Topic: From Poland made of wood till Poland made of stone

Author of the script: Marcin Dyś

Target group

5th grade student of elementary school.

Core curriculum

VII. Poland in the 14th and 15th centuries. Student:

1) describes the territorial development of the Polish state in the 14th century;

2) analyses the achievements of Casimir III the Great in the field of internal policies (defence system, urbanisation of the country, law, science);

3) describes the relationship between Poland and Hungary in the 14th and 15th centuries.

The general aim of education

The students learn about the development of Polish state in 14th and 15th centuries.

Key competences

• communication in the mother tongue;

• communication in foreign languages;

• learning to learn;

• social and civic competences.

Learning outcomes

Student:

• describes the figure of King Casimir the Great;

• explains the saying „he found Poland made of wood and left it made of stone”;

• lists the greatest achievements of this monarch;

• explains why this monarch received the title of “Great”.

Methods / techniques

• programmed methods: using e‑textbook; using multimedia;

• problematic methods: activating methods: discussion;

• practical methods: exercises concerned, working with text;

• exposing methods: explanations and comments from the teacher.

Forms of work

• collective activity;

• activity in groups.

Teaching aids

• e‑textbook;

• notebook and crayons/ felt‑tip pens;

• interactive whiteboard, tablets/computers;

• multimedia material.

Before classes

The teacher asks the students to recall and prepare information on the greatest problems of and threats for Poland from the death of Bolesław I the Brave until the reunification of the country during the reign of Władysław I the Elbow‑high.

Lesson plan overview (Process)

Introduction

1. The teacher defines the subject, the purpose of the lesson, explains that during the lesson the students will learn the most important information about the reign of Casimir III the Great. The teacher gives students the criteria for success.

2. The teacher asks the students to recall the problems Poland faced in the earlier centuries. The students should point out to the wars, fragmentation, wrong alliances, lack of a strong ruler, etc. The most important of them are written by the teacher on the board. It may also mention that the 13th century is a period of great economic development, for example for Silesia.

Realization

1. The teacher divides the students into 3‑5 groups, depending on the number of students (optimal are the groups of 5 students each). Next, the students do Exercise 1 – mind map. After completing this exercise, they together sum up the answers and note down the most common ones and those which they consider most important. The teacher asks the students to bear them in mind, as the figure of today’s hero – Casimir III the Great – is considered to be an example of a good/ wise ruler. The students are to verify if that is true.

2. The teacher introduces the students with the figure of Casimir III the Great, stressing out that he was the only ruler of Poland to whom descendants gave the nickname „the Great”. The teacher presents the portrait of this monarch to the students and asks them to do Exercise 2. The teacher makes sure that the task has been correctly completed and provides feedback.

3. Then the students fulfil Task 1. The teacher adds that during the reign of Casimir III the Great not only castles were built, but also, as the Kraków chronicler recalls: “za czasów tego króla, w lasach, gajach i dąbrowach tyle założono wsi i miast, ile bodaj nie powstało kiedy indziej w Królestwie Polskim”. The teacher initiates the discussion referring to the completed task and the quote, as well as asking the students a question: What can such a development of the state mean? What can it arise from? The teacher provides the feedback.

4. Students fulfil Task 2 – one of the answers should be the saying “he found Poland made of wood and left it made of stone”. The teacher explains the deeper meaning of this saying. The teacher continues by telling that the king took care not only to build new castles and settlements, but also to improve the lives of his inhabitants and to develop the country's economy. The teacher mentions economic reforms (construction of salt mines) and administrative reforms (new coin - Polish grosz, unified law) – Exercise 3. The teacher makes sure that the task has been correctly completed and provides feedback.

5. The teacher continues referring to the mind map. The teacher asks the question: What qualities of a good ruler have we not mentioned yet? The students should mention science, education, culture, etc. Next, the teacher explains that Casimir III the Great did not neglect science and art either. He founded new churches, decorated and equipped the existing ones. The following have survived to this day: the Kraków Cathedral on the Wawel Hill, the Cathedral in Sandomierz, the Collegiate in Wiślica, the Church in Niepołomice*. One of the most important achievements of Casimir III the Great was the establishment of the Kraków Academy in 1364, which was to educate future royal officials and enlightened people.

Summary

1. In conclusion, the teacher summarizes the information presented earlier and explains to the students that Casimir III the Great had no male descendant and he was the last ruler of the Piast dynasty in Poland. As a homework, the teacher asks students to do Exercise 4.

2. 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.

*Simultaneously the teacher displays on the screen photos of the presented objects from the gallery.

Summary of the most important contents of the lesson:

1. Reflection on the phrase “good/great ruler”.

2. Learning about Casimir III the Great.

3. Presentation of economic and administrative reforms of Casimir III the Great.

4. Explanation of the saying “he found Poland made of wood and left it made of stone”.

5. The ability to read and analyse a genealogical tree.

The following terms and recordings will be used during this lesson

Terms

Texts and recordings

From Poland made of wood till Poland made of stone

Casimir III the Great was the son of King Władysław I the Elbow‑high and the last Polish king from the Piast dynasty. This monarch cared for the comprehensive development of the country. On the order of the king, numerous villages and towns were established under German town law. Unification of common law was pursued (separate statutes for Lesser Poland and Greater Poland were promulgated). Casimir also carried out a monetary reform in 1338, and began to mint a penny coin. A university was established in Kraków. The King protected the Jewish population. Casimir ordered the construction of defensive castles (the so‑called Trail of the Eagles' Nests) to protect the kingdom from invasion by Czech kings who claimed the Polish crown. The ruler was also a skillful diplomat - he managed to obtain from the Czech king John of Bohemia a waiver of the rights to the Polish throne. He also negotiated a treaty with the Teutonic Order in Kalisz in 1343. Thanks to Hungary's support, he managed to join a large part of Galicia‑Volhynia into the country.