Objectives (5 - 10 minutes)

1. Understand the fundamental concepts and characteristics of each totalitarian regime: Students should be able to differentiate between the studied totalitarian regimes, understanding their origins, main ideologies, leadership, and political and social practices.

2. Analyze the impact of totalitarian regimes on society and culture: Students should be able to identify how these regimes shaped the society and culture of the countries where they were implemented. They should be able to discuss and analyze specific examples of how daily life, education, art, and media were influenced.

3. Develop critical thinking skills: Through the study of these regimes, students should be able to develop critical thinking skills, analyzing different perspectives and evaluating the validity of the presented information. They should be able to form well-founded arguments and engage in informed discussions on the topic.

Secondary objectives:

• Promote empathy and social awareness: The study of these regimes can allow students to reflect on the nature of dictatorship and the importance of democracy and human rights. This can help them develop greater empathy and social awareness.

• Encourage independent research: Students should be encouraged to conduct independent research on the totalitarian regimes, deepening their knowledge on the subject and developing research and information synthesis skills.

Introduction (10 - 15 minutes)

1. Content Review: The teacher should start the lesson by reviewing the basic concepts of political regimes, highlighting the differences between democracy and dictatorship, and the main elements that characterize a totalitarian regime. This can be done through a quick classroom discussion, asking students to share what they already know about the subject.

2. Presentation of Problematic Situations: Next, the teacher can present two problematic situations to arouse students' interest and prepare them for the lesson content. The first one could be: 'Imagine you live in a country where the government controls every aspect of your life, from what you can say and do to what you can learn in school. How do you think this would affect you and your family?' The second situation could be: 'Think of a political leader you admire. Now, imagine that this leader becomes a dictator and starts restricting the freedoms of the people. How would this change affect society and the culture of your country?' After presenting the situations, the teacher should encourage students to reflect on them and share their ideas.

3. Subject Contextualization: The teacher should explain the importance of studying totalitarian regimes, highlighting that these regimes had a significant impact on the history of the 20th century and continue to influence the current world. The teacher can mention examples of how the ideas and practices of these regimes are still relevant today. For example, the teacher can discuss how the antisemitism of Nazism influenced the resurgence of racial hatred in recent times, or how the authoritarianism of communism is still a concern in many countries.

4. Topic Introduction: To capture students' attention and introduce the topic in an interesting way, the teacher can share two curiosities. The first one is that, although Nazism and fascism are often associated, there are significant differences between the two, especially regarding their race vision. The second curiosity is that, although communism is often associated with Russia and the Soviet Union, the first communist experiments occurred in France and not in Russia.

Development (20 - 25 minutes)

1. Role-Playing Activity: 'Life in a Totalitarian Regime' (10 - 15 minutes)

   • Divide the class into groups of 5 to 6 students. Each group should receive a card containing the description of a totalitarian regime (Nazism, Fascism, Communism, Franquism, and Salazarism).
   • Each group should then create a short scene, representing daily life in their respective regime. The scene should include situations that illustrate the main characteristics of the regime, such as government control over citizens' lives, propaganda, political repression, etc.
   • After preparing the scenes, each group should present their enactment to the class. During the presentations, other students should try to guess which regime is being represented.
   • After all presentations, the teacher should lead a classroom discussion, comparing the different regimes and highlighting their similarities and differences.

2. Research and Debate Activity: 'The Best of the Worst' (10 - 15 minutes)

   • Now, the teacher should divide the class into new groups, this time mixing the students who represented the different regimes in the previous activity.
   • Each group should receive a list of topics, such as 'government control over citizens' lives', 'propaganda', 'political repression', 'impact on society and culture', etc. Each group should choose a topic and research how this topic was addressed in each of the studied totalitarian regimes.
   • After conducting the research, the groups should prepare a short debate, discussing which regime had the most effective (or least harmful) approach to the chosen topic. For example, one group may argue that government control over citizens' lives was more effective in Nazism, while another group may argue it was more effective in communism.
   • Each group should present their debate to the class. After all presentations, the teacher should lead a classroom discussion, allowing students to share their opinions and reflect on the arguments presented.

3. Poster Creation Activity: 'For or Against?' (5 - 10 minutes)

   • Finally, the teacher should propose a poster creation activity. Each group should create a poster representing opposition or support for one of the studied totalitarian regimes.
   • The posters should be creative and use images and texts to convey the message. Students can use art materials such as colored pencils, pens, magazines, etc.
   • After creating the posters, each group should present their work to the class. During the presentations, students should explain the message they are trying to convey and why they chose to represent opposition or support for the chosen regime.
   • The teacher should conclude the activity by highlighting the importance of respecting diversity of opinions and the right to freedom of expression, contrasting with the typical political repression of totalitarian regimes.

Return (10 - 15 minutes)

1. Group Discussion (5 - 7 minutes)

   • After the conclusion of the activities, the teacher should promote a group discussion with all students together. Each group will have a maximum of 2 minutes to share the main conclusions of their enactments, debates, and posters.
   • The teacher should ensure that all groups have the opportunity to speak, encouraging the participation of all students. During the presentations, the teacher should note the main ideas and arguments raised by the students, to reference them in the final discussion.
   • After all presentations, the teacher should lead a classroom discussion, summarizing the main points raised by the groups and highlighting the similarities and differences between the studied totalitarian regimes. The teacher should also reinforce the importance of respecting diversity of opinions, even when it comes to controversial topics like totalitarian regimes.

2. Connection to Theory (3 - 5 minutes)

   • The teacher should then connect the practical activities with the theory, recalling the main concepts and characteristics of each totalitarian regime, and how they were represented in the scenes, debates, and posters.
   • For example, the teacher can comment on how the political repression of Nazism was represented in the scenes of the group that received this regime, or how communist propaganda was discussed in the debate of the group that chose this theme.
   • This connection is important for students to see the relevance of theory to practice, and how the study of totalitarian regimes can help them better understand history and society.

3. Individual Reflection (2 - 3 minutes)

   • To conclude the lesson, the teacher should propose that students reflect individually on what they have learned. The teacher can do this by presenting some reflection questions, such as:
     1. What was the most important concept you learned today?
     2. What questions remain unanswered?
     3. How can you apply what you learned about totalitarian regimes in your daily life or in other contexts?
   • Students should have a minute to think about these questions, and then, if they wish, they can share their answers with the class. The teacher should encourage students to reflect honestly and express their opinions respectfully.

4. Teacher Feedback (1 - 2 minutes)

   • Finally, the teacher should provide overall feedback to the class, highlighting the strengths of the day and areas that may need more attention. For example, the teacher may praise the creativity of the students in creating the posters, or the depth of the reflections presented during the discussion.
   • Teacher feedback is an important opportunity to reinforce the concepts learned, motivate students for future lessons, and help them understand how they can improve in their studies.

Conclusion (5 - 10 minutes)

1. Content Summary (2 - 3 minutes)

   • The teacher should start the conclusion of the lesson by summarizing the main contents covered. They should review the characteristics and main points of each studied totalitarian regime, highlighting the differences and similarities between them.
   • The teacher should also recap the main conclusions of the activities carried out, reinforcing the concepts and ideas that were discussed and analyzed.

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

   • Next, the teacher should explain how the lesson connected theory, practice, and applications. They should highlight how the practical activities helped students better understand the theoretical concepts and how the study of totalitarian regimes can be applied to better understand history and society.
   • The teacher can also mention how the skills developed during the lesson, such as critical thinking, independent research, and empathy, can be useful for students in their daily lives and in other learning contexts.

3. Extra Materials (1 - 2 minutes)

   • The teacher should then suggest some extra materials for students who wish to deepen their knowledge on the subject. These materials may include books, films, documentaries, websites, and articles.
   • The teacher should briefly explain what each material covers and why it is relevant to the study of totalitarian regimes. They should also provide information on how students can access these materials, whether in the school library, online, or from other sources.

4. Subject Relevance (1 - 2 minutes)

   • Finally, the teacher should explain the importance of studying totalitarian regimes for students' lives. They should highlight how these regimes shaped the history of the 20th century and how their ideas and practices are still relevant today.
   • The teacher can mention examples of current situations that can be better understood through the study of totalitarian regimes, such as the resurgence of authoritarianism in various countries, or the importance of defending human rights and democracy.
   • The teacher should conclude the lesson by reinforcing the importance of understanding history to make informed choices in the present and future.