Topic: In the shadow of Vienna. Poland’s crisis in the second half of the 17th century

Target group

6th‑grade students of elementary school

Core curriculum

XI. The Polish‑Lithuanian Commonwealth and its neighbors in the 17th century. Student:

4) situates in time, locates and discusses the most important battles in the 17th century;

5) evaluates the political, social and economic consequences of wars in the 17th century;

General aim of education

The student will learn about the basic issues regarding the crisis of the Polish‑Lithuanian Commonwealth in the second half of the 17th century.

Key competences

• communication in foreign languages;

• digital competence;

• learning to learn.

Criteria for success
The student will learn:

• what were the effects of the wars of the Polish‑Lithuanian Commonwealth in the 17th century;

• what happened in the years: 1654, 1655, 1660, 1667, 1668, 1672, 1672, 1683;

• what were the consequences of the Polish war with Turkey.

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 review

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. Students analyze the illustration and execute Task 1 and Task 2. 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.

3. SWOT analysis. The teacher divides the class into four groups and informs that the task of each of them will be to carry out a SWOT analysis of a certain situation. The teacher describes the students the problem situation and the idea of solving the problem. Then he or she asks students to prepare an answer, what advantages and disadvantages would such a solution have. What chances and risks would it bring?
   After completing the task, the students present their analyzes and discuss them with the teacher.

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

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

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

7. Students read the abstract, and then do the task with the map.

Summary

1. The teacher chooses one student by random method and asks him or her to explain in own words the meaning of a given word or concept learned during the lesson.

2. 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.

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. Make at home a note from the lesson, for example using the sketchnoting method.

The following terms and recordings will be used during this lesson

Terms

Texts and recordings

In the shadow of Vienna. Poland’s crisis in the second half of the 17th century

Poland’s wars in the 17th century led to the collapse of the position of the Polish state on the international arena. They led to the destruction of the country’s economy. A significant part of the country was destroyed. Urban and rural economy deteriorated. Many cultural goods were stolen. The Polish population decreased. The State Treasury was empty.

The dramatic situation of the Treasury and the state led to the weakening of the royal power. On the other hand, the significance of [magnates]pojecie‑ref={Magnates} increased. The Sejm, the most important national body of Poland, without which nothing could be done in the state, was being paralyzed by the use of the liberum veto rule. It was first used by Lithuanian Member of the Sejm Władysław Siciński in 1652.

There was more and more chaos in the country. In 1654–1667, the Polish‑Russian war took place provoked by the Treaty of Pereyaslav, by virtue of which Ukraine found itself under the rule of the Tsar. The Russian army entered Lithuania and Ukraine. In 1655, Poles, supported by the Tatars with whom they had an alliance, won the Battle of Okhmativ. When the Swedish Deluge began, the Russians withdrew from Poland.

The Polish‑Russian war resumed in 1660. That same year, Stefan Czarniecki won the Battle of Polonka, while Stanisław Potocki and Jerzy Lubomirski – the Battle of Chudnov. The royal troops pushed the Russians out of Lithuania. The war ended in 1667 with the Truce of Andrusovo.

At the same time, in Poland there was a rebellion. Jerzy Lubomirski opposed the plans of the court, which wanted to organize an election with the king still living (vivente rege). He headed the Sejm opposition. He opposed the strengthening of royal power and political reforms, defending the golden freedom of the nobility. Soon, a civil war broke out. Lubomirski defeated the royal troops near Częstochowa and Mątwy. He was accused of inciting the army to rebel, and sentenced by a court of law to banishment and confiscation of property. Lubomirski’s Rebellion prevented any possible reformation of the political system in Poland.

In 1668, John II Casimir abdicated and emigrated to France. The nobility elected the new king – Michał Korybut Wiśniowiecki (Michael I). He reigned for a short time, only five years, during which the position of magnates was strengthened. Magnates, in turn, made it difficult for him to exercise power.

The second half of the 17th century also saw further wars between Poland and Turkey. In 1672, Turkey attacked Kamianets‑Podilskyi. The unprepared Polish‑Lithuanian state had to sign a truce in Buchach, by virtue of which Poland lost Podolia and Ukraine, and had to pay tribute to Turkey. Due to this situation, the Sejm passed a new tax for the army. Forces were mobilized, which resulted in the victory of Jan Sobieski in the Battle of Khotyn. Unfortunately, this victory was not taken advantage of, because the nobility went for a free election after Wiśniowiecki’s death. John III Sobieski was proclaimed king.

However, the war with Turkey continued. Unfortunately, Poland carried out only defensive actions. In 1676, the Treaty of Żurawno was signed, which confirmed the incorporation of Podolia and Ukraine into Turkey. In 1675, Sobieski and the king of France concluded a treaty in Jaworzno directed against Brandenburg. It was to lead Poland to getting back the Duchy of Prussia. In 1683, Sobieski withdrew from the treaty with France in favor of a treaty signed with Austria. The combined Polish, Imperial, and Reich dukes’ forces defeated the army of vizier Kara Mustafa in the Battle of Vienna. In 1684, the Holy League was established – an alliance among Poland, Austria, Venice, and the papacy, against Turkey.

The Polish‑Turkish wars ended with the Treaty of Karlowitz, by virtue of which the Polish‑Lithuanian state regained Podolia with Kamianets as well as the left‑bank Ukraine.