Objectives (5 - 7 minutes)

1. Understand the concept of ideology: Students should be able to define what an ideology is, understanding it as a set of ideas, beliefs, and values that guide how a society thinks, acts, and organizes itself.

2. Identify different types of ideology: Students should be able to identify and classify different types of ideologies, such as liberalism, conservatism, communism, socialism, among others, and understand the main characteristics of each one.

3. Analyze the influence of ideologies on society: Students should be able to analyze how ideologies influence the social, political, and economic relations of a society, understanding that the ideas and values of a specific group can shape the structure and functioning of a society.

Secondary Objectives:

• Promote critical thinking: Encourage students to question, reflect, and form their own opinions about ideologies, taking into account the historical, social, and cultural context.

• Stimulate debate: Foster debate in the classroom, allowing students to express their opinions, respect divergent ideas, and promote dialogue as a way of building knowledge.

Introduction (10 - 15 minutes)

1. Review of related content: The teacher should start the lesson with a brief review of concepts that are fundamental for understanding the topic, such as the definition of society, culture, politics, and economy. This review can be done interactively, through questions to students, stimulating participation and activation of prior knowledge. (3 - 5 minutes)

2. Problem situations: The teacher can propose two problem situations to arouse students' interest and prepare them for the content to be covered.

   • First situation: 'Imagine that you are members of a newly formed community. How would you decide what rules and norms will guide life in society?'
   • Second situation: 'Suppose you are in a political debate and someone mentions the word 'ideology.' What would you understand by that word and how would you relate it to the context of the debate?' (5 - 7 minutes)

3. Contextualization: The teacher should explain the importance of studying ideology, emphasizing that this is a fundamental concept for understanding how societies are organized and how people think and act collectively. To do this, examples can be brought in of how ideologies influence public policies, work relations, and social movements. (2 - 3 minutes)

4. Introduction to the topic: Finally, the teacher should introduce the topic of the lesson, explaining that ideology is a set of ideas, beliefs, and values that guide how a society thinks, acts, and organizes itself. To arouse students' curiosity, the teacher can share some curiosities or stories related to the theme. For example, the origin of the main political ideologies (such as liberalism, socialism, and conservatism) and how they have developed throughout history. (2 - 3 minutes)

Development (20 - 25 minutes)

1. Role-Playing Activity: 'Building a Society' (10 - 15 minutes)

   • Preparation: The teacher should divide the class into groups of 5 to 6 students. Each group will receive a blank sheet of paper and a set of colored pencils or markers.
   • Description: The objective of the activity is for each group to 'build' their own society, based on a specific ideology. Each group must choose an ideology (for example, liberalism, socialism, conservatism, communism) and then draw and write the main characteristics of this society, taking into account aspects such as the political system, the economic system, social relations, and cultural values.
   • Execution: Students should work together, discussing and deciding on the characteristics of the society they are 'building.' They should be encouraged to think critically and justify their decisions based on the chosen ideology.
   • Discussion: After the 'societies' are completed, each group should present their work to the class, explaining the characteristics of the society they created and how these characteristics reflect the chosen ideology. The teacher should facilitate the discussion by asking questions that stimulate reflection and debate.

2. Debate Activity: 'Ideologies in Conflict' (10 - 15 minutes)

   • Preparation: The teacher should divide the class into two groups, A and B. Each group will receive a list of statements related to different ideologies. The statements can be both positive affirmations about an ideology (e.g., 'Socialism promotes equality and social justice') and criticisms of an ideology (e.g., 'Liberalism favors wealth concentration and social inequality').
   • Description: Each group must prepare arguments to defend or refute the statements on the list they received. They should use the knowledge acquired in the lesson and in previous activities to support their arguments.
   • Execution: The teacher should organize the debate, allowing each group to present their arguments and counter the arguments of the opposing group. The teacher should act as a moderator, ensuring that the debate is respectful, constructive, and focused on the topic.
   • Discussion: After the debate, the teacher should promote a classroom discussion, with the participation of all students. The goal is for students to reflect on the arguments presented, question their own opinions, and learn to respect and consider different viewpoints.

3. Research and Presentation Activity: 'Great Ideologies of History' (5 - 10 minutes)

   • Preparation: The teacher should divide the class into groups of 3 to 4 students. Each group will receive an ideology to research (for example, liberalism, socialism, conservatism, communism, fascism).
   • Description: Each group should research the ideology they received, seeking information about the origin, main characteristics, key thinkers, and major historical events associated with the ideology. They should prepare a short presentation (up to 5 minutes) to share what they have learned with the class.
   • Execution: After the research, each group should present what they have learned to the class. The teacher should encourage the participation of all students, asking questions to verify understanding and stimulate debate.
   • Discussion: After all presentations, the teacher should promote a classroom discussion, relating the information presented to the concepts discussed in the lesson and to the historical and social context.

Return (8 - 10 minutes)

1. Group Discussion (3 - 4 minutes): The teacher should gather all students and promote a group discussion about the conclusions or proposed solutions presented by each group in the activities 'Building a Society' and 'Ideologies in Conflict.' The goal is for students to perceive the different perspectives that ideologies can offer and how they shape the way society is organized and thought. The teacher can ask questions like: 'What did you learn from the debate activity? How can different ideologies influence the decisions and policies of a society?' This discussion should be guided to stimulate critical thinking and reflection on the role of ideologies in society.

2. Connection to Theory (2 - 3 minutes): After the group discussion, the teacher should revisit the theoretical concepts presented in the lesson and show how they apply to the practical activities carried out. For example, the teacher can highlight how the ideologies chosen by the groups influenced the 'construction' of their societies and the arguments presented in the debate. This step is crucial for students to realize the relevance and applicability of theoretical concepts and to make the necessary connections for understanding the topic.

3. Individual Reflection (2 - 3 minutes): The teacher should suggest that students reflect individually on what they learned in the lesson. To do this, questions like 'What was the most important concept you learned today?' and 'What questions have not been answered yet?' can be asked. This individual reflection is essential for students to internalize the knowledge acquired and identify possible gaps in their understanding, which can be addressed in future lessons.

4. Teacher Feedback (1 minute): Finally, the teacher should provide general feedback on the students' participation and performance in the lesson, praising the positive aspects and pointing out areas for improvement. The teacher should also reinforce the importance of continuous study and active engagement in lessons, and encourage students to continue exploring the topic of ideology outside the school environment through readings, debates, and reflections.

The Return is an essential stage of the lesson plan, as it allows the teacher to assess what has been learned, correct possible misconceptions, and motivate students to continue the learning process. Furthermore, by promoting reflection and discussion, the Return contributes to the development of critical thinking and argumentation skills in students, which are fundamental competencies for the formation of conscious and participative citizens.

Conclusion (5 - 7 minutes)

1. Summary of Contents (2 - 3 minutes): The teacher should summarize the main points covered in the lesson, reinforcing the concept of ideology as a set of ideas, beliefs, and values that guide how a society thinks, acts, and organizes itself. They should also recap the different types of ideologies discussed and their characteristics. It is important for the teacher to make connections between the presented theory and the practical activities carried out, showing how the concepts were applied and understood by the students.

2. Connection between Theory, Practice, and Applications (1 - 2 minutes): The teacher should explain how the lesson connected theory, practice, and applications. They should highlight how the practical activities allowed students to apply theoretical concepts in concrete situations, favoring the understanding and retention of knowledge. Additionally, they should emphasize the importance of studying ideologies for understanding the contemporary world and for the formation of critical and participative citizens.

3. Suggestions for Additional Materials (1 - 2 minutes): The teacher should suggest additional study materials for students who wish to deepen their knowledge on the topic. These materials may include books, articles, documentaries, podcasts, websites, and blogs that address the theme of ideologies in a thorough and accessible manner. For example, the teacher can suggest reading 'The German Ideology' by Karl Marx and Friedrich Engels, or watching the documentary 'The Century of the Self,' which discusses the influence of ideologies on contemporary society.

4. Importance of the Topic for Everyday Life (1 minute): Finally, the teacher should emphasize the importance of the lesson's topic for students' daily lives. They should explain that ideologies are present in all aspects of social life, influencing decisions, public policies, work relations, and daily interactions. They should also emphasize the relevance of understanding and questioning ideologies so that students can position themselves critically and consciously in the face of the challenges and dilemmas of the contemporary world.