Topic: Reforms of the State During the Times of Stanisław II Augustus

Target group

7th‑grade students of elementary school

Core curriculum

XIII. The Polish‑Lithuanian Commonwealth in the first half of the 18th century. Pupil:

1. discusses the causes and characterizes the manifestations of the state crisis in the Saxon era;

2. discusses phenomena showing economic progress, development of culture and education;

3. evaluates the international position of the Polish‑Lithuanian Commonwealth in Saxon times.

XVI. Rzeczpospolita in the Stanisławów era. Pupil:

1. gives examples of state repair under the reign of Stanisław August Poniatowski, including the achievements of the National Education Commission;

2. characterizes the goals and consequences of the Bar Confederation;

3. situates during the deliberations of the Great Sejm and the adoption of the Constitution of May 3; lists the reforms of the Great Sejm and the most important provisions of the Constitution of May 3;

4. explains the circumstances of establishing the Targowica Confederation and presents its consequences;

5. recognizes the characteristic features of the Polish Enlightenment and characterizes examples of the art of the Classicism period, including its own region.

General aim of education

The students learn about the last years of the Polish Republic's existence and the reform attempts of the last king – Stanisław August Poniatowski.

Key competences

• communication in foreign languages;

• digital competence;

• learning to learn.

Criteria for success
The student will learn:

• what was the political situation of Poland in the late seventeenth and the eighteenth century;

• what kind of king was Stanisław II Augustus;

• what were the characteristicts of the Polish culture during the Enlightenment;

• what reforms did Stanisław II Augustus attempt to introduce;

• what was the history of adopting the Constitution of 3 May 1791, and what were its consequences;

• what was the significance of the May Constitution.

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. While preparing for the lesson, students should read from the excerpts of e‑textbook titled „Spadek znaczenia Rzeczypospolitej w XVIII wieku” and „Stanisław August Poniatowski królem Rzeczypospolitej”.

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. When referring to the homework, the teacher asks the students( pairs or small groups) to write down what were the reasons for the decline of the significance and power of the Polish‑Lithuanian Commonwealth it had in the 17th century? Students, presenting the results of their work, should mention the lack of reforms, corruption, abuse of noble's democracy, liberum veto, etc. The teacher complements their answers, adding that this took place primarily during the rule of the Saxon governments, which were not interested in the Commonwealth, but in Saxony. Moreover, the Polish nobles, who opposed the absolutist aspirations, sought to defend their freedoms among the rulers of neighboring countries, which enabled them to interfere in the internal affairs of Poland. This led to backwardness and economic and military collapse of the country. Students carry out ** Exercise 1 **. The teacher makes sure that the task has been correctly completed and provides feedback.

Realization

1. The teacher begins the discussion – what should have been done to help the Commonwealth tormented by the problems that the students mentioned a moment ago. Then he begins a lecture on the subject of state reforms – establishment of a Knight's School, KEN and its activities, reforms of the Four‑Year Sejm, municipal law, etc..

2. The teacher talks about the most important effect of the reforms -- the Constitution of May 3. Students perform ** Task 1 ** and ** Exercise 2 **. The teacher draws attention to its authors and creators (the most eminent representatives of the Polish enlightenment) and the breakthrough of the legal act and its modern form, eg the possibility of its changes and amendment, which the Constitution of the United States of America did not envisage.

3. The teacher states that the results of the Constitution of May 3 quickly made themselves known. The Targowica Confederation was established by the traitors that turned to Tsarina Catherine II for intervention and defense of nobles' freedoms and rights. The Polish‑Russian war began. The teacher explains the consequences of reforms of the Great Sejm and the catastrophic war with Russia. He mentions the victory in the Battle of Zieleńce and the establishment of the War Order of Virtuti Militari.

Summary

1. The teacher summarizes the knowledge gained by the students. At the same time, he states that the situation of polish culture was different than it's political state. The eighteenth century is the time of enlightenment and the prosperity of Warsaw. It was particularly influenced by King Stanisław August Poniatowski who, as a comprehensively educated ruler, could appreciate the role of culture and art. The teacher mentions Thursday Dinners, Ignacy Krasicki, Stanisław Konarski, the foundation of the Royal Baths Park and the National Theater. Students carry out ** Exercise 3 ** and ** Exercise 4 **. The teacher makes sure that the task has been correctly completed and provides feedback.

Homework

1. The teacher tasks willing students with homework: Find out what the Constitution of 3 May stated, that caused such a great commotion in some nobility and magnate circles. What changed and what reforms did it introduce? Also, find out what rights it guaranteed for peasants, burghers and non‑Catholics.

The following terms and recordings will be used during this lesson

Terms

Texts and recordings

Reforms of the State During the Times of Stanisław II Augustus

In the eighteenth century, Poland’s political system was anachronic. The Polish‑Lithuanian state was growing weaker. It did not pursue an active foreign policy; it was more of an object than a subject on the international stage. The nobility kept blocking the reform project by abusing the liberum veto. All it took to dissolve a Sejm session was one deputy voicing his opposition to a single proposed law. Representatives of the nobility often accepted bribes from foreign powers that wished to render Poland weak. Russia had ever more say in the Polish matters. When Staniław August Poniatowski was elected King, some of the patriotic nobility revolted and formed the Bar Confederation. The portions of the Polish army loyal to the King quelled the uprising. Using the opportunity, Russia, Austria, and Prussia took parts of the Polish territory (the First Partition of Poland). The reign of Stanisław II Augustus saw a number of reforms aiming to reinforce the state. The ideas of Enlightenment, popular in the West, gained ever more traction. On 3 May 1791, Poland adopted its Constitution, that is a law of the Sejm that regulated the state’s political system. Free election and the liberum veto have been abolished. The burgesses received political rights. This led to a war with Russia in defence of the Constitution – a war Poland lost. The Constitution was abolished, and Russia, together with Prussia, conducted the Second Partition of Poland in 1793.