Topic: Emissaries and Poland

Target group

7th‑grade students of elementary school

Core curriculum

XX. Polish lands in the years 1815 – 1848. Pupil:

4 ) discusses the location of Poles in the Prussian and Austrian partitions, in the area of the lands taken and in the Republic of Krakow.

General aim of education

Students get acquainted with the situation of Poles in the Prussian and Austrian partitions as well as in the Krakow Republic after the fall of the November Uprising

Key competences

• communication in foreign languages;

• digital competence;

• learning to learn.

Criteria for success
The student will learn:

• to recognize the legal and conspiratorial organisations that were active in Polish lands until 1846;

• to understand the causes and effects of the Cracow Uprising and the Galician Slaughter;

• to indicate on the map the territorial range and the course of the Cracow Uprising and the Galician Slaughter.

Methods/techniques

• activating

  • discussion.

• expository

  • talk.

• exposing

  • film.

• 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. Before the classes, the teacher asks students to read the lesson contained in the e‑textbook; students should read the extracts: „Zabór austriacki i Rzeczpospolita Krakowska” and „Zabór pruski” and get acquainted with the history of the emissary Artur Zawisza. .

Introduction

1. The teacher explains the students the purpose of the lesson and the criteria for success.

2. The teacher asks students to see the picture in Task 1 and complete the task. Students, referring to the topics mentioned at the beginning, formulate in pairs the concept of organic work, supplementing them with appropriate examples based on the material prepared for the lesson.

Realization

1. The teacher explains to students - on the basis of maps displayed on the board and own materials - different history of both partitions: Austrian and Prussian and independent Republic of Krakow between 1815 and 1846, noting differences in experience related to agrarian reforms. Then students read the text attached to Task 2 and do the associated Exercise 1.

2. The teacher introduces students to conspiracy organizations that were created in Poland before 1846. Explains their most important achievements and failures. The teacher asks students to order events on the timeline (Exercise 2).

3. Students will get acquainted with the history of the Krakow uprising and Galician Slaughter, as well as with the characters of Jakub Szela and Edward Dembowski. The teacher asks students to do Task 3 (listen to the broadcast about Dembowski), then read the text about the Galician Slaughter and characterize activities of particular parties (Task 4) and list places of peasant occurrences on the basis of the map from Task 5. The teacher taes care of the feedback given to students during solving exercises and doing tasks, and students can consult the teacher while working on them.

4. In the next part of the lesson, the teacher divides the students into two groups. The students concentrate on elaborating questions that could be asked to two historical figures: Edward Dembowski (group I) and Jakub Szela (group II) (proposed method: interview with a historical figure - „hot chair”), and their alleged answers.

Summary

1. Each of the groups presents their own scene on one of the class's forums regarding one of the mentioned characters.

2. The teacher summarizes 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 evaluation of the teacher's work and other students.

Homework

1. The teacher sets homework (it is not an obligatory part of the scenario), which is a work with a time capsule Memory of the Galician Slaughter, and then preparation of the presentation in a group / two‑person groups.

The following terms and recordings will be used during this lesson

Terms

Texts and recordings

Emissaries and Poland

In 1815, in light of the arrangements of the Congress of Vienna, Cracow and a small area on the left bank of the Vistula River became a free city officially referred to as the Republic of Cracow. After the creation of the Grand Duchy of Posen, a Polish administration was established in the territory annexed by Prussia. Duke Antoni Radziwiłł was entrusted with the function of the governor. In the 1820s, the area of the Grand Duchy of Posen underwent economic reforms. Peasants were granted freehold to the land. After the failure of the November Uprising, emigrants started preparing a national uprising that would rely on the strength of the Polish masses. The Grand Duchy of Posen was a liaison between the Polish lands and the emigrants, while Cracow became the centre of independence‑oriented undertakings. In 1846, the emissaries of the Polish Democratic Society tried to organise a national uprising. However, they were unsuccessful and riots only broke out in Cracow. In the same year, Polish peasants supported by Austrian authorities took up arms against the Galician nobility, which is known as the Galician Slaughter.