Halina Wesołowska Halina Wesołowska Krystyna ZaufalKrystyna Zaufal

consultants of history educationconsultants of history educationMCDN MCDN KrakówKraków

POLANDPOLAND

The Case StudyThe Case Study:: Citizens of the socialist state.Citizens of the socialist state.

ACTIVEACTIVE

OVERALL AIMSOVERALL AIMS

searching for the idea of active citizenship through history

building a cooperative classroom

creating the culture of participation and responsibility based on the democratic values

CASE STUDY AIMSCASE STUDY AIMS

develop knowledge and understanding of process taking place within the socialist and democratic societies in Poland

engage students in solving problem of an exhibition in their local community

encourage and develop practical social skills such as: critical and creative thinking, taking part in public debate, choosing in a real-life situations, taking initiative in an autonomous way …

learning being active and able to create partnership within a community

EXAMPLE: EXAMPLE: Citizens of the socialist state.Citizens of the socialist state.

Read the following case study to your class and then divide Read the following case study to your class and then divide them into groups and provide each member of the group with them into groups and provide each member of the group with a copy of the case studya copy of the case study andand various kind ofvarious kind of sources.sources.

EXAMPLE: EXAMPLE: There is an idea to set up an interactiveThere is an idea to set up an interactive exhibition on social realism in Poland. Some people would exhibition on social realism in Poland. Some people would like to establish alike to establish a historical centre to show what the Polish historical centre to show what the Polish people have gone through. They would like the visitors of the people have gone through. They would like the visitors of the exhibition to feel as the citizens of the socialist state. They exhibition to feel as the citizens of the socialist state. They do not want to consider political events in Poland but they do not want to consider political events in Poland but they are only interested in presenting the real life of ordinary are only interested in presenting the real life of ordinary people at that time. The idea requires searching for a people at that time. The idea requires searching for a suitable place, the exhibits and gathering funds for this aim. suitable place, the exhibits and gathering funds for this aim. However, the adversaries say that it is only a matter of being However, the adversaries say that it is only a matter of being trendy, an action for fun or a best-selling product.trendy, an action for fun or a best-selling product.

MethodologyMethodology

Each group member must think about the Each group member must think about the principprinciples of teamwork les of teamwork because the group should organise itself in a democratic way. They because the group should organise itself in a democratic way. They can make a deal in order can make a deal in order to to share various roles and feel partnership.share various roles and feel partnership.

The group discuss the following key questions:The group discuss the following key questions: What is it a problem?What is it a problem? What are the reasons for the problem?What are the reasons for the problem? What do we as a group want to achieve?What do we as a group want to achieve? How can we go about it?How can we go about it? Who needs to be involved and how?Who needs to be involved and how? In reporting back to the rest of the class the group needs to be In reporting back to the rest of the class the group needs to be

questioned about how realistic their plans are and about who would questioned about how realistic their plans are and about who would lead it and see it through. Are they offering a contribution to the lead it and see it through. Are they offering a contribution to the community and how would they develop partnerships with the community and how would they develop partnerships with the parents and local people?parents and local people?

The class arrange a ranking activity on a set of opinions, options The class arrange a ranking activity on a set of opinions, options and participate in a voting exercise based on an issue debated.and participate in a voting exercise based on an issue debated.

It can be a start point for organizing a display.It can be a start point for organizing a display.

Four dimensions - pedagogical dimensionFour dimensions - pedagogical dimension

In the classroom

Subject- matter.Subject- matter. Poland after Poland after 1945, the state, transformation 1945, the state, transformation and economic and social crises.and economic and social crises.

Educational goals.Educational goals.• To increase understanding of To increase understanding of

notions necessary to function in notions necessary to function in political, economic and social life.political, economic and social life.

• To develop the skills of critical To develop the skills of critical analysis and evaluation of analysis and evaluation of historical facts. historical facts.

• To practise various forms of To practise various forms of expression.expression.

• To prepare the students to plan To prepare the students to plan and make decisions.and make decisions.

Methods: Methods: case studycase study / / project project on on “Citizen of the socialist state” “Citizen of the socialist state” - - interactive exhibitioninteractive exhibition as as contunuation of the case study.contunuation of the case study.

Outside the classroomOutside the classroom

• To develop skills enabling to work To develop skills enabling to work with historical source and with historical source and witnesses of the past.witnesses of the past.

• To recognise the place and To recognise the place and behaviour of people during the behaviour of people during the socialist period.socialist period.

• To form a partnership between To form a partnership between parents and local representatives parents and local representatives with reference to the undertaken with reference to the undertaken problem. problem.

Four dimensions.Four dimensions. - social dimension - social dimension

In the classroomIn the classroom Students discuss the issue and Students discuss the issue and

search for solution of the search for solution of the problem:problem:

Students develop the following Students develop the following social skills:social skills:

• the ability for action - to plan, the ability for action - to plan, organise,organise, carry out and carry out and evaluate activities,evaluate activities,

• the ability to communicate the ability to communicate effectively / to debate, effectively / to debate, negotiate and compromise,negotiate and compromise,

• the ability to solve problems in the ability to solve problems in a creative way,a creative way,

• the ability to work effectively the ability to work effectively with others as a member of a with others as a member of a teamteam

Outside the classroom Outside the classroom Students discuss the topics:Students discuss the topics:• What have students found out What have students found out

about everyday life in the about everyday life in the socialist period from their socialist period from their grandparents, parents, grandparents, parents, neighbours, etc? neighbours, etc?

the ability to perceive problems the ability to perceive problems within community,within community,

the ability to sustain bonds the ability to sustain bonds between generations,between generations,

Four dimensions - Four dimensions - political dimensionpolitical dimension

In the classroomIn the classroom Pupils discuss political Pupils discuss political

conditions prevailing the conditions prevailing the socialistsocialist state:state:

• How were the state and the How were the state and the society organised?society organised?

• What rights and duties did the What rights and duties did the members of the various kind of members of the various kind of communities have?communities have?

• What were the relations What were the relations between the citizens and the between the citizens and the state?state?

Exercising Exercising critical attitudescritical attitudes. . Acquiring participatory skills: Acquiring participatory skills:

membership of groups.membership of groups.

Outside the classroomOutside the classroom Pupils discuss political Pupils discuss political

conditions prevailing the conditions prevailing the socialist period with their socialist period with their relatives.relatives.

Four dimensions -Four dimensions - v value and ethic dimensionalue and ethic dimension

In the classroomIn the classroom..Pupils discus the following issues:Pupils discus the following issues: What could be the reasons for What could be the reasons for

people’s choices and actions?people’s choices and actions? Can students accept all of the Can students accept all of the

principles, values and virtues principles, values and virtues today?today?

What was ethical dimension of What was ethical dimension of people behaviour? Is it the people behaviour? Is it the same as nowadays?same as nowadays?

Pupils reflect upon such values Pupils reflect upon such values as truth, freedom, honesty, as truth, freedom, honesty, responsibility, and solidarity.responsibility, and solidarity.

Outside classroomOutside classroom..

What principles, values and What principles, values and virtues virtues aare important for re important for aa community/ society? community/ society?

ConclusionsConclusions - t - the community aspects of citizenshiphe community aspects of citizenship

Various history issues allow to learn about life andVarious history issues allow to learn about life and conditions of conditions of different communities through the centuries. It structures learning different communities through the centuries. It structures learning into the basic questions:into the basic questions:

What is the community / What is the community / societysociety?? To which communities do students belong?To which communities do students belong? What do students know about the past and What do students know about the past and

contemporary communities / societies?contemporary communities / societies? What values and virtues were important for the What values and virtues were important for the

communities / societies in the past? Can students accept communities / societies in the past? Can students accept them today?them today?

How can How can wewe develop our democratic society today for develop our democratic society today for common good?common good?

How can we create the better futureHow can we create the better future in a democratic in a democratic society?society?

ReflectionReflection

Case Study method is particularly useful for Case Study method is particularly useful for working in the classroom. working in the classroom. Numerous ideas for case Numerous ideas for case studies may be gathered from newspapers tackling studies may be gathered from newspapers tackling the issues of, for example, the local community.the issues of, for example, the local community. The methodThe method covers group work strategies, analysis, covers group work strategies, analysis, discussion, planning, making decisions, solvingdiscussion, planning, making decisions, solving problems and so on. Case study may trigger the problems and so on. Case study may trigger the execution of the project whose size will depend on execution of the project whose size will depend on the possibilities and ensuing conditions. the possibilities and ensuing conditions.