Topic: In the shadow of the Big Three. Polish interests during World War II

Target group

8th‑grade students of elementary school

Core curriculum

XXXIII. World War II and its stages. Pupil:

4) lists the main decisions of the big three conference (Tehran, Yalta, Potsdam);

5) presents the immediate effects of World War II, including the problem of changing borders and population displacement.

XXXV. Polish case during World War II. Pupil:

1) presents the circumstances of the uprising and discusses the activities of the government of the Republic of Poland in exile;

2) places Polish formation in time and space on various fronts and areas of the ongoing war;

3) presents the policy of the great powers to the Polish cause during World War II.

General aim of education

Student learns what the Polish case was and about the fate of Polish territories during World War II.

Key competences

• communication in foreign languages;

• digital competence;

• learning to learn.

Criteria for success
The student will learn:

• to notice what were the most important events of the Second World War;

• characterize events directly related to Polish lands and Poles during World War II;

• explain the territorial changes that took place between 1939 and 1945;

• explain why Poland found itself in the Soviet sphere of influence;

• wyjaśniać dlaczego wielu Polaków nie powróciło do kraju po wojnie.

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 students explain the circumstances of the aggression against Poland in September 1939 and the fate of Polish lands during World War II.

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 begins a brainstorming session by asking students about the most important events of World War II. Then, referring to the students' answers, he shows in which of these events Polish soldiers took part – such as the war in Africa (Tobruk -- Independent Carpathian Rifle Brigade; Battle for England – Squadron 302 and 303 etc.). Students carry out ** Exercise 1 **.

Realization

1. The teacher reminds the students what happened to the Polish authorities after the defeat of the defensive war in Poland and what the Polish case during the Second World War looked like. Students carry out ** Exercise 2 **. The teacher draws attention to the change of relations after June 22, 1941 and the establishment of Polish‑Soviet relations and explains the difficulties in cooperation with the USSR. Students carry out ** Exercise 3 **.

2. The teacher explains the significance of the Katyn massacre and the Katyn lie on cooperation with the Soviets and the fate of Anders's army in the USSR. He points out that General Anders has failed to evacuate all willing Poles. Students perform ** Exercise 4 **.

3. Next, the teacher introduces the students to the battles of the Polish soldiers on the fronts of World War II. He emphasizes that despite the September defeat, the Poles did not give up and fought the Germans in every possible place. He points out that Polish troops fighting alongside allied armies constituted the fourth largest Allied force. Students carry out ** Task 1 **.

4. The teacher points out that despite the huge contribution to the victory over Hitler, Poles had virtually no influence on what the situation in Europe and the world would look like after the war. He explains to students the importance of conferences and decisions of the Big Three. He asks that the students to pay attention to the answers in ** Exercise 2 **. Then he explains why many Poles have decided to not return to Poland after the Second World War, including gen. Maczek and gen. Anders. Students carry out ** Exercise 5 **.

Summary

1. The teacher sums up the lesson and introduces students to the political and territorial effects of World War II in relation to Poland.

2. Students perform **Task 2**, **Exercise 6** and **Exercise 7**. The teacher makes sure that the tasks have been correctly completed and gives feedback.

Homework

1. The teacher tasks students with homework: Poland and Poles after the Second World War found themselves in the „winners' camp”, triumphant over the German army and winning the war. However, many Poles thought that despite the end of fights, they were not winners at all. Think about what that means..

The following terms and recordings will be used during this lesson

Terms

Texts and recordings

In the shadow of the Big Three. Polish interests during World War II

Theoretically, Poland was among the winners of World War II. However, not Poles but the leaders of superpowers (United States, Soviet Unit and United Kingdom) decided about the post‑war shape of the country. At the conferences in Tehran (1943), Yalta and Potsdam, it was agreed that Poland will be in the Soviet sphere of influence.

The land lost to the USSR in 1939 has never come back to Poland. In return, Poland received – at the expense of Germany – Lower Silesia, Western Pomerania, Warmia and Masuria.