the lesson content. The situations can be:

   • "Imagine you live in a country where the government controls every aspect of your life, from what you can say to what you can wear. How do you think your life would be? How would you feel?"
   • "Think of a group of people you know (for example, your family, your friends, your school). Now imagine that, because of their beliefs or origins, they are persecuted by the government. How do you think this would affect the group? How would you feel?"

   These situations aim to awaken students' empathy and encourage them to reflect on the consequences of totalitarian regimes. (3 - 5 minutes)

3. Contextualization: The teacher should then explain the importance of studying totalitarian regimes, relating it to current and real situations. For example, it can be mentioned how xenophobia and intolerance still exist in many places in the world, and how the study of these regimes can help us understand and combat such attitudes. Another possibility is to discuss how propaganda and information manipulation, characteristics of totalitarian regimes, are still used today. (2 - 3 minutes)

4. Capturing students' attention: To conclude the Introduction and capture students' attention, the teacher can share some curiosities or stories related to totalitarian regimes. Some examples are:

   • "Did you know that Nazi leader Adolf Hitler was a frustrated artist before entering politics?"
   • "Have you heard of the 'Big Brother'? Did you know that the term was popularized by George Orwell's book '1984', which describes a totalitarian regime where the government watches and controls all aspects of people's lives?"

   These curiosities should serve to arouse students' interest and prepare them for a more in-depth study of totalitarian regimes. (2 - 3 minutes)

Development (20 - 25 minutes)

1. Activity 'Path to Totalitarianism' (10 - 12 minutes):

   • Preparation: The teacher should prepare a large board in advance representing a path with numbered spaces from 1 to 20. Each space will correspond to an event or action that leads to the establishment of a totalitarian regime.

   • Game rules: Students will be divided into groups of 4 to 5 members. Each group will receive a set of cards, each representing a specific historical event or action (for example: Economic Crisis, Propaganda, Political Parties, Censorship, etc). The goal of the game is for each group, according to the order established by the numbering of the spaces on the board, to place their cards in the corresponding space, justifying the reason for such positioning. The group that can establish the most logical and coherent sequence of events leading to totalitarianism wins.

   • Development: Students, in their respective groups, should organize their cards and discuss the best order to place them on the board. In each round, a representative from each group should justify their group's choice for the corresponding space. After the justification of all groups, the teacher will lead a brief discussion about the different proposed sequences, pointing out the common characteristics among them and the differences in terms of order and importance of events.

   • Objective: This activity aims to help students understand the factors that lead to the establishment of totalitarian regimes, as well as the sequence of events that usually occur. In addition, the activity promotes teamwork and the development of argumentation and justification skills.

2. Activity 'Discussion Circle: Totalitarian Regimes Today' (10 - 13 minutes):

   • Preparation: The teacher should prepare a list of discussion topics in advance, which may include: propaganda, information control, suppression of rights and freedoms, persecution of minorities, among others.

   • Discussion Circle: Students, still in their groups, will participate in a discussion circle. Each group will have one minute to discuss one of the topics on the list and present their conclusions to the class. Other groups may ask questions or make comments at the end of each presentation.

   • Development: Students, in their respective groups, should discuss the assigned topic, considering what they have learned about totalitarian regimes and the current situation of the world. After the discussion, a group representative will present the main conclusions to the class. Other groups may ask questions or make comments, promoting a healthy and respectful debate.

   • Objective: This activity aims to promote students' reflection on the relevance of totalitarian regimes today. In addition, the activity stimulates research, argumentation, and debate, essential skills for citizenship formation.

3. Activity 'Creation of Poster: Against Totalitarianism' (5 - 8 minutes):

   • Preparation: The teacher should prepare materials in advance for creating posters, such as cardboard paper, gouache paint, brushes, colored pens, among others.

   • Creating the Poster: Each group will receive a blank poster and should create a drawing and a message that represent the fight against totalitarianism. Groups can be inspired by symbols, characters, or historical events related to totalitarian regimes. At the end, each group should present their poster to the class, explaining the meaning of their drawing and message.

   • Objective: This activity aims to stimulate students' creativity and the expression of their ideas and feelings regarding totalitarian regimes. In addition, the activity promotes a sense of belonging and the fight against injustice and oppression.

Return (10 - 15 minutes)

1. Group Discussion (5 - 7 minutes):

   • Rules: The teacher should organize a group discussion, where each group will have a maximum of 3 minutes to present the main conclusions or solutions of their activities. To ensure that all groups have the opportunity to share, it is important for the teacher to control the time of each presentation.

   • Development: During the presentations, the other groups should listen attentively and, if necessary, ask questions or make comments. The teacher should moderate the discussion, ensuring that it is respectful and productive.

   • Objective: This group discussion allows students to learn from each other, sharing their ideas and perspectives. In addition, it allows the teacher to assess students' understanding of the topic and identify any difficulties or gaps that need to be addressed in future classes.

2. Connection with Theory (3 - 5 minutes):

   • Review of Concepts: After the presentations, the teacher should briefly review the key concepts discussed during the lesson, connecting them with the activities carried out. For example, the teacher can highlight how the activity 'Path to Totalitarianism' illustrates the sequence of events that lead to the establishment of totalitarian regimes, or how the activity 'Discussion Circle: Totalitarian Regimes Today' helps to understand the relevance of the topic for current society.

   • Clarification of Doubts: At this point, students should be encouraged to ask questions or clarify any doubts that may have arisen during the activities. The teacher should answer the questions as best as possible, always seeking to encourage critical thinking and active participation from students.

   • Objective: This stage of connection with the theory aims to consolidate students' learning and clarify any doubts that may still exist. In addition, it helps students realize the relevance of what they have learned and apply it in different contexts.

3. Final Reflection (2 - 3 minutes):

   • Individual Reflection: To conclude the lesson, the teacher should propose that students make a brief individual reflection 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?'.

   • Optional Sharing: If there is time, students can be invited to share their reflections with the class. However, it is important to emphasize that participation is optional and that all answers will be treated with respect and consideration.

   • Objective: This final reflection aims to help students consolidate their learning and identify any areas that may need further study. In addition, it allows the teacher to assess the effectiveness of the lesson and make adjustments, if necessary, for future classes.

Conclusion (5 - 10 minutes)

1. Summary and Recapitulation (2 - 3 minutes): The teacher should summarize the main points covered during the lesson, reaffirming the key concepts. This includes the definition of totalitarian regimes, the analysis of their characteristics and impacts on society, and the comparison between Nazism, Fascism, and Communism. The teacher can use simple charts or diagrams to visualize the similarities and differences between these regimes. In addition, the skills developed during the activities, such as critical thinking, argumentation, and respect for others' points of view, should be highlighted.

2. Connection between Theory, Practice, and Applications (1 - 2 minutes): The teacher should explain how the lesson connected theory, practice, and applications. For example, the activity 'Path to Totalitarianism' allowed students to apply their theoretical knowledge in a practical and interactive way. Similarly, the activity 'Discussion Circle: Totalitarian Regimes Today' helped students understand the relevance of totalitarian regimes for current society. The teacher can also mention how creating the poster allowed students to express their ideas and feelings in a creative and meaningful way.

3. Extra Materials (1 - 2 minutes): The teacher should suggest extra materials for students who wish to deepen their understanding of the topic. This may include books, documentaries, films, websites, and articles related to totalitarian regimes. For example, the teacher can recommend the book '1984' by George Orwell, or the documentary 'Triumph of the Will' by Leni Riefenstahl, as additional sources of study. In addition, the teacher can suggest complementary activities, such as researching the history of a country that lived under a totalitarian regime, or discussing current news in the classroom that may be related to the topic.

4. Importance of the Subject (1 - 2 minutes): Finally, the teacher should summarize the importance of studying totalitarian regimes. They can emphasize how understanding these regimes can help prevent the repetition of past mistakes and promote justice and freedom. In addition, the teacher can highlight how the skills developed during the lesson, such as critical thinking, argumentation, and empathy, are useful in many other contexts, both academic and in everyday life. The teacher can also mention how studying totalitarian regimes can help us better understand society and ourselves, and become more informed and engaged citizens.