Topic: How Was Life in the Polish People’s Republic

Target group

8th‑grade students of elementary school

Core curriculum

XXXIX. Poland in the years 1957‑1981. Student:

2. characterizes the realities of social and cultural life, taking into account the specificities of Gomułka and Gierek times;

3. explains the importance of the role of the Catholic Church in political and social relations.

General aim of education

The student acquires knowledge and skills about the topics discussed in the classes

Key competences

• communication in foreign languages;

• digital competence;

• learning to learn.

Criteria for success
The student will learn:

• what were some popular pastimes in the Polish People’s Republic;

• what were some popular TV series and movies of the Polish People’s Republic;

• what were the most important cultural, artistic, and sport achievement of the Polish People’s Republic;

• what slogans did the authorities propagate, and how did they implement them in reality.

Methods/techniques

• expository

  • talk.

• activating

  • discussion.

• 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 states the subject of the lesson, explains the aim of the lesson and together with students determines the success criteria to be achieved.

2. The teacher initiates a conversation introducing the topic.

   • What do you know about ...?

   • Have you ever met ...?

Realization

1. Reading the content of the abstract. The teacher uses the text for individual work or in pairs, according to the following steps: 1) a sketchy review of the text, 2) asking questions, 3) accurate reading, 4) a summary of individual parts of the text, 5) repeating the content or reading the entire text.

2. The teacher writes the word censorship in the middle of the board, and then, using a mind map, he adds: prohibitions, restrictions, second circulation, cabarets. After writing each expression he asks the students to explain, what they think the expression means. The willing/chosen students write their explanations on the mind map. The teacher corrects their answers if necessary.
   In the next stage of the class the teacher informs the students their task will be to find out PRL. He says that the students will work using a snowball method, and explains the method if necessary:
   The students write their own answers on pieces of paper together with justification for these answers. Then they compare their suggestions in pairs and write a new, joint list on a new piece of paper. The the students gather in fours and confront their ideas in a similar manner, creating another joint list of the solutions. Then the students form even larger groups, until the whole class has cooperated on finding a solution. As a result the students will jointly find out the solution to the problem. All the agreed ideas together with arguments are written on the board..

3. Students analyze the illustrations and execute Task 2. To answer the questions, they can use Internet sources or other publications. The teacher checks the correctness of the answer and provides feedback to the students.

4. Students analyze the illustration and execute Task 3. To answer the question, they can use Internet sources or other publications. The teacher checks the correctness of the answer and provides feedback to the students.

5. Students in pairs solve the Exercise 1. The teacher checks if the task has been correctly completed and gives feedback to students.

Summary

1. 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

How Was Life in the Polish People’s Republic

Despite the harsh reality that surrounded them, the Poles were able to adapt to it, and often even enjoy their lives. Poland was even said to be “the most cheerful barrack of the people’s democracies”. Political jokes were a popular form of commenting on reality, following in the wake of every important event. They described the social, political, and economic conditions, often constituting the base for cabaret performances, entertaining the public. However, before performing, the cabarets had to obtain the consent of the censorship office (the Main Office of Press, Publication and Event Control). Political humor developed in the Polish cinema as well. Popular comedies, such as those by Stanisław Bareja, showed the absurdity that surrounded the Poles every day in a crooked mirror. A similar role was fulfilled by the Orange Alternative founded at the beginning of the 80s. Its peculiar happenings (such as “There is no freedom without dwarves” or „Revolution of Dwarves”) served as derision for the actions of the authorities.

Unfortunately, everyday life was not as jolly as presented in the movies and cabaret performances. The bleak reality of the Polish People’s Republic entailed everyday struggle against basic good shortages; the goods themselves were rationed (ration stamps, the lines were extremely long, and the work compensation was barely worth anything outside of Poland. On the other hand, everyone had a job, since unemployment did not exist (it was hidden), and enjoyed cheap workers’ dining facilities and vacations. The official celebrations of state holidays were an indispensable element of life in the Polish People’s Republic as well, often accompanied by processions.

Those times also featured rich cultural and sports life, with the Poles achieving great success in both camps. In particular, the 70s were a successful decade for Poland. The Polish Olymplic team won a great many medals in Munich, and the Polish football team thrived under the representation coach, Kazimierz Górski. The Polish posters and movies triumphed culturally, especially the moral inquietude movie genre represented by Andrzej Wajda and Krzysztof Zanussi.