Topic: The Third Republic of Poland — revision

Target group

8th‑grade students of elementary school

Core curriculum

8th‑grade students of elementary school

XLI. The birth of the Third Polish Republic. Pupil:

1) describes the key political changes in 1989‑1997;

2) characterizes socio‑political, economic and cultural changes of the 1990s;

3) explains the causes of social tensions.

General aim of education

Students repeat and recall information from the history of the Third Polish Republic in 1989- 2012.

Key competences

• communication in foreign languages;

• digital competence;

• learning to learn.

Criteria for success
The student will learn:

• Recognize the most important events in 1989‑2012;

• Preserve news of Polish democracy after 1989;

• Understand how the power division works;

• Understand why you should obey the laws enshrined in the constitution.

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

1. Students refer to the abstract content. They shall be able to summarize it in they own words and solve the exercices.

Introduction

1. 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.

2. The teacher the students to put together a picture in ** Exercise 1 ** and answer the question. Then he asks them whether the contemporary Poland and the PRL had the same neighbors. If not, were there more or less of them? The teacher explains the consequences of the „Autumn of Nations”, the unification of Germany and the collapse of the USSR.

Realization

1. The teacher, referring to the events initiated in Poland in 1989, asks students what started these changes and when did it happen. Students should refer to the creation of Solidarity in 1980 and its activities. Students put solve the puzzle in ** Exercise 2 **.

2. The teacher draws attention to the year 1989 of the history of Poland, Europe and the world. He explains its significance for the changes in Poland. Students, using the timeline (** Task 1 **), organize events chronologically (** Exercise 3 **). The teacher emphasizes the differences between the PRL and the Republic of Poland. Then he asks the students to list the most important in their opinion events after 1989.

3. Then the teacher asks the students who contributed the most to the changes in Poland in recent years. Students should mention the first non‑communist prime minister Tadeusz Mazowiecki and the first president elected in the general election Lech Wałęsa. Then the teacher reminds the students of the most important figures of political life in Poland. Students carry out ** Exercise 4 ** and ** Exercise 5 **, matching photographs and names of politicians. The teacher makes sure that the tasks have been correctly completed and gives feedback.

4. However, the recent history of Poland is not only dates and surnames -- the teacher, starting the discussion, asks the students what is the most important difference between the PRL and the Republic of Poland. Students should mention democracy, independence and civil liberties. Then the teacher reminds the students what the tripartition of power is and who in Poland exercises legislative, executive and judiciary power. Students perform ** Exercise 6 **, ** Exercise 7 **, ** Exercise 8 ** and ** Exercise 9 **, answering questions about particular types of power. The teacher makes sure that the tasks have been correctly completed and gives feedback.

5. Asking the questions, the teacher remembers that they are to be formulated as the key questions.

Summary

1. To summarize the lesson, the teacher asks students what the most important document in the country is and what does it contain. The students should remember from previous lessons what parts is the Constitution of the Republic of Poland of 1997 made of and what matters are regulated.

2. Students verify their knowledge by doing ** Exercise 10 ** (matching the events to the times of the Polish People's Republic or the Third Polish Republic.

3. 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

1. The teacher tasks willing students with homework: Not only the state administration, but also many social organizations, deal with social matters and help the citizens. Look for information about public benefit organizations, areas of their operations and forms of assistance provided to those in need.

The following terms and recordings will be used during this lesson

Terms

Texts and recordings

The Third Republic of Poland — revision

The Republic of Poland is a democratic republican state. The people are sovereign. The representatives to the parliament (Sejm and Senate) are chosen in free and general elections. The parliament holds the legislative power, hence it makes laws by passing Acts and resolutions. The executive power is held by the government (the Council of Ministers), led by the prime minister. The government is based on the parliamentary majority, and is held responsible before the Sejm. Thus, a parliamentary cabinet system operates in Poland. The judiciary power is held by courts and tribunals, presided by judges who are independent and indelible. The president of the Republic of Poland is the head of the state. The Constitution of the Republic of Poland of 1997 is the most important legal instrument (the Fundamental Law), governing the regime of the Republic. The Constitution of the Republic of Poland defines the rights and obligations of its citizens. The Polish state ensures the freedom of expression, beliefs, religion, and association, personal and material immunity, and the rights to healthcare and education. The citizens have a duty of loyalty to the state, to defend it when threatened, and to pay taxes.

Self‑governance is when a group of people regulates its own affairs. Self‑government authorities are present in cities, districts and communes; they are elected locally, and decide on local affairs. Other forms of self‑governance include free trade unions organised by employees or students’ unions. In Poland, a person is granted full civil rights after reaching the age of 18. This does not mean that a person below this age has no rights. The Constitution of the Republic of Poland guarantees children the right to live, to family life, to play, and to healthcare. There is also the institution of the Ombudsman for Children. In Poland, education is compulsory; children are obliged to attend school and acquire knowledge.

Contemporary Poland has to face numerous political, economic, and social hardships, including poverty, unemployment, emigration (several million young Poles have gone abroad in search of work), low birth rate (less and less Poles decide to have a child), corruption, wasting public money by the government, uneven development of the country (increased growth of big cities at the expense of smaller ones and villages), and an immense national and self‑government debt. The political scene in the country is divided and conflicted.