Topic: A short history of the “Solidarity” movement

Author: Anna Rabiega

Addressee:

8th‑grade primary school student.

Core curriculum:

IV. Human rights.

The student:

5) names the political rights and freedoms stated in the Constitution of the Republic of Poland; proves that thanks to them, a person can influence the public life.

The general aim of education:

The student has some basic knowledge on the civil rights and freedoms.

Learning outcomes:

The student:

• presents the reasons why the Independent Self‑Governing Trade Union “Solidarity” was established.

• analyzes the role it played in overthrowing the communist regime.

• explains the cooperation between the workers and the intellectuals during the strikes on the Coast.

• presents the functions of trade unions nowadays.

Key competences:

• communicating in a foreign language,

• digital competence,

• learning to learn,

• social and civic competences.

Teaching methods:

• discussion,

• mind map,

• teaching conversation using timelines, interactive exercises, archival photo galleries.

Forms of work:

• self‑learning,

• whole‑class activity.

Material & equipment needed:

• computers with loudspeakers/headphones and internet access,

• multimedia resources from the e‑textbook,

• interactive whiteboard/blackboard, felt‑tip pen/a piece of chalk.

Lesson plan overview (Process):

Introduction:

1. The teacher presents the goal of the lesson: You will learn about the history of the “Solidarity” movement, and especially the role the union played in overcoming communism in Poland.

2. The teacher informs the students that their task will be to create a mind map with information about the “Solidarity” movement. The students are allowed to use their own knowledge only. An appointed facilitator writes the students’ suggestions on the board. After the task is completed, the teacher informs the students, that they will be able to verify their knowledge during the rest of the class.

Implementation:

1. The teacher asks the students to familiarize themselves with the history of the events in the Coast using the timeline “Hot summer of 1980” from the abstract “A short history of the “Solidarity” movement”. The timeline contains descriptions of the events and archival photographs. Then the students verify and supplement their mind map if necessary.

2. The teacher asks the students, what were the postulates of the striking workers in August 1980. If necessary, he reminds the students that there were 21 on them. He asks the students to read the postulates included in exercise 1, and willing students explain, why the workers demanded changes of that kind, and the communist authorities did not want to agree to the changes. Then the students do the exercise, grouping the postulates into appropriate categories. They discuss their solutions with the teacher.

3. The teacher asks the students what were the ways the striking shipyard workers used to communicate with the outside world and with the rest of the society. The students give their suggestions. The teacher asks the students to look at the photo gallery, that presents the slogans hung up the shipyard walls in 1980. The task of the students is to explain, what message to the society were the workers trying to pass.

4. The teacher asks the students, what rights trade unions enjoy in Poland nowadays, and how they are guaranteed. The students give their suggestions and then do exercise 2 - they fill in the fragment of the Constitution of the Republic of Poland about the right to association and trade unions. They discuss their answers with the teacher. Then the teacher initiates a short discussion on the importance of guaranteeing such rights to democracy and why they have been put into the Constitution and not some other document.

5. The teacher encourages the students to look at the photo gallery of the European Solidarity Center in Gdańsk. He asks the students if the establishment of the Center was necessary and what importance it has for people nowadays. The students present their opinions.

Summary:

1. At the end of the lesson 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?

Probably the students will name: key date and events in the history of the “Solidarity” movement, the postulate of the striking workers from August 1980, the rights of trade unions nowadays.

If the students do not manage to name all the most important questions, the teacher may complement their suggestions.

2. Homework proposal:

a. Find information online on the currently functioning trade unions. Choose one of them and briefly describe its activities - whom it associates, what its activities are, what the effects these activities bring.

b. Listen to the abstract recording to review the material and new vocabulary. Then do the vocabulary exercise at the end of the chapter.

The following terms and recordings will be used during this lesson

Terms

Texts and recordings

A short history of the “Solidarity” movement

In July 1980, price increases in meat and cured meat were announced, which triggered strikes in the largest production plants in Poland. On August 14, the strike began in the Gdańsk Shipyard, in which, apart from economic postulates, they demanded the reinstatement of Anna Walentynowicz and Lech Wałęsa, who had been dismissed for their activity in trade unions. At that time, the Inter‑Enterprise Strike Committee was formed, headed by Wałęsa. The Committee formulated 21 demands regarding, among others, the consent to the establishment of trade unions independent of the party, guaranteeing the right to strike, and the release of political prisoners. The authorities withdrew the price increases, but did not want to agree to political demands. Therefore, a general strike began throughout the entire Coast. Workers were supported by intellectuals, including Tadeusz Mazowiecki, Bronisław Geremek, Andrzej Wielowieyski. They advised the protesters on legal and economic issues, but all the important decisions were made by the striking workers.

Finally, on August 31, 1980, pressured by the strikes across the country, the deputy prime minister Mieczysław Jagielski, representing the authorities, and Lech Wałęsa, on behalf of the striking workers, signed an agreement ending strikes on the Coast.

The authorities have agreed to implement the 21 postulates, including the registration of the nationwide Independent Self‑Governing Trade Union “Solidarity” (NSZZ “Solidarność”).

The widget below presents the August 1980 events almost day by day. Find out what was happening on the Coast at that time

Striking shipyard workers did not have free access to the media, where they could present their postulates. That's why they hung them on the gate of the shipyard so that other citizens could read them and ... pass them on. They also ensured their will to fight in the slogans placed on the walls of the shipyard. Look at the archival photos and think about what the protesters wanted to convey in these slogans.

To commemorate August '80, the European Solidarity Center was established in Gdańsk. The photos and documents from that period collected in the center, include the original table with the 21 postulates. The center's mission is to promote the ideals of the Solidarity movement – democracy, an open and solidary society and a culture of dialogue.

Today the role of trade unions is much smaller, but still important. The two largest trade union centres are the NSZZ “Solidarność” and OPZZ (All‑Poland Alliance of Trade Unions). There are also hundreds of smaller organizations. Trade unions often effectively defend rights, jobs and sometimes privileges of their members.

Trade unions are non‑governmental organizations established to represent and defend employees in workplaces. According to the provisions of the Constitution of the Republic of Poland, they can organize protests, demonstrations, and even strikes.