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For Their Freedom For their freedom For their freedom Lesson plan (Polish) Lesson plan (English) Bibliografia: Ustawa o Prawach Wirginii z 12 VI 1776. For their freedom The capitulaon of the Brish General John Burgoyne before General Horao Gates aer the Bale of Saratoga in 1777. Source: John Trumbull, 1821, olej na płótnie, Kapitol Stanów Zjednoczonych, domena publiczna. Link to the lesson You will learn to recognize the reasons and manifestations of the involvement of Europeans in the war for American independence were; to explain who the Polish heroes of the War of Independence were; to characterize how the Poles contributed to the fight for independence of the United States. Nagranie dostępne na portalu epodreczniki.pl Nagranie abstraktu From the very beginning, European public opinion, and France in particular watched the conflict in the American colonies with great interest. The humiliation associated with the end of the Seven Years' War and the almost complete destruction of the French colonial empire had not been forgotten there. The desire for retaliation was very strong. However, direct support was limited to the actions and involvement of specific people, such as the Marquis de Lafayette, Pierre Beaumarchais. It was only the defeat of the English at Saratoga in 1777 and Franklin's skillful actions that led to the signing of two treaties by the government of Louis XVI: commercial and military‐defensive. Recognition of the new state and a mutual guarantee of the inviolability of the estate was complemented by the military alliance and the decision to wage the war until the recognition of independence of the United States. The next stages of internationalization of the conflict were the joining the coalition by Spain (1779) and the Netherlands (1780). Tadeusz Kościuszko also left for America. He became particularly famous during the siege of Saratoga and the construction of West Point fortifications. Another Pole, Kazimierz Pułaski, is considered to be the founder of American cavalry, which he owes to the commandership of a brigade of this military formation and the forming of a legion known as the „Pułaski Legion” in 1778. Exercise 1 Read the text and complete the exercise. “ Virginia Declaration of Rights of 1776 1. That all men are by nature equally free and independent and have certain inherent rights (…) 2. That all power is vested in, and consequently derived from, the people (…) 5. That the legislave and execuve powers of the state should be separate and disnct from the judiciary (…) 6. That elecons of members to serve as representaves of the people, in assembly ought to be free (…). 12. That the freedom of the press is one of the great bulwarks of liberty, and can never be restrained but by despoc governments. (…) 16. (...) all men are equally entled to the free exercise of religion, according to the dictates of conscience (...) Source: Virginia Declaraon of Rights of 1776. People with what kind of views/origin/experience found the ideas proclaimed by American colonists close to their heart and thus came from Europe to help fight for them? Supporters of the monarch's strong rule. People brought up in republican traditions, such as nobility rights and freedoms. Supporters of the views of Voltaire, Rousseau and Montesquieu. Supporters of the principles proclaimed by the Church. Opponents of the absolute rule of the sovereign. Task 1 Familiarize yourself with the history of Polish involvement in the American War of Independence. What did it entail? Source: Jan Styka, original: w:Second Connental Congress; reproducon: William Stone, domena publiczna. Task 2 Analyze the map depicng the American War of Independence. Indicate major bales with the parcipaon of Poles and sites forfied by Tadeusz Kościuszko. The American War of Independence Source: Krysan Chariza i zespół, Wojna o niepodległość Stanów Zjednoczonych, licencja: CC BY-SA 3.0. Exercise 2 Organize the achievements of famous enlistees parcipang in the fight of American colonists for freedom Transforming of the civil milia into a regular American army - establishing of a connental army, The issuing of a small army unit at his own expense, embarking it and coming to America in 1777, Decoraon awarded by the Society of the Cincinna (as one of the few foreigners), Organizing of the American cavalry legion in 1778, Congress awarded him the rank of major general., Construcon of West Point forficaons, He fought, among others, at Yorktown, Outstanding merits during the siege of Saratoga Tadeusz Kościuszko Kazimierz Pułaski Marquis de Lafayee Fridrich Wilhelm von Steuben Exercise 3 Source: Bava Alcide57, Diego Delso, Doris Antony, Jimlaneyjr, GroMar Sp. z o.o., licencja: CC BY-SA 3.0. Keywords Fortifications, Militia, Abolition movement, declaration of Independence. Glossary Forficaons Nagranie dostępne na portalu epodreczniki.pl Nagranie słówka: Fortifications Fortyfikacje – umocnienia i obiekty obronne West Point Nagranie dostępne na portalu epodreczniki.pl Nagranie słówka: West Point West Point – oficerska szkoła wojskowa w Stanach Zjednoczonych, w pobliżu Nowego Jorku Milia Nagranie dostępne na portalu epodreczniki.pl Nagranie słówka: Militia Milicja – dawniej: oddziały zbrojne powoływane do służby czynnej tylko w czasie wojny Abolion movement Nagranie dostępne na portalu epodreczniki.pl Nagranie słówka: Abolition movement Ruch abolicyjny – walka o wolność amerykańskich niewolników. declaraon of Independence Nagranie dostępne na portalu epodreczniki.pl Nagranie słówka: declaration of Independence deklaracja niepodleglości – Deklaracja głosiła prawo do ustanawiania wszelkich aktów państwowych, wypowiadania wojny i zawierania pokoju przez dawne kolonie angielskie w Ameryce Północnej. Lesson plan (Polish) Temat: Za ich wolność Adresat Uczniowie klasy VI szkoły podstawowej Podstawa programowa Klasa VI szkoły podstawowej XIV. Powstanie Stanów Zjednoczonych. Uczeń: 3) przedstawia wkład Polaków w walkę o niepodległość Stanów Zjednoczonych. Ogólny cel kształcenia Uczniowie zapoznają się z wkładem Polaków w walkę o niepodległość Stanów Zjednoczonych Kompetencje kluczowe porozumiewanie się w językach obcych; kompetencje informatyczne; umiejętność uczenia się. Kryteria sukcesu Uczeń nauczy się: rozpoznawać powody i przejawy zaangażowania Europejczyków w wojnę o niepodległość USA; wyjaśniać kim byli polscy bohaterowie wojny o niepodległość; charakteryzować wkład Polaków w walkę o niepodległość Stanów Zjednoczonych. 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 poleca uczniom zapoznanie się z tekstem źródłowym “Ustawy o Prawach Wirginii” ogłoszonej 12 VI 1776 roku (poprzedniczki Deklaracji Niepodległości). Uczniowie powinni odpowiedzieć na pytania załączone do tekstu w e‐podręczniku i przypomnieć sobie przyczyny wybuchu wojny o niepodległość. Faza wstępna 1. Nauczyciel podaje uczniom temat, cel lekcji oraz kryteria sukcesu. 2. Nauczyciel przybliża uczniom europejski wydźwięk rewolucji amerykańskiej. 3. Uczniowie w rozmowie z nauczycielem zastanawiają się, dlaczego udział w wojnie lub poparcie dla niej traktowano jako swoistą deklarację ideową przeciwko absolutyzmowi. Starają się skomentować fakt, że buntownicy walczyli tak naprawdę z najbardziej „demokratyczną” – „parlamentarną” monarchią starego kontynentu. Wykonują Ćwiczenie 1. Faza realizacyjna 1. Nauczyciel prosi uczniów o przypomnienie (na podstawie informacji z poprzedniej lekcji), jakie państwa europejskie przystąpiły do wojny po stronie kolonistów amerykańskich? Następnie uczniowie wykonują Polecenie 1. Poznają historię polskiego zaangażowania w wojnę o niepodległość. Następnie wykonują Polecenie 2. Na mapie przedstawiającej wojnę o niepodległość Stanów Zjednoczonych wskazują ważniejsze bitwy z udziałem Polaków i miejsca ufortyfikowane przez Tadeusza Kościuszkę. Nauczyciel upewnia się, że zadania zostały poprawnie wykonane, i udziela informacji zwrotnej. 2. Uczniowie wyszukują w zasobach Internetu informacje o innych niż Polacy najsłynniejszych obcokrajowcach wspierających walkę amerykańskich kolonistów. Jakiej byli narodowości? . 3. Wykorzystując uzyskaną wiedzę podczas niniejszej lekcji, uczniowie w parach wykonują Ćwiczenie 2. Faza podsumowująca 1. Uczniowie wykonują Ćwiczenie 3. Analizują pokazane w ćwiczeniu pomniki bohaterów walk o niepodległość Stanów Zjednoczonych. Szukają podobieństw i różnic. Szukają informacji o okolicznościach ich postawienia. W jaki sposób w stulecie walk zbuntowanych kolonistów amerykańskich o niepodległość rząd francuski postanowił przypomnieć o ówczesnym sojuszu francusko- amerykańskim?. 2. Nauczyciel ocenia pracę uczniów na lekcji, biorąc pod uwagę ich wkład i zaangażowanie. Może w tym celu przygotować ankietę ewaluacyjną do samooceny oraz oceny pracy prowadzącego i innych uczniów. Praca domowa 1. Nauczyciel zadaje zadanie domowe (nie jest obligatoryjną częścią scenariusza): Jakie były powody zaangażowania Francji i Hiszpanii w wojnę o niepodległość Stanów Zjednoczonych? Przeanalizuj rozdział e‐podręcznika, zatytułowany „Zemsta rywali – Francja i inne państwa przystępują do wojny”. Spróbuj przygotować 1‐2 memy tytułem komentarza do Twoich ustaleń . W tej lekcji zostaną użyte m.in. następujące pojęcia oraz nagrania Pojęcia Forficaons Nagranie dostępne na portalu
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