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From the Ba Le of Warsaw to the Peace of Riga

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From the Ba Le of Warsaw to the Peace of Riga From the Bale of Warsaw to the Peace of Riga From the Bale of Warsaw to the Peace of Riga Lesson plan (Polish) Lesson plan (English) Bibliografia: Władimir Iljicz Lenin, [w:] tegoż, Dzieła, red. , wybór , s. 30. From the Bale of Warsaw to the Peace of Riga Polish infantry marching towards the frontline before the Bale of Warsaw Source: domena publiczna. Link to the lesson You will learn to list the most important events of the Polish–Soviet War of 1920–1921; to characterize the significance of the Battle of Warsaw; to desctibe the likelihood of carrying out the federation concept; to explain the process of expansion of Polish Army in years 1918–1920 and to evaluate the stance of Poles towards the challenges of the Fatherland. Nagranie dostępne na portalu epodreczniki.pl Nagranie dźwiękowe abstraktu. At the beginning of August 1920, the situation of the Polish state seemed hopeless. On 15 August 1920, the final and decisive Battle of Warsaw took place, and saw the defeat of the Red Army troops. The war was ended with the signing the Peace of Riga on 18 March 1921. Before that, the Vilnius dispute (the conflict between Poland and Lithuania over the Vilnius Region) was resolved. General Lucjan Żeligowski “rebelled”: he entered Vilnius and in an act of “controlled self‐determination” made this territory fall under the Polish rule. Thus the Vilnius Region was taken over (October 1920), and the Republic of Central Lithuania was created. Exercise 1 Analyse the following statement by Vladimir Lenin and the posters, and determine what both sides referred to in their propaganda. Take the text on the posters into consideraon as well. Select the irrelevant sentence. The Bolsheviks called for a worldwide revolution. The Bolsheviks presented Poles as a nation of lords and land-grabbers. The posters of both sides called for peace. The Poles emphasised that the war with Soviet Russia was a war for survival. The Poles brought attention the discrepancies between what the Bolsheviks proclaimed and what they actually did. The posters of both sides had aggressive wartime slogans. Task 1 Read the text carefully, and then take a look at the pictures in the gallery. Władimir Iljicz Lenin “ Dzieła Prowadząc ofensywę przeciwko Polsce, prowadzimy jednocześnie ofensywę przeciwko entencie, rozbijając armię polską, rozbijamy pokój wersalski, na którym opiera się cały system stosunków międzyludzkich. Source: Władimir Iljicz Lenin, [w:] tegoż, Dzieła, s. 30. ‘Hurry up, Giving more of it!’ Characters labeled as a Red Army soldier, a Polish lord, and baron Wrangel. ‘Hurry up, giving more of it to the Polish lord!’ ‘And don't forget to give some to the baron, too!’ Source: domena publiczna. Task 2 Read out from the map who commanded the Polish soldiers, and where the largest clashes took place. Explain how it was possible to amass such an army in a short period of me. The Bale of Warsaw Source: Krysan Chariza i zespół. Task 3 Learn how the co-operaon ended between Józef Piłsudski and Symon Petliura. Did Piłsudski abandon the federaon concept and his Ukrainian ally? Józef Piłsudski and Symon Petliura in Vinnitsa, Kiev Offensive, April 1920 Source: domena publiczna. Task 4 Compare the border established by the Peace of Riga with so-called Dmowski’s Line, proposed by Poland at the Paris Peace Conference. Which concept, Piłsudski’s or Dmowski’s, turned out more feasible? The fight for the borders of the Republic of Poland II Source: Krysan Chariza i zespół. Exercise 2 Name the borders menoned below: Dźwina — west of Minsk, along an arc between Rivers Berezina and Pripyat — Ostroh to Zbruch River., Grodno — Brest — east of Hrubieszów — east of Przemyśl to the Carpathian Mountains., North of Dyneburg — west of Mohylew — Mazyr – west of Kamianets-Podilskyi to the border with Romania. The course of the border Name Dźwina — west of Minsk, along an arc between Rivers Berezina and Pripyat — Ostroh to Zbruch River. Grodno — Brest — east of Hrubieszów — east of Przemyśl to the Carpathian Mountains. North of Dyneburg — west of Mohylew — Mazyr – west of Kamianets- Podilskyi to the border with Romania. Keywords exclusion, Peace of Riga, federation concept Glossary exclusion Nagranie dostępne na portalu epodreczniki.pl Nagranie dźwiękowe słówka. ekspulsja – usuwanie kogoś z jakiegos terytorium ataman Nagranie dostępne na portalu epodreczniki.pl Nagranie dźwiękowe słówka. ataman – historyczny tytuł dowódcy Kozaków. federaon concept Nagranie dostępne na portalu epodreczniki.pl Nagranie dźwiękowe słówka. koncepcja federacyjna – koncepcja zakładająca niepodległość Litwy, Ukrainy i Białorusi jako antyrosyjskiego przedmurza Polski incorporaon concept Nagranie dostępne na portalu epodreczniki.pl Nagranie dźwiękowe słówka. koncepcja inkorporacyjna – koncepcja utworzenia jednolitego etnicznie państwa narodowego Curzon Line Nagranie dostępne na portalu epodreczniki.pl Nagranie dźwiękowe słówka. linia Curzona – termin powstał od nazwiska ministra spraw zagranicznych Wielkiej Brytanii, który w 1919 roku zaproponował jej kształt, pokrywający się z granicą zachodnią Rosji po III rozbiorze Polski na linii Bugu, natomiast na południu przecinająca ziemie Rzeczypospolitej, znajdujące się od 1772 roku pod zaborem austriackim; zaproponowana granica miała mieć charakter linii rozejmowej. Peace of Riga Nagranie dostępne na portalu epodreczniki.pl Nagranie dźwiękowe słówka. Traktat ryski – traktat podpisany w Rydze 18 III 1921 przez Polskę, sowiecką Rosję i sowiecką Ukrainę, kończący wojnę polsko‐bolszewicką. OGPU Nagranie dostępne na portalu epodreczniki.pl Nagranie dźwiękowe słówka. Zjednoczony Państwowy Zarząd Polityczny – służba specjalna, zajmująca się wywiadem i bezpieczeństwem wewnętrznym w latach 1923‐1934 w Związku Sowieckim. controlled self-determinaon Nagranie dostępne na portalu epodreczniki.pl Nagranie dźwiękowe słówka. sterowane samookreślenie – nakłonienie miejscowej populacji do określenia się członkami wskazanego narodu. W tym przypadku chodziło o udzielenie Polakom zamieszkującym tereny Litwy Środkowej cichego wsparcia, którego nie można było oficjalnie powiązać z polskim rzadem, a następnie przyłączenie tych terenów do Polski. Działania były podejmowane w ten sposób, aby nie zrażać do Polski zachodnich aliantów. Lesson plan (Polish) Temat: Od bitwy warszawskiej do pokoju ryskiego Adresat Uczniowie klasy VII szkoły podstawowej Podstawa programowa Klasa VII szkoły podstawowej. XXVIII. Odrodzenie państwa polskiego po I wojnie światowej. Uczeń: 2) przedstawia proces wykuwania granic: wersalskie decyzje a fenomen Powstania Wielkopolskiego i powstań śląskich (zachód) – federacyjny dylemat a inkorporacyjny rezultat (wschód); 3) opisuje wojnę polsko‐bolszewicką i jej skutki (pokój ryski). Ogólny cel kształcenia Uczniowie poznają przebieg wojny polsko‐bolszewickiej i jej skutki (pokój ryski) oraz założenia koncepcji federacyjnej Józefa Piłsudskiego Kompetencje kluczowe porozumiewanie się w językach obcych; kompetencje informatyczne; umiejętność uczenia się. Kryteria sukcesu Uczeń nauczy się: wymieniać najważniejsze wydarzenia wojny polsko‐bolszewickiej 1920‐1921 r.; charakteryzować znaczenie bitwy warszawskiej; opisywać szanse realizacji koncepcji federacyjnej; przedstawiać proces rozbudowy Wojska Polskiego w latach 1918–1920 i oceniać postawy Polaków wobec wyzwań O jczyzny. Metody/techniki kształcenia podające pogadanka. aktywizujące dyskusja. 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. Nauczyciel prosi uczniów o powtórzenie informacji z poprzedniej lekcji o pierwszych walkach z bolszewikami i wyprawie kijowskiej. Faza wstępna 1. Prowadzący lekcję podaje temat lekcji, określa cel zajęć i wspólnie z uczniami ustala kryteria sukcesu. 2. Wyjaśnia uczniom okoliczności powołania Rządu Obrony Narodowej z Wincentym Witosem jako premierem. Nawiązując do powtórzonych przez uczniów zawczasu informacji z poprzedniej lekcji, sytuuje w czasie i przestrzeni genezę bitwy warszawskiej. Uczniowie wykonują **Ćwiczenie 1** oraz **Polecenie 1**. Analizują plakaty propagandowe z czasów wojny 1920 roku. Faza realizacyjna 1. Celem ich dalszej pracy będzie przygotowanie argumentów do dyskusji na temat szans realizacji koncepcji federacyjnej Józefa Piłsudskiego (debata „za i przeciw”). Nauczyciel wyświetla uczniom mapę przedstawiającą walkę o granice II Rzeczypospolitej i prosi o przeanalizowanie, w jaki sposób zmieniała się sytuacja na froncie wojny polsko‐bolszewickiej. 2. Następnie uczniowie w parach wykonują **Polecenie 2** (analizują przebieg bitwy warszawskiej). Po wprowadzeniu przez nauczyciela w zagadnienie rokowań polsko‐bolszewickich - wykonują **Polecenie 3** (na temat relacji między Polską a Ukraińską Republiką Ludową), **Polecenie 4** (praca z mapami) oraz **Ćwiczenie 2** (określenie przebiegu granic). Nauczyciel upewnia się, że zadania zostały poprawnie wykonane, i udziela informacji zwrotnej. 3. Nauczyciel wybiera dwoje uczniów, którzy na forum klasy poprowadzą debatę pod hasłem: Szanse realizacji koncepcji federacyjnej Józefa Piłsudskiego. Trzeci uczeń pełni funkcję sekretarza: mierzy czas wypowiedzi uczestników, pilnuje porządku dyskusji, dopuszcza chętnych do głosu. Faza podsumowująca 1. Nauczyciel wspólnie z uczniami podsumowuje dotychczasowy przebieg zajęć. 2. Nauczyciel ocenia pracę uczniów na lekcji, biorąc pod uwagę
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