Topic: Sanation government

Target group

7th‑grade students of elementary school

Core curriculum

XXIX. The Second Polish Republic in 1921‑1939. Pupil:

4) describes Polish authoritarianism – the rule of sanation, systemic changes (April Constitution of 1935).

General aim of education

Students learn about the characteristics of the Sanation regime, indicating the differences between parliamentary democracy and authoritarian governments

Key competences

• communication in foreign languages;

• digital competence;

• learning to learn.

Criteria for success
The student will learn:

• to characterize the features of the Sanation government;

• to describe the reactions in response to the death of Piłsudski and the further fate of his fraction;

• to recognizee the differences between parliamentary democracy and authoritarian government.

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. The teacher asks the students to read the Introduction to the lesson in the e‑textbook, as well as to execute Task 1 and 2 and Task 10 from the e‑textbook. Students analyze Miłosz's attitude towards Piłsudski. Then they analyze the speech of Józef Piłsudski to the group of deputies and senators of the BBWR on March 13, 1928.

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, referring to the tasks prepared by students at home, reminds the students that Poland under the rule of Sanation evolved into an authoritarian state.

Realization

1. The teacher displays the timeline from the e‑textbook on the board and divides the class into two groups. Each team will prepare arguments regarding the issue of Sanation regime. Students get acquainted with specifics. For this purpose, they execute Tasks 1‑4 (based on the source materials and texts from that time, they evaluate the methods used by the authorities towards the opposition) , Task 5 (consider how Piłsudski's death was received by Hitler) and task 6 (analyze the decision of the electing Rydz‑Śmigły to the rank of marshal), then carry out Exercises 1‑2 (arrange the events in chronological order and answer the question). Students can distribute tasks among themselves.

2. During the work students write down: on yellow cards -- factors that trengthen the authoritarian rule of Józef Piłsudski, and on green cards -- factors that are unfavorable or restrictive to it. Students can also reach for english‑written resources of the Internet (non‑obligatory) and use the displayed timeline. The teacher makes sure that the tasks have been correctly completed and provides feedback.

3. Then, students stick their cards on a sheet of paper, next to a triangle stading on one corner (with the slogan Sanation regime written in the middle). Favorable factors „support” the triangle, and those unfavorable try to overturn it. After completing the task, the representative of each group presents the effects of the group's work to the class. The teacher and / or students take a photograph of the poster.

Summary

1. The teacher asks the students to perform Exercise 3. On the basis of knowledge obtained during the lesson, students consider what were the features of the political system of Sanation regime. In order to organize their knowledge, they eliminate the features of a democratic and totalitarian system in relation to the Second Polish Republic under the rule of sanacja.

2. The teacher sums up the lesson. He encourages the students to reflect on the question whether Sanation has „healed” the country. If he thinks he has the time, he discusses this topic with the class.

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: Exercises 2 and 3 from e‑textbook. The students analyze the resolution of the Congress of the Defense of People's Rights and Freedom (1930) and the proclamation of Centrolew to the society (1930). They summarize the proposed ways to fight the dictatorship.

The following terms and recordings will be used during this lesson

Terms

Texts and recordings

Sanation government

Piłsudski decided to unite his supporters and, in January 1928, he created Nonpartisan Bloc for Cooperation with the Government (BBWR – Bezpartyjny Blok Współpracy z Rządem). In the first election following the creation of the BBWR (March 1928), the block received much fewer votes than the supporters of Piłsudski had expected. Leaders of the opposition were arrested during the campaign to the new Sejm in September 1930. The politicians were imprisoned in the Brest Fortress, and brought to trial after the election. They were sentenced for 1.5 to 3 years. Some of the opposition leaders were forced to emigrate. The arrested and imprisoned politicians were treated in a humiliating way. The November election, as a result of the situation, were called Brest election. BBWR received in the selection 56% of places in the Sejm and almost 68% in the Senate. However, the results were not due to the social support, but to election fraud. Another symbol of the modus operandi of the Sanation in the 1930s, discouraging from opposing the government, was the establishment of the Bereza Kartuska detention camp. Józef Piłsudski died on May 12th, 1935. After his death, president Mościcki took over control over the government and tried to oversee economic transformation. Józef Beck was almost given independence in shaping the foreign policy. Edward Rydz‑Śmigły was appointed the General Inspector of the Armed Forces, and Marshal in November 1936.