Topic: How Did Europe Change in the First Half of the Nineteenth Century? (revision class)

Target group

8th‑grade students of elementary school

Core curriculum

XV. A great revolution in France. Student:

1. explains the main causes of the revolution and assesses its results;

2. analyzes and explains the principles contained in the Declaration of Human and Citizens' Rights.

XVIII. Napoleonic epoch. Student:

1. characterizes political changes in Europe in the Napoleonic period and socio‑economic changes;

2. describes the circumstances of the creation of the Polish Legions and discusses their history;

3. describes the creation of the Duchy of Warsaw, its system and territory;

4. presents Napoleon's attitude to the Polish cause and the attitude of Poles towards Napoleon.

XIX. Europe after the Congress of Vienna. Student:

1. discusses the decisions of the Congress of Vienna in relation to Europe, including to Polish territories;

2. characterizes the most important manifestations of the industrial revolution (inventions and their applications, areas of industrialization, changes in social structures and living conditions).

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

1. indicates on the map the political division of Polish territories after the Congress of Vienna;

2. characterizes the constitutional period of the Kingdom of Poland – political system, achievements in the economy, culture and education;

3. presents the causes of the outbreak of the November Uprising, the nature of the struggles and consequences of the uprising for Poles in various partitions;

4. discusses the position of Poles in the Prussian and Austrian partitions, in the area of land taken and in the Republic of Krakow;

5. characterizes the main currents and characters of the Great Emigration and the conspiracy movement in the country.

XXI. Europe during the Spring of Nations. Student:

1. lists events related to the fight against the Viennese order, characterizes the course of the Spring of Nations in Europe;

2. discusses the causes and effects of the Krakow uprising and the Spring of Nations in Poland.

General aim of education

The student explains the meaning of the French Revolution and the industrial revolution, and indicates the most important ideologies, concepts and events of the first half of the 19th century.

Key competences

• communication in foreign languages;

• digital competence;

• learning to learn.

Criteria for success
The student will learn:

• explain what was the meaning of the French Revolution and the industrial revolution;

• describe the most important ideologies of the first half of the 19th century;

• Recognize the most important concepts, events and dates that date back to the turn of the 18th and 19th centuries and the first half of the 19th century.

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 informs the students about the need to repeat the material from the completed e‑textbook section: Europa rewolucji i restauracji - covering issues from the French Revolution to the Spring of Nations.

Introduction

1. The teacher explains the students the topic and goals of the lesson and develops success criteria together with them.

2. He explains that the main purpose of the repetitive lesson will be to conduct an open discussion for selected topic drawn by students.

Realization

1. The teacher asks students to do the following tasks in pairs: Exercise 1, Task 1, Exercise 2- 4, Task 2. While the students are working, the teacher provides feedback to the students.

2. Students write their suggestions for discussion on notes. This could be, for example: *Opportunities for the November Uprising; Good and bad sides of the industrial revolution; Does Polish post‑war emigration deserve the nickname „great”?* The draw is taking place.

3. The purpose of the students' further work is to prepare arguments for a 7‑minute discussion on the subject proposed and drawn by the students.

4. The teacher chooses two students who will conduct a debate on the topic chosen by the students. The third student performs the function of a secretary: he or she measures the time of the participants' speeches, monitors the order of the discussion, allows the willing to speak.

Summary

1. The teacher sums up the debate, adds (if necessary) further conclusions. He settles them in the context of the most important phenomena of the first half of the 19th century.

Homework

1. Listen to the abstract recording at home. Pay attention to pronunciation, accent and intonation. Learn to pronounce the words learned during the lesson.

2. Make at home a note from the lesson, for example using the sketchnoting method.

The following terms and recordings will be used during this lesson

Terms

Texts and recordings

How Did Europe Change in the First Half of the Nineteenth Century? (revision class)

In the second half of the nineteenth century, the population of Europe grew by over 40%, and new social forces appeared: the large‑industry

The bourgeoisie, the intelligentsia, and the proletariat, or the hired workers of industrial plants. Two great political ideologies, liberalism and conservatism, attempted to stand up to the political and economic experiences of the French and Industrial Revolutions. Industrialization and capitalism caused the birth of movements and ideologies postulating the improvement of working conditions and the workers’ lives. They were philanthropy and socialism, which first aimed to find peaceful methods for the improvement of capitalist social relations. However, the radical ideas of Marx and Engels postulating the abolition of capitalism by means of revolution turned out to be politically stronger.

During his rule, Napoleon I won numerous wars against anti‑French coalition. He combined the territories taken from Prussia and Austria into the Duchy of Warsaw. In 1812, he was defeated during his Russian campaign, and after having been defeated in the Battle of Waterloo, he was sentenced to life internment on the island of Saint Helena. In the autumn of 1814, the Congress of Vienna adopted decisions pertaining to the European order. The Holy Alliance was created in order to combat revolutionary movements in Europe. Russia retook the rule in the Kingdom of Poland, albeit reduced in size. The Grand Duchy of Posen and the Republic of Cracow were created. The violation of civil and national liberties by the Tsar in the Kingdom of Poland led to the November Uprising of 1830, which ended in the Poles’ defeat and the elimination of the state’s autonomous institutions. The emigré Polish Democratic Society attempted to prepare a people’s uprising in all of the three Partitions in 1846; however, the only place where the revolt actually happened was Cracow. At the same time, the Polish peasants of Galicia revolted against the local nobility (the Galician Slaughter). The Republic of Cracow was dissolved and united with Austria.

In 1848‑1849, almost all of Europe witnessed revolutionary uprisings (an event known as the Spring of Nations). In France, as a result of the February Revolution, the monarchy was abolished, and the Second Republic was proclaimed, only to be converted into the Second Empire by Louis‑Napoleon Bonaparte not long afterwards. The Hungarians began the fight for their independence, but were pacified. In the German and Italian states, efforts were undertaken to consolidate the smaller units into the respective two countries. In the Polish territories, revolutionary uprisings took place in the Grand Duchy of Posen and Galicia. They were quelled, but the Poles of Greater Poland earned representation in the Prussian Parliament, and the Austrian authorities enacted an enfranchisement reform in Galicia.