Objectives (5 minutes)

1. Understand the decolonization process of Africa and Asia: Students should be able to identify the main events and factors that contributed to the end of colonialism in these regions. This includes understanding resistance movements, international pressures, and the impact of World War II.

2. Analyze the consequences of decolonization: Students should be able to analyze the political, social, and economic consequences of decolonization. This includes discussing the formation of new states, internal power struggles, as well as the legacy of colonialism and the persistence of post-colonial challenges.

3. Relate the decolonization process to the global context: Students should be able to understand how the decolonization process fits into the global context of the 20th century. This includes discussing the Cold War, the role of superpowers, and the emergence of a new international system.

   Secondary objectives:

   • Develop research and analysis skills: Students will be encouraged to seek information beyond the content provided in the classroom in order to deepen their understanding of the topic. They will also be encouraged to critically analyze the information they find.

   • Promote discussion and debate: Students will be encouraged to discuss the topic in the classroom, sharing their opinions and perspectives. This will help improve their critical thinking and communication skills.

Introduction (10 - 15 minutes)

1. Review of Previous Content: The teacher should start the lesson by reminding students of the main concepts and events related to the formation of European colonial empires in the 19th century. This includes the 'scramble for Africa,' the exploitation of natural resources, the imposition of cultures and languages, and local resistance. It is also important to review the global context of the post-World War II period, including the Cold War and the struggle for decolonization. (5 minutes)

2. Problem Situations: The teacher should present two problematic situations to arouse students' interest and contextualize the topic. For example:

   • 'If you were leaders of a newly independent country in Africa or Asia, what would be the most important challenges you would face? How would you deal with the legacy of colonialism and international pressures?'

   • 'If you were journalists covering the decolonization of Africa and Asia, what would be the most important stories you would like to tell? What would be the most urgent and complex issues?' (3 minutes)

3. Contextualization: The teacher should highlight the relevance of the topic, explaining how the decolonization of Africa and Asia shaped the world we live in today. This includes discussing the formation of the Third World, the persistence of post-colonial conflicts, and global cultural diversity. Additionally, the teacher can make connections with current events, such as the fight against racism and xenophobia, and debates on global justice and human rights. (3 - 5 minutes)

4. Capturing Students' Attention: To capture students' attention, the teacher can:

   • Curiosity: Share curiosities about decolonization, such as the fact that the process was not uniform and had different challenges and consequences in different parts of Africa and Asia. For example, while some countries achieved independence relatively peacefully, others went through prolonged and destructive armed struggles. Additionally, the teacher can mention how decolonization influenced popular culture, citing examples of movies, books, and songs that address the theme.

   • Storytelling: Tell a short but meaningful story about decolonization. For example, the story of Kwame Nkrumah, the Ghanaian leader who became the first president of an independent African country, or the story of Gandhi and the struggle for India's independence. Both stories can serve as examples of leadership, courage, and resistance.

   • Practical Application: Finally, the teacher can explain how understanding decolonization can help students better understand the world around them and develop important skills such as empathy, critical thinking, and source analysis. (4 - 5 minutes)

Development (20 - 25 minutes)

1. Activity 'Decolonization in Poster' (10 - 15 minutes)

   • Group Division: The teacher should divide the class into groups of 5 to 6 students and provide each group with a large piece of paper, colored pens, old magazines, scissors, and glue.

   • Activity Objective: Each group should create a poster that visually represents the decolonization process of Africa and Asia. The poster should include images, keywords, phrases, and symbols that represent the main events, characters, and ideas involved in decolonization.

   • Step by Step: Students should start by researching, seeking additional information about the decolonization process and selecting the most relevant aspects. Then, they should plan the layout of the poster, deciding where to place each element. After that, they can start creating the poster, cutting and pasting images and words, and drawing or painting. Finally, each group should present their poster to the class, explaining their choices and answering any questions.

   • Evaluation: The teacher should evaluate the posters based on their historical accuracy, originality, clarity, creativity, and team effort. Additionally, the teacher should observe the students' participation and collaboration during the activity.

2. Activity 'Decolonization Scenarios' (10 - 15 minutes)

   • Preparation: The teacher should prepare in advance a series of hypothetical scenarios representing real challenges faced by newly independent countries in Africa and Asia. Each scenario should be written on a separate card.

   • Activity Objective: The objective of this activity is for students, working in their groups, to discuss how they, as leaders of a newly independent country, would deal with the challenges presented in the scenarios.

   • Step by Step: Each group should receive a set of scenarios and a defined time to discuss each one. Students should consider the historical, political, social, and economic implications of each scenario and come up with a solution or strategy. After the discussion time, each group should present their solutions for the scenarios, explaining the reasoning behind their choices.

   • Evaluation: The teacher should evaluate the groups' solutions based on their logic, coherence, originality, and relevance to decolonization. Additionally, the teacher should observe the students' participation and collaboration during the activity.

3. Group Discussion (5 - 10 minutes)

   • Objective: After the groups' presentations, the teacher should facilitate a group discussion on the proposed solutions, the challenges of decolonization, and the lessons learned. The goal is for students to reflect on the decolonization process in a deeper and more critical way, and to connect classroom discussions with current reality and their own experiences and perspectives.

   • Step by Step: The teacher should start the discussion by asking open-ended questions and encouraging all students to participate. The teacher should listen carefully to students' responses, ask follow-up questions, clarify misunderstandings, and correct incorrect information. Additionally, the teacher should reinforce the connections between decolonization and the key themes and concepts of the History course.

   • Evaluation: The teacher should evaluate the discussion based on active and respectful student participation, understanding and application of concepts, and the quality of reflections and analyses. Additionally, the teacher should observe students' ability to make connections between decolonization and other course topics.

Return (10 - 15 minutes)

1. Group Discussion (5 - 7 minutes)

   • Sharing Solutions: Each group should share their solutions and conclusions from the 'Decolonization in Poster' and 'Decolonization Scenarios' activities. It is important that each group has a limited time to present, in order to ensure that all groups have the opportunity to speak. The teacher should facilitate the discussion, encouraging students to ask questions and provide constructive comments.

   • Connection to Theory: The teacher should take this opportunity to make the connection between practical activities and the theory discussed in the lesson's Introduction. For example, the teacher can highlight how the groups' solutions reflect the impact of decolonization on the formation of new states, the struggle for power, and the legacy of colonialism.

   • Evaluation of Activities: The teacher should evaluate students' participation in the activities, noting the quality of the proposed solutions, the depth of discussions, and the collaboration among group members. Additionally, the teacher should provide constructive feedback to the groups, highlighting strengths and areas for improvement.

2. Individual Reflection (3 - 4 minutes)

   • Reflection Moment: The teacher should propose a moment of individual reflection, in which students will have the opportunity to silently think about what they learned in the lesson. The teacher can ask guiding questions to help students focus on their reflections. For example:

     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?'

   • Shared Responses: After the reflection period, the teacher can invite students to share their answers with the class. This can be done voluntarily, to respect students' privacy. The teacher should listen carefully to students' responses and make connections with theory and practical activities.

3. Final Feedback (2 - 4 minutes)

   • Requesting Feedback: The teacher should ask for feedback from students about the lesson. This may include questions about the strengths of the lesson, areas that need improvement, and suggestions for future lessons. The teacher should ensure that the environment is safe and respectful so that students feel comfortable sharing their honest opinions.

   • Closing the Lesson: The teacher should end the lesson by reinforcing the main concepts and skills learned, thanking students for their participation, and reminding them of the next topic or assignment. The teacher can also provide additional resources for students who wish to deepen their understanding of the topic. For example, the teacher can suggest books, documentaries, history websites, and practical activities to do at home.

Conclusion (5 - 7 minutes)

1. Summary and Recapitulation (2 - 3 minutes)

   • The teacher should summarize the main points discussed during the lesson, reinforcing students' understanding of the decolonization process of Africa and Asia. This includes identifying the main events, actors, and factors that contributed to decolonization, as well as the political, social, and economic consequences of this process.

   • The teacher should recap the practical activities carried out, highlighting the main insights and conclusions reached by students. This may include the solutions proposed by the groups during the 'Decolonization Scenarios' activity and the visual representations created during the 'Decolonization in Poster' activity.

2. Connection to Theory and Practice (1 - 2 minutes)

   • The teacher should explain how the lesson connected theory (through the review of the decolonization process) with practice (through practical activities). This will help students understand how historical knowledge can be applied to analyze and solve complex problems.

   • The teacher should emphasize the importance of critical thinking, source analysis, and understanding historical context for the interpretation and evaluation of decolonization events.

3. Extra Materials (1 minute)

   • The teacher should suggest additional resources for students who wish to deepen their understanding of the topic. This may include books, documentaries, history websites, and practical activities to do at home.

   • Additionally, the teacher can recommend that students review their notes and reflect on what they learned during the lesson. This will help consolidate the acquired knowledge and identify any areas that still need clarification.

4. Application in Daily Life (1 - 2 minutes)

   • To conclude the lesson, the teacher should highlight the relevance of the topic to students' daily lives. This may include a discussion on how the decolonization of Africa and Asia shaped the current world, contemporary struggles against racism and xenophobia, and debates on global justice and human rights.

   • The teacher can also encourage students to reflect on how the skills developed during the lesson - such as critical thinking, source analysis, and understanding historical context - can be applied in other areas of study and in their daily lives.