Topic: Mieszko I – beginnings of the Polish state

Target group

4th or 5th grade student of elementary school.

Core curriculum

4th grade student of elementary school

III. Reflection on history as a science. Student:

1. explains the work of the historian;

2. distinguishes history from legendary events.

IV. Characters and events of great importance for the shaping of Polish cultural identity. Student situates in time and tells the story of:

1. Prince Mieszko and Czech Dobrawa – the baptism of Poland.

5th grade student of elementary school

V. Poland in the early Piast period. Pupil:

1. situates the state of the first Piasts in time and space and presents its origins.

General aim of education The students get to know the circumstances of Mieszko I's reign.

Key competences

• communication in the mother tongue;

• communication in foreign languages;

• learning to learn;

• social and civic competences.

Lesson objectives

Student:

• tells about the beginnings of the Polish state – specifies the time of Mieszko I's reign, shows on the map Gniezno and the lands under the rule of the Slavic prince;

• explains the terms referring to the reign of Mieszko I: tribe, gord, drużyna;

• distinguishes a historical fact from an assessment of that fact and the assignment of certain values to it.

Methods/techniques

• programmed methods: using e‑textbook;

• problematic methods: developing questions for the interview with Mieszko I; discussion; developing a portrait (in the form of a mental map or poster) of Mieszko I taking into account historical facts and elements of assessment of these facts;

• practical methods: exercises concerned, working with text;

• exposing methods: elements of a lecture, explanations 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;

• colored cards (3 colors);

• strips of paper.

Before classes

Students read extracts of e‑textbook entitled “Polans, State of Mieszko I”, perform map exercises and read the extract “Baptism of Mieszko I”.

Lesson plan overview (Process)

Introduction

1. The teacher determines the purpose of the classes. He/she gives the students the criteria for success.

2. The lecturer asks if students are able to name some Polish rulers.

Realization

1. On the basis of the knowledge gained, the students in groups of five imagine that they can interview Mieszko I and prepare three most important questions for the prince. Then the questions are read to the whole class. The teacher comments on the exercise and moderates a mini‑discussion of the questions, paying attention to: a) whether the questions are similar or different for each group; b) which questions concern the person of Mieszko I (e.g. his motivations, his feelings about organizing the state or marrying for political reasons); and which concern his political strategy (e.g. how he managed to conquer and subordinate so many tribes; how he knew that Christianity should be accepted). The teacher recalls the previous lesson “The legendary beginnings of Poland”, the role of founding and dynastic legends, and asks the students a question: Do we, the Poles of today, need to search for knowledge about the historical origins of Poland? When we look for historical answers, are we free from the need to believe (which is present in legends) that our ancestors were great, exceptional? Are we able to avoid evaluating historical figures when acquiring historical knowledge? Does history (as the knowledge of the past) enable us to cultivate our values, because we “see” them in historical persons and their actions (do we interpret the knowledge of the past)?

2. Students move on to Exercise 1. After reading the information from the exercise, they decide together to what elements did Jan Matejko want to attract the viewers’ special attention? The teacher includes the results of work into the discussion. The teacher provides feedback and checks the correctness of completed tasks.

3. Students fulfill Instruction 1. and perform Exercise 2. The teacher comments on the exercises performed.

Summary

At the end of the classes, the teacher gives homework – he/she asks for performance of Exercises 3 and 4. At the same time, the teacher offers volunteer students an additional homework: making a portrait (in the form of a mental map or poster) of Mieszko I, in which information on the life of the prince is distinguished from “additional” beliefs, assessments of his person and activities, which the researchers include in their descriptions of the beginning of the Polish state.

Summary of the most important contents of the lesson

5. Learning about the beginnings of the Polish state (within the time and territorial limits of the authority of Mieszko I and the organization of social life).

6. Distinguishing a historical fact from an assessment of this fact and assigning it certain values on the basis of the historical accounts of Mieszko I.

The following terms and recordings will be used during this lesson

Terms

Texts and recordings

Mieszko I – beginnings of the Polish state

The Polish state came into being in Greater Poland. The name Poland probably originates from the word Polans, which denoted the tribe which lived on the banks of the Warta River. Gniezno and Poznań were major Polan settlements. Duke Mieszko I was the first ruler of the Poland, as confirmed by historical sources. He was believed to be a descendant of the legendary Piast. Mieszko was a swift and dynamic ruler. He waged numerous wars and imposed his rule on local Slavic tribes. He owed his successes to a numerous and well‑equipped crew of warriors. He built fortified settlements called gords on conquered lands. Mieszko married Duchess Doubravka of Bohemia and was baptised in 966, with the intermediation of Bohemia. By accepting Christianity, Mieszko I strengthened his rule and joined the club of European rulers. He later fought against the Bohemians, but maintained proper relations with the imperial court. Mieszko I died in 992. At the end of Mieszko’s rule, his Gniezno‑centred state called “Civitas Schinesghe” covered Greater Poland, Kuyavia, Pomerania, Masovia, Silesia and part of Lesser Poland.