Topic: Great Emigration

Author of the script: Monika Piotrowska‑Marchewa

Target group

7th grade student of elementary school (new core curriculum) or 3rd grade student of middle school (old core curriculum).

Core curriculum

7th grade

XX. Polish lands in the years 1815‑1848. Student:

5) characterizes the main trends and figures of the Great Emigration.

3rd grade

34. The society of the former Republic of Poland during the national uprisings. Student:

4) characterizes the main trends and figures of the Great Emigration.

The general aim of education

Students will learn about the main trends and figures of the Great Emigration.

Key competences

• communication in the mother tongue;

• communication in foreign languages;

• learning to learn;

• social and civic competences.

Learning outcomes

Student:

• lists the main trends and figures of the Great Emigration;

• describes the achievements of Poles in exile after the fall of the January Uprising.

• analyze and evaluate the impact of the Great Emigration on the European political movement and the native conspiratorial environment.

Methods/techniques

• exposing methods: traditional lecture, explanations and comments from the teacher;

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

• problematic methods: activating methods: discussion;

• practical methods: exercises concerned, working with text and iconographic material.

Forms of work

• collective activity;

• activity in pairs or in groups;

• individual activity.

Teaching aids

• computers with Internet access;

• notebook and crayons/ felt‑tip pens;

• materials from e‑textbook;

• interactive whiteboard or large screen with a projector to display the content of the e‑textbook for the whole class.

Before classes

The teacher asks the students to recall the circumstances of the fall of the November Uprising and the situation just after the Uprising.

Lesson plan overview (Process)

Introduction

1. The teacher explains to the students the lesson objective and the criteria for success.

2. The teacher refers to the tasks assigned to the students before the lesson. The teacher asks what was Europe's attitude towards the insurgents after the fall of the Uprising. Why did the choice of France as a place of emigration seemed to be the best for Poles after the fall of the November Uprising? What were the issues being subject to disputes among Polish emigrants? What did Adam Mickiewicz think about the emigrants? During the discussion with the students, the teacher uses a map: http://www.epodreczniki.pl/reader/c/223240/v/latest/t/student‑canon/m/tEgOarQIrl#tEgOarQIrl_0000000P Asking the questions, the teacher remembers to formulate them as key questions.

Realization

3. The teacher gives a lecture with elements of discussion: the teacher presents the students with the social composition and main political directions of the Great Emigration. The teacher discusses the views of Democrats (including the Polish Democratic Society), conservatives (the camp of Prince Adam Czartoryski) and radicals.

4. The teacher asks students to fulfil Instruction 1: students listen to the recording (they can also read the text in the abstract) and analyse what characters are shown in Teofil Kwiatkowski's painting. The teacher explains the symbolism of the painting. Then, the teacher divides the students into 6 groups. Each group is asked to find, in English language materials published on the Internet, information on the greatest achievements of Adam Mickiewicz, Fryderyk Chopin, Adam Jerzy Czartoryski and Anna Czartoryska, Juliusz Słowacki, Cyprian Norwid, Zygmunt Krasiński. Then, the teacher asks the groups to present their characters briefly to the whole class. The other students write down the most important information.

5. Then the students fulfil Instruction 2. They tell about the diplomatic activities of Prince Adam Czartoryski.

6. When doing exercises and instructions, the teacher uses tents or a set of cards in three colours: green, yellow and red. Students use the cards to indicate to the teacher whether they are having difficulty in fulfilling the instructions (green – I’m doing great, yellow – I have some doubts, red – I need help).

Summary

7. Students do Exercise 1 and Exercise 2. The teacher checks the results by asking questions to the volunteers. Finally, the students do the puzzle (Exercise 3).

8. The teacher gives homework for volunteer students (it is not an obligatory part of the script): to collect information about Michał Czajkowski (Mehmet Sadyk Pasha) and his role in the diplomacy of Prince Adam Czartoryski in the form of a poster.

9. The teacher assesses the students’ work during the lesson taking into account their contribution and involvement. The teacher gives the students feedback on their work.

The following terms and recordings will be used during this lesson

Terms

Texts and recordings

In European salons. Great Emigration

The emigration movement of the Polish population in the first half of the 19th century is called the Great Emigration, and its immediate cause was the fall of the November Uprising. It was a unique phenomenon on a European scale. This was determined by its social and professional composition as well as worldviews. Former activists of the Patriotic Society established the Polish National Committee in exile. It was led by Joachim Lelewel. A significant role in the history of Polish emigration was played by the Polish Democratic Society (TDP), founded in 1832 by several activists, led by Wiktor Heltman. Polish emigrants residing in England, who became famous for the creation of an organization called Gromady Ludu Polskiego were characterised by extreme left political agenda. There was also a conservative group of immigrants, led by Prince Adam Jerzy Czartoryski. Part of the environment considered him as a future king of reborn Poland. The group of his supporters took the name of Lambert Hotel.