Objectives (5 - 7 minutes)

1. Introduce the concept of power: The teacher must ensure that students understand the concept of power and how it manifests in society. This includes the notion of power in social, economic, and political relations, and how it is acquired and exercised.

2. Discuss the concept of politics: The teacher should provoke a discussion about what politics is, how it differs from other forms of power, and how it is used to organize society. This involves exploring the idea that politics is a means of making collective decisions and dealing with conflicts of interest.

3. Understand the nature of political power: The teacher should guide students to understand that political power is a particular form of power, legitimized by society through rules and institutions. This implies discussing the notion of legitimate authority and the different forms of government.

   Secondary Objectives:

   • Promote critical thinking about politics and power: The teacher should encourage students to question and reflect on politics and power, and to develop a critical stance towards these concepts. This can be done through debates, reading critical texts, and analyzing historical and contemporary examples.

   • Relate politics and power to everyday life: The teacher should help students make connections between politics and power and their everyday lives. This may involve discussing current issues, analyzing how political decisions affect people's lives, and exploring how power manifests in different contexts.

Introduction (10 - 12 minutes)

1. Content Review: The teacher should start the lesson by reviewing the concepts of society, state, and democracy that were covered in previous classes. This is essential for students to contextualize the new content that will be presented. (2 - 3 minutes)

2. Problem Situations: The teacher can propose two hypothetical situations to instigate students' curiosity and introduce the theme:

   • "Imagine that you and your friends are organizing an event at school and need to make some decisions, such as what the theme will be, how the decoration will be, etc. How could you do this fairly and respecting everyone's opinion? Who would have the power to make these decisions and how would it be legitimized?"

   • "Think of a situation where you and your classmates disagree about a school rule. How would this issue be resolved? Who would have the power to decide and how would that person have that authority?" (3 - 4 minutes)

3. Theme Contextualization: The teacher should then explain the importance of studying politics and power, relating it to students' daily lives. It can be discussed how political decisions affect everyone's lives, from school rules to country laws, and how understanding power can help better understand social relations and power dynamics in the world. (2 - 3 minutes)

4. Introduction to the topic: Finally, the teacher should introduce the topic of the lesson, politics and power, in a way that sparks students' interest. A historical curiosity can be told, such as the origin of democracy in Ancient Greece, or a recent news about a political conflict can be presented, encouraging students to think about how power is involved in that situation. (2 - 3 minutes)

Development (20 - 25 minutes)

1. Role-play Activity - "Creating a New Society" (10 - 12 minutes)

   • The teacher should divide the class into groups of 5 to 6 students. Each group will be responsible for creating a new society, establishing their own rules and power structures.
   • Each group must appoint a leader and then discuss and decide on issues such as: How will decisions be made? What will the laws be? How will power be distributed? How will conflicts be resolved?
   • After the discussion, each group must present their new society to the class, explaining their choices and justifying how they reflect the nature of political power.
   • During the activity, the teacher should circulate around the room, listening to the discussions, clarifying doubts, and stimulating critical thinking.

2. Debate - "What is the best form of government?" (10 - 12 minutes)

   • After the presentations, the teacher should propose a debate among the groups. Each group must defend a form of government (democracy, monarchy, dictatorship, etc.), arguing why it is the best for the society they created.
   • To prepare for the debate, each group must research and discuss the characteristics and implications of their form of government, considering how they relate to the concept of political power.
   • During the debate, the teacher should moderate the discussion, ensuring that all students have the opportunity to participate, that the arguments are respectful, and that the focus is on the concept of political power.

3. Group Discussion - "Power and Politics in Our Daily Life" (5 - 7 minutes)

   • After the debate, the teacher should resume the discussion about politics and power in daily life. The teacher can ask questions like: "How do we see power and politics in our families, schools, or communities?" and "How do political decisions affect our daily lives?".
   • Students should discuss these questions in their groups, and each group must present their reflections to the class.
   • The teacher should facilitate the discussion, encouraging students to share their experiences and opinions, and to relate the discussed concepts to their own lives.

These activities will allow students to explore the concept of political power in a practical and interactive way, promoting understanding and critical thinking.

Return (8 - 10 minutes)

1. Group Discussion - "Reflecting on the Activities" (3 - 4 minutes)

   • The teacher should invite each group to share their solutions or conclusions from the activities "Creating a New Society" and "What is the best form of government?".
   • During the presentations, the teacher should encourage students to explain how the decisions made in their hypothetical societies reflect the concept of political power.
   • The teacher should also highlight the different perspectives presented by the groups during the debate on the best form of government, and the importance of considering different viewpoints when discussing political issues.

2. Connection to Theory (2 - 3 minutes)

   • After the group discussions, the teacher should review the theoretical content, highlighting how the practical activities relate to the concepts of power and politics.
   • For example, the teacher can recall the definition of political power and discuss how it manifested in the societies created by the students, or review the characteristics of the forms of government discussed in the debate and relate them to the notion of legitimate authority.
   • The goal is to consolidate students' understanding of the theory, showing how it applies in practice.

3. Final Reflection (3 - 4 minutes)

   • To conclude the lesson, the teacher should propose that students reflect individually on what they have learned. The teacher can ask questions like:
     1. "What was the most important concept you learned today?"
     2. "What questions have not been answered yet?"
   • Students should write down their answers, which will be used as a basis for the next lesson. For example, the unresolved questions can be reviewed at the beginning of the next class, or students' answers can be used to adapt future content and activities.

This Return moment is essential to consolidate students' learning, allowing them to connect theory with practice and reflect on what they have learned. Furthermore, by encouraging students to question and reflect on the content, the teacher will be promoting critical thinking and students' autonomy.

Conclusion (5 - 7 minutes)

1. Summary of Contents (2 - 3 minutes)

   • The teacher should start the Conclusion by summarizing the main points covered during the lesson. This includes recalling the definition of political power, the different forms of government discussed, and the relationship between politics and power in everyday life.
   • The goal is to consolidate students' learning, reinforcing the most important concepts and connections between them.

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

   • Next, the teacher should highlight how the lesson managed to connect theory with practice. This can be done by emphasizing how the role-play and debate activities allowed students to explore the concept of political power in a concrete and interactive way.
   • The teacher can also mention how the group discussions and the final reflection helped consolidate learning, allowing students to apply the concepts learned to their own experiences and think critically about them.

3. Extra Materials Suggestions (1 - 2 minutes)

   • To complement students' understanding of the topic, the teacher can suggest some extra materials for study. This may include additional readings, such as articles, book chapters, or philosophical texts, documentaries, educational videos, or podcasts related to the topic.
   • The teacher should encourage students to explore these materials on their own, and may set a deadline for them to read or watch and prepare questions or reflections for the next lesson.

4. Relevance of the Theme (1 minute)

   • Finally, the teacher should emphasize the importance of studying politics and power for students' daily lives. It can be discussed how understanding these concepts can help students become more aware and active citizens, capable of understanding and engaging in the politics of their community and country.
   • The teacher can also mention the relevance of critical thinking, argumentation, and respect for different opinions, skills that were exercised during the lesson, not only for politics but for life in society as a whole.

This Conclusion allows students to consolidate what they have learned, understand the importance of the topic, and feel motivated to continue studying and reflecting on it. Furthermore, by suggesting extra materials, the teacher is encouraging autonomous and in-depth learning, essential skills for the formation of critical and active citizens.