Topic: Jagiellonian Central and Eastern Europe

Target group

6th‑grade students of elementary school

Core curriculum

6th grade of elementary school

IX. The golden age in Poland on the European background:

4. places in time and describes the most important events in the field of internal policy of the last Jagiellonians

General aim of education

The student learns about the specificity of the Jagiellonian dynasty rule.

Key competences

• communication in foreign languages;

• digital competence;

• learning to learn.

Criteria for success
The student will learn:

• which states were ruled by Jagiellons;

• why Władysław Jagiełło refused to become the king of Bohemia;

• what was the fate of the subsequent Union of Poland and Hungary;

• how and when the Jagiellonian rule in Central and Eastern Europe reached its apogee.

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

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 plays the recording of the abstract. Every now and then he stops it, asking the students to tell in their own words what they have just heard. This way, students practice listening comprehension.

Realization

1. Reading the content of the abstract. The teacher uses the text for individual work or in pairs, according to the following steps: 1) a sketchy review of the text, 2) asking questions, 3) accurate reading, 4) a summary of individual parts of the text, 5) repeating the content or reading the entire text.

2. Discussing information presented on the timeline. The teacher then divides the class into groups - as many as there are events on the axis. Each team works on one assigned issue, deepening the information contained in the abstract. Then the students present their discussions.

3. The teacher displays the map from Task 2. He reads out the task and, if necessary, helps student work out the answers.

4. The teacher together with the students sums up the current course of classes.

5. Students perform exercises and commands. The teacher complements them with a historical context, providing students with the necessary information. Checks if the tasks have been correctly completed and gives feedback to students.

6. Students in pairs solve the Exercise 2.

Summary

1. The teacher asks: If there was going to be a test on the material we have covered today, what questions do you think would you have to answer?
   If the students do not manage to name all the most important questions, the teacher may complement their suggestions.

2. At the end of the class, the teacher asks students to perform a glossary exercise that will help them to consolidate the vocabulary learned during the lesson.

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. Present your point of view on the subject analyzed in today's lesson. Remember to include the arguments.

The following terms and recordings will be used during this lesson

Terms

Texts and recordings

Jagiellonian Central and Eastern Europe

At the beginning of the 15th century, the Jagiellons ruled Poland and Lithuania. The outbreak of the Hussite Revolution in Bohemia made it possible for them to rule another country. Offered by Hussites to Vladislaus Jagiełło in 1420, the Bohemian crown was rejected by the Polish ruler primarily for religious reasons. He himself gave up the fight for the Bohemian throne, entering into an alliance with Emperor Sigismund of Luxemburg. New possibilities in dynastic politics appeared when the male descendants of the king – Vladislaus and Casimir, were born. After the death of Vladislaus Jagiełło (1434), the Polish throne was taken over by Vladislaus (named after Vladislaus of Varna) who was also elected the king of Hungary in 1440. Casimir became the Grand Duke of Lithuania the same year.

Unfortunately, the established Union of Poland and Hungary did not last long. In 1444, Vladislaus, the leader of the crusade against the Ottoman Turks died in the decisive Battle of Varna, thus ending the period of the second personal union. After his death, the Hungarian throne was taken over by Ladislaus the Posthumous Habsburg. His death in 1458 was another opportunity for Jagiellons to extend their power. Casimir Jagiellon, King of Poland and Lithuania since 1447, younger son of Vladislaus Jagiełło, began his efforts to make the way for his sons to the thrones of Bohemia and Hungary. In the end, Vladislaus Jagiellon did it, becoming the king of Bohemia in 1471 and the king of Hungary in 1490. As a result, the Jagiellons ruled a vast area of Central and Eastern Europe at the end of the 15th century, creating a real empire in Europe.