The song goes on - a revision lesson

The song goes on - a revision lesson Lesson plan (Polish) Lesson plan (English) The song goes on - a revision lesson

Sanders Source: Aleksander Gierymski, Piaskarze, 1887, oil on canvas, Naonal Museum in Warsaw, domena publiczna.

Link to the lesson

You will learn

to notice the differences in the lives of people in the three partitions; to describe the economic development of Polish lands under the partitions; to characterize different types of patriotic attitudes of Poles under partition.

Nagranie dostępne na portalu epodreczniki.pl

Nagranie abstraktu

After the fall of the Polish/Lithuanian Commonwealth, Poles tried to gain inpependence via armed struggle. Firstly they fought alongside Napoleon Bonaparte. After the fall of the French Emperor, Poles tried to fight their invaders on thier own, which led to uprisings. The most significant of these were the November Uprising (in 1830) and the January Uprising (in 1863), which occurred in the Russian partition. These ended with the insurgents being defeated. Poles were severely repressed by the Tsarist powers. Under the partitions, Poles did not just carry out armed uprisings and perish. Most tried to survive. They studied and worked. They focussed on organic work, the economic development of the country and nation. There were a number of grassroots educational, scientific and cultural organisations created. The spirit of self‐government was most strongly developed in Greater Poland (the Prussian partition), where Poles fought against growing Germanisation. One symbol of resistance were the school children from Września school and the peasant Michał Drzymała. During the time of the partitions, several million Poles left their homeland for good. Some left for political reasons, fearing repression after uprisings had been put down. However, the majority left for economic reasons, due to poverty and hunger, to seek a better life in exile. They mainly emigrated to western Germany, France, the United States and Brazil. Poles under the partitions were not free to develop their culture. The partitioning powers fought against Polishness by imposing Germanisation and Russification. Polish cultural life took place mainly in exile, mostly in Paris. Examples were the poet Adam Mickiewicz and the composer Frederyk Chopin. In the Russian partition, representatives of Polish culture had to deal with censorship. The only partition where Poles had a degree of freedom was Galicia (Austrian partition). In spite of all of this, in the Polish lands many great works were created, mainly aimed at the „Strengthening of Hearts”. They developed and consolidated National Identity, that was able to survive this difficult period of the partitions. This became particularly important after the January Uprising. Historical events were often used for this. The greatest figures of this era include the novelist Henryk Sienkiewicz, the playwright Stanisław Wyspiański and the painter Jan Matejko. Exercise 1

Mark the passages about the situaon of people in Galicia in the source texts.

situaon of the people in Galicia

‘Even in my childhood, our food consisted mainly of flour, mixed into a thin soup and boiled with water and a lile milk (which we called ) or with whey (); if prepared thick, it was called . To that, we had dense-boiled groats either with dried turnips or carrots or with dried fruit in the beer years. Somemes all we had was crumbled rusk mixed with warm water, seasoned with nothing but salt and garlic, and without any fat at all. Lastly, we had potatoes, if any grew, and cabbage, which was not chopped up for the winter but rather baked whole in a bread oven and pickled in barrels. Small wonder that the people on such a diet were skinny, and by spring, aer Lent, weak and scrawny.’

Stanisław Pigoń, Z Komborni w świat (From Kombornia and out into the World), Ludowa Spółdzielnia Wydawnicza, Warsaw 1983, p. 90.

Food of the people in Gręboszów corresponded to their living condions and clothing: simple, and oen insufficient nonetheless. The beauful Vistula and Dunajec rivers would flood several mes a year, and when the crops were ruined, the helpless people would go hungry throughout difficult preharvests. For lack of grain, large porons of farmland were set aside, crops were very poor, and there was not enough me to harvest and store even that. It could not be stored unl an agent of the parson had collected the the that everyone, under pain of sin, “faithfully gave to the Church”. Every tenth sheaf went to the parsonage, some were stolen, some was taken by the water, and the rest the woeful farmer drank away, so what were the hopes for decent, healthy food? (...) For breakfast in winter, sour rye soup with bread was served (...) for supper, first some cabbage (...) then pearl barley or potatoes, and finally groats, sweet or sour. Old farmers demanded bread to every meal (...). It was the most exquisite of luxuries to have scrambled eggs and dumplings with cheese, which were served only on major feast days (...). Meat was a rare occurrence, just at weddings, or if someone bred rabbits (...). This was what a good year looked like. However, if the crops were lost, if the potatoes roed away (...) those kinds of meals were out of the queson (...). Wheatgrass was harvested (...), dried bark and lime tree leaves were ground up and eaten by the poor folk (...). As soon as any fruit matured, hungry children would pick them right away. Wiek XIX w źródłach (19th Century in Sources), M. Sobańska-Bondaruk, S. Lenard (eds.), Warsaw 2002, pp. 424–425.

Task 1

Based on the source texts above, the painng by Aleksander Gierymski „The Peasant's Coffin” and the film „Life under the Parons - the Poverty Problem” that you watched at home, answer the following quesons:

What were the problems of everyday life for peasant (peasantry) families in Galicia?

What made up the basic diet for peasant (peasantry) families?

What can the term „Galician poverty” mean?

Peasant coffin Source: Aleksander Gierymski, Trumna chłopska, 1894, oil on canvas, Naonal Museum in Warsaw, domena publiczna. Exercise 2

Connect the dates and events

Duchy of Warsaw Uprising, the beginning of the Kulturkampf, Września school strike, Spring of Naons, January Uprising, Creaon of the Kingdom of Poland, November uprising, Henryk Sienkiewicza wins Nobel Prize, Krakow Uprising and Galician Revolt, the Great Emigraon begins

1807

1815

1830-1831

1831

1846

1848-1849

1863-1864

1871

1901

1905

Keywords

Galicia, National Identity, peasantry

Glossary

Galicia

Nagranie dostępne na portalu epodreczniki.pl

Nagranie słówka: Galicia Galicja – potoczna nazwa ziem zaboru austriackiego.

Galician poverty

Nagranie dostępne na portalu epodreczniki.pl

Nagranie słówka: Galician poverty

Nędza galicyjska – potoczne określenie biedy, niedostatku i zacofania w jakim żyli chłopi z obszarów Galicji.

Naonal Identy

Nagranie dostępne na portalu epodreczniki.pl

Nagranie słówka: National Identity

Tożsamość narodowa – poczucie przynależności do jakiegoś narodu. Jej pozytywnym wyrazem jest patriotyzm.

Peasant

Nagranie dostępne na portalu epodreczniki.pl

Nagranie słówka: Peasant

Włościanin – inaczej chłop – dawne określenie mieszkańca wsi zajmującego się pracą na roli.

Henhouse

Nagranie dostępne na portalu epodreczniki.pl

Nagranie słówka: Henhouse

Kurna chata –- chata bez komina, w której dym wydostaje się poprzez okna i dziury w dachu. Często jako jedno pomieszczenie, w którym mieszkali ludzi i zwierzęta. Lesson plan (Polish)

Temat: Pieśń ujdzie cało – lekcja powtórzeniowa

Adresat

Uczniowie klasy VII szkoły podstawowej

Podstawa programowa:

XX. Ziemie polskie w latach 1815–1848. Uczeń:

1. wskazuje na mapie podział polityczny ziem polskich po kongresie wiedeńskim; 2. omawia położenie Polaków w zaborach pruskim i austriackim, na obszarze ziem zabranych oraz w Rzeczypospolitej Krakowskiej;

XXIV. Ziemie polskie pod zaborami w II połowie XIX i na początku XX wieku. Uczeń:

1. wyjaśnia cele i opisuje metody działań zaborców wobec mieszkańców ziem dawnej Rzeczypospolitej – rusyfikacja, germanizacja (Kulturkampf), autonomia galicyjska; 2. opisuje postawy społeczeństwa polskiego w stosunku do zaborców; 3. opisuje formowanie się nowoczesnej świadomości narodowej Polaków.

Ogólny cel kształcenia

Uczniowie powtarzają wiadomości o życiu Polaków pod zaborami oraz o tym, jak znaczne były różnice między trzema zaborami i jakie działania podejmowali zaborcy wobec Polaków, a także o formach polskiej walki o niepodległość.

Kompetencje kluczowe

porozumiewanie się w językach obcych; kompetencje informatyczne; umiejętność uczenia się.

Kryteria sukcesu Uczeń nauczy się:

dostrzegać różnice w życiu mieszkańców trzech zaborów; opisywać rozwój gospodarczy ziem polskich pod zaborami; charakteryzować różne rodzaje patriotycznych postaw Polaków pod zaborami.

Metody/techniki kształcenia

aktywizujące dyskusja. podające pogadanka. programowane z użyciem komputera; z użyciem e‐podręcznika. praktyczne ćwiczeń przedmiotowych.

Formy pracy

praca indywidualna; praca w parach; praca w grupach; praca całego zespołu klasowego.

Środki dydaktyczne

e‐podręcznik; zeszyt i kredki lub pisaki; tablica interaktywna, tablety/komputery.

Przebieg lekcji

Przed lekcją

1. Uczniowie przypominają sobie najważniejsze wydarzenia, postacie i fakty z okresu Polski pod zaborami. 2. Uczniowie oglądają film „Życie pod zaborami. Problem biedy”.

Faza wstępna

1. Nawiązując do tematu lekcji nauczyciel prosi uczniów żeby szybko, bez zastanowienia, podali jak najwięcej haseł, które kojarzą im się z „Polską pod zaborami”. Następnie wypisuje je na tablicy. Na tym etapie nie dokonuje selekcji, notuje wszystko to co powiedzą uczniowie. 2. Nauczyciel komentuje hasła i dokonuje ich selekcji – usuwa hasła, które nie odnoszą się do powtarzanego okresu. Jeśli coś jest niezrozumiałe, prosi by autor hasła wyjaśnił dlaczego zdecydował się je wymienić. Następnie zaznaczając/zakreślając najważniejsze wydarzenia (np. powstanie listopadowe, Wielka Emigracja itp.) jednym kolorem; postacie (np. Romuald Traugutt, Adam Czartoryski, Adam Mickiewicz) innym, łączy, z pomocą uczniów, najważniejsze wydarzenia z wymienionymi datami, postaciami i hasłami.

Faza realizacyjna 1. Nauczyciel wprowadzając uczniów w temat prosi o wykonanie Ćwiczenia 1. Nauczyciel udziela informacji zwrotnej i sprawdza poprawność wykonanych zadań.. 2. Następnie uczniowie wykonują Polecenie 1. Po wykonaniu zadań nauczyciel przypomina, że to właśnie te czynniki – bieda, brak możliwości zarobku, trudności z przeżyciem determinowały Polaków z Galicji do emigracji. 3. Nauczyciel wyjaśnia różnice w rozwoju pomiędzy trzema zaborami, zwracając uwagę, że pomimo natężonej germanizacji w zaborze pruskim pod koniec XX wieku, ziemie polskie były tam najlepiej rozwinięte, a ziemianie osiągali najwyższe dochody. Następnie rozpoczyna dyskusję – dlaczego doszło do tak wielkich różnic między mieszkającymi pod zaborami Polakami? I jak myślą jakie to mogło mieć następstwa w przyszłości?.

Faza podsumowująca

1. Podsumowując lekcje nauczyciel mówi, że mimo 100 lat od odzyskania Niepodległości i blisko 150 od tamtych wydarzeń, w dalszym ciągu można zauważyć różnice w rozwoju infrastruktury w obecnej Polsce – pozostałość po okresie zaborów. Najlepszym tego przykładem jest gęstość sieci kolejowej, dzięki której można łatwo wskazać granicę rozbiorów nawet dzisiaj. 2. W ramach powtórzenia i podsumowania wiadomości uczniowie wykonują Ćwiczenie 2. Nauczyciel udziela informacji zwrotnej i sprawdza poprawność wykonanych zadań..

Praca domowa

1. Poszukaj w Internecie informacji na temat jadłospisu ludzi zamożnych w okresie XIX wieku, następnie porównaj ich dietę z dietą galicyjskiej rodziny włościańskiej. Jak duże różnice dostrzegasz? Co było uważane za luksus wśród galicyjskich chłopów a co przez ludzi zamożnych?.

W tej lekcji zostaną użyte m.in. następujące pojęcia oraz nagrania

Pojęcia

Galicia

Nagranie dostępne na portalu epodreczniki.pl

Nagranie słówka: Galicia

Galicja – potoczna nazwa ziem zaboru austriackiego.

Galician poverty Nagranie dostępne na portalu epodreczniki.pl

Nagranie słówka: Galician poverty

Nędza galicyjska – potoczne określenie biedy, niedostatku i zacofania w jakim żyli chłopi z obszarów Galicji.

Naonal Identy

Nagranie dostępne na portalu epodreczniki.pl

Nagranie słówka: National Identity

Tożsamość narodowa – poczucie przynależności do jakiegoś narodu. Jej pozytywnym wyrazem jest patriotyzm.

Peasant

Nagranie dostępne na portalu epodreczniki.pl

Nagranie słówka: Peasant

Włościanin – inaczej chłop – dawne określenie mieszkańca wsi zajmującego się pracą na roli.

Henhouse

Nagranie dostępne na portalu epodreczniki.pl

Nagranie słówka: Henhouse

Kurna chata –- chata bez komina, w której dym wydostaje się poprzez okna i dziury w dachu. Często jako jedno pomieszczenie, w którym mieszkali ludzi i zwierzęta.

Teksty i nagrania

Nagranie dostępne na portalu epodreczniki.pl

Nagranie abstraktu The song goes on - a revision lesson

After the fall of the Polish/Lithuanian Commonwealth, Poles tried to gain inpependence via armed struggle. Firstly they fought alongside Napoleon Bonaparte. After the fall of the French Emperor, Poles tried to fight their invaders on thier own, which led to uprisings. The most significant of these were the November Uprising (in 1830) and the January Uprising (in 1863), which occurred in the Russian partition. These ended with the insurgents being defeated. Poles were severely repressed by the Tsarist powers. Under the partitions, Poles did not just carry out armed uprisings and perish. Most tried to survive. They studied and worked. They focussed on organic work, the economic development of the country and nation. There were a number of grassroots educational, scientific and cultural organisations created. The spirit of self‐government was most strongly developed in Greater Poland (the Prussian partition), where Poles fought against growing Germanisation. One symbol of resistance were the school children from Września school and the peasant Michał Drzymała. During the time of the partitions, several million Poles left their homeland for good. Some left for political reasons, fearing repression after uprisings had been put down. However, the majority left for economic reasons, due to poverty and hunger, to seek a better life in exile. They mainly emigrated to western Germany, France, the United States and Brazil. Poles under the partitions were not free to develop their culture. The partitioning powers fought against Polishness by imposing Germanisation and Russification. Polish cultural life took place mainly in exile, mostly in Paris. Examples were the poet Adam Mickiewicz and the composer Frederyk Chopin. In the Russian partition, representatives of Polish culture had to deal with censorship. The only partition where Poles had a degree of freedom was Galicia (Austrian partition). In spite of all of this, in the Polish lands many great works were created, mainly aimed at the „Strengthening of Hearts”. They developed and consolidated National Identity, that was able to survive this difficult period of the partitions. This became particularly important after the January Uprising. Historical events were often used for this. The greatest figures of this era include the novelist Henryk Sienkiewicz, the playwright Stanisław Wyspiański and the painter Jan Matejko. Lesson plan (English)

Topic: The song goes on - a revision lesson

Target group

7th‐grade students of elementary school

Core curriculum

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

1. indicates on the map the political division of Polish territories after the Congress of Vienna; 2. discusses the location of Poles in the Prussian and Austrian partitions, in the area of land taken and in the Republic of Krakow;

XXIV. Polish lands under the partitions in the second half of the nineteenth and early twentieth century. Pupil:

1. explains the objectives and describes the methods of the partitioners' actions towards the inhabitants of the former Polish‐Lithuanian Commonwealth - Russification, Germanization (Kulturkampf), Galician autonomy; 2. describes the attitudes of Polish society in relation to the invaders; 3. describes the formation of a modern national consciousness of Poles.

General aim of education

The students recall the knowledge about the life of Poles during the partitions, the differences between the three partitions, the actions the partitioners took against Poles, as well as the forms of the Polish struggle for indeprendence.

Key competences

communication in foreign languages; digital competence; learning to learn.

Criteria for success The student will learn:

to notice differences in the lives of the inhabitants of the three partitions; to describe the economic development of Polish lands under partition; to characterize different types of Poles' patriotic attitudes under partition. Methods/techniques

activating discussion. expository talk. 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. Students recall the most important events, figures and facts from the period of Poland under partition. 2. Students watch the film „Życie pod zaborami. Problem biedy” from e‐textbook..

Introduction

1. Referring to the topic of the lesson, the teacher asks students to quickly and without thinking come up with as many words as they associate with the phrase „Poland under the partitions.” Then he puts them on the board. At this stage, he does not make ayn corrections, he records everything that the students say. 2. The teacher comments on the slogans and makes his selection – removes slogans that do not refer to the referenced period. If something is not understood, he asks the author of the slogan to explain it. Then he outlines the most important events (eg the November Uprising, the Great Emigration, etc.) with one color; characters (eg, Romuald Traugutt, Adam Czartoryski, Adam Mickiewicz) with another, matching, with the help of the students, the most important events with the mentioned dates, characters and slogans.

Realization

1. Teacher introducing students to the subject asks them to complete Exercise 1. The teacher provides feedback and checks the correctness of completed tasks.. 2. Then the students perform Task 1. After completing it the teacher reminds the students that it is these factors – poverty, lack of income, difficulties to survive, that made the Poles want to emigrate from Galicia. 3. The teacher explains the differences of development between the three partitions, mentioning that despite the heavy germanisation in the Prussian partition at the end of the 19th century, the Polish lands were best developed there, and the landowners achieved the highest income. Then he begins the discussion – why have there been such big differences between lives of the Poles living under the partitions? And what could have been the consequences of that in the future?.

Summary

1. Summing up the lesson, the teacher states that despite 100 years of fight for the Independence and nearly 150 years from those events, there are still differences in the development of infrastructure in present‐day Poland – the remainder of the period of the Partitions. The best example of this is the density of the railway network, thanks to which it is easy to indicate the border of partitions even today. 2. As part of the repetition and summary, students perform Exercise 2. The teacher provides feedback and checks the correctness of completed tasks..

Homework

1. Search the Internet for information on a wealthy people's menu in the 19th century, then compare their diet with the diet of a Galician peasant family. How many differences do you see? What was considered a luxury among Galician peasants and what by the wealthy?.

The following terms and recordings will be used during this lesson

Terms

Galicia

Nagranie dostępne na portalu epodreczniki.pl

Nagranie słówka: Galicia Galicja – potoczna nazwa ziem zaboru austriackiego.

Galician poverty

Nagranie dostępne na portalu epodreczniki.pl

Nagranie słówka: Galician poverty

Nędza galicyjska – potoczne określenie biedy, niedostatku i zacofania w jakim żyli chłopi z obszarów Galicji.

Naonal Identy

Nagranie dostępne na portalu epodreczniki.pl

Nagranie słówka: National Identity

Tożsamość narodowa – poczucie przynależności do jakiegoś narodu. Jej pozytywnym wyrazem jest patriotyzm.

Peasant

Nagranie dostępne na portalu epodreczniki.pl

Nagranie słówka: Peasant

Włościanin – inaczej chłop – dawne określenie mieszkańca wsi zajmującego się pracą na roli.

Henhouse

Nagranie dostępne na portalu epodreczniki.pl

Nagranie słówka: Henhouse

Kurna chata –- chata bez komina, w której dym wydostaje się poprzez okna i dziury w dachu. Często jako jedno pomieszczenie, w którym mieszkali ludzi i zwierzęta.

Texts and recordings Nagranie dostępne na portalu epodreczniki.pl

Nagranie abstraktu

The song goes on - a revision lesson

After the fall of the Polish/Lithuanian Commonwealth, Poles tried to gain inpependence via armed struggle. Firstly they fought alongside Napoleon Bonaparte. After the fall of the French Emperor, Poles tried to fight their invaders on thier own, which led to uprisings. The most significant of these were the November Uprising (in 1830) and the January Uprising (in 1863), which occurred in the Russian partition. These ended with the insurgents being defeated. Poles were severely repressed by the Tsarist powers. Under the partitions, Poles did not just carry out armed uprisings and perish. Most tried to survive. They studied and worked. They focussed on organic work, the economic development of the country and nation. There were a number of grassroots educational, scientific and cultural organisations created. The spirit of self‐government was most strongly developed in Greater Poland (the Prussian partition), where Poles fought against growing Germanisation. One symbol of resistance were the school children from Września school and the peasant Michał Drzymała. During the time of the partitions, several million Poles left their homeland for good. Some left for political reasons, fearing repression after uprisings had been put down. However, the majority left for economic reasons, due to poverty and hunger, to seek a better life in exile. They mainly emigrated to western Germany, France, the United States and Brazil. Poles under the partitions were not free to develop their culture. The partitioning powers fought against Polishness by imposing Germanisation and Russification. Polish cultural life took place mainly in exile, mostly in Paris. Examples were the poet Adam Mickiewicz and the composer Frederyk Chopin. In the Russian partition, representatives of Polish culture had to deal with censorship. The only partition where Poles had a degree of freedom was Galicia (Austrian partition). In spite of all of this, in the Polish lands many great works were created, mainly aimed at the „Strengthening of Hearts”. They developed and consolidated National Identity, that was able to survive this difficult period of the partitions. This became particularly important after the January Uprising. Historical events were often used for this. The greatest figures of this era include the novelist Henryk Sienkiewicz, the playwright Stanisław Wyspiański and the painter Jan Matejko.