Lesson Plan | Socioemotional Learning | Totalitarian Regimes: Nazism, Fascism, Communism, Francoism, and Salazarism

Objective

Duration: (10 - 15 minutes)

This step in the Socioemotional Lesson Plan aims to give students a clear overview of what will be covered in the lesson, laying a solid foundation for exploring totalitarian regimes. By outlining specific objectives, students will grasp the relevance of the topic to their socioemotional skill development, setting them up for active and engaged participation in subsequent activities.

Objective Utama

1. Describe the origins and characteristics of the main totalitarian regimes of the 20th century, including fascism, Nazism, Stalinism, the Salazar dictatorship, and Franco's dictatorship.

2. Identify the social and political consequences of totalitarian regimes to enhance understanding of historical events.

Introduction

Duration: (15 - 20 minutes)

Emotional Warmup Activity

Deep Breathing and Mindfulness

This activity is called 'Deep Breathing and Mindfulness.' It incorporates breathing techniques and mindfulness exercises to help students centre themselves, reduce anxiety, and boost focus. Practising mindfulness can enhance emotional well-being and encourage deeper engagement with the lesson material.

1. Invite students to sit comfortably in their chairs, with their feet flat on the floor and hands resting on their thighs.

2. Instruct them to either close their eyes or softly focus their gaze on a spot in front of them.

3. Guide students to take a deep breath in through their nose, counting to four and feeling their belly rise.

4. Ask them to hold their breath for a moment, counting to four.

5. Instruct them to slowly exhale through their mouth, counting to six and feeling their belly lower.

6. Repeat the deep breathing cycle three times.

7. Afterward, encourage students to notice the sensations in their bodies, starting from their feet and working their way up to their head, identifying any tension and consciously relaxing those areas.

8. Guide them to focus on their natural breath, observing the air entering and exiting their bodies.

9. After about five minutes, ask them to gently open their eyes and return to the classroom.

Content Contextualization

The totalitarian regimes of the 20th century—including Nazism, fascism, communism, Francoism, and Salazarism—not only shaped global political and social landscapes but also deeply affected the emotional and psychological experiences of the individuals who lived under these regimes. Understanding these governmental systems and the related emotions can foster empathy and social awareness, crucial skills for functioning in society.

Reflecting on the suffering and difficult choices faced by individuals during these challenging times allows us to appreciate the value of freedom and human rights. Furthermore, analyzing these totalitarian systems teaches us about responsible decision-making and self-control, providing insights that can help us avoid repeating historical mistakes and advocate for a just and compassionate future.

Development

Duration: (60 - 75 minutes)

Theory Guide

Duration: (20 - 25 minutes)

1. Nazism:

2. Origin: Emerged in Germany after World War I, spearheaded by Adolf Hitler.

3. Characteristics: Extreme nationalism, racism, anti-Semitism, militarism, and a cult of personality.

4. Example: The persecution and genocide of Jews during the Holocaust.

5. Fascism:

6. Origin: Developed in Italy under Benito Mussolini after World War I.

7. Characteristics: Aggressive nationalism, authoritarianism, anti-communism, militarism, and state control of the economy.

8. Example: The March on Rome in 1922, which solidified Mussolini's power.

9. Stalinist Communism:

10. Origin: Soviet Union under Joseph Stalin following Lenin's death.

11. Characteristics: Totalitarian state, forced collectivization, political repression, and a cult of personality.

12. Example: The Great Purge, in which millions were executed or sent to gulags.

13. Francoism:

14. Origin: Spain under Franco after the Spanish Civil War.

15. Characteristics: Nationalism, conservative Catholicism, political repression, and censorship.

16. Example: Systematic repression of political opponents and military consolidation of power.

17. Salazarism:

18. Origin: Portugal under António de Oliveira Salazar.

19. Characteristics: Conservative nationalism, authoritarianism, censorship, and suppression of dissent.

20. Example: The secret police PIDE used to quell opposition.

Activity with Socioemotional Feedback

Duration: (25 - 30 minutes)

Analysis of Totalitarian Speeches

Students will work in groups and be provided with excerpts from speeches by totalitarian leaders (Hitler, Mussolini, Stalin, Franco, and Salazar). Each group will analyze their assigned speech and identify the expressed emotions and intentions, linking them to concepts studied in the theory.

1. Split the class into five groups, giving each one a different speech.

2. Ask students to read their assigned speech carefully and discuss the emotions and intentions behind the leader's words.

3. Guide them to employ the RULER method: Recognize emotions in the text, Understand their origins and implications, Label emotions accurately, Express the identified emotions, and Regulate emotions throughout the discussion.

4. Each group should prepare a short presentation (3-5 minutes) to share their findings with the class.

5. After the presentations, facilitate a group discussion to talk about the analyses conducted.

Discussion and Group Feedback

🌟 Group Discussion and Socioemotional Feedback: 🌟

After the presentations, convene students to discuss the analyses they conducted. Use the RULER method to guide the conversation. Ask students how they felt during the analysis of the speeches, as well as what emotions and intentions they identified. Encourage reflection on how these emotions influenced the leaders' decisions and actions.

Example discussion questions:

• How did the emotions expressed in the speeches shape the actions of totalitarian regimes?
• What were the implications of these emotions for society during that time?
• How can we use our understanding of these emotions to prevent similar mistakes in the future?

Conclude the discussion by emphasizing the importance of recognizing and regulating our own emotions and understanding those of others to make responsible choices, thereby fostering a respectful and empathetic environment.

Conclusion

Duration: (15 - 20 minutes)

Reflection and Emotional Regulation

🌟 Reflection and Emotional Regulation: 🌟

Encourage students to write a reflection or engage in a discussion about the challenges encountered during the lesson. Ask them to share how they managed their emotions while analyzing the speeches and during group discussions. Prompt students to identify the emotions they experienced, the coping strategies they employed, and ways they can improve their emotional responses in future situations. This reflection can be done in a personal journal or shared in a circle where each student voices their experiences.

Objective: The goal of this section is to promote self-assessment and emotional regulation among students. By reflecting on the lesson's challenges and their emotional responses, students can identify strategies to effectively navigate difficult situations in the future. This practice fosters self-awareness, self-control, and responsible decision-making—essential skills for both academic and everyday scenarios.

Glimpse into the Future

🌟 Closure and Looking Ahead: 🌟

As a wrap-up, inspire students to set personal and academic goals related to the lesson content. Prompt them to reflect on what they’ve learned about totalitarian regimes and how they can apply this knowledge moving forward. For instance, they might commit to further research on human rights or get involved in initiatives promoting social justice. This activity can be undertaken as a writing task or through group discussions where everyone shares their goals and plans.

Penetapan Objective:

1. Research further about human rights and their violations during totalitarian regimes.

2. Engage in activities or groups fostering social justice and democracy.

3. Develop a project or presentation on the significance of freedom and human rights.

4. Set personal goals to enhance their capacity to recognize and regulate emotions.

5. Utilize their knowledge gained to inform discussions about contemporary politics and history. Objective: The aim of this section is to empower students and promote the practical application of what they’ve learned. By setting personal and academic goals, students are encouraged to continue developing their skills both inside and outside the classroom. This promotes a sense of responsibility and ongoing involvement with the topics covered, helping them apply their knowledge in real-world contexts and contribute positively to society.