Topic: The National Minorities of the Second Polish Republic and the National Conflicts

Target group

7th‑grade students of elementary school

Core curriculum

XXX. Society and economy of the Second Polish Republic. Pupil:

1. characterizes the social, national and denominational structure of the Polish state.

General aim of education

Students get acquainted with the nationalities and religious structure of the reborn Polish state, noticing the causes of national conflicts

Key competences

• communication in foreign languages;

• digital competence;

• learning to learn.

Criteria for success
The student will learn:

• to list the most important national minorities to inhabit the Second Polish Republic;

• to characterize the Polish policy regarding the national minorities, and what were its results;

• to describe the differences in the Polish state’s attitude towards the particular national minorities.

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 and to look at the photos from that time, showing the diversity of nationalities in the Second Republic of Poland (webstie of Narodowe Archiwum Cufrowe, Ośrodek Karta or Polona).

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 displays the diagrams from the e‑textbook, presenting the number of national minorities in the Second Polish Republic. Students answer the question: How did the size of the minority groups change between 1921 and 1931? The teacher draws attention to the impact of the „other” method of calculation.

Realization

1. The teacher asks the students to perform Exercises 1 individually or in pairs. The graphic is displayed on a multimedia board. Students analyze the map and then answer which of the given (true) statements can be considered a comment to the map. While performing the exercise, they become familiar with the basic information about the national minorities. The teacher reminds them that the main task of the students during the lesson will be to analyze Polish politics towards national minorities in the period of the Second Polish Republic, and to learn the characteristics of these minorities. The teacher encourages students to write down their questions and observations on a sticky note. He provides feedback for the students.

2. In order to broaden their knowledge, the students also perform Exercises 2‑4 concerning difficult relations between the Polish state and national minorities (Ukrainians, Jews or Lithuanians). The teacher makes sure that the tasks have been correctly completed and gives feedback.

3. Then, he asks the students to perform Task 1. Students analyze the selected entries from the Minority Treaties and historians' argumentation. The teacher encourages the students to write down their observations on small sticky notes. He mentions the manifestations of discrimination (bench ghetto, Bereza Kartuska, antisemitic behaviours, the camp in Jabłonna (1920), events that took place in Przytyk in 1937 or Myślenice in 1936, the anti‑Jewish terror ONR‑Falanga). If there is enough time, the teacher offers the students a short conversation about the conclusions from the Task 2.

Summary

1. Students read out the facts and arguments written on the pages, and stick them on the board. Then together with the teacher, they wonder what criterion they can be organized with. Sticky notes on the board are organized according to agreed upon arrangements, maintaining the hierarchy of importance. The teacher takes care of providing feedback. Finally, he summarizes the results of the exercise. Students take a photo of the created poster.

2. 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: The students become acquainted with the issue of „Jews and Ukrainians in the Sejm of the Second Polish Republic” or „Piłsudski and the Jewish population”. They prepare a press release on this topic.

The following terms and recordings will be used during this lesson

Terms

Texts and recordings

The National Minorities of the Second Polish Republic and the National Conflicts

According to the general population census, the Second Polish Republic had 27 inhabitants in 1921; the Poles constituted ca. 69% of the population. The rest was made up of (approximately): Ukrainians (14%), Jews (8%), Belarussians (4%), and Germans (4%). The Eastern Borderlands (Kresy) were also home to Lithuanians. The Czechs that lived in the Southern areas of Poland and Tatars constituted small minority groups as well. When it comes to ethnic groups, the Lemkos, Boykos, and Hutsuls, inhabiting the mountainous areas of the Eastern Carpathians, were present.