Topic: The Saxon Era - The Wettin Poland

Target group

6th‑grade students of elementary school

Core curriculum

XIII. The Polish‑Lithuanian Commonwealth in the first half of the 18th century. Pupil:

1. discusses the causes and characterizes the manifestations of the state crisis in the Saxon era.

General aim of education

Students get acquainted with the causes and manifestations of the crisis of the Polish state in the Saxon era

Key competences

• communication in foreign languages;

• digital competence;

• learning to learn.

Criteria for success
The student will learn:

• to describe the most important political events of the Saxon era, especially during the rule of Augustus II the Strong;

• to list the advantages and disadvantages of the Polish‑Saxon union;

• to characterize the reasons and symptoms of the crisis of the Polish state during the Saxon era.

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 students to listen to the lecture in the textbook „Znaczenie unii personalnej między Polską a Saksonią”. The student answers the question: Who gained in the result of the Polish‑Saxon union? What did the countries give each other?.

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 introduces students to the circumstances of the election of Augustus II the Strong to the King of Poland. Then the students do Task 1. They analyze the map and try to indicate what obstacles could have existed in the effective functioning of the Polish‑Saxon union. They refer to information obtained in the course of homework.

Realization

1. The teacher presents the students the political intentions of Augustus II the Strong and the circumstances of the outbreak of the Northern War and drawing the Commonwealth into it. Then he discusses the consequences of August II Mocne's policy in the form of Stanisław Leszczyński's counter‑election to the Polish throne. He talks about the Russian reaction to the actions of Sweden and the consequences of the defeat of Karol XII at Poltava. Students do Task 2. The teacher makes sure that the command has been correctly performed by the students and then gives verbal feedback.

2. Students work in pairs - with the help of materials found on the Internet - and order information about (1) Swedish and (2) Russian interference in the affairs of the Commonwealth, starting with the election of Leszczynski through the Dumb Seym of 1717. Then „Swedish” and „Russian” couples exchange information and compare their conclusions on the methods of interference of a given power and their effectiveness. Students prepare a sheet of paper and write down conclusions based on the metaplan model (how it was - how it should be - why it was not as it should be - what should have been done to be as it should be?).

3. While working on exercises and instructions, the teacher uses a method or a set of cards in three colors: green, yellow and red. Thanks to the cards, the students signal to the teacher if they have difficulties with carrying out orders (green - I'm doing great, yellow - I have doubts, red - please help).

4. The teacher goes on to discuss the details of the agreement called the treaty of three black eagles and its meaning. Students carry out Task 3.

Summary

1. Students do Exercise 1. They indicate true and false sentences. The teacher makes sure that the exercise has been done correctly and then provides feedback to the students.

2. Students order the facts in chronological order - they do Exercise 2. Then the teacher asks students to name the most important manifestations of the crisis in the Republic of the Saxon era. The teacher makes sure that the task has been correctly completed and gives feedback.

3. The teacher asks the students questions:

   • What did you find important and interesting in class?

   • What was easy and what was difficult?

   • How can you use the knowledge and skills you have gained today?

   Willing/selected students summarize the lesson

4. 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. The teacher sets homework (it is not an obligatory part of the script), which is the preparation of a presentation about Polish supporters of Karol XII or Piotr I. Students look for information on the Internet, explain the motives of the decision to seek their help.

The following terms and recordings will be used during this lesson

Terms

Texts and recordings

The Saxon Era - The Wettin Poland

The death of John III Sobieski in 1696 left Poland in a period of interregnum, during which, as it would turn out later, the nobility would elect the king without the assistance of foreign militaries for the last time in history. A double election took place. In the end, the struggle for the throne was won by the Saxon elector Frederick, who assumed the name of Augustus II. The Polish‑Saxon union ostensibly created a robust regional power. The King pursued an active foreign policy. He reclaimed the Podole region, previously lost to Turkey, and he joined the war against Sweden on Russia's side. The war ended with Sweden taking Poland over and deposing Augustus II. The invaders handed the throne to Stanisław Leszczyński. This led to a civil war. After having defeated Augustus II, the King of Sweden decided to attack Russia directly. He sent his armed forces towards Moscow. The decisive clash took place in the Battle of Poltava in 1709. The Swedish army was defeated, and the Swedish King escaped to Turkey. This, in turn, permitted Augustus II to reclaim the throne. After his death, the throne was taken over by his son, Augustus III (1733). His rule saw peace in the country, though it also brought the weakening of Poland on the international stage. The ruler was rarely present in the country, and he did not take great care of its military power either, devoting himself too much to the development of arts and culture. It was during his reign that the famous phrase During the era of the Saxon king let yourself go with eating and drinking! has been coined.