Topic: Casimir III the Great – a skilful politician

Author of the script: Marcin Dyś

Target group

5th grade student of elementary school.

Core curriculum

VII. Poland in the 14th and 15th centuries. Student:

1) describes the territorial development of the Polish state in the 14th and 15th centuries;

2) analyses the achievements of Casimir III the Great in the field of internal policies (defence system, urbanisation of the country, law, science) and of foreign policy;

3) describes the relationship between Poland and Hungary in the 14th and 15th centuries;

6) organizes and places in time the most important events related to Polish‑Teutonic relations in the 14th and 15th centuries.

7) characterizes the development of the estate monarchy.

The general aim of education

The students learn about the foreign policy of Casimir III the Great.

Key competences

• communication in the mother tongue;

• communication in foreign languages;

• learning to learn;

• social and civic competences.

Learning outcomes

Student:

• discusses the goals of the foreign policy of Casimir III the Great;

• explains what the peace policy of Casimir III the Great stands for;

• explains the meaning of the meeting of monarchs in Kraków and the feast at Wierzynek.

Methods/techniques

• exposing methods: explanations and comments from the teacher;

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

• problematic methods: activating methods: discussion, brainstorming;

• practical methods: exercises concerned, working with text;

Forms of work

• activity in groups or in pairs;

• collective 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 read the text entitled “A skilful politician” form the abstract, in “Foreign policy of Casimir III the Great” chapter, and to recall his achievements.

Lesson plan overview (Process)

Introduction

1. The teacher gives the student the subject, explains the students the lesson objective and the criteria for success.

2. The teacher asks the students to name the qualities they think Casimir III the Great had. Then the teacher asks them to recall his most important contribution to the country, which they learned during the previous lesson.

Realization

1. Referring to the fragment from the abstract that the students read at home and to the knowledge from previous lessons, the teachers asks the students to name the countries that Polish rulers got into clash or conflict with – the students shall name Czech Republic, Teutonic Knights, Tatars. The students do the first part of Exercise 1. The teacher puts particular emphasis to the Polish‑Teutonic conflict. The teacher asks the students to think about the ways to resolve this dispute and what solution Casimir III the Great chose. This can be done in pairs. The teacher provides feedback and checks the correctness of completed tasks.

2. The teacher explains the significance of the Peace of Kalisz (“perpetual peace”) signed with the Teutonic Order in 1343. Explains what perpetual peace is all about and what it meant for our country. The students do the second part of Exercise 1 indicating the lands returned to Poland under the Peace of Kalisz. The teacher provides feedback and checks the correctness of completed tasks.

3. The teacher displays the painting by Bronisław Abramowicz – Feast at Wierzynek’s. The teacher asks the students what, in their opinion, the scene they look at depicts. Then, using auxiliary and key questions, the teacher helps them to guess which event was immortalized in this painting. Students do Exercise 2. After completing it, the teacher emphasizes the importance of the event, which had wide repercussions not only in Poland, but also in the whole Europe. When doing the exercise, the students should be able to get help from the teacher. The teacher gives the students feedback on their work during the lesson.

4. Students answer the question: “Are such meetings of the most important heads of states also taking place today?” If yes, what is their purpose?

Summary

1. As a summary, the students do Exercise 3. Next, they look at the timeline (Task 1) and guess the images of the Polish rulers (Exercise 4). At the end, they fulfil **Task 2. **The teacher makes sure that the tasks have been correctly completed and gives feedback.

2. The teacher assesses the students' work during the lesson, taking into account their input and commitment. For this purpose, he may prepare an evaluation questionnaire for self‑assessment and assessment of the teacher's work and other students.

Summary of the most important contents of the lesson

1. Reflection on the following terms: peace policy, perpetual peace.

2. Learning about the achievements of Casimir III the Great in the international arena.

3. Learning about the significance and importance of top‑level international meetings.

4. The ability to analyse historical maps.

The following terms and recordings will be used during this lesson

Terms

Texts and recordings

Foreign policy of Casimir III the Great

Casimir III the Great was a clever diplomat. His main ally in the international arena was Hungary. Due to good deals based on relations he provided peace at the borders with the Kingdom of Bohemia and the state of the Teutonic Order (1343 Peace in Kalisz). Officially, he resigned from Silesia and Pomerania (he planned to regain these lands until the end of his life). In 1364 he organised the congress in Cracow (so‑called feast at Wierzynek's), in which emperor Charles IV of Luxembourg (king of Bohemia), Ludwig of Anjou, the king of Cyprus and numerous princess took part. The king was also a warrior and conqueror – he conquered numerous areas in Russia (Halich and Volhynia Rus, Podolia), and moreover imposed his authorities to the Mazovian Piasts. He died in 1370. He did not leave a legitimate male descendant.