Lesson plan (English)
Topic: From the Battle of Warsaw to the Peace of Riga
Target group
7th‑grade students of elementary school
Core curriculum
7th‑grade students of elementary school.
XXVIII. The rebirth of the Polish state after the First World War. Pupil:
2 ) presents the process of forging borders: the decisions of Versailles and the phenomenon of the Wielkopolska Uprising and Silesian uprisings (west) – a federal dilemma and the incorporation effect (east);
3 ) describes the Polish‑Bolshevik war and its consequences (the Riga room).
General aim of education
Students learn about the course of the Polish–Soviet War war and its consequences (the Peace of Riga) and the assumptions of the federal concept of Józef Piłsudski
Key competences
communication in foreign languages;
digital competence;
learning to learn.
Criteria for success
The student will learn:
to list the most important events of the Polish–Soviet War of 1920–1921;
to characterize the significance of the Battle of Warsaw;
to desctibe the likelihood of carrying out the federation concept;
to explain the process of expansion of Polish Army in years 1918–1920 and to evaluate the stance of Poles towards the challenges of the Fatherland.
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
The teacher asks the students to recall the information from the previous lesson about the first battles with the Bolsheviks and the Kiev Offensive.
Introduction
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.
The teacher explains to the students the circumstances of establishing the Government on National Defense with Wincenty Witos as the prime minister. Referring to the information from the previous lesson repeated by the students, he situates the origin of the Battle of Warsaw in time and space. Students carry out ** Exercise 1 ** and ** Task 1 **. They analyze the propaganda posters from the 1920s.
Realization
The purpose of the students' further work is to prepare statemets for the discussion on the chances of implementing the federation concept of Józef Piłsudski (for and against debate). The teacher presents the students with a map showing the struggle for the borders of the Second Polish Republic and asks them to analyze how the situation on the Polish–Soviet War front changed.
Then students perform ** Task 2 ** in pairs (analyze the course of the Battle of Warsaw). After introducing the issue of Polish‑Bolshevik negotiations by the teacher, they carry out ** Task 3 ** (on the relationship between Poland and the Ukrainian People's Republic), ** Task 4 ** (work with maps) and ** Exercise 2 ** (defining the national borders). The teacher makes sure that the tasks have been correctly completed and provides feedback.
The teacher chooses two students who will conduct the debate under the slogan: Chances of implementing Józef Piłsudski's federation concept. The third student acts as the secretary: measuring the time of the participants' speeches, monitoring the order of the discussion, allowing the willing to speak.
Summary
The teacher together with the students sums up the current course of classes.
The teacher assesses the students' work during the lesson, taking into account their input and commitment. For this purpose, he may prepare a self‑assessment questionnaire.
Homework
The teacher tasks willing students with homework: Carry out Task 13 from e‑textbook. Students look for the information about other well‑known women, participants in Polish‑Ukrainian or Polish‑Soviet wars.
The following terms and recordings will be used during this lesson
Terms
ekspulsja – usuwanie kogoś z jakiegos terytorium
ataman – historyczny tytuł dowódcy Kozaków.
koncepcja federacyjna – koncepcja zakładająca niepodległość Litwy, Ukrainy i Białorusi jako antyrosyjskiego przedmurza Polski
koncepcja inkorporacyjna – koncepcja utworzenia jednolitego etnicznie państwa narodowego
linia Curzona – termin powstał od nazwiska ministra spraw zagranicznych Wielkiej Brytanii, który w 1919 roku zaproponował jej kształt, pokrywający się z granicą zachodnią Rosji po III rozbiorze Polski na linii Bugu, natomiast na południu przecinająca ziemie Rzeczypospolitej, znajdujące się od 1772 roku pod zaborem austriackim; zaproponowana granica miała mieć charakter linii rozejmowej.
Traktat ryski – traktat podpisany w Rydze 18 III 1921 przez Polskę, sowiecką Rosję i sowiecką Ukrainę, kończący wojnę polsko‑bolszewicką.
Zjednoczony Państwowy Zarząd Polityczny – służba specjalna, zajmująca się wywiadem i bezpieczeństwem wewnętrznym w latach 1923‑1934 w Związku Sowieckim.
sterowane samookreślenie – nakłonienie miejscowej populacji do określenia się członkami wskazanego narodu. W tym przypadku chodziło o udzielenie Polakom zamieszkującym tereny Litwy Środkowej cichego wsparcia, którego nie można było oficjalnie powiązać z polskim rzadem, a następnie przyłączenie tych terenów do Polski. Działania były podejmowane w ten sposób, aby nie zrażać do Polski zachodnich aliantów.
Texts and recordings
From the Battle of Warsaw to the Peace of Riga
At the beginning of August 1920, the situation of the Polish state seemed hopeless. On 15 August 1920, the final and decisive Battle of Warsaw took place, and saw the defeat of the Red Army troops. The war was ended with the signing the Peace of Riga on 18 March 1921. Before that, the Vilnius dispute (the conflict between Poland and Lithuania over the Vilnius Region) was resolved. General Lucjan Żeligowski “rebelled”: he entered Vilnius and in an act of “controlled self‑determination” made this territory fall under the Polish rule. Thus the Vilnius Region was taken over (October 1920), and the Republic of Central Lithuania was created.