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European Power European Power Lesson plan (Polish) Lesson plan (English) European Power Prussian Homage Source: Jan Matejko, Hołd Pruski, oil on canvas, Naonal Museum in Kraków, licencja: CC 0. Link to the lesson You will learn about the situation of Poland during the reign of the Jagiellons; with what states Poland waged wars and why. Nagranie dostępne na portalu epodreczniki.pl Nagranie dźwiękowe abstraktu Thanks to Jagiełło’s marriage with Jadwiga Anjou, the Jagiellons sat on the Polish throne, and the next marriages extended their power and authority all over the entire Central‐Eastern Europe. In the beginning of the 15th century, the war between Lithuania and the Grand Duchy of Moscow broke. In 1514, the Moscow army captured extremely important for strategic reasons Smolensk stronghold, and the great Lithuanian‐Polish victory in the Battle of Orsha stopped the march of the Moscow army to Vilnius, yet did not alter the fate of Smolensk. The second major opponent of Poland and Lithuania remained Teutonic Knights. In 1519‐1521, the last war of Poles with the Teutonic Knights was waged. After lost war with Poland, the last Grand Master of the Teutonic Order, Albert of Hohenzollern, adopted Lutheranism and transformed the monastic state into secular duchy (the Duchy of Prussia). Additionally, in 1525, he paid homage to the Polish King, Sigismund the Old. In the result of the crisis of the Monastic State in Livonia, the war for its land between the Polish‐Lithuanian Commonwealth, Russia, Sweden and Denmark broke out. The major opponent of Sigismund Augustus proved to be Ivan the Terrible. Finally, the Polish monarch did not manage to push out Russians from Livonia, and after the death of the last of the Jagiellons, Ivan IV the Terrible invaded the Polish part of Livonia capturing nearly all its castles and towns. The placement on the throne of Bohemia and Hungary of the oldest son of Casimir Jagiellon prefigured the triumph and the predomination of the Lithuanian‐Polish dynasty in Central Europe. To ensure protection against the Habsburgs, the Treaty of Vienna was signed in 1515, which guaranteed reciprocal support in case of succession in case of early death. Unexpectedly, after the Battle of Mohács, the Jagiellonian line died out and Ferdinand tried to take the throne. In Bohemia, everything went according to the arrangements, but in Hungary, the local nobles elected national candidate John Zápolya the new king. Task 1 Get acquainted with the major events of the era of Poland of the Jagiellons and organize your knowledge. Which of the events were the most important and why? Source: Hans Krell, Master of Litoměřice Altarpiece, domena publiczna. Task 2 Based on the 2 maps below, give the names of the countries and areas under the Habsburg rule. Europe at the beginning of the 16th century Source: Krysan Chariza i zespół, Wikimedia Commons, licencja: CC BY 4.0. Task 3 Describe briefly the figure of Tsar Ivan IV the Terrible as a ruler. Reconstrucon of the face of Tsar Ivan IV the Terrible, carried out in the tweneth century on the basis of the preserved skull of the ruler. Source: Shakko, licencja: CC BY-SA 3.0. Exercise 1 Match terms to definions. the Order of Brothers of the German House of Saint Mary in Jerusalem., is a voluntary combinaon of states based on mutual benefits., payment of respect, reverence to someone., the area of today’s Estonia and Latvia - from the 13th century to the midst of the 15th century - the territory of the Livonian Brothers of the Sword., the transformaon from a religious to a secular state. Union Teutonic Order Secularisaon Livonia (Polish: Inflanty) Homage Keywords Jagiellons, Teutonic Knights, Prussian Homage Glossary Tsardom of Russia Nagranie dostępne na portalu epodreczniki.pl Nagranie dźwiękowe słówka Carstwo Rosyjskie (Wielkie Księstwo Moskiewskie) – państwo będące kontynuacją Wielkiego Księstwa Moskiewskiego, powstałe w 1547 wraz z koronacją Iwana IV Groźnego na „cara Wszechrusi”. Przestało istnieć w 1721 roku na rzecz Imperium Rosyjskiego, kiedy to Piotr I przyjął tytuł cesarza‐imperatora. Union Nagranie dostępne na portalu epodreczniki.pl Nagranie dźwiękowe słówka Unia – to dobrowolny związek państw oparty na wspólnych korzyściach. Teutonic Order Nagranie dostępne na portalu epodreczniki.pl Nagranie dźwiękowe słówka Zakon krzyżacki – niemiecki zakon rycerski popularnie zwany Krzyżakami, założony w 1109 r. pod nazwą Zakonu Szpitalnego Najświętszej Marii Panny w Jerozolimie. Jego misją była opieka nad pielgrzymami niemieckimi przybywającymi do Królestwa Jerozolimskiego. W 1198 r. zakon krzyżacki przekształcił się w zakon rycerski do walki zbrojnej z niewiernymi. Secularisaon Nagranie dostępne na portalu epodreczniki.pl Nagranie dźwiękowe słówka Sekularyzacja – zeświecczenie; zmiana kościelnego charakteru pastwa na pańswo świeckie. Livonia (Inflanty) Nagranie dostępne na portalu epodreczniki.pl Nagranie dźwiękowe słówka Inflanty – tereny dzisiejszej Estonii i Łotwy; od XIII w. do połowy XVI w. terytorium państwa Kawalerów Mieczowych. Homage Nagranie dostępne na portalu epodreczniki.pl Nagranie dźwiękowe słówka Hołd – wyrażenie komuś szacunku, oddanie mu czci. Lesson plan (Polish) Temat: Europejskie mocarstwo Adresat Uczniowie klasy V lub VI szkoły podstawowej Podstawa programowa VII. Polska w XIV–XV wieku. Uczeń: 1. opisuje rozwój terytorialny państwa polskiego w XIV i XV wieku; 2. analizuje dokonania Kazimierza Wielkiego w dziedzinie polityki wewnętrznej (system obronny, urbanizacja kraju, prawo, nauka) oraz w polityce zagranicznej; 3. opisuje związki Polski z Węgrami w XIV i XV wieku; 4. wyjaśnia przyczyny i ocenia następstwa unii Polski z Wielkim Księstwem Litewskim; 5. charakteryzuje dokonania w dziedzinie polityki wewnętrznej i zagranicznej Jagiellonów w XV wieku; 6. porządkuje i umieszcza w czasie najważniejsze wydarzenia związane z relacjami polsko‐krzyżackimi w XIV–XV wieku; Ogólny cel kształcenia Uczeń zapozna się z europejskim mocarstwem polsko‐litewskim. Kompetencje kluczowe porozumiewanie się w językach obcych; kompetencje informatyczne; umiejętność uczenia się. Kryteria sukcesu Uczeń nauczy się: jak wyglądała sytuacja Polski za panowania dynastii Jagiellonów; z jakimi państwami i dlaczego Polska prowadziła wojny. 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 zajęć Faza wstępna 1. Prowadzący lekcję podaje temat lekcji, określa cel zajęć i wspólnie z uczniami ustala kryteria sukcesu. 2. Nauczyciel odtwarza nagranie abstraktu. Co jakiś czas zatrzymuje je, prosząc uczniów, by opowiedzieli własnymi słowami to, co przed chwilą usłyszeli. W ten sposób uczniowie ćwiczą słuchanie ze zrozumieniem. Faza realizacyjna 1. Lektura treści abstraktu. Nauczyciel wykorzystuje tekst do pracy indywidualnej lub w parach według następujących kroków: 1) pobieżne przejrzenie tekstu, 2) postawienie pytań, 3) dokładne czytanie, 4) streszczenie poszczególnych części tekstu, 5) powtórzenie treści lub przeczytanie całego tekstu. 2. Na podstawie informacji przedstawionych na osi czasu oraz wiadomości z dostępnych źródeł uczniowie w parach przygotowują omówienie wniosków z przeprowadzonego przez siebie śledztwa. Mają wykazać związki przyczynowo‐skutkowe między opisywanymi na lekcji wydarzeniami. Na przykład: *Zakon przegrywa wojnę z Polską > Osłabienie Państwa Zakonnego w Inflantach > Wojna o Inflanty między Polską, Rosją, Szwecją i Danią.* Następnie uczniowie prezentują swoje omówienia. Koledzy i koleżanki oceniają ich pracę, biorąc pod uwagę sposób przedstawienia wniosków oraz jasność uzasadnienia. 3. Nauczyciel wspólnie z uczniami podsumowuje dotychczasowy przebieg zajęć. 4. Nauczyciel wyświetla mapę z Polecenia 2. Odczytuje treść polecenia i, jeśli to konieczne, wspomaga uczniów w poszukiwaniu odpowiedzi. 5. Uczniowie analizują ilustrację i wykonują Polecenie 3. Aby odpowiedzieć na pytanie, mogą korzystać ze źródeł internetowych lub innych publikacji. Nauczyciel sprawdza poprawność odpowiedzi i udziela uczniom informacji zwrotnej. 6. Uczniowie w parach rozwiązują Ćwiczenie 1. Nauczyciel sprawdza, czy zadanie zostało prawidłowo wykonane, i udziela uczniom informacji zwrotnej. Faza podsumowująca 1. Nauczyciel prosi chętnego ucznia o podsumowanie lekcji z jego punktu widzenia. Pyta pozostałych uczniów, czy chcieliby coś dodać do wypowiedzi kolegi na temat wiedzy i umiejętności opanowanych na lekcji. 2. Nauczyciel wyświetla kryteria sukcesu i pyta uczniów, jak oceniają swoje umiejętności zdobyte na zajęciach. Praca domowa 1. Odsłuchaj w domu nagrania abstraktu. Zwróć uwagę na wymowę, akcent i intonację. Naucz się prawidłowo wymawiać poznane na lekcji słówka. 2. Napisz krótką notatkę dotyczącą tematów poruszanych na lekcji. W tej lekcji zostaną użyte m.in. następujące pojęcia oraz nagrania Pojęcia Tsardom of Russia Nagranie dostępne na portalu epodreczniki.pl Nagranie dźwiękowe słówka Carstwo Rosyjskie (Wielkie Księstwo Moskiewskie) – państwo będące kontynuacją Wielkiego Księstwa Moskiewskiego, powstałe w 1547 wraz z koronacją Iwana IV Groźnego na „cara Wszechrusi”. Przestało istnieć w 1721 roku na rzecz Imperium Rosyjskiego, kiedy to Piotr I przyjął tytuł cesarza‐imperatora. Union Nagranie dostępne na portalu epodreczniki.pl Nagranie dźwiękowe słówka Unia – to dobrowolny związek państw oparty
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    Annual Report 2019 Mint of Poland

    ANNUAL REPORT 2019 MINT OF POLAND Annual Report 2019 Letter from the President of the Management Board to the Shareholders of the Mint of Poland 2 Table of Contents Structure of the Capital Group of the Mint of Poland 5 Key achievements and significant events 9 Products and services of the Capital Group of the Mint of Poland 11 Financial results of individual business segments 15 • Segment – Mint products 18 • Segment – Electronic payments 24 • Segment – Real estate 28 Strategy and development prospects of the Mint of Poland 33 Characteristics of external and internal factors important for the development of the Capital Group 38 Social responsibility of the Mint of Poland 44 Consolidated statement of financial standing 46 Consolidated profit and loss statement 49 Consolidated statement of comprehensive income 50 Consolidated cash flow statement 51 Consolidated statement of changes in equity 53 Financial standing of the Capital Group of the Mint of Poland 54 Indication of unusual events affecting the financial results of the Capital Group of the Mint of Poland 58 Financial results of the Capital Group of the Mint of Poland for the years 2019 and 2018 60 Report of the Statutory Auditor 62 ANNUAL REPORT 2019 MINT OF POLAND Letter from the President of the Management Board to the Shareholders of the Mint of Poland Ladies and Gentlemen, Our ability to use competitive advantages to successfully diversify our portfolio, is one of the strongest distinguishing features of our business activity. Over the past year, we have been actively working to make the best use of our knowledge and experience, and to translate them into market empowerment in each business segment.
  • History of Lithuanian Historiography

    History of Lithuanian Historiography

    VYTAUTAS MAGNUS UNIVERSITY FACULTY OF HUMANITIES DEPARTMENT OF HISTORY Moreno Bonda History of Lithuanian Historiography DIDACTICAL GUIDELINES Kaunas, 2013 Reviewed by Prof. habil. dr. Egidijus Aleksandravičius Approved by the Department of History of the Faculty of Humanities at Vytautas Magnus University on 30 November 2012 (Protocol No. 3–2) Recommended for printing by the Council of the Faculty of Humanities of Vytau- tas Magnus University on 28 December 2012 (Protocol No. 8–6) Edited by UAB “Lingvobalt” Publication of the didactical guidelines is supported by the European Social Fund (ESF) and the Government of the Republic of Lithuania. Project title: “Renewal and Internationalization of Bachelor Degree Programmes in History, Ethnology, Philosophy and Political Science” (project No.: VP1-2.2-ŠMM-07-K-02-048) © Moreno Bonda, 2013 ISBN 978-9955-21-363-5 © Vytautas Magnus University, 2013 Table of Contents About Human Universals (as a Preface) . 5 I. Historiography and Hermeneutics: Definition of the Field . 10 Literature . 22 II. History as “Natural Histories” . 24 Nicolaus Hussovianus’ A Poem about the Size, Ferocity, and the Hunting of the Bison 28; Adam Schroeter’s About the Lithuanian River Nemunas 30; Sigismund von Herberstein’s Notes on Muscovite Affairs (as a conclusion) 31 Literature . 32 III. Proto-Historiography: Annals, Chronicles, State Official His to- riography and Letters . 34 III. 1. Annals and Chronicles . 36 Jan Długosz’s Annals or Chronologies of the Illustrious Kingdom of Poland 39; Peter of Dusburg’s Chronicles of the Prussian Lands 41; Wigand of Marburg’s New Prussian Chronicle 43; The Annals of Degučiai 44; Other Chronicles (for a History of the Historiography about Lithuania) 46 III.
  • Vladimir Hucul, the Battle of Orsha – Court Propaganda Or Chivalric Epic

    Vladimir Hucul, the Battle of Orsha – Court Propaganda Or Chivalric Epic

    RIHA Journal 0093 | 3 July 2014 The Battle of Orsha – court propaganda or chivalric epic? Volodymyr Hucul Peer review and editing managed by: Katarzyna Jagodzińska, Mi dzynarodo!e #"ntrum Kultury, Kraków / Int"rnational Cultural C"ntr", Krako! Reviewers: Juliusz #'rościcki, Mi)'ał M"n)+"l Polish version available at / Wersja polska dostępna pod adresem: (RIHA Journal 0092) "ummary The Battle of Orsha, part of the collection of the National Museum in Warsaw, an example of panel painting (1525–1535), is of paramount importance for the study of the military, as well as for the research in art history, material history, and the history of political and military elites of Central-Eastern Europe during the Renaissance. The article describes the ways Ruthenian and Lithuanian-Polish elites used material and intellectual products of chivalric culture, and tackles the problem of documentary and propagandist role of visual narrative. Since the publication of works by David Freedberg1 and Peter Burke2 the necessity to recreate the context of making, functioning, and reception of images has become evident. Daniel Arasse has further expanded methodological tools of this type of research3. However, there are still numerous artworks whose historical and social context has either remained untouched by research, or has been researched insufficiently. Repeatedly, it has led to misinterpretations of such artworks in spite of their major position in culture. The Battle of Orsha is a spectacular example of this process. #ontents Art!ork d"scri,tion A"st'"tic