The song goes on - a revision lesson The song goes on - a revision lesson Lesson plan (Polish) Lesson plan (English) The song goes on - a revision lesson Sanders Source: Aleksander Gierymski, Piaskarze, 1887, oil on canvas, Naonal Museum in Warsaw, domena publiczna. Link to the lesson You will learn to notice the differences in the lives of people in the three partitions; to describe the economic development of Polish lands under the partitions; to characterize different types of patriotic attitudes of Poles under partition. Nagranie dostępne na portalu epodreczniki.pl Nagranie abstraktu After the fall of the Polish/Lithuanian Commonwealth, Poles tried to gain inpependence via armed struggle. Firstly they fought alongside Napoleon Bonaparte. After the fall of the French Emperor, Poles tried to fight their invaders on thier own, which led to uprisings. The most significant of these were the November Uprising (in 1830) and the January Uprising (in 1863), which occurred in the Russian partition. These ended with the insurgents being defeated. Poles were severely repressed by the Tsarist powers. Under the partitions, Poles did not just carry out armed uprisings and perish. Most tried to survive. They studied and worked. They focussed on organic work, the economic development of the country and nation. There were a number of grassroots educational, scientific and cultural organisations created. The spirit of self‐government was most strongly developed in Greater Poland (the Prussian partition), where Poles fought against growing Germanisation. One symbol of resistance were the school children from Września school and the peasant Michał Drzymała. During the time of the partitions, several million Poles left their homeland for good. Some left for political reasons, fearing repression after uprisings had been put down. However, the majority left for economic reasons, due to poverty and hunger, to seek a better life in exile. They mainly emigrated to western Germany, France, the United States and Brazil. Poles under the partitions were not free to develop their culture. The partitioning powers fought against Polishness by imposing Germanisation and Russification. Polish cultural life took place mainly in exile, mostly in Paris. Examples were the poet Adam Mickiewicz and the composer Frederyk Chopin. In the Russian partition, representatives of Polish culture had to deal with censorship. The only partition where Poles had a degree of freedom was Galicia (Austrian partition). In spite of all of this, in the Polish lands many great works were created, mainly aimed at the „Strengthening of Hearts”. They developed and consolidated National Identity, that was able to survive this difficult period of the partitions. This became particularly important after the January Uprising. Historical events were often used for this. The greatest figures of this era include the novelist Henryk Sienkiewicz, the playwright Stanisław Wyspiański and the painter Jan Matejko. Exercise 1 Mark the passages about the situaon of people in Galicia in the source texts. situaon of the people in Galicia ‘Even in my childhood, our food consisted mainly of flour, mixed into a thin soup and boiled with water and a lile milk (which we called ) or with whey (); if prepared thick, it was called . To that, we had dense-boiled groats either with dried turnips or carrots or with dried fruit in the beer years. Somemes all we had was crumbled rusk mixed with warm water, seasoned with nothing but salt and garlic, and without any fat at all. Lastly, we had potatoes, if any grew, and cabbage, which was not chopped up for the winter but rather baked whole in a bread oven and pickled in barrels. Small wonder that the people on such a diet were skinny, and by spring, aer Lent, weak and scrawny.’ Stanisław Pigoń, Z Komborni w świat (From Kombornia and out into the World), Ludowa Spółdzielnia Wydawnicza, Warsaw 1983, p. 90. Food of the people in Gręboszów corresponded to their living condions and clothing: simple, and oen insufficient nonetheless. The beauful Vistula and Dunajec rivers would flood several mes a year, and when the crops were ruined, the helpless people would go hungry throughout difficult preharvests. For lack of grain, large porons of farmland were set aside, crops were very poor, and there was not enough me to harvest and store even that. It could not be stored unl an agent of the parson had collected the the that everyone, under pain of sin, “faithfully gave to the Church”. Every tenth sheaf went to the parsonage, some were stolen, some was taken by the water, and the rest the woeful farmer drank away, so what were the hopes for decent, healthy food? (...) For breakfast in winter, sour rye soup with bread was served (...) for supper, first some cabbage (...) then pearl barley or potatoes, and finally groats, sweet or sour. Old farmers demanded bread to every meal (...). It was the most exquisite of luxuries to have scrambled eggs and dumplings with cheese, which were served only on major feast days (...). Meat was a rare occurrence, just at weddings, or if someone bred rabbits (...). This was what a good year looked like. However, if the crops were lost, if the potatoes roed away (...) those kinds of meals were out of the queson (...). Wheatgrass was harvested (...), dried bark and lime tree leaves were ground up and eaten by the poor folk (...). As soon as any fruit matured, hungry children would pick them right away. Wiek XIX w źródłach (19th Century in Sources), M. Sobańska-Bondaruk, S. Lenard (eds.), Warsaw 2002, pp. 424–425. Task 1 Based on the source texts above, the painng by Aleksander Gierymski „The Peasant's Coffin” and the film „Life under the Parons - the Poverty Problem” that you watched at home, answer the following quesons: What were the problems of everyday life for peasant (peasantry) families in Galicia? What made up the basic diet for peasant (peasantry) families? What can the term „Galician poverty” mean? Peasant coffin Source: Aleksander Gierymski, Trumna chłopska, 1894, oil on canvas, Naonal Museum in Warsaw, domena publiczna. Exercise 2 Connect the dates and events Duchy of Warsaw Uprising, the beginning of the Kulturkampf, Września school strike, Spring of Naons, January Uprising, Creaon of the Kingdom of Poland, November uprising, Henryk Sienkiewicza wins Nobel Prize, Krakow Uprising and Galician Revolt, the Great Emigraon begins 1807 1815 1830-1831 1831 1846 1848-1849 1863-1864 1871 1901 1905 Keywords Galicia, National Identity, peasantry Glossary Galicia Nagranie dostępne na portalu epodreczniki.pl Nagranie słówka: Galicia Galicja – potoczna nazwa ziem zaboru austriackiego. Galician poverty Nagranie dostępne na portalu epodreczniki.pl Nagranie słówka: Galician poverty Nędza galicyjska – potoczne określenie biedy, niedostatku i zacofania w jakim żyli chłopi z obszarów Galicji. Naonal Identy Nagranie dostępne na portalu epodreczniki.pl Nagranie słówka: National Identity Tożsamość narodowa – poczucie przynależności do jakiegoś narodu. Jej pozytywnym wyrazem jest patriotyzm. Peasant Nagranie dostępne na portalu epodreczniki.pl Nagranie słówka: Peasant Włościanin – inaczej chłop – dawne określenie mieszkańca wsi zajmującego się pracą na roli. Henhouse Nagranie dostępne na portalu epodreczniki.pl Nagranie słówka: Henhouse Kurna chata –- chata bez komina, w której dym wydostaje się poprzez okna i dziury w dachu. Często jako jedno pomieszczenie, w którym mieszkali ludzi i zwierzęta. Lesson plan (Polish) Temat: Pieśń ujdzie cało – lekcja powtórzeniowa Adresat Uczniowie klasy VII szkoły podstawowej Podstawa programowa: XX. Ziemie polskie w latach 1815–1848. Uczeń: 1. wskazuje na mapie podział polityczny ziem polskich po kongresie wiedeńskim; 2. omawia położenie Polaków w zaborach pruskim i austriackim, na obszarze ziem zabranych oraz w Rzeczypospolitej Krakowskiej; XXIV. Ziemie polskie pod zaborami w II połowie XIX i na początku XX wieku. Uczeń: 1. wyjaśnia cele i opisuje metody działań zaborców wobec mieszkańców ziem dawnej Rzeczypospolitej – rusyfikacja, germanizacja (Kulturkampf), autonomia galicyjska; 2. opisuje postawy społeczeństwa polskiego w stosunku do zaborców; 3. opisuje formowanie się nowoczesnej świadomości narodowej Polaków. Ogólny cel kształcenia Uczniowie powtarzają wiadomości o życiu Polaków pod zaborami oraz o tym, jak znaczne były różnice między trzema zaborami i jakie działania podejmowali zaborcy wobec Polaków, a także o formach polskiej walki o niepodległość. Kompetencje kluczowe porozumiewanie się w językach obcych; kompetencje informatyczne; umiejętność uczenia się. Kryteria sukcesu Uczeń nauczy się: dostrzegać różnice w życiu mieszkańców trzech zaborów; opisywać rozwój gospodarczy ziem polskich pod zaborami; charakteryzować różne rodzaje patriotycznych postaw Polaków pod zaborami. Metody/techniki kształcenia aktywizujące dyskusja. podające pogadanka. 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 przypominają sobie najważniejsze wydarzenia, postacie i fakty z okresu Polski pod zaborami. 2. Uczniowie oglądają film „Życie pod zaborami. Problem biedy”. Faza wstępna 1. Nawiązując do tematu lekcji nauczyciel prosi uczniów żeby szybko, bez zastanowienia, podali jak najwięcej haseł, które kojarzą im się z „Polską pod zaborami”. Następnie wypisuje je na tablicy. Na