Learning Objectives (5 - 7 minutes)

1. Understanding the Concept of Politics: Students will be able to comprehend and explain what politics is, its origins, its purpose and how it manifests itself in different contexts and societies.

2. Analyzing the Concept of Power: Students will be able to analyze and describe the concept of power, its characteristics, forms of manifestation and its relation to politics.

3. Discussing the Relationship between Politics and Power: Students will be able to debate and argue the relationship between politics and power, acknowledging how power is established and maintained in politics.

   Secondary Learning Objectives:

   • Developing Critical Thinking Skills: Throughout the discussion and analysis of the concepts of politics and power, students will be encouraged to develop critical thinking skills and argumentation capabilities.

   • Applying the Learned Content to Real Situations: Students will be encouraged to apply the learned content to real situations by analyzing how power is manifested in contemporary politics.

Introduction (10 - 15 minutes)

1. Recalling Prior Knowledge: The teacher should begin by recalling concepts such as society, social organizations, and human interactions from previous classes. These concepts constitute the basis for understanding politics and power. It's important for the teacher to ask students questions to check if they remember these concepts and to encourage critical thinking from the start of the class.

2. Posing Questions: The teacher should present two questions to students to spark their interest on the topic of the class. The questions could be:

   • "Why do some individuals have more power than others? How does this relate to politics?"
   • "How are political decisions made? Who holds the power to make these decisions, and why?"

3. Contextualizing the Subject: Next, the teacher should contextualize the importance of studying politics and power by mentioning how they're present in the students' everyday lives, whether it's in school, family, city, or even on a global scale. It could also be mentioned that politics and power directly influence international relations, the economy and social justice, among other aspects.

4. Introducing the Topic: To introduce the topic and to captivate the students' attention, the teacher could:

   • Fun Fact 1: Share the fun fact that the term "politics" comes from the Greek "polis", which means "city", and initially referred to questions regarding organization and government in Greek city-states. Therefore, the origin of politics dates back to antiquity, but its meaning and practice have evolved throughout history.

   • Fun Fact 2: Share the fun fact that the German philosopher Friedrich Nietzsche said, "Politics is war without bloodshed, while war is politics with bloodshed." This phrase could initiate a debate about the relationship between politics, power, and conflict.

   • Practical Application: Relate the concepts of politics and power to current events such as the election of a new president, passing a new law or decision-making during a global crisis, such as COVID-19.

Development (20 - 25 minutes)

1. Activity 1: "The Struggle for Power" Card Game (10 - 15 minutes)

   • Preparation: Beforehand, the teacher must prepare a set of cards with different historic and contemporary figures, each one assigned with a "power" value ranging from 1 to 10. Each card must also include a brief description of the figure and how they acquired their power.

   • Execution: The students divided into teams of 4 to 5 are given a deck of cards. Their task is to put the cards in ascending order according to the assigned "power" value and provide justification for their decisions. Students must discuss among themselves, use the card descriptions as a reference and apply the knowledge acquired during class to make these decisions.

   • Group Discussion: After the activity is over, each team must present its cards and justify its choices. The teacher should lead a class discussion about the different interpretations of power and how they are related to politics and power.

2. Activity 2: Political Debate Simulation (10 - 15 minutes)

   • Preparation: The teacher must prepare a scenario for a political debate such as a discussion about passing a new law that affects the lives of students. Each student should receive a role to play representing a particular point of view (i.e. student, teacher, parent, politician, activist).

   • Execution: Still divided into the same groups, students must hold a mock debate. Students must defend their character's point of view by arguing how power is exercised in the given scenario and how it's connected to politics. The teacher should mediate the debate, making sure that everyone gets a turn to speak and keeping the class focused on the topic of the discussion.

   • Conclusion and Reflection: Following the debate, the teacher must guide the class in reflecting on the activity, discussing the different viewpoints brought up and how they relate to the concept of politics and power.

3. Activity 3: Creating a Poster About Politics and Power (5 - 10 minutes)

   • Preparation: The teacher must provide each group with art supplies such as colorful paper, pens, pencils, etc.

   • Execution: Each group must create a poster that visually represents the relationship between politics and power. Students can use drawings, bullet points, quotes, etc. The aim of this activity is to express creatively the concepts learned during class through visual aids.

   • Presentation: Once the posters are complete, each group must present its work by explaining the decisions made and how they relate to politics and power. The teacher should encourage the other students to ask questions and give feedback to foster interaction and debate.

These fun and interactive activities allow students to explore and apply the concepts of politics and power in practical ways that enhance comprehension and retention. They also encourage critical thinking, argumentation, and collaboration among students.

Feedback (8 - 10 minutes)

1. Group Discussion (3 - 4 minutes): The teacher should lead a class discussion with all students to share conclusions and thoughts on the completed activities. Students should be encouraged to make connections between the theory covered at the beginning of class and the practices explored during the activities. Furthermore, the teacher should ask questions to encourage the students' critical thinking and check if they have understood the fundamental concepts.

2. Connecting With the Theory (2 - 3 minutes): After the discussion, the teacher should briefly review the theoretical concepts covered at the beginning of class, emphasizing how they were used in the activities. The teacher should stress the significance of understanding theory in order to critically and knowledgeably analyze and discuss issues regarding politics and power.

3. Individual Reflection (2 - 3 minutes): Finally, the teacher should ask the students to reflect in silence for a minute about the following questions:

   1. "What was the most important concept you learned today?"
   2. "What questions do you still have?"

   After the minute of reflection, the students should be encouraged to share their answers with the class if they feel comfortable. The teacher should listen to the students' answers with attention, acknowledging and respecting every opinion. This final reflection allows students to solidify their learning, identify any gaps in their understanding, and voice any concerns or questions they may have.

4. Closure (1 minute): To conclude the class, the teacher should recap the main discussion points, thank the students for their participation and leave them excited for the next class. The teacher should also reinforce that they're available to address any questions that may arise after class and emphasize how learning is a continuous process that requires dedication and effort.

This Feedback segment is essential to check the students' comprehension, clarify any doubts and solidify their learning. Furthermore, it provides the teacher with an opportunity to assess the effectiveness of teaching strategies and make any adjustments if needed for future classes.

Conclusion (5 - 7 minutes)

1. Review of Content (1 - 2 minutes): The teacher should start the conclusion session by recalling the main points discussed during class. The definition of politics, the analysis of the concept of power and the debate about the relationship between politics and power should be highlighted. The teacher could ask students to share their definitions or personal summaries of the concepts to check their comprehension.

2. Connection Between Theory and Practice (1 - 2 minutes): Next, the teacher should stress how the practical activities carried out in class helped to illustrate and develop the theoretical concepts discussed. For instance, the card game enabled students to explore how power is acquired and exercised while the political debate simulation offered a more immersive understanding of how politics, power, and decision-making are interconnected. Teachers could ask students to share their opinions on how the activities helped them better understand the theoretical concepts.

3. Suggested Resources (1 - 2 minutes): Teachers should provide students with additional materials so that students can deepen their knowledge of the subject. These materials could include books, articles, documentaries, websites and podcasts. The teacher should explain the content of each material briefly and how they relate to the concepts learned in class. As an example, a book exploring the connection between politics and power in different historical contexts could be suggested, or a documentary that analyzes contemporary politics from a philosophical viewpoint. The teacher should remind the students that the use of these materials is optional but could help advance their comprehension of the topic.

4. Relevance of the Subject (1 - 2 minutes): As a way to end the class session, the teacher should highlight the significance of studying politics and power. It should be emphasized how these concepts are essential to understanding and engaging in democratic societies where politics is a fundamental way to make decisions and distribute power. The teacher could also mention that the understanding of politics and power can aid students in becoming well-informed and engaged citizens, able to critically analyze power dynamics in both their lives and their communities.

5. Wrap-up (1 minute): To finish the session, the teacher should thank the class for their effort and participation, reinforce the significance of continued learning and remind students about any assignments or extra readings necessary for the next class. The teacher should also encourage the students to ask any questions or seek assistance if they experience difficulties in understanding the content of the class.

The Conclusion allows the students to solidify what they learned, understand the significance of the subject, and have a sense of where to go if they want to deepen their understanding. Additionally, it provides the teacher with an opportunity to assess the effectiveness of the class session and adjust it if necessary to improve future lessons.