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Lesson Plan (Polish) Lesson Plan (English) with Fire and Sword a PainNg by the Eminent Historical Painter Ilya Repin (1844–1930) in the Years 1880–1891

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Lesson Plan (Polish) Lesson Plan (English) with Fire and Sword a Pain�Ng by the Eminent Historical Painter Ilya Repin (1844–1930) in the Years 1880–1891 With Fire and Sword With Fire and Sword Lesson plan (Polish) Lesson plan (English) With Fire and Sword A painng by the eminent historical painter Ilya Repin (1844–1930) in the years 1880–1891. It depicts the scene of wring a leer to the sultan in 1676. The painng was created in several versions. Following successes at internaonal exhibions, it was purchased by Tsar Alexander III. It is currently kept in Saint Petersburg. Source: Ilja Riepin, Zaporożcy piszą do sułtana tureckiego, 1880-1891, olej na płótnie, Muzeum Rosyjskie w Sankt Petersburgu, domena publiczna. Link to the lesson You will learn who the Cossacks were; what the situation of the Cossacks was in the 17th century; who led the biggest Cossack rebellion; how the Polish‐Cossack conflict ended. Nagranie dostępne na portalu epodreczniki.pl Nagranie abstraktu Zaporizhia, called the ‘Wild Fields’ in the 17th century, is an area in southeastern Ukraine, which used to be inhabited by the Cossacks. These were often fugitives prosecuted by law, peasants seeking freedom, adventurous townspeople, or noblemen deprived of their property. They were led by an ataman. The Polish king Sigismund II Augustus appreciated the combat value of the Cossacks, and issued the so‐called Cossack register. Registered Cossacks, in return for their service and struggle in defense of the Polish borders, were to receive pay. However, many of them found themselves outside the register which, among other things, led to revolts. The biggest of them was the uprising which broke out in 1648 and was led by Bohdan Khmelnytsky. Taking advantage of the growing dissatisfaction among the Cossacks, he attacked Poland. He received help from the Tatars under the command of Tugay Bey, and together with them he won in the Battles of Zhovti Vody and Korsuń. Another defeat of the Poles happened in the Battle of Pyliavtsi. Khmelnytsky managed to reach Lviv and Zamość. The breakthrough moment for the Poles was the heroic defense of Zbarazh under the command of Jeremi Wiśniowiecki. Next, the Polish army led by King John II Casimir defeated the Cossacks in the Battle of Berestechko. However, this did put an end to the conflict with the Cossacks. In 1654, by virtue of the Cossack‐Russian settlement in Pereyaslav, Ukraine came under the rule of the Tsar. This decision triggered a war between Poland and Russia. It was ended by the Truce of Andrusovo in 1667, under which Ukraine was divided into the Polish part (on the right bank of the Dnieper River) and the Moscow part (on the left bank of the Dnieper River). Poland also lost Smolensk and Kiev. Task 1 Create a crossword whose answers will be related to the Cossacks. Task 2 Compare both portraits. Answer the queson, what makes so far-reaching similarity in the way both figures are presented. Portrait of Hetman Bohdan Chmielnicki - engraved by Wilhelm Hondius (1597-1652) a Dutch arst who moved to Commonwealth in 1637 and made a series of portraits of people related to the court of Władysław IV and Jan Kazimierz. Source: Willem Hondius, domena publiczna. Task 3 Show the farthest reach of the Chmielnicki Uprising. Which urban centers of the Commonwealth were threatened by Cossacks? Chmielnicki uprising Source: Krysan Chariza i zespół, Wikimedia Commons, licencja: CC BY-SA 4.0. Exercise 1 Match the terms to the definions. the leader of the Sich, and the commander of the Cossacks., Cossacks’ military selement located on the Dnieper River., the people living on the Dnieper River, composed of fugive peasants, impoverished nobility and townsmen, as well as criminals., a kind of a Cossack war camp built of wagons arranged in a triangle or quadrangle., a nomadic people that used to live in the steppes of Central Asia (today’s Mongolia), the area by the Lake Baikal and the Black Sea., also known as the ‘Wild Fields’ in the 17th century – an area in southeastern Ukraine. Ataman Cossacks Sich Tabor (wagon fort) Tatars Zaporizhia Keywords Cossacks, Tatars, Zaporizhia 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. Ataman Nagranie dostępne na portalu epodreczniki.pl Nagranie słówka: Ataman Ataman – przywódca Siczy i dowódca Kozaków. Cossacks Nagranie dostępne na portalu epodreczniki.pl Nagranie słówka: Cossacks Kozacy – ludność mieszkająca nad Dnieprem, złożona ze zbiegłych chłopów, zubożałej szlachty i mieszczan, a także przestępców. Sich Nagranie dostępne na portalu epodreczniki.pl Nagranie słówka: Sich Sicz – kozacka osada wojskowa położona nad Dnieprem. Tabor (wagon fort) Nagranie dostępne na portalu epodreczniki.pl Nagranie słówka: Tabor (wagon fort) Tabor – rodzaj kozackiego obozu wojennego zbudowanego z wozów ustawionych w trójkąt lub czworokąt. Tatars Nagranie dostępne na portalu epodreczniki.pl Nagranie słówka: Tatars Tatarzy – koczowniczy lud zamieszkujący niegdyś stepy środkowej Azji (dzisiejsza Mongolia), obszar nad Bajkałem i Morzem Czarnym. Zaporizhia Nagranie dostępne na portalu epodreczniki.pl Nagranie słówka: Zaporizhia Zaporoże – zwane też w XVII w. Dzikimi Polami, obszar południowo‐wschodniej Ukrainy. Lesson plan (Polish) Temat: Ogniem i mieczem Adresat Uczniowie klasy VIII szkoły podstawowej Podstawa programowa XI. Rzeczpospolita Obojga Narodów i jej sąsiedzi w XVII wieku. Uczeń: 2) wyjaśnia przyczyny, cele i następstwa powstania Bohdana Chmielnickiego na Ukrainie; Ogólny cel kształcenia Uczeń dowie się o przyczynach, przebiegu oraz skutkach powstania Chmielnickiego. Kompetencje kluczowe porozumiewanie się w językach obcych; kompetencje informatyczne; umiejętność uczenia się. Kryteria sukcesu Uczeń nauczy się: kim byli Kozacy; jaka była sytuacja Kozaków w XVII wieku; kto stanął na czele największego buntu kozackiego; jak się zakończył konflikt polsko‐kozacki. 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. Prowadzący lekcję podaje temat lekcji, określa cel zajęć i wspólnie z uczniami ustala kryteria sukcesu. 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. Uczniowie wyświetlają na tablicy interaktywnej opracowane przed lekcją krzyżówki. Zadaniem pozostałych jest odgadnięcie poszczególnych haseł. Po każdej krzyżówce, w oparciu o technikę świateł, uczniowie dokonują oceny pytań (czy są jednoznaczne, logicznie sformułowane). Nauczyciel ocenia pytania pod kątem językowym i udziela informacji zwrotnej. 3. Nauczyciel wypisuje na tablicy pojęcie powstanie, a następnie w formie mapy myśli dopisuje: pucz, rewolucja, walka, zrzucenie jarzma. Po zapisaniu każdego określenia prosi uczniów o wyjaśnienie, jak rozumieją dane pojęcie. Chętni/wybrani uczniowie dopisują wyjaśnienia do mapy myśli. W razie potrzeby nauczyciel koryguje odpowiedzi. W następnym kroku nauczyciel informuje uczniów, że ich zadaniem będzie określenie, Kozacy. Wyjaśnia, że uczniowie będą pracować metodą kuli śniegowej i w rezultacie wspólnie ustalą rozwiązanie. W razie potrzeby nauczyciel wyjaśnia metodę: Uczniowie indywidualnie zapisują na kartkach własne odpowiedzi i uzasadnienia do nich. Następnie w parach porównują swoje propozycji i spisują na osobnej kartce listę swoich wspólnych rozwiązań. Uczniowie gromadzą się w czwórkach i w podobny sposób konfrontują swoje stanowiska, a zebrane rozwiązania zapisują na nowej kartce. W dalszej części lekcji uczniowie łączą się w jeszcze liczniejsze grupy, aż wobec postawionego problemu wypowie się cała klasa. Wszystkie uzgodnione na forum całej klasy odpowiedzi wraz z argumentami zostają zapisane na tablicy. 4. Uczniowie analizują galerię ilustracji i wykonują Polecenie 2. Aby odpowiedzieć na pytanie, mogą korzystać ze źródeł internetowych lub innych publikacji. Nauczyciel sprawdza poprawność odpowiedzi i udziela uczniom informacji zwrotnej. 5. Nauczyciel wyświetla mapę z Polecenia 3. Odczytuje treść polecenia i, jeśli to konieczne, wspomaga uczniów w poszukiwaniu odpowiedzi. 6. Uczniowie w parach rozwiązują Ćwiczenie 1. Nauczyciel sprawdza, czy zadanie zostało prawidłowo wykonane, i udziela uczniom informacji zwrotnej. Faza podsumowująca 1. Nauczyciel pyta: Gdyby z przedstawionego na lekcji materiału miała się odbyć kartkówka, jakie pytania waszym zdaniem powinny zostać zadane? Gdyby uczniowie nie wyczerpali najistotniejszych zagadnień, nauczyciel może uzupełnić ich propozycje. 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
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