Topic: The Rennaisance Court of the Jagiellon Dynasty

Target group

6th‑grade students of elementary school

Core curriculum

VII. Poland in the fourteenth and fifteenth centuries. Student:

5) characterizes achievements in the field of internal and foreign policy of the Jagiellonians in the fifteenth century;

IX. „Golden Age” in Poland against the European background. Student:

4) puts in time and describes the most important events in the field of internal policy;

7) presents the greatest achievements of the Polish Renaissance and Reformation, including the works of Mikołaj Rej, Jan Kochanowski, and Andrzej Frycz Modrzewski; he recognizes objects of Renaissance art in Poland.

General aim of education

Students will learn about the culture of the Polish Renaissance and find out what life was like at the royal court in Wawel.

Key competences

• communication in foreign languages;

• digital competence;

• learning to learn.

Criteria for success
The student will learn:

• what was the Royal Court of Wawel during the Rennaissance like;;

• about the most important works and figures of the Polish Renaissance;;

• what were the characteristics of the Renaissance in Poland;;

• what were the achievements of the Jagiellon rulers..

Methods/techniques

• activating

  • discussion.

• expository

  • talk.

• programmed

  • with computer;

  • with e‑textbook.

• practical

  • exercices concerned.

Forms of work

• individual activity;

• activity in pairs;

• activity in groups;

• collective activity.

Teaching aids

• e‑textbook;

• notebook and crayons/felt‑tip pens;

• interactive whiteboard, tablets/computers.

Lesson plan overview

Before classes

1. Students, using the resources of the Internet and other source materials, gather general information and curiosities regarding the thematic scope of the planned lesson.

Introduction

1. The teacher gives the topic, the goals of the lesson in a language understandable for the student, and the criteria of success.

2. The teacher plays the recording of the abstract. Every now and then he stops it, asking the students to tell in their own words what they have just heard. This way, students practice listening comprehension.

Realization

1. The teacher asks students what was the most important city in Poland, in those times. When the students guess that it's Krakow, the teacher says that it was primarily the center of social and political life of the country.

2. The teacher asks students if they remember the Congress of Kraków? Referring to this event, he draws the attention of students to the fact that every ruler, to raise his prestige, conducts activities not only political, but also related to the development of culture and art, including trying to follow fashion, architecture and prevailing customs.

3. The teacher asks pupils on the basis of examples of Renaissance architecture in Poland - the Zygmunt's Chapel, Sukiennice on the Krakow Market Square and the Town Hall in Zamość to list its characteristic features. Students are performing exercises.

4. Analysis of the interactive illustration. Participants familiarize themselves with the content presented in the interactive illustration. Then the teacher discusses the issues with the students.

5. Students carry out the interactive exercises checking the level of knowledge learned during the lesson. The teacher initiates a discussion during which the correct solutions for all the exercises performed by the students are discussed.

Summary

1. The teacher briefly presents the most important issues discussed in class. He answers the additional questions of the proteges and explains all their doubts. Students complete notes.

2. The teacher asks the students questions:

   • What did you find important and interesting in class?

   • What was easy and what was difficult?

   • How can you use the knowledge and skills you have gained today?

   Willing/selected students summarize the lesson

Homework

1. Listen to the abstract recording at home. Pay attention to pronunciation, accent and intonation. Learn to pronounce the words learned during the lesson.

2. Make at home a note from the lesson, for example using the sketchnoting method.

The following terms and recordings will be used during this lesson

Terms

Texts and recordings

The Rennaisance Court of the Jagiellon Dynasty

After the death of Władysław Jagiełło (1434), the Polish‑Lithuanian throne was inherited by his descendants of the Jagiellon dynasty. The son of Władysław Jagiełło, Władysław, died fighting the Turks at Varna in 1444 – hence his sobriquet, Władysław of Varna. The throne was taken by his brother, Casimir, who reigned for almost a half of a century (1447‑1492). During his rule, the Jagiellon dynasty achieved great power, ruling over entire Central Europe (his oldest son, Władysław, became the King of Bohemia and Hungary). Casimir IV Jagiellon defeated the Teutonic Knights in the Thirteen Years’ war (1454‑1466, ended with the Second Peace of Thorn) and reclaimed the Chełmno Land and Pomerelia, which he then incorporated into the state as Royal Prussia. After his death, the Polish‑Lithuanian throne was taken by his sons: John I Albert, Alexander and Sigismund I the Old, and then the son of the latter, Sigismund II Augustus.

The times of the last two Jagiellons are called the golden age of the Polish culture. The state was fairly powerful and wealthy, and the wars it took part in were few (and fought mainly along the borders). Masovia had been incorporated into the Crown (as the local Piast line went extinct). Poland also subdued Livonia (present‑day territory of Latvia, and, partially, Estonia). During the rule of the two Sigismunds, the Renaissance culture enjoyed popularity, with the Royal Court that radiated it across the rest of the country as its center. The Jagiellons rebuilt the Wawel Castle to match the Renaissance style. It was achieved with the help of Italian architects. The promotion of Renaissance was influenced by the Italian wife of Sigismund I the Old, Queen Bona Sforza.