Topic: Promised lands - industrial development on the Polish lands

Target group

7th‑grade students of elementary school

Core curriculum

7th‑grade students of elementary school

XIX. Europe after the Congress of Vienna. Pupil:

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

XXIV. Polish lands under the partitions in the second half of the nineteenth and early twentieth century. Pupil:

2) describes the attitudes of Polish society in relation to the invaders - trilality, organic work, cooperative movement;

3) describes the formation of a modern national consciousness of Poles.

General aim of education

Students will learn about the development of industry in the Polish lands in the 19th and early 20th centuries.

Key competences

• communication in foreign languages;

• digital competence;

• learning to learn.

Criteria for success
The student will learn:

• What a transport revolution was and what effects it brought;

• What did the industry look like in the Polish lands in the 19th century;

• Why Lodz was called a „Polish Manchester”;

• The most important branches of industry in each partition;

• What is urbanization and migration.

Methods/techniques

• activating

  • discussion.

• expository

  • talk.

• 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 students recall the causes and course of the industrial revolution in Europe and read a fragment of the novel „Ziemia Obiecana” from the e‑textbook excerpt *Wprowadzenie *.

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. Referring to the homework task, the teacher asks students what the industrial revolution was and why it happened. Then, he introduces students to the realities of Polish lands in the mid‑nineteenth century, explaining the nature of economic changes in these areas.

Realization

1. The teacher asks students to familiarize themselves with the map (** Task 1 **) and complete fictitious job offers. Then he asks students what industry could have been found on Polish lands? If you look at the map, can you say what types of industry have developed in particular partitions? How can one justify the development of one branch of industry in certain regions? Students perform ** Exercise 1 ** on the basis of acquired knowledge. The teacher makes sure that the tasks have been correctly completed and gives feedback.

2. The teacher, starting the discussion, asks the students what was the reason for the rapid development of cities in the 19th century. He explains to students what the process of urbanization and migration is and, if necessary, suplements the conclusions reached by the students. Students carry out ** Task 2 ** and get acquainted with the interactive illustration (** Task 3 **). Then he discusses the development of industry in Poland, using Łódź as an example.

3. The teacher asks the students the question: In the nineteenth century Polish lands, more precisely Galicia, was the precursor of development of a new branch of industry. Do you know what and who was its symbol? Then, in pairs, students search for the answers on the internet. When they find the answer (the oil industry, Ignacy Łukasiewicz), the teacher asks them to prepare a short note about the inventor and the oil industry in Poland. During the students' presentations, he supplements them with an anecdote about the visit of John Rockefeller in Galicia and the meeting with Łukasiewicz, and emphasizes that the oil industry in the United States was born only five years after Polish.

4. While working on exercises and tasks, the teacher uses a set of cards in three colors: green, yellow and red. Using the cards, the students signal to the teacher if they have difficulties in carrying out the tasks (green color – I'm doing great, yellow - I have doubts, red - I'm asking for help).

Summary

1. The teacher summarizes the lesson and asks the students what positive and negative effects has the development of industry brought, not only to Poland, but in general.

2. Students perform ** Exercise 2 **, completing the text. The teacher makes sure that the task has been correctly completed and gives feedback.

3. The teacher assesses 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. Find out which Polish lands were the best developed at the end of the 19th and beginning of the 20th century. Why was economic life the best in these regions?.

The following terms and recordings will be used during this lesson

Terms

Texts and recordings

Promised lands - industrial development on the Polish lands

The divided Polish lands – like other European countries – had seen industrialization. However, the extent to this process was much less than in the Western countries. Individual partitions remained countries of mostly agricultural character. The Russian partition was the most industrialized one (two large industrial centres: Warsaw and Łódź – called “the Polish Manchaster”). The oil industry emerged in Galicia. Coal mining and steel industry developed in Silesia.