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DOCUMENT RESUME ED 374 022 SO 023 314 TITLE Poland. A Selection of Teaching Materials. INSTITUTION American Federation of Teachers, Washington, D.C.; Educational Excellence Network, Washington, DC.; Freedom House, Inc., New York, N.Y. PUB DATE [90] NOTE 71p.; For related item, see SO 023 313. AVAILABLE FROMEducation for Democracy Project, American Federation of Teachers, 555 New Jersey Avenue, N.W., Washington, DC 20001. PUB TYPE Guides Classroom Use Teaching Guides (For Teacher) (052) EDRS PRICE MF01/PC03 Plus Postage. DESCRIPTORS *Democracy; *European History; Foreign Countries; *History Instruction; Instructional Materials; Maps; Poetry; Secondary Education; Social Change; Social Studies IDENTIFIERS *Poland ABSTRACT This document is a collection of supplemental classroom materials on Poland to be photocopied for use in secondary schools in conjunction with the Education for Democracy's Classroom-To-Classroom project. The materials offer an historical framework for considering current events, as well as some insight into the events, ideas, issues, and personalities that have propelled Poland's successful movement towards democracy. A timeline and maps are included to give a basic historical context. Editorial cartoons, a resource guide, and suggested classroom activities also are included. The three maps included are:(1) central Europe, pre-World War I;(2) central Europe, post-World War II; and (3) Poland's shifting frontiers. The timeline stretches from 966 AD to 1991. Readings, grouped in five sections are:(1) a short history "The People Versus the Party" (Leopold Ungr);(2) excerpts from two Histories on Solidarity: "The Polish Revolution: Solidarity" (Timothy Garton Ash) and "Heart of Europe: A Short History of Poland" (Norman Davies);(3) four Notes from the Underground from 1982; (4) Voices: "The Books of the Polish Nation" by national poet Adam Mickiewicz, "Poem for Adults" (Adam Wazyk), "If You Insist of Screaming Do It Quietly" and "Write Legibly" (Stanislaw Baranczak) and "Report from the Besieged City" (Zbignew Herbert);(5) Change is Comprised of five articles dealing with the internal forces that make change possible: "A Nego.iated Settlement" (Jackson Diehl, "The Polish Kakeidoscope of 1989," in "Captive Minds: A Journal of Information and Opinion on Eastern Europe," "The Age of Solidarity" (Adrian Karatnycky), "Missing the Vote" (Maria Balinska), and "Polish Politics: Wale.a Runs for President (Adrian Karatnycky). Contains 28 references. (DK) ************* ******************************************************* Reproductions supplied by EDRS are the best that can be made * * from the original document. *********************************************************************** E U M Q U.S. DEPARTMENT OF EDUCATION Oftrce of Educatinnsi Research and improvement EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC> POLAND Travilesidocument has beenreproducedas received from the person or organization originating it 12 Minor changes have been made to improve ,aproducbon quality Porn! s of vieworopenlon5 stated m th.s clocu ment do not necessaniy represent °Moat A OERI positron or policy SELECTION "PERMISSION TO REPRODUCE THIS OF TEACHING MATERIAL HAS BEEN GRANTED BY MATERIALS /17 1-4747-4( TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC)." "It was realism which told us that one could not build enduring peace based on injustice and slavery. We learned this throughour Polish experiences, but this is in fact a universal formula valid everywhere, inevery geographical latitude and in every culture. ...Peace has to be the work of free people who speak for themselves." LECH WALESA, November 14, 1989 before the AFL-CIO in Washington, DC A M E R (C. A N; D E,R A N: 0 F.fi. E A.c C. 2 BEST COPY AVAILABLE NOTE TO TEACHERS These supplemental classroom materials on Poland The entire packet can be handed out at one were produced by the American Federation of time, with students given two or three weeks to Teachers to be photocopied for use in secondary read the unit. One or two classes can be devoted schools in conjunction with the Education for to discussion, and students can then be asked to Democracy's Classroom-To-Classroom project. choose an acti7ity as a long-term project. Recent events in Eastern Europe mark a major change in the post-World WarII world.After In Worid History or European History courses, decades of Soviet domination and communist dic- sections can be assigned as additional reading, tatorship, Eastern European countries are demanding scheduled to coincide with historical periods in and achieving democracy, human rights and an end to the general course of study. Essays answering the Soviet Union's military presence. the section questions, or activities could be as- The democratic revolutions in Eastern Europe signed, perhaps as extra credit. should help American students gain a greater ap- preciation of and interest in the subject of history and For students in World History, 1 ropean His- attain a deeper understanding of the ideas and prin- tory or Current Affairs courses wt.wish to do ciples of democracy, for which millions of Eastern a term paper or project on Easter,. Europe, Europeans have risked their lives. both the packet and the resource guide can be We hope that this collection of materials on Poland offered. will offer an historical framework for considering cur- rent events, as well as some insight into the events, One or two reading selections from each section ideas, issues, and personalities that have propelled can be assigned to students. In American His- Poland's successful movement towards democracy. A tory courses, this could be done either to coin- timeline and maps are included to give a basic histori- cide with the historical period in the general cal context. Editorial cartoons, a resource guide, and course of study, or as supplemental material suggested classroom activities are also included. when U.S. foreign policy or U.S.-Soviet rela- Materials were designed to be used in American tions are being discussed. History, European History, World History, Area Studies or Current Affairs courses. We have tried to We hope that the series of materials will be a useful design the packet to be flexible enough to be used in contribution to the historical, current affairs and many different ways. Some suggestions are: primary source resources available to U.S. educators. Suggestions and comments from teachers are wel- Using the material as a unit to be completed in come, please send them to: one week to a week and a half. The timeline and maps can be handed out the first day, with each Education For Democracy Project section as assigned reading for succeeding clas- American Federation of Teachers ses.Section questions can be used for 555 New Jersey Avenue, N.W. homework, and students can be asked to pick Washington, D.C. 20001 one activity as a long-term project. about the education for democracy project Education for Democracy, a joint project of the by more than 150 prominent Americans. Its purpose American Federation of Teachers, the Educational is to encourage schools to impart to students the learn- Excellence Network and Freedom House, was ing necessary for an informed, reasoned allegiance to launched in 1987 with a statement of principles signed the ideals and practices of a democratic society. 3 fitST COPY AVAILABLE CENTRAL EUROPE Russian Empire PRE-WORLD WAR I POST-WORLD WAR II Warsaw Pact Member States 4 POLAND GOVERNMENT: Transitional democracy. CAPITAL: Warsaw. SIZE: 120,725 square miles; slightly smaller than New Mexico. POPULATION: 38,169,841 (1989). RELIGION: 95% Roman Catholic, 5% Other. ETHNIC GROUPS: 98.7% Polish, .6% Ukrainian, .7% Other. LABOR FORCE: 44% Industry, 30% Agriculture, 11% Services, 15% Other. TIMELINE 966 Prince Mieszko converts to Roman Catholicism and establishes Poland as a Christian Kingdom in the heart of Eastern Europe. An established community of Polish-Jews already exists and continues to grow throughout the centuries. 1308 The Germanic Teutonic Knights, invited into the Polish-ruled lands along the Baltic Sea to pacify and convert the pagan population, conquer and seize the territory. The Baltic inhabitants -- Prussians -- are quickly decimated and replaced by a Germanic population who are also called "Prussians." Periodic battles between the Poles and the Teutonic Order continue for several centuries. 1386 Wladyslaw Jagiello, Grand Duke of Lithuania, converts to Christianity to marry Jadwiga, Queen of Poland, thus uniting the two nations. 1573 The Polish nobility are among the first in Europe to establish limitations on the power of the monarchy. From 1573 to 1764, the nobility (10% of the population) elects Polish kings through the Parliament (Sejm). 1655 Sweden invades Poland and captures the capital and half of the country's territory. The Swedes are turned back at the monastery of Czestochowa, turning the tide of the war. "The Black Madonna," the icon of the monastery, is credited with the victory and thereafter becomes a national shrine. 1677 One of several Polish-Russian wars comes to an end; Poland's frontiers shift to the west. 5 1674 Jan III Sobieski is elected king. In1683,he becomes a hero throughout Europe by his daring rescue of Vienna from the advancing Ottoman Empire. 1791 For several years, Poland is beset by internal instability. On May 3, 1791, in a last attempt to protect itself from its powerful neighbors, Poland adopts a democratic constitution. It is the second country, after the United States, to do so. 1793-95 The three great empires that surround Poland -- Russia, Prussia, and Austria-- continue to encroach on Polish sovereignty. Through a 1772 treaty, known as "the first partition," Poland had already lost 20% of its population and 25% of its territory.In 1793 and 1795, the second and third partitions completely erase Poland as an independent nation. The Poles become a subject people of the three empires. 1807 Napoleon of France defeats the Prussian Empire and creates the Grand Duchy of Warsaw from Prussian-occupied Poland. Krakow and western Galicia are added in 1809 after his defeat of the Austrian Empire.
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  • Introduction to Poland's Permanent Revolution Jane Leftwich Curry Santa Clara University, Jcurry@Scu.Edu

    Introduction to Poland's Permanent Revolution Jane Leftwich Curry Santa Clara University, [email protected]

    Santa Clara University Scholar Commons Political Science College of Arts & Sciences 12-28-1995 Introduction to Poland's Permanent Revolution Jane Leftwich Curry Santa Clara University, [email protected] Follow this and additional works at: http://scholarcommons.scu.edu/poli_sci Part of the Political Science Commons Recommended Citation Curry, J. L. (1995). Introduction. In J. L. Curry & Fajfer, Luba (Eds.), Poland’s Permanent Revolution: People Vs. Elites, 1956 to the Present (pp. 1–16). Rowman & Littlefield. Copyright © 1995. Reproduced by permission of Rowman & Littlefield. All rights reserved. Please contact the publisher for permission to copy, distribute or reprint. This Book Chapter is brought to you for free and open access by the College of Arts & Sciences at Scholar Commons. It has been accepted for inclusion in Political Science by an authorized administrator of Scholar Commons. For more information, please contact [email protected]. Introduction Jane Leftwich Curry he political history of Poland since World War II and the Communist takeover has been one in which crisis followed crisis. Even when there Twas more than a decade before the next crisis, "normalcy" was never fully "normal." Instead, the institutions and their responses were structured by the previous crisis and constantly shaded by storm clouds for the next. In 1956, 1970, and 1980, Poles successfully "voted with their feet" and ousted their lead­ ers. In 1968 and 1976, the crises were less systemic: specific groups revolted over specific policies. As a result, even though Wladyslaw Gomulka in 1968 and Edward Gierek in 1976 retained their leadership for a while, the system was weakened and put on the defensive, so that it fell quickly when Poles returned to the streets in 1970 and 1980.