Objectives (5 - 7 minutes)

1. Comprehend the context of the Cold War: Students should be able to identify the historical period of the Cold War, its main characteristics and defining events. The goal is for students to understand the bipolarization of the world between the United States and the Soviet Union, and how this influenced international relations and social movements.

2. Analyze Peaceful Coexistence: Students should be able to analyze the concept of Peaceful Coexistence, understanding its origin, meaning and implications. They should understand how Peaceful Coexistence was a strategy to maintain peace between the two superpowers, despite their ideological differences.

3. Study the conflicts during the Cold War: Students should be able to study and analyze the main conflicts that took place during the Cold War, such as the Cuban Missile Crisis, the Vietnam War, and the Cold War in Latin America. The goal is for students to understand how these conflicts were influenced by the bipolarization of the world, and how they affected international relations.

Secondary Objectives

• Develop research and analysis skills: Throughout their study of the Cold War, students will be encouraged to conduct independent research on the topics discussed. They will also be asked to analyze and synthesize the information gathered, thus developing their research and analytical skills.

• Promote critical thinking: Throughout the class, students will be encouraged to question, reflect, and form their own opinions on the events and concepts discussed. This will help develop their critical thinking skills and their understanding that history is a complex and multifaceted construct.

Introduction (10-15 minutes)

1. Review of previous content: The teacher begins the class by briefly reviewing the content already studied about the Cold War, such as the formation of the capitalist and socialist blocs, the arms race, and the ideological dispute between the United States and the Soviet Union. This review will prepare the students for the new content that will be presented.

2. Problem situations:

   • Situation 1: The teacher presents this situation: "Imagine that you live in a country that is in the middle of a conflict between two superpowers. How do you think this would affect the lives of ordinary people? What would be the possible consequences of this conflict for your country?" This situation aims to make the students reflect on the impact of the Cold War in countries that were not directly part of the conflict.

   • Situation 2: The teacher presents this situation: "If you were the leader of a superpower during the Cold War, how would you deal with the nuclear threat? What would be your strategies to avoid an all-out war?" This situation aims to make students think about the strategies used during Peaceful Coexistence to avoid direct nuclear conflict.

3. Contextualization: The teacher explains how the Cold War and Peaceful Coexistence still have significant impacts on the contemporary world, such as tensions between superpowers, nuclear proliferation, and social movements fighting for human rights and individual freedoms.

4. Capture the attention of the students:

   • Curiosity 1: The teacher shares the curiosity that, during the Cold War, the Soviet Union and the United States competed not only militarily, but also in space. He mentions the space race and Neil Armstrong's famous phrase when stepping on the moon: "One small step for man, one giant leap for mankind".

   • Curiosity 2: The teacher shares the curiosity that the Cold War also had an impact on pop culture, with the popularization of spy stories and superhero movies. He mentions characters such as James Bond and Captain America, who became pop culture icons during this period.

This introduction will set the stage for the class, sparking students' interest in the topic and establishing the relevance of the subject to the contemporary world.

Development (20-25 minutes)

1. Activity 1: Simulating Peaceful Coexistence

   • Description: Students will be divided into two groups, representing the United States and the Soviet Union. They will be challenged to negotiate and reach an agreement on a variety of issues (e.g., resource allocation, territory, foreign policy), all while trying to maintain peace between the two superpowers. Each group will have a set of cards that represent the resources, territories, or policy actions that they can "trade" with the other group.

   • Step by step:

     1. The teacher divides the class into groups (United States and Soviet Union).
     2. The teacher distributes the negotiation cards to each group and explains that they represent resources, territories, or policy actions.
     3. The teacher sets the rules of the game, which include the need to reach a peaceful agreement and the inability to use military force.
     4. The groups begin to negotiate, trying to reach an agreement that is favorable to them, but also maintains peace.
     5. After a set amount of time, the teacher stops the negotiations and asks each group to explain the agreement they have come up with.
     6. The teacher facilitates a class discussion, highlighting the challenges of maintaining peace and the importance of negotiation and compromise during Peaceful Coexistence.

2. Activity 2: Debating the Cold War Conflicts

   • Description: Students will be divided into small groups and will be given a set of cards, each representing a major Cold War conflict (e.g., the Cuban Missile Crisis, the Vietnam War, the Cold War in Latin America). They will have to research the assigned conflict and prepare a short debate, where each group will present the main points of the conflict and argue why it was important to the Cold War.

   • Step by step:

     1. The teacher divides the class into small groups and distributes the conflict cards.
     2. The teacher explains that each group will have to research the assigned conflict and prepare a short debate.
     3. The groups have a set amount of time to research and prepare the debate. They should consider the context of the conflict, the main parties involved, the causes, and the consequences.
     4. The groups present their debates to the class. Each group has a set amount of time to present, and then there is time for questions and answers.
     5. The teacher facilitates a class discussion, highlighting the different perspectives presented by the groups and the complexity of the Cold War conflicts.

3. Activity 3: Creating a Social Movement

   • Description: Students will be challenged to create a social movement that represents a reaction to the tensions of the Cold War. They will have to come up with a name for the movement, create a slogan, and design a poster that represents the movement.

   • Step by step:

     1. The teacher explains that the students will have to create a social movement that represents a reaction to the tensions of the Cold War.
     2. The students, individually or in groups, start brainstorming a name for the movement, creating a slogan, and designing a poster.
     3. After a set amount of time, the students present their movements to the class. Each group or student has a set amount of time to present and explain the meaning of the name, the slogan, and the poster.
     4. The teacher facilitates a class discussion, highlighting the importance of social movements during the Cold War and the relevance of their ideas and actions even today.

These playful and interactive activities will allow students to explore and understand the concepts of Peaceful Coexistence, Cold War conflicts and social movements in an engaging and meaningful way. Moreover, they will promote teamwork, research, critical analysis and creativity among students.

Closure (8-10 minutes)

1. Group Discussion (3-4 minutes):

   • Activity 1: The teacher asks each group to share their solutions or conclusions reached during the Peaceful Coexistence simulation activity. Each group will have a maximum of 3 minutes to present. During the presentations, the teacher should encourage the other groups to ask questions and express their views.

   • Activity 2: The teacher asks each group to share the main conclusions from their debate on the Cold War conflicts. Each group will have a maximum of 2 minutes to present. During the presentations, the teacher should facilitate a class discussion, highlighting the different perspectives presented by the groups and the complexity of the Cold War conflicts.

   • Activity 3: The teacher asks each group to share the social movement they created and to explain the meaning of its name, slogan, and poster. Each group will have a maximum of 1 minute to present. During the presentations, the teacher should facilitate a class discussion, highlighting the importance of social movements during the Cold War and the connection between the movements created by the students and the real movements of that time.

2. Theory Connection (2-3 minutes):

   • The teacher then makes the connection between the activities carried out and the theory presented at the beginning of the class. He reinforces the concepts of Peaceful Coexistence, Cold War conflicts and social movements, and how these concepts were applied during the activities.

   • He also points out the key lessons learned during the activities, such as the importance of negotiation and compromise for maintaining peace, the complexity of Cold War conflicts, and the role of social movements in the struggle for rights and freedoms during that time.

3. Individual Reflection (2-3 minutes):

   • The teacher then asks students to take some time for individual reflection on what they have learned during the class. He asks the following questions to guide their reflection:
     1. What was the most important concept you learned today?
     2. What questions do you still have?
   • Students have a minute to think about their answers. Then, the teacher may ask a few volunteers to share their reflections with the class. This will not only help the teacher to assess students' understanding of the topic, but it will also allow the students to delve deeper into their own understanding and reflection.

4. Wrap-up (1 minute):

   • To conclude the class, the teacher reinforces the importance of studying the Cold War and Peaceful Coexistence for an understanding of the current world. He emphasizes the relevance of social movements, conflicts, and diplomacy in global politics. He also encourages students to continue exploring the topic on their own and bring any questions or insights to the next class.

Conclusion (5 to 7 minutes)

1. Summary of the Content (2 to 3 minutes):

   • The teacher summarizes the key points discussed during the class. He reiterates the definition and aspects of the Cold War, Peaceful Coexistence, and the conflicts that took place in this period.

   • He emphasizes the main concepts and ideas, as well as the conclusions or solutions that students arrived at during the hands-on activities. The teacher may use diagrams, charts, or frames to help visualize and consolidate the presented content.

2. Connection Between Theory and Practice (1 to 2 minutes):

   • The teacher explains how the practical activities conducted during the class helped to illustrate the theoretical concepts. He highlights how simulating Peaceful Coexistence, debating the Cold War conflicts, and creating a social movement allowed the students to better experience and understand the events and dynamics of that historical period.

   • He also reinforces the importance of critical thinking, source analysis, and independent research for the understanding of history and for the development of essential life skills, such as argumentation, decision-making, and teamwork.

3. Supplementary Materials (1 to 2 minutes):

   • The teacher suggests some reading, video, or audio materials so that students can deepen their knowledge on the subject. These materials may include documentaries, movies, books, magazine articles, podcasts, among others.

   • He may also provide websites of museums or research institutions that offer educational resources on the Cold War. The teacher should ensure that these materials are accessible and appropriate for the students' level of understanding.

4. Relevance of the Subject (1 minute):

   • Finally, the teacher emphasizes the importance of studying the Cold War for understanding the contemporary world. He explains how the tensions between superpowers, the strategies of Peaceful Coexistence, the armed conflicts, and the social movements of that time still have significant impacts on global politics, international security, and human rights.

   • The teacher encourages students to continue exploring and reflecting on history, politics, and society, and to apply the knowledge and skills acquired during the class in their daily lives and in their future careers.