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

Objective

Duration: (10 - 15 minutes)

The purpose of this stage in the Socioemotional Lesson Plan is to give students a comprehensive overview of what they will learn in this lesson. It sets a strong groundwork for understanding totalitarian regimes. By establishing clear objectives, students will appreciate the relevance of the topic and its connection to their socioemotional development, preparing them for active participation in the upcoming activities.

Objective Utama

1. Explain the origins and features of major totalitarian regimes of the 20th century, including fascism, Nazism, Stalinism, the Salazar dictatorship, and Franco's dictatorship.

2. Identify the social and political repercussions of totalitarian regimes to deepen our 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 practices to help students center themselves, reduce anxiety, and heighten their focus. Practicing mindfulness can enhance their emotional well-being and enable them to engage more deeply with the lesson content.

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

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

3. Guide them to inhale deeply through their noses while counting to four, feeling their stomachs expand.

4. Ask them to hold their breath for a count of four.

5. Instruct them to exhale slowly through their mouths as they count to six, feeling their stomachs contract.

6. Repeat this deep breathing sequence three times.

7. After the deep breathing, ask students to concentrate on the sensations in their bodies, starting at their feet and moving up to their heads, identifying any tension or discomfort and allowing those areas to relax.

8. Encourage them to observe their natural breathing, noticing the flow of air in and out of their bodies.

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

Content Contextualization

The totalitarian regimes of the 20th century, including Nazism, fascism, communism, Francoism, and Salazarism, not only influenced global political and social history but also had a profound effect on the emotional and psychological experiences of the people living under these regimes. Grasping these government systems and their emotional impact can foster empathy and social awareness, which are vital life skills.

By reflecting on the suffering, oppression, and tough choices endured by individuals during these eras, we can better value freedom and human rights. Moreover, examining totalitarian regimes teaches us the significance of responsible decision-making and self-regulation, helping us prevent the repetition of past errors and advocating for a more just and humane future.

Development

Duration: (60 - 75 minutes)

Theory Guide

Duration: (20 - 25 minutes)

1. Nazism:

2. Origin: Emerged in Germany post World War I, steered by Adolf Hitler.

3. Characteristics: Intense nationalism, racism, anti-Semitism, militarism, and a cult of the leader.

4. Example: The 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 consolidated Mussolini's power.

9. Stalinist Communism:

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

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

12. Example: The Great Purge, during which millions faced execution or imprisonment in gulags.

13. Francoism:

14. Origin: Spain led by Francisco Franco after the Spanish Civil War.

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

16. Example: The suppression of political dissent and the maintenance of power through the military.

17. Salazarism:

18. Origin: Portugal under António de Oliveira Salazar.

19. Characteristics: Conservative nationalism, authoritarianism, censorship, and repression of opposing views.

20. Example: The deployment of the secret police PIDE to stifle dissent.

Activity with Socioemotional Feedback

Duration: (25 - 30 minutes)

Analysis of Totalitarian Speeches

Students will be grouped together and provided with excerpts from the speeches of tyrannical leaders (Hitler, Mussolini, Stalin, Franco, and Salazar). Each group will analyze their assigned speech, identifying the emotions and intentions expressed, linking them to the topics covered in the theoretical part of the lesson.

1. Divide the class into five groups, assigning each a different speech.

2. Instruct students to read the speech closely and discuss the emotions and intentions of the leader as conveyed in the text.

3. Guide them to apply the RULER method: Recognize the emotions in the text, Understand their causes and effects, Label the emotions accurately, Express their identified emotions, and Regulate emotions while discussing the speech's impact.

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

5. After the presentations, facilitate a class discussion on the analyses shared.

Discussion and Group Feedback

🌟 Group Discussion and Socioemotional Feedback: 🌟

After the presentations, bring students together to discuss the analyses they performed. Utilize the RULER method to frame the discussion. Ask students how they felt while analyzing the speeches and what emotions and intentions they recognized. Encourage them to think about how these emotions influenced the decisions and actions of the totalitarian leaders.

Example discussion questions:

• How did the emotions expressed in the speeches affect the actions of totalitarian regimes?
• What were the ramifications of these emotions for society at the time?
• How can we use this understanding of emotions to prevent similar mistakes in the future?

Conclude by highlighting the importance of recognizing and managing our own emotions and understanding those of others to make principled decisions and cultivate a respectful and empathetic environment.

Conclusion

Duration: (15 - 20 minutes)

Reflection and Emotional Regulation

🌟 Reflection and Emotional Regulation: 🌟

Encourage students to write down their reflections or engage in a discussion regarding the challenges faced during the lesson. Ask them how they navigated their emotions while analyzing totalitarian speeches and during group dialogues. Have them identify the emotions they experienced, the coping strategies they employed, and how they can enhance their emotional responses in future situations. This reflection can take place in a personal journal format or through a sharing circle where each student expresses their experiences and feelings.

Objective: The aim of this section is to foster students' self-assessment and emotional regulation skills. By reflecting on the lesson's challenges and their emotional responses, students can pinpoint effective strategies for managing tough situations in the future. This practice nurtures self-awareness, self-control, and the ability to make responsible choices, crucial for both academic and everyday scenarios.

Glimpse into the Future

🌟 Closure and Looking to the Future: 🌟

As we conclude, motivate students to establish personal and academic goals related to the lesson content. Encourage them to contemplate what they’ve learned about totalitarian regimes and how they can apply this understanding going forward. For example, they might commit to learning more about human rights or engaging in activities that promote social justice. This activity can be conducted through writing or as a group discussion where each student shares their goals and aspirations.

Penetapan Objective:

1. Research more about human rights and the violations that occurred during totalitarianism.

2. Engage in activities or groups that advocate for social justice and democracy.

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

4. Set personal goals to enhance the ability to identify and regulate emotions.

5. Use the knowledge gained in discussions about current political and historical contexts. Objective: The aim of this part is to strengthen students' autonomy and the practical application of their learning. By establishing personal and academic goals, students are encouraged to continue honing their skills both in and out of the classroom. This approach fosters a sense of responsibility and constant engagement with the topics studied, helping them apply their knowledge in real-world contexts and contribute positively to society.