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Poland's First King Boleslav I the Brave – Poland’s first king Boleslav I the Brave – Poland’s first king Lesson plan (Polish) Lesson plan (English) Boleslav I the Brave – Poland’s first king Boleslav the Brave Source: Benoit Farjat, Bolesław Chrobry, ok. 1702, miedzioryt, Biblioteka Narodowa, domena publiczna. Link to lesson You will learn talk about the history and significance of the Congress of Gniezno; characterize the figure of Saint Wojciech; explain that in different historical periods the hierarchy of values has changed and what once was right, today may have a completely different meaning; talk about the complex nature of the social division of labor and the roles of some social groups in Piast Poland. Nagranie dostępne na portalu epodreczniki.pl Nagranie abstraktu Boleslav, nicknamed the Brave, was the son of Mieszko I and Doubravka. He consolidated Christianity in Poland. He also helped organise a Christianising Mission to lands inhabited by Prussian tribes (today’s Warmia and Masuria). The mission was led by the Bohemian bishop Adalbert. The Prussians killed Adalbert, and Boleslav bought out his remnants and buried them in Gniezno. Soon thereafter, Adalbert was canonised as saint by the Church. In 1000, Emperor Otto III made an official pilgrimage to the saint’s grave. The Polish Duke received the Emperor in Gniezno and hosted him with great honours. Otto III honoured Boleslav by placing his imperial diadem on the Polish Duke’s head. This gesture was is interpreted as the Emperor’s consent to Boleslav’s coronation as king. At the Congress of Gniezno, Gniezno was raised to the rank of archbishopric. Three subordinate bishoprics were established in Wrocław, Cracow, and Kołobrzeg. Otto III died soon afterwards, however, and Polish‐German relations deteriorated. Throughout his rule, Boleslav I the Brave waged wars against his neighbours and conquered new lands. In 1025, he ultimately affected the coronation and became the first Polish king. Soon thereafter, he died. Exercise 1 The Gniezno Doors is a kind of medieval comic book of bronze, telling the story of St. Adalbert. Look at the illustraon and check what informaon has been placed in its carved parts. Gniezno Doors Source: FALKENSTEINFOTO / Alamy, tylko do użytku edukacyjnego na epodreczniki.pl. Exercise 2 Listen to the recording and mark the correct answer. Nagranie dostępne na portalu epodreczniki.pl Source: Kevin MacLeod, Plaint, licencja: CC BY 3.0. Nagranie lektorskie Oo III had an important reason to visit Prince Boleslav I the Brave. He wanted to unite Europe on the model of the former Roman Empire. The new European empire was to include four provinces: Italy, France, Germany and the Slavic lands, that is countries inhabited by Slavs. During a convenon in Gniezno, the emperor discussed this idea with Boleslav I the Brave. The ambious Polish prince was to become the ruler of all Slavdom. Therefore, during the Coronaon of the First King convenon in the year 1000, the emperor Source: Jan Matejko, Coronaon of the First King, 1838- symbolically placed his own diadem on 1893, olej na desce dębowej, Muzeum Narodowe w Warszawie. Boleslav's head. Unfortunately, nothing came of the plans to unite Europe, because soon aerwards the emperor died. But the idea of the royal crown for the Piast prince survived. Finally, in a favourable polical situaon, a quarter of a century later, in the spring of 1025, Boleslav I the Brave was anointed as King of Poland. This first coronaon in the history of Poland was an important polical act. It stressed the independence of the young Polish state. Poland began to be defined and described as a kingdom. Let's remember about it when we look at the Polish state emblem. The crown on the head of the White Eagle reminds us of this important event from a thousand years ago. Aer the coronaon of Boleslav I the Brave: He became the ruler of the entire Slavic region. Poland began to be treated as an independent state. Europe has united. Exercise 3 Language pracce. Match pairs: English and Polish. misja chrysanizacyjna, dworzanie, wojownicy, pielgrzymka, koronacja, zjazd gnieźnieński, diadem cesarski chrisanizaon mission pilgrimage Congress of Gniezno imperial diadem coronaon courers warriors Keywords Boleslav I the Brave, Chrobry, Saint Adalbert, coronation, king, christianization Glossary Chrisanizaon mission Nagranie dostępne na portalu epodreczniki.pl Nagranie słówka: Christianization mission misja chrystianizacyjna – misja polegająca na upowszechnianiu chrześcijaństwa wśród pogan imperial diadem Nagranie dostępne na portalu epodreczniki.pl Nagranie słówka: imperial diadem diadem cesarski - opaska na głowę wykonana ze złota lub srebra, będąca oznaką władzy coronaon Nagranie dostępne na portalu epodreczniki.pl Nagranie słówka: coronation koronacja – uroczystość, w czasie której na głowę władcy nakładano koronę, a jego samego namaszczano świętymi olejami Congress of Gniezno Nagranie dostępne na portalu epodreczniki.pl Nagranie słówka: Congress of Gniezno Zjazd gnieźnieński pilgrimage Nagranie dostępne na portalu epodreczniki.pl Nagranie słówka: pilgrimage pielgrzymka Lesson plan (Polish) Temat lekcji: Życie w państwie Bolesława Chrobrego. Zjazd gnieźnieński Autorka scenariusza: Katarzyna Kuczyńska Adresat: Uczeń IV klasy szkoły podstawowej Podstawa programowa II. Najważniejsze elementy polskiego dziedzictwa kulturowego. Uczeń: 3. wiąże najważniejsze zabytki i symbole kultury polskiej z właściwymi regionami. IV. Postacie i wydarzenia o doniosłym znaczeniu dla kształtowania polskiej tożsamości kulturowej. Uczeń sytuuje w czasie i opowiada o: 2. Bolesławie Chrobrym – pierwszym królu – i zjeździe w Gnieźnie. Ogólny cel kształcenia Uczeń poznaje okoliczności koronacji Bolesława Chrobrego na króla Polski oraz zjazdu gnieźnieńskiego. Kształtowane kompetencje kluczowe porozumiewanie się w języku ojczystym; porozumiewanie się w językach obcych; umiejętność uczenia się; kompetencje społeczne i obywatelskie; Cele operacyjne Uczeń nauczy się: opowiadać o historii i znaczeniu zjazdu gnieźnieńskiego; charakteryzować postać św. Wojciecha; wyjaśniać, że w różnych okresach historycznych zmieniała się hierarchia wartości i to, co kiedyś było słuszne, dzisiaj już może mieć zupełnie inne znaczenie; opowiadać o złożonym charakterze społecznego podziału pracy i rolach niektórych grup społecznych w Polsce piastowskiej. Metody/techniki kształcenia metody programowane: z wykorzystaniem e‐podręcznika; metody problemowe: aktywizujące: dyskusja, metoda sytuacyjna; metody praktyczne: praca z tekstem, ćwiczenia przedmiotowe; metody podawcze: wyjaśnienia i komentarze nauczyciela. Formy pracy praca z całą klasą; praca w grupach; praca indywidualna. Środki dydaktyczne e‐podręcznik; zeszyt i kredki/pisaki; tablica interaktywna, tablety/komputery. Przed zajęciami: Nauczyciel prosi uczniów o przeczytanie fragmentu e‐podręcznika „Życie w państwie pierwszych Piastów” i opisu powitania cesarza Ottona III przez Bolesława Chrobrego w Gnieźnie – „Kronika polska” Anonima zwanego Gallem, oraz fragmentu „Bolesław Chrobry i św. Wojciech”. Przebieg zajęć Faza wstępna 1. Nauczyciel podaje temat i cele lekcji. Wspólnie z uczniami ustala kryteria sukcesu. 2. Uczniowie na podstawie (uprzednio przeczytanego) tekstu o życiu w państwie pierwszych Piastów wymieniają podane w tekście postaci (grupy) uczestniczące w społeczności państwa: panujący (władca), dworzanie, urzędnicy, drużyna (wojownicy), chłopi (rolnicy), rzemieślnicy. Wyniki zostają zapisane na tablicy. Faza realizacyjna 1. Nauczyciel zaprasza do zabawy w przygotowanie zjazdu gnieźnieńskiego. Na podstawie (uprzednio przeczytanego) opisu powitania cesarza Ottona III przez Bolesława Chrobrego w Gnieźnie klasa układa hasłowy scenariusz (plan) zjazdu (np. powitanie, prezentacja drużyny, rozmowy z Ottonem, podpisanie dokumentów, wymiana podarunków i koronacja, uczta). Scenariusz pojawia się na tablicy. 2. Uczniowie wybierają lub losują role poszczególnych postaci oraz grup (zob. punkt 1). Uczniowie w wybranych grupach, na podstawie scenariusza oraz poznanego przed lekcją opisu powitania cesarza Ottona III przez Bolesława Chrobrego w Gnieźnie, wymyślają i opisują swój wkład w organizację poszczególnych części zjazdu (np. władca – prowadzi naradę z urzędnikami i dowódcami, dworzanie – przygotowują stroje, podarunki i ucztę, urzędnicy – przygotowują dokumenty, drużyna – przygotowuje oręż i ćwiczy do prezentacji, chłopi – dostarczają płody rolne, rzemieślnicy – dostarczają swoje wyroby). Poszczególne grupy oraz postaci prezentują wyniki pracy. Na tablicy, przy poszczególnych częściach scenariusza, pojawiają się opisy wkładu poszczególnych grup i postaci w przygotowanie danej części. 3. Uczniowie wykonują Ćwiczenie 1. Nauczyciel komentuje wykonanie ćwiczenia przez uczestników zajęć. 4. Nauczyciel przechodzi do kwestii wyprawy misyjnej biskupa Wojciecha, na którego grób pielgrzymował w 1000 roku cesarz Otton III. Omawia z uczniami historię św. Wojciecha. Następnie prosi o wykonanie Ćwiczenia 2. Nauczyciel udziela informacji zwrotnej i sprawdza poprawność wykonanych zadań. Faza podsumowująca 1. 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. 2. Nauczyciel przedstawia treść zadania domowego oraz je wyjaśnia: Wyobraźcie sobie, że jest plan nadania waszej szkole imienia św. Wojciecha. Dzielicie się na zwolenników i przeciwników tego pomysłu (nauczyciel dzieli arbitralnie uczniów na dwie grupy), odwołując się do waszej wiedzy o męczenniku
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