Topic: The path to the real union

Target group

6th‑grade students of elementary school

Core curriculum

IX. „Golden Age” in Poland on the European background. Student:

8. presents the circumstances of the beginning of the real union between Poland and Lithuania (1569) and its main provisions.

General aim of education

The student gets to know the path of the Commonwealth to the Real Union.

Key competences

• communication in foreign languages;

• digital competence;

• learning to learn.

Criteria for success
The student will learn:

• what the real and personal union is;

• how the Polish‑Lithuanian state came into being;

• about further Polish‑Lithuanian unions.

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.

The course of classes

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. On the basis of information presented on the timeline and information from available sources, students answer the questions raised in Task 1. The students then present their answers. Colleagues assess their work, taking into account the manner in which the conclusions are presented and the clarity of argument.

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

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

5. Students analyze the gallery of illustrations and execute Task 3. To answer the question, they can use Internet sources or other publications. The teacher checks the correctness of the answer and provides feedback to the students.

6. Students in pairs solve the Exercise 1. The teacher checks if the task has been correctly completed and gives feedback to students.

Summary

1. The teacher asks a willing student to summarize the lesson from his point of view. He asks other students if they would like to add anything to their colleague's statements.

2. 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.

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. Write a short note about the topics covered in the lesson.

The following terms and recordings will be used during this lesson

Terms

Texts and recordings

The path to the real union

The idea of bringing the Kingdom of Poland and the Grand Duchy of Lithuania closer emerged under the influence of the international situation and the co‑operation of both states facing the common threat posed by the Teutonic Knights. The primary purpose was to assure the safety of the borders. The first signed in treaty was the Union of Krewo in 1385, announcing the marriage Jadwiga Anjou and Władysław Jagiełło, and mentioning the “incorporation” of Lithuania into Poland. Under the next Union of Horodło (1413), Boyar clans of Lithuania were accepted to Polish heraldic clans. Also the Polish offices of a voivode and castellan were implemented. The next Union of Grodno extended in 1432 the privileged of the Catholic Boyars also on Orthodox clans. An important role in the propagation of the integration of different elements of the Polish–Lithuanian Commonwealth was played by the executionist movement. It was the movement of medium nobles aimed at the improvement of functioning of the state. One of its primary goals was to lead to the integration of the entire state. It was the reason that led to the incorporation of Mazovia to the Polish Crown in 1529. At the end of his reign, when his hope for legal offspring had disappeared, Sigismund Augustus decided to settle the issues of his succession and to integrate his state. The culmination of these efforts was the sejm convened in Lublin in 1569, which transformed the union of Poland and Lithuania into the real union.