Topic: To fight or not to fight? – Polish national uprisings

Author of the script: Marcin Dyś

Target group

7th grade student of elementary school

Core curriculum

XX. Polish lands in the years 1815‑1848. Student:

1. shows on the map the political division of Polish lands after the Congress of Vienna; (…)

2. specifies the reasons for the outbreak of the November Uprising, the nature of the fight and the consequences of the uprising for the Poles in various partitions.

XXII. January Uprising. Student:

1. discusses the direct and indirect causes of the uprising (…);

2. characterises the insurgent activities, taking into account, if possible, the course of the uprising in his/her region;

3. discusses enfranchisement of peasants in the Russian partition and compares it with the enfranchisement in the other partitions;

4. characterises post‑uprising repressions.

The general aim of education

The students learn how Poles fought to regain their independence and maintain their national identity.

Key competences

• communication in the mother tongue;

• communication in foreign languages;

• digital competence;

• learning to learn;

• social and civic competences.

Learning outcomes

Student:

• explains why Poles fought with Napoleon and what they owe him;

• gives the dates of the national uprisings;

• describes how Poles tried to preserve their identity;

• characterises the outstanding figures of nineteenth‑century Poland;

• tells what were the consequences of the struggle against the occupants.

Methods / techniques

• exposing methods: talk, explanations and comments from the teacher;

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

• problematic methods: activating methods: discussion;

• practical methods: exercises concerned, working with text;

Forms of work

• activity in pairs or in groups;

• collective activity;

• individual activity.

Teaching aids

• e‑textbook;

• interactive whiteboard or traditional blackboard;

• tablets/computers;

• notebook and crayons/ felt‑tip pen.

Before classes

The teacher asks the students to recall the events that led to Poland's disappearance from the world map.

Lesson plan overview (Process)

Introduction

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

2. The teacher introduces the students to the subject, referring to the question in the topic: “To fight or not to fight?”. The teacher may use the introduction to the lesson to talk about the patriotic attitude. Asks key questions, e.g.:

• What would happen if citizens did not stand up for their homeland?

Realization

1. In pairs, the students do Exercise 1 (match events to dates), Exercise 2 (indicate countries participating in the partitions) and Exercise 3. Then they check their answers with the colleagues from the nearest benches. When doing the exercise, the students should be given the opportunity to ask the teacher or designated students (e.g. acting as experts) for help. The need for help can be indicated, for example, with table tents (three‑colour card system).

2. After finishing the exercises and recalling the information, the teacher asks the students what possibilities Poles had and what they could do in the situation in which they found themselves after the fall of the Commonwealth? Using the SWOT analysis, the students do Exercise 4. As it may be difficult for students, the exercise can be done in pairs or in groups.The teacher provides feedback and checks the correctness of completed tasks.

3. After checking the correctness of the exercises, the teacher gives the slogan “Fight!”. The teacher introduces students to the subject of armed fight between Poles and the occupants. The teacher tells about the fights of Poles next to Napoleon and the formation of the Duchy of Warsaw and shows it on the map (Task 1). Students do Exercise 5. The teacher provides feedback and checks the correctness of completed tasks.

4. The next uprising in November 1830 was called „the Uprising full of missed chances” – the teacher explains the meaning of this saying, at the same time giving reasons, discussing the course and consequences of the uprising (students see the gallery in Task 2). Then, the teacher displays a map of the uprising (Task 3) asking the students to pay attention to the battles and the slogan from the legend “Wielka Emigracja” (Great Emigration) and to do Exercise 6. The teacher provides feedback and checks the correctness of completed tasks.

5. The teacher asks the students why in their opinion the emigration after the November Uprising was called „Great”? The teacher launches a discussion on the effects of the uprising and the events of the next decades. The teacher may ask students auxiliary key questions, e.g.:

• How would you react in place of the Tsar?

• What would you do to avoid further actions, if you were Tsar and if you were Poles reluctant to uprising?

6. The teacher tells the story of Aleksander Wielopolski and his actions, which resulted in the outbreak of the January Uprising in 1863. The student fulfil Task 4. The teacher asks the students what they think the insurgent coat of arms means? Then the students fulfil Task 5. The teacher focuses on the consequences of the uprising, in particular on the repressions of insurgents and their families – Exercise 7. When performing their tasks, the students should be able to ask for help. The teacher gives students feedback on their work during the lesson.

7. If there is time, the teacher starts a short summarizing discussion: “Was it worth fighting in the uprisings?”. Students should analyse all pros and cons on the basis of the knowledge gained during lessons, their own knowledge and the knowledge gained during Polish classes. As a summary, they can do that in the form of a table.

Summary

1. As a summary, the students do Exercise 8.

2. The teacher gives homework for volunteer students (it is not an obligatory part of the script): At the beginning of the lesson you heard the slogan - “To fight or not to fight?” and during the lesson you responded to only one part of it: “Fight”. Look for arguments and think about what might have been the reason for choosing “Not to fight”. What do you think would happen to the Poles if they didn't start the uprisings and adhered to the occupants’ reign?

The following terms and recordings will be used during this lesson

Terms

Texts and recordings

To fight or not to fight?

After the fall of the Commonwealth the Poles tried to regain independence by way of armed fighting. At first, they fought next to Napoleon Bonaparte. Thanks to him, the Duchy of Warsaw was established on the Polish territory in 1807. Subsequent successes of the French emperor raised the Poles’ hopes for an independent country; unfortunately, his defeat put the dream of freedom to an end. The Kingdom of Poland, established in 1815 under the scepter of the Russian Tsar, became a substitute of Poland to many compatriots. The separation of powers, civil liberties, liberal constitution and above all the adjective “Polish” in the name, gave hope for a change of the Tsar’s policy. However, the reality turned out completely different, and breaching the constitution led Poles to attempts to regain independence on their own through uprisings. The biggest were: The November Uprising (in 1830) and the January Uprising (in 1863), both outbreaking in the Russian partition. They both ended with defeats of the insurgents. The consequences of the uprisings turned out to be more serious than expected. Heavy repressions – harsh prison sentences, deportations and resettlements deep into the Russian territory, abolition of the constitution and eventually abolition of the autonomy of the Kingdom of Poland and the Kingdom itself, as well as political emigration made a great loss in the nation.