Objectives (5 - 10 minutes)

1. Understand the relationship between politics and power: Students should be able to identify the intrinsic connection between politics and power, understanding how power is exercised and distributed through political structures.

2. Analyze the influence of power in society: Students should be able to analyze how power influences social relationships, decision-making, and resource distribution in a society.

3. Reflect on the importance of political participation: Students should be able to reflect on the importance of engaging in political processes, understanding how participation can impact the distribution and exercise of power.

Secondary Objectives:

• Develop critical thinking skills: During the lesson, students will be encouraged to question, analyze, and evaluate the ideas and concepts presented, promoting the development of critical thinking skills.

• Promote debate and exchange of ideas: Through classroom discussions, students will be encouraged to express their opinions, promoting debate and the exchange of ideas on the lesson's topic.

Introduction (10 - 15 minutes)

1. Content Review: The teacher starts the lesson by reviewing the concepts of politics and power that were studied in previous classes. This can be done through a brief oral or written review, where the teacher can ask students to define these terms and explain their importance. (3 - 5 minutes)

2. Problem Situations: The teacher then presents two problem situations to stimulate students' thinking:

   • Situation 1: Imagine a small community without a centralized government. How would power be distributed and exercised within that community? Would there be any kind of politics? (3 - 5 minutes)

   • Situation 2: Think of a country where power is highly centralized, with little or no citizen participation in decision-making. How would this affect the lives of citizens? Who would benefit the most and who would benefit the least? (3 - 5 minutes)

3. Contextualization: The teacher then contextualizes the importance of the subject, explaining how politics and power affect all aspects of our life in society, from the laws we follow to the distribution of resources. The teacher may mention current or historical examples to illustrate this point. (2 - 3 minutes)

4. Gaining Attention: To capture students' attention, the teacher can share some curiosities or interesting facts about the subject:

   • Curiosity 1: Did you know that the term 'politics' has its origin in Ancient Greece and referred to the process of making decisions in a city-state?

   • Curiosity 2: In many countries, political participation is a right and a duty of citizens, but it has not always been this way. For example, in the United Kingdom, universal suffrage (the right of all adults to vote) was only established in 1928. (2 - 3 minutes)

Development (20 - 25 minutes)

1. Theory: Definition of Power and Politics (10 - 12 minutes): The teacher presents the theory on power and politics. It begins by explaining the concept of power, highlighting that it refers to the ability of a person or group to influence the actions, beliefs, and behaviors of other people. The teacher can also discuss different forms of power, including coercive power, reward power, and referent power.

   • Coercive Power: The teacher can explain that coercive power is based on the threat or use of negative sanctions to influence the behavior of other people. An example could be a government that uses force to maintain control over the population.

   • Reward Power: The teacher can explain that reward power is based on the ability to offer rewards, such as money, promotions, or privileges, to influence the behavior of other people. An example could be an employer who offers bonuses to employees who achieve certain objectives.

   • Referent Power: The teacher can explain that referent power is based on the respect, admiration, or identification that people have for another person or group. An example could be a religious leader who influences the actions and beliefs of their followers.

   The teacher then moves on to the definition of politics, explaining that it refers to the process of decision-making in a group or community. The idea that politics is not limited to party politics but is present in all spheres of social life can be discussed.

2. Theory: Relationship Between Politics and Power (5 - 7 minutes): The teacher explains how politics and power are interconnected. It can be discussed that politics is the means through which power is exercised and distributed in a society.

   • Example 1: The teacher can give the example of a democratic government, where power is exercised through elections and the citizens' vote. Here, politics is the process through which power is distributed and exercised.

   • Example 2: The teacher can give the example of a company, where power is exercised by the CEO and other executives. Here, politics may include things like decision-making, competition for resources, and negotiation of agreements.

3. Application: Case Analysis (5 - 6 minutes): The teacher presents two cases for students to analyze the relationship between politics and power.

   • Case 1: The teacher can present the case of a country where power is highly centralized, with little or no citizen participation in decision-making. Students are asked to discuss how the lack of political participation affects the distribution and exercise of power.

   • Case 2: The teacher can present the case of a company where power is distributed more equitably, with employees having a voice in decision-making. Students are asked to discuss how political participation affects the distribution and exercise of power.

4. Group Discussion (5 - 7 minutes): The teacher divides the class into groups and asks them to discuss the solutions or conclusions they reached after analyzing the cases. Each group should present their conclusions to the class. The teacher should facilitate the discussion by asking questions to deepen students' understanding and ensure that all viewpoints are considered.

   • Discussion 1: The teacher can start the discussion by asking students what were the main factors that affected the distribution and exercise of power in case 1.

   • Discussion 2: The teacher can ask students how employees' participation affected the distribution and exercise of power in case 2.

At the end of the Development, students should have a clear understanding of the relationship between politics and power and be able to analyze how power is exercised and distributed in different contexts.

Return (10 - 15 minutes)

1. Connection with Theory (3 - 5 minutes): The teacher, at first, should promote a general discussion with students, connecting the concepts presented in the lesson with the problem situations and cases discussed. This can be done through questions like:

   • Question 1: 'How does the definition of power we discussed apply to the problem situations we presented? And to the reality we experience?'
   • Question 2: 'What were the main connections you made between politics and power during the case discussions? How do these connections apply outside the context of the cases?'

2. Individual Reflection (3 - 5 minutes): The teacher then asks students to reflect individually on what they learned during the lesson. To guide this reflection, the teacher can ask questions like:

   • Question 1: 'What was the most important concept you learned today? Why?'
   • Question 2: 'What questions have not been answered yet? What would you like to learn more about the relationship between politics and power?'

3. Sharing Reflections (4 - 5 minutes): Finally, the teacher asks some students to share their answers with the class. This can be done through an open discussion, where students are encouraged to respond and ask each other questions.

   • Discussion 1: The teacher can ask a student to share the most important concept they learned during the lesson, and then open it up for other students to agree or disagree and explain why.
   • Discussion 2: The teacher can ask a student to share a question or doubt they still have about the lesson's topic, and then open it up for other students to offer their perspectives or ideas.

At the end of the Return, the teacher should have a clear idea of what students learned during the lesson, what questions have not been answered yet, and which concepts may need to be revisited in future classes.

Conclusion (5 - 10 minutes)

1. Lesson Summary (2 - 3 minutes): The teacher should start the Conclusion by summarizing the main points covered during the lesson. This includes the definition of power and politics, the relationship between the two, and how political participation affects the distribution and exercise of power. The teacher should emphasize the importance of understanding this relationship to understand how decisions are made and power is exercised in a society.

2. Connection between Theory and Practice (2 - 3 minutes): Next, the teacher should explain how the lesson connected theory and practice. This can include a discussion on how the theoretical concepts presented were applied in the analysis of cases and group discussions. The teacher should highlight how understanding the theory helps to understand and analyze practical situations.

3. Supplementary Materials (1 - 2 minutes): The teacher should then suggest supplementary materials for students who wish to deepen their understanding of the topic. This can include books, articles, documentaries, websites, and podcasts on politics, power, and political participation. For example, the teacher may suggest that students watch a movie or documentary that explores the theme of politics and power, and then write an analysis reflecting on what they learned in the lesson.

4. Importance of the Subject (1 - 2 minutes): Finally, the teacher should highlight the importance of the subject for students' everyday lives. This can include a discussion on how political decisions affect citizens' lives, the importance of engaging in political processes, and how understanding politics and power can help students be more informed and engaged citizens. The teacher can encourage students to reflect on how they can apply what they learned in the lesson in their own lives.

5. Closure (1 minute): To end the lesson, the teacher should thank the students for their participation, emphasize the importance of the topic, and reinforce that understanding the relationship between politics and power is essential for the formation of critical and engaged citizens.

At the end of the Conclusion, students should have a clear understanding of what was learned during the lesson, how theory was applied in practice, where they can find more information on the topic, and why the subject is important for their lives.