Topic: Poland after the death of Bolesław I the Brave

Author of the script: Marcin Dyś

Target group

5th grade student of an eight‑year elementary school.

Core curriculum

V. Poland in the early Piast period. Student:

1) describes (...) crisis of the monarchy of Mieszko II;

2) characterizes the restoration and development of the Piast state under the rule of Casimir I the Restorer
and Bolesław I the Brave;

3) presents the achievements of Bolesław III Wrymouth, describes the conflict with the German Empire;

4) describes the Polish society of the first Piasts.

VI. Poland in the period of fragmentation. Student:

1) localizes Poland during the period of fragmentation in time and space;

2) describes the reasons and indicates the effects of fragmentation;

3) localizes the most important events associated with relations between Poland and Teutonic Knights as well as the threat of Tatar invasions during the period of fragmentation;

4) describes social and economic transformations, including settlement movement;

5) characterizes the process of unification of the Polish state at the turn of the 13th and 14th centuries, pointing to the role of Piast rulers (with particular emphasis on the role of Władysław I the Elbow‑high) and the Church.

The general aim of education

The students will learn about the historical period of Poland of the first Piasts and the period of fragmentation.

Key competences

• communication in the mother tongue;

• communication in foreign languages;

• learning to learn;

• social and civic competences.

Learning outcomes

Student:

• names the kings and rulers of Poland between the 12th and 14th century:

• understands the causes and sees the negative effects of fragmentation;

• explains the circumstances in which the Teutonic Order was brought to Chełmno land (part of Masovia);

• tells about the reasons for the conflict with the Teutonic Order;

• tells who Władysław I the Elbow‑high was and tells about his achievements.

Methods / techniques

• programmed methods: using e‑textbook; using multimedia;

• problematic methods: activating methods: discussion, talk, brainstorming;

• practical methods: exercises concerned, working with text;

• exposing methods: elements of a talk, explanations and comments from the teacher;

Forms of work

• collective activity;

• activity in groups;

• individual activity.

Teaching aids

• e‑textbook;

• notebook and crayons/ felt‑tip pens;

• interactive whiteboard, tablets/computers;

• multimedia material.

Before classes

The teacher asks the students to recall the figure of Bolesław I the Brave and his achievements – the Christian mission to Prussia, the congress in Gniezno, the enlargement of the state and the coronation as the king of Poland.

Lesson plan overview (Process)

Introduction

1. The teacher defines the purpose of the lesson, explains that during the lesson the students will talk about the events that followed the death of Bolesław I the Brave, the fragmentation and reunification of the country. The teacher gives students the subject and the criteria for success.

2. The teacher, referring to the previous lessons, asks the students about the figure of Bolesław I the Brave and the role he played in the history of Poland. During the talk, the students should stress out that he was the ruler who enlarged the territory of the country and, most importantly, was crowned as the first king of Poland.

Realization

1. The students fulfil Task 1. The teacher presents the turbulent history of Poland after Mieszko II came to power - the loss of territories, the defeat in conflict with Germany, the loss of power and the royal crown. The teacher says that the son of Mieszko II, Casimir, was trying to rebuild the country which at that time was in a very difficult situation, and for this reason he was given the nickname Restorer by his descendants. It was during his reign that Kraków became the main seat of the ruler, becoming the capital of the country. Students do Exercise 1 together with the teacher, indicating the lands that were lost after the death of Bolesław I the Brave. Next, the students do Exercise 2 – arrange the rulers of Poland in chronological order; they also indicate crowned rulers (Exercise 3) and cities which were the first capitals of Poland (Exercise 4). When doing exercises and tasks, the teacher uses tents or a set of cards in three colours: green, yellow and red. Students use the cards to indicate to the teacher whether they are having difficulty in fulfilling the instructions (green – I’m doing great, yellow – I have some doubts, red – I need help).

2. The teacher suggests that this was not the end of the problems of the Polish state and presents the circumstances of the „Wrymouth Testament”, which initiated the fragmentation. The teacher explains why this ruler decided to divide the country. The teacher initiates the discussion by asking the students if they think it was a good idea to divide the country into principalities and choose senior citizens to rule each of them. After the discussion, the students fulfil Task 2 and Task 3 concerning the fragmentation of Poland by Bolesław III Wrymouth, and do Exercise 5 with the use of an interactive map. The teacher makes sure that the task has been correctly completed and gives feedback.

3. The teacher initiates “brainstorming” – asks the students the question: “You are the rulers of a small state the borders of which are constantly being attacked by its hostile neighbours. Unfortunately, you have too little soldiers and resources to prevent it. What can you do?” The students discuss and one of them writes the proposals down on the board. No idea is rejected at this stage. The students should also come up with the following answer: we can ask other states/neighbours, etc. for help” After the stage of giving the ideas, the teacher should comment on the students’ proposals by making selection and paying attention to pros and cons of the proposed situations.

4. After completing this task, the teacher presents the circumstances in which Konrad I of Masovia brought the Teutonic Knights to Poland and the consequences of this event. The students do Exercise 6 – only the second sub‑point. The teacher makes sure that the task has been correctly completed and gives feedback.

5. The teacher displays an illustration of Władysław I the Elbow‑high, presenting his merits in the unification of the country: the merger of Wielkopolska and Małopolska, the coronation as the king in 1320 and the attempts to regain Gdansk Pomerania. The teacher asks the students which achievement was the most important. Students can give different answers, but they should point out the coronation – Poland became a kingdom again - and the unification (merging together) of the two most important districts: Wielkopolska with Gniezno and Małopolska with Kraków.

Summary

1. As part of the summary, students do Exercise 7 and Exercise 8, completing the text and timeline. The teacher makes sure that the task has been correctly completed and gives feedback.

2. The teacher assesses the students’ work during the lesson taking into account their contribution and involvement. The teacher gives the students feedback on their work.

Note: when discussing the reign of individual rulers, the teacher shows their portraits to the students, e.g. those from the abstract (Task 1).

Summary of the most important contents of the lesson

1. Demonstrating the abruptness of historical change – from power and strength to a fragmented and shattered country.

2. Showing what the fragmentation meant and consequences thereof.

3. Learning about the figures of the rulers of Poland.

4. Reflecting on a turbulent history of the first centuries of Polish statehood.

5. The ability to read and analyse historical maps.

The following terms and recordings will be used during this lesson

Terms

Texts and recordings

Poland after the death of Bolesław I the Brave

After the death of Bolesław I the Brave, the Polish state collapsed due to a series of invasions and rebellions. Casimir - the grandson of the first Polish king, rebuilt the duke's power and therefore he was called the Restorer. He transferred the capital city of Poland to Kraków. After the death of Bolesław III Wrymouth, the power in the country was divided among his several sons. This initiated the period of the so‑called fragmentation – Poland broke up into many independent principalities. The Piasts often fought among themselves for supremacy.

In the 13th century, the Teutonic Knights (knights of the Order of Brothers of the German House of Saint Mary in Jerusalem) came to Poland. They conquered the lands of pagan Prussians and founded their own state, which with time began to threaten Poland. Transitionally, Czech rulers from the Přemyslid dynasty became the kings of Poland. It was not until almost 200 years later that Władysław I the Elbow‑high from the Kuyavian line of Piasts united Greater Poland with Lesser Poland and was crowned king (in 1320). Outside the borders of the kingdom remained Silesia (incorporated into the Kingdom of Bohemia), Gdańsk Pomerania (seized by the Teutonic Knights) and Masovia (as an independent duchy under the rule of the side line of Piasts).