Objectives (5 minutes)

1. Understanding the historical context of the Cold War: Students should be able to place the formation of blocs (NATO and Warsaw Pact) in the overall context of the Cold War. This includes understanding the ideological dispute between capitalism and socialism, geopolitical conflicts, and the arms race.

2. Identifying the members and characteristics of the blocs: Students should be able to list the member countries of each bloc, as well as the main characteristics that defined each of them. This includes knowing the role of the Soviet Union and the United States in leading their respective blocs.

3. Analyzing the implications of the formation of blocs: Students should be able to discuss the political, economic, and military implications of the formation of blocs. This includes understanding how the division of the world into two blocs influenced global geopolitics, international relations, and regional conflicts.

   Secondary Objectives:

   • Developing research and analysis skills: Students will be encouraged to research and analyze different sources of information (books, articles, documentaries, etc.) about the Cold War and the formation of blocs.

   • Promoting critical thinking and argumentation: Students will be encouraged to question historical narratives, form their own opinions, and argue in a well-founded manner.

Introduction (10 - 15 minutes)

1. Review of Previous Content: The teacher should start the lesson by recalling the events that led to the beginning of the Cold War, such as World War II, the Yalta Conference, and the division of Germany. Additionally, it is important to briefly review the concepts of capitalism and socialism, highlighting their ideological and economic differences. (3 - 5 minutes)

2. Problem Situations: The teacher can propose two problem situations to stimulate students' critical thinking and introduce the topic of the lesson.

   • The first problem situation could be: "How do you think the world would be today if the Cold War had ended differently, without the division between the capitalist bloc and the communist bloc?"

   • The second problem situation could be: "How do you think the formation of blocs, NATO and Warsaw Pact, influenced regional conflicts during the Cold War?" (3 - 5 minutes)

3. Contextualization: The teacher should explain the importance of the topic, demonstrating how the formation of blocs influenced global geopolitics, international relations, and regional conflicts during the Cold War. Additionally, it can be mentioned how this division still has implications in the current world. (2 - 3 minutes)

4. Gaining Attention: To arouse students' interest, the teacher can share some curiosities or stories related to the topic.

   • One curiosity could be: "Did you know that the term 'Cold War' was coined by writer George Orwell in his book '1984,' even before the conflict began?"

   • An interesting story could be: "During the Cold War, sports also became an ideological battlefield. An example of this was the famous 'Ice Battle' in 1980, when the United States ice hockey team defeated the powerful Soviet Union team in a game that went far beyond sports." (2 - 3 minutes)

Development (20 - 25 minutes)

1. Simulation Activity - 'The Division of the World' (10 - 15 minutes)

   • Description: In this activity, students will be divided into two groups, representing the United States and the Soviet Union. The goal is to recreate the formation of blocs, choosing 'allied' and 'enemy' countries according to their respective ideologies (capitalism or socialism). Each group will have a blank world map and colored markers to represent the countries they choose.

   • Step by step:

     1. The teacher should provide the list of countries that existed during the Cold War and their respective ideologies.
     2. Each group should discuss and decide which countries to include in their bloc and which to leave out.
     3. After the decision, students must mark on the map the countries that are part of their bloc, using a specific color for each group.
     4. Then, the groups must justify their choices, explaining why they considered certain countries 'allies' or 'enemies'.
     5. Finally, the maps with the bloc divisions will be compared and discussed in the classroom.

   • Objective: With this activity, students will have the opportunity to experience in a playful and interactive way the formation of blocs during the Cold War. Additionally, they will develop argumentation skills and critical thinking by justifying their choices.

2. Practical Activity - 'The Membership Letter' (10 - 15 minutes)

   • Description: In this activity, students will be divided into small groups and will be tasked with drafting a 'membership letter' for a fictional country that wishes to join one of the blocs (NATO or Warsaw Pact). Students should research about the country (its location, history, economy, etc.) and justify, based on this data, why the country should be accepted into the chosen bloc.

   • Step by step:

     1. The teacher should provide the groups with a list of fictional countries and a brief description of each one.
     2. Students must choose a country from the list and research about it, taking into account the geographical location and the economic, political, and social characteristics.
     3. Based on this research, students must draft the 'membership letter,' justifying why the country should be accepted into the chosen bloc.
     4. At the end of the activity, groups must present their letters to the class, which will discuss and vote on whether the country should be accepted into the bloc or not, justifying their decisions.

   • Objective: With this activity, students will deepen their knowledge about the formation of blocs, while developing research, writing, and argumentation skills. Additionally, the activity promotes cooperation and group discussion.

3. Group Discussion - 'The Impact of Blocs' (5 - 10 minutes)

   • Description: After the practical activities, students will participate in a group discussion about the impact of the formation of blocs on global geopolitics and regional conflicts during the Cold War. The teacher can prepare some questions to guide the discussion, such as: 'What were the main consequences of the formation of blocs for countries that were not part of them?' or 'How did the division of the world into two blocs influence regional conflicts, such as the Vietnam War or the Korean War?'.

   • Step by step:

     1. The teacher should present the questions and explain that each student will have the opportunity to express their opinion.
     2. Students must reflect on the questions and prepare their answers.
     3. Then, students will be invited to share their answers, promoting a rich and well-founded discussion.

   • Objective: With this activity, students will have the opportunity to reflect on what they learned during the lesson, while developing argumentation and critical thinking skills. Additionally, group discussion promotes the exchange of ideas and collaborative learning.

Return (10 - 15 minutes)

1. Group Discussion - 'Final Reflections' (5 - 7 minutes)

   • Description: After the practical activities, the teacher should lead a group discussion where each team will have the chance to share their conclusions and solutions from the activities carried out.

   • Step by step:

     1. The teacher should invite each group to briefly share their conclusions from the 'Division of the World' and 'Membership Letter' activities.
     2. Each group will have up to 3 minutes to present their conclusions, highlighting the main points of discussion and the solutions found.
     3. The teacher should encourage the participation of all students, asking questions to deepen the discussion and promote reflection.

   • Objective: With this activity, students will have the opportunity to consolidate what they learned during the lesson, while developing communication and argumentation skills. Additionally, group discussion promotes the exchange of ideas and collaborative learning.

2. Connection with Theory - 'Connecting the Dots' (3 - 5 minutes)

   • Description: Still in groups, students should discuss how the practical activities relate to the theory presented at the beginning of the lesson.

   • Step by step:

     1. The teacher should briefly recap the concepts and theories discussed in the lesson.
     2. Then, students must, in their groups, discuss and identify the connections between theory and practical activities.
     3. Each group must prepare a brief summary of their conclusions to share with the class.

   • Objective: With this activity, students will reinforce the connection between theory and practice, developing the ability to apply the knowledge acquired in new situations.

3. Individual Reflection - 'What Did I Learn?' (2 - 3 minutes)

   • Description: To conclude the lesson, students must reflect individually on what they learned and what questions they still have.

   • Step by step:

     1. The teacher should propose some questions to guide students' reflection, such as: 'What was the most important concept you learned today?' and 'What questions have not been answered yet?'.
     2. Students must write down their answers in a notebook or piece of paper.
     3. After reflection, students will be invited to briefly share their answers with the class.

   • Objective: With this activity, students will have the opportunity to reflect on what they learned, identify possible gaps in their understanding, and formulate new questions for future lessons. Additionally, individual reflection promotes autonomous learning and self-assessment.

4. Teacher Feedback - 'Next Steps' (1 - 2 minutes)

   • Description: After students' reflection, the teacher should provide general feedback on the lesson, highlighting the positive points and areas that need more attention. Additionally, the teacher can give a preview of what will be covered in the next lesson, to maintain students' interest and prepare them for the next topic.

   • Objective: With this feedback, students will have a clear idea of how they are progressing in their learning, and the teacher will have the opportunity to adjust their teaching approach according to the class's needs. Additionally, feedback helps motivate students and maintain engagement in future lessons.

Conclusion (5 - 7 minutes)

1. Recapitulation of Main Contents (2 - 3 minutes)

   • The teacher should summarize the main points covered during the lesson, recalling the formation of blocs (NATO and Warsaw Pact) during the Cold War, the characteristics of each bloc, and the impact of this division on the world stage.
   • It should reinforce the understanding that this division influenced global geopolitics, international relations, and regional conflicts during the Cold War.

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

   • The teacher should explain how the simulation activity 'The Division of the World' and the practical activity 'The Membership Letter' allowed students to experience and apply the theoretical concepts discussed in class.
   • It should highlight how the group discussion 'The Impact of Blocs' promoted reflection and debate, enhancing students' critical thinking.

3. Suggestions for Additional Materials (1 minute)

   • The teacher should suggest reading materials, videos, or documentaries that can enrich students' understanding of the lesson topic. Some examples may include: the book 'The Age of Extremes: The Short Twentieth Century' by Eric Hobsbawm, the documentary 'The Cold War' by the BBC, and the article 'The Origins of the Cold War' by Martin Walker.
   • Students should be encouraged to explore these materials at home, as a way to deepen their knowledge and prepare for future lessons.

4. Relevance of the Subject to Everyday Life (1 - 2 minutes)

   • To conclude the lesson, the teacher should emphasize the importance of the subject for everyday life, explaining how the consequences of the Cold War and the formation of blocs still influence the world we live in.
   • It can mention, for example, the persistence of geopolitical tensions between the former powers of the Cold War, the influence of the Cold War on the current configuration of the international system, and the relevance of understanding these past events to deal critically and informedly with present challenges.