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Polish–Lithuanian Commonwealth at War

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Polish–Lithuanian Commonwealth at war Polish–Lithuanian Commonwealth at war Lesson plan (Polish) Lesson plan (English) Polish–Lithuanian Commonwealth at war a hussar armour from the 17th century Source: bazylek100, XVII-wieczna zbroja husarska, Naonal Museum in Kraków, licencja: CC BY 2.0. Link to the lesson You will learn with whom Poland waged wars in the 17th century; how the Polish‐Russian war ended; what the course of the Polish‐Turkish war was. Nagranie dostępne na portalu epodreczniki.pl Nagranie abstraktu The 17th century was a period of armed conflicts for Poland, which weakened the country. One of the countries with which Poland waged war was Russia. After the death of Ivan IV the Terrible, a tsar of the Rurik dynasty, Russia faced deep crisis, uprisings and riots. This time was called as the „Time of Troubles”. This situation in the Tsardom of Russia was a consequence of the internal politics of the deceased tsar. In 1598 Tsar Feodor died, thus ending the reign of the Rurikids. The power was then seized by the boyar Boris Godunow, who was accused of murdering tsar Feodor's brother - Dmitry. However, a man calling himself Dmitri and professing to be the rightful heir to the throne returned to Russia in unclear circumstances and took over power. He married a daughter of a Polish magnate, Marina Mniszchówna. His reign had no support from his compatriots, because he did not respect Orthodox customs and surrounded himself with Polish Catholics. This led to riots in which Dmitry was slain. Power was then seized by the boyar Vasili IV of Russia. During his reign Russia lost to Poland in the Battle of Klushino and the Poles managed to occupy Smolensk and Moscow. Stanisław Żółkiewski removed Vasili IV of Russia from power and proposed the crown to the Polish prince Władysław. However, in order to become a tsar, the prince would have to convert to Orthodoxy, which he did not do. An uprising broke out against Poles, as a result of which they were driven out of Kremlin. In 1613, Michael Romanov ascended the Russian throne and began the process of state restoration. The stabilization of the situation in the country allowed the tsar to launch a new military intervention in order to try to recover Smolensk. The tsar was defeated and was forced to sign a peace treaty in Polyanovka in 1634. Władysław renounced his claim to the Russian throne, for which he received monetary compensation. In 1654, the Russian tsar broke the peace arrangements and concluded the Treaty of Pereyaslav with the Cossacks. After many years of war, in 1667, a truce was signed in Andrusovo, under which Russia regained Smolensk and Ukraine got divided between Russia and Poland. In 1686, the Treaty of Perpetual Peace was concluded in Moscow. It confirmed the provisions of the Truce of Andrusovo, ending the Polish‐Russian conflict. Another country with which Poland waged wars was the Ottoman Empire. Turkey sought to conquer the south‐eastern areas of Ukraine that belonged to Poland. In 1672, Turkey captured Kamianets‐Podilskyi. In the following years of wars with Turkey, the Poles were victorious, e.g. at the battle of Khotyn. In 1683, the army of John III Sobieski defeated the Turks commanded by Kara Mustafa at the Battle of Vienna. The Polish‐Turkish conflict ended in 1699 with the Treaty of Karlowitz, under which Poland regained Podolia with Kamianets‐Podilskyi and the right‐bank Ukraine. Task 1 Take a look at the Stephen Báthory at Pskov painng by Jan Matejko. The painng shows the recepon of the diplomac mission of Russian Tsar Ivan IV the Terrible by the king of Poland, Stephen Báthory, during the siege of Pskov. The scene itself is ficous and combines two events: the diplomac missions of the boyars aer conquering the fortress of Velikiye Luki and the truce of Yam-Zapolsky. However, the persons presented here are real. Task 2 Evaluate, taking into account the interests of the Commonwealth, acons taken by the Polish side against the Russian Tsars at the beginning of 18th century: benefits, wasted chances, threats for the future. Task 3 Answer the queson, who murdered Fiodor, son of Boris Godunov. If necessary, get help from the teacher. The murder of Fiodor, son of Borys Godunov in 1605. A painng by a Russian painter Konstanty Makowski (1839-1915), painted in 1862. Currently, the painng is in the Tretyakov Gallery in Moscow. Source: Konstann Makovsky, domena publiczna. Exercise 1 Match the terms with their definions. shock cavalry wearing heavy armour with characterisc metal wings., polical crisis in Russia in the years 1605-1613., members of the upper Ruthenian social class; great landowners., in many Muslim countries, this is the tle of the highest state officials. Boyars Polish hussars Time of Troubles Vizier Keywords Livonian War, Stephen Báthory, Jan Zamoyski, Ivan IV the Terrible Glossary Tsardom of Russia Nagranie dostępne na portalu epodreczniki.pl Nagranie słówka: Tsardom of Russia 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. Boyars Nagranie dostępne na portalu epodreczniki.pl Nagranie słówka: Boyars Bojarzy – członkowie wyższej warstwy społecznej na Rusi; wielcy właściciele ziemscy. Polish hussars Nagranie dostępne na portalu epodreczniki.pl Nagranie słówka: Polish hussars Husaria – ciężka jazda konna nosząca półzbroję z charakterystycznymi metalowymi skrzydłami. Time of Troubles Nagranie dostępne na portalu epodreczniki.pl Nagranie słówka: Time of Troubles Wielka smuta – kryzys polityczny w Rosji w latach 1605–1613. Vizier Nagranie dostępne na portalu epodreczniki.pl Nagranie słówka: Vizier Wezyr – w wielu krajach muzułmańskich tytuł najwyższych urzędników państwowych. Lesson plan (Polish) Temat: Rzeczpospolita wojuje Adresat Uczniowie klasy VI szkoły podstawowej Podstawa programowa XI. Rzeczpospolita Obojga Narodów i jej sąsiedzi w XVII wieku. Uczeń: 1. wyjaśnia główne przyczyny wojen Rzeczypospolitej z Rosją, Szwecją i Turcją; 4. sytuuje w czasie, lokalizuje i omawia najważniejsze bitwy w XVII wieku; 5. dokonuje oceny następstw politycznych, społecznych i gospodarczych wojen w XVII wieku; Ogólny cel kształcenia Uczeń utrwali informacje na temat konfliktów zbrojnych, w których brała udział Rzeczpospolitej w XVII w. Kompetencje kluczowe porozumiewanie się w językach obcych; kompetencje informatyczne; umiejętność uczenia się. Kryteria sukcesu Uczeń nauczy się: z kim Polska toczyła wojny w XVII w.; jak zakończyła się wojna polsko‐rosyjska; jaki przebieg miała wojna polsko‐turecka. 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. Uczniowie, korzystając z zasobów internetu i innych materiałów źródłowych, gromadzą ogólne informacje i ciekawostki dotyczące zakresu tematycznego zaplanowanej lekcji. Faza wstępna 1. 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. 2. Lekcja przeprowadzana metodą debaty nt. Polacy na Kremlu. Na jednym z poprzedzających spotkań nauczyciel powinien przedstawić uczniom temat, przydzielić im odpowiednie role i w razie potrzeby wyjaśnić metodę. Podczas przygotowania do debaty uczniowie powinni korzystać z informacji zawartych w abstrakcie oraz innych źródeł, a także współpracować podczas przygotowywania argumentacji. 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. Analiza ilustracji interaktywnej. Uczestnicy zajęć zapoznają się z treścią przedstawioną na grafice. Następnie nauczyciel omawia z uczniami poznane zagadnienia.. 3. Nauczyciel wspólnie z uczniami podsumowuje dotychczasowy przebieg zajęć. 4. Uczniowie wykonują Polecenie 2. Swoją odpowiedź przygotowują pisemnie. Nauczyciel kontroluje poprawność wypowiedzi, uzupełniając ją w razie konieczności o dodatkowe wiadomości. 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 krótko przedstawia najważniejsze zagadnienia omówione na zajęciach. Odpowiada na dodatkowe pytania podopiecznych i wyjaśnia wszelkie ich wątpliwości. Uczniowie uzupełniają notatki. 2. Nauczyciel omawia przebieg zajęć, wskazuje mocne i słabe strony pracy uczniów, udzielając im tym samym informacji zwrotnej. Praca domowa 1. Odsłuchaj w domu nagrania abstraktu. Zwróć uwagę na wymowę, akcent i intonację. Naucz się prawidłowo wymawiać poznane na lekcji słówka. 2. Wykonaj w domu notatkę z lekcji, np. metodą sketchnotingu. W tej lekcji zostaną użyte m.in. następujące
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  • Compilation and Translation Final Version

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    Compilation and Translation Johannes Widekindi and the Origins of his Work on a Swedish-Russian War Vetushko-Kalevich, Arsenii 2019 Document Version: Publisher's PDF, also known as Version of record Link to publication Citation for published version (APA): Vetushko-Kalevich, A. (2019). Compilation and Translation: Johannes Widekindi and the Origins of his Work on a Swedish-Russian War. Lund University. Total number of authors: 1 Creative Commons License: Unspecified General rights Unless other specific re-use rights are stated the following general rights apply: Copyright and moral rights for the publications made accessible in the public portal are retained by the authors and/or other copyright owners and it is a condition of accessing publications that users recognise and abide by the legal requirements associated with these rights. • Users may download and print one copy of any publication from the public portal for the purpose of private study or research. • You may not further distribute the material or use it for any profit-making activity or commercial gain • You may freely distribute the URL identifying the publication in the public portal Read more about Creative commons licenses: https://creativecommons.org/licenses/ Take down policy If you believe that this document breaches copyright please contact us providing details, and we will remove access to the work immediately and investigate your claim. LUND UNIVERSITY PO Box 117 221 00 Lund +46 46-222 00 00 Compilation and Translation Johannes Widekindi and the Origins of his Work on a Swedish-Russian War ARSENII VETUSHKO-KALEVICH FACULTY OF HUMANITIES AND THEOLOGY | LUND UNIVERSITY The work of Johannes Widekindi that appeared in 1671 in Swedish as Thet Swenska i Ryssland Tijo åhrs Krijgz-Historie and in 1672 in Latin as Historia Belli Sveco-Moscovitici Decennalis is an important source on Swedish military campaigns in Russia at the beginning of the 17th century.
  • Governance on Russia's Early-Modern Frontier

    Governance on Russia's Early-Modern Frontier

    ABSOLUTISM AND EMPIRE: GOVERNANCE ON RUSSIA’S EARLY-MODERN FRONTIER DISSERTATION Presented in Partial Fulfillment of the Requirements for the Degree Doctor of Philosophy in the Graduate School of The Ohio State University By Matthew Paul Romaniello, B. A., M. A. The Ohio State University 2003 Examination Committee: Approved by Dr. Eve Levin, Advisor Dr. Geoffrey Parker Advisor Dr. David Hoffmann Department of History Dr. Nicholas Breyfogle ABSTRACT The conquest of the Khanate of Kazan’ was a pivotal event in the development of Muscovy. Moscow gained possession over a previously independent political entity with a multiethnic and multiconfessional populace. The Muscovite political system adapted to the unique circumstances of its expanding frontier and prepared for the continuing expansion to its east through Siberia and to the south down to the Caspian port city of Astrakhan. Muscovy’s government attempted to incorporate quickly its new land and peoples within the preexisting structures of the state. Though Muscovy had been multiethnic from its origins, the Middle Volga Region introduced a sizeable Muslim population for the first time, an event of great import following the Muslim conquest of Constantinople in the previous century. Kazan’s social composition paralleled Moscow’s; the city and its environs contained elites, peasants, and slaves. While the Muslim elite quickly converted to Russian Orthodoxy to preserve their social status, much of the local population did not, leaving Moscow’s frontier populated with animists and Muslims, who had stronger cultural connections to their nomadic neighbors than their Orthodox rulers. The state had two major goals for the Middle Volga Region.