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

Objectives

Duration: (10 - 15 minutes)

The purpose of this stage of the Socioemotional Lesson Plan is to provide students with a clear and detailed overview of what will be covered during the lesson, establishing a solid foundation for learning about totalitarian regimes. By defining specific objectives, students can understand the importance of the topic and how it relates to the development of their socioemotional skills, preparing them for active and engaged participation in subsequent activities.

Main Goals

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

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

Introduction

Duration: (15 - 20 minutes)

Emotional Warm-up Activity

Deep Breathing and Mindfulness

This activity is called 'Deep Breathing and Mindfulness'. It involves breathing techniques and mindfulness to help students focus on the present moment, reduce anxiety, and increase concentration. The practice of mindfulness can improve emotional well-being and the ability to engage more deeply with the lesson content.

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

2. Instruct them to close their eyes or, if they prefer, to keep their gaze softly fixed on a point in front of them.

3. Guide the students to inhale deeply through their nose, counting to four, feeling their abdomen expand.

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

5. Instruct them to exhale slowly through their mouth, counting to six, feeling their abdomen contract.

6. Repeat this deep breathing cycle three times.

7. After deep breathing, ask the students to direct their attention to the sensations in their body, starting from their feet and moving up to their head, noticing any tension or discomfort and relaxing those areas.

8. Guide them to pay attention to their natural breathing, observing the flow of air in and out of their body.

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

Content Contextualization

The totalitarian regimes of the 20th century, such as nazism, fascism, communism, Francoism, and Salazarism, not only shaped the political and social history of the world but also profoundly impacted the emotional and psychological lives of people who lived under these regimes. Understanding these systems of government and the emotions involved can help us develop empathy and social awareness, essential skills for living in society.

Reflecting on the suffering, oppression, and difficult choices faced by people during these periods allows us to appreciate freedom and human rights. Furthermore, the analysis of totalitarian regimes teaches us the importance of responsible decision-making and self-control, helping to avoid repeating mistakes of the past and promoting a more just and humane future.

Development

Duration: (60 - 75 minutes)

Theoretical Framework

Duration: (20 - 25 minutes)

1. Nazism:

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

3. Characteristics: Extreme nationalism, racism, antisemitism, militarism, and cult of the leader.

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

5. Fascism:

6. Origin: Developed in Italy under the leadership of 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 the leadership of Joseph Stalin after Lenin's death.

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

12. Example: The Great Purge, where millions of people were executed or sent to gulags.

13. Francoism:

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

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

16. Example: The repression of political opponents and the maintenance of power through the military.

17. Salazarism:

18. Origin: Portugal under the leadership of António de Oliveira Salazar.

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

20. Example: The use of the secret police PIDE to suppress dissent.

Socioemotional Feedback Activity

Duration: (25 - 30 minutes)

Analysis of Totalitarian Speeches

Students will be divided into groups and receive excerpts from speeches of totalitarian leaders (Hitler, Mussolini, Stalin, Franco, and Salazar). Each group will analyze their speech and identify the emotions and intentions expressed, relating them to the concepts studied in the theory.

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

2. Ask the students to read the speech carefully and discuss the emotions and intentions of the leader in delivering those words.

3. Guide them to use the RULER method: Recognize the emotions in the text, Understand their causes and consequences, Name the emotions correctly, Express the identified emotions, and Regulate the emotions while discussing the impact of the speech.

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

5. After the presentations, lead a group discussion about the analyses made.

Group Discussion

🌟 Group Discussion and Socioemotional Feedback: 🌟

After the presentations, gather students to discuss the analyses made. Use the RULER method to guide the discussion. Ask students how they felt when analyzing the speeches and what emotions and intentions they were able to identify. Encourage them to reflect on how these emotions affected the decisions and actions of the totalitarian leaders.

Example questions for discussion:

• How did the emotions expressed in the speeches influence the actions of totalitarian regimes?
• What were the consequences of the identified emotions for society at the time?
• How can we apply our understanding of these emotions to avoid similar mistakes in the future?

Conclude the discussion by reinforcing the importance of recognizing and regulating our own emotions and understanding others' emotions to make responsible decisions and promote an environment of respect and empathy.

Conclusion

Duration: (15 - 20 minutes)

Emotional Reflection and Regulation

🌟 Reflection and Emotional Regulation: 🌟

Suggest that students write a reflection or participate in a discussion about the challenges faced during the lesson. Ask how they managed their emotions while analyzing totalitarian speeches and throughout group discussions. Encourage them to identify the emotions they felt, the strategies they used to cope with those emotions, and how they could improve their emotional responses in future situations. The reflection can be conducted in a personal journal format or as a talking circle where each student shares their experiences and feelings.

Objective: The objective of this subsection is to encourage students to practice self-assessment and emotional regulation. By reflecting on the challenges of the lesson and the emotions that arose, students can identify effective strategies for dealing with challenging situations in the future. This practice promotes self-awareness, self-control, and the ability to make responsible decisions, essential skills in both academic and everyday life.

Closure and A Look Into The Future

🌟 Closure and Looking to the Future: 🌟

In closing, encourage students to set personal and academic goals related to the content of the lesson. Ask them to reflect on what they learned about totalitarian regimes and how this knowledge can be applied in the future. For example, they may commit to researching more about human rights or participating in activities that promote social justice. This activity can be conducted in an essay format or as a group discussion activity, where each student shares their goals and plans.

Possible Goal Ideas:

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

2. Participate in activities or groups that promote social justice and democracy.

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

4. Set personal goals to improve the ability to recognize and regulate emotions.

5. Apply the knowledge acquired in discussions about contemporary politics and history. Objective: The objective of this subsection is to strengthen students' autonomy and the practical application of learning. 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 engagement with the studied themes, helping them apply knowledge in real contexts and positively contribute to society.