1. Halina Wesołowska Krystyna Zaufal consultants of history education MCDN Kraków POLAND The Case Study: Citizens of the socialist state. ACTIVE

2. OVERALL 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

3. CASE 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

4. EXAMPLE: Citizens of the socialist state. Read the following case study to your class and then divide them into groups and provide each member of the group with a copy of the case study and various kind of sources. EXAMPLE: There is an idea to set up an interactive exhibition on social realism in Poland. Some people would like to establish a historical centre to show what the Polish people have gone through. They would like the visitors of the exhibition to feel as the citizens of the socialist state. They do not want to consider political events in Poland but they are only interested in presenting the real life of ordinary people at that time. The idea requires searching for a suitable place, the exhibits and gathering funds for this aim. However, the adversaries say that it is only a matter of being trendy, an action for fun or a best-selling product.

5. Methodology  Each group member must think about the principles of teamwork because the group should organise itself in a democratic way. They can make a deal in order to share various roles and feel partnership.  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 questioned about how realistic their plans are and about who would lead it and see it through. Are they offering a contribution to the community and how would they develop partnerships with the parents and local people?  The class arrange a ranking activity on a set of opinions, options and participate in a voting exercise based on an issue debated.  It can be a start point for organizing a display.

6. Four dimensions - pedagogical dimension In the classroom  Subject- matter. Poland after 1945, the state, transformation and economic and social crises.  Educational goals. To increase understanding of notions necessary to function in political, economic and social life. To increase understanding of notions necessary to function in political, economic and social life. To develop the skills of critical analysis and evaluation of historical facts. To develop the skills of critical analysis and evaluation of historical facts. To practise various forms of expression. To practise various forms of expression. To prepare the students to plan and make decisions. To prepare the students to plan and make decisions.  Methods: case study / project on “Citizen of the socialist state” - interactive exhibition as contunuation of the case study. Outside the classroom To develop skills enabling to work with historical source and witnesses of the past. To develop skills enabling to work with historical source and witnesses of the past. To recognise the place and behaviour of people during the socialist period. To recognise the place and behaviour of people during the socialist period. To form a partnership between parents and local representatives with reference to the undertaken problem. To form a partnership between parents and local representatives with reference to the undertaken problem.

7. Four dimensions. - social dimension In the classroom  Students discuss the issue and search for solution of the problem:  Students develop the following social skills: the ability for action - to plan, organise, carry out and evaluate activities, the ability for action - to plan, organise, carry out and evaluate activities, the ability to communicate effectively / to debate, negotiate and compromise, the ability to communicate effectively / to debate, negotiate and compromise, the ability to solve problems in a creative way, the ability to solve problems in a creative way, the ability to work effectively with others as a member of a team the ability to work effectively with others as a member of a team Outside the classroom  Students discuss the topics: What have students found out about everyday life in the socialist period from their grandparents, parents, neighbours, etc? What have students found out about everyday life in the socialist period from their grandparents, parents, neighbours, etc?  the ability to perceive problems within community,  the ability to sustain bonds between generations,

8. Four dimensions - political dimension In the classroom  Pupils discuss political conditions prevailing the socialist state: How were the state and the society organised? How were the state and the society organised? What rights and duties did the members of the various kind of communities have? What rights and duties did the members of the various kind of communities have? What were the relations between the citizens and the state? What were the relations between the citizens and the state?  Exercising critical attitudes.  Acquiring participatory skills: membership of groups. Outside the classroom  Pupils discuss political conditions prevailing the socialist period with their relatives.

9. Four dimensions - value and ethic dimension In the classroom. Pupils discus the following issues:  What could be the reasons for people’s choices and actions?  Can students accept all of the principles, values and virtues today?  What was ethical dimension of people behaviour? Is it the same as nowadays?  Pupils reflect upon such values as truth, freedom, honesty, responsibility, and solidarity. Outside classroom. What principles, values and virtues are important for a community/ society?

10. Conclusions - the community aspects of citizenship Various history issues allow to learn about life and conditions of different communities through the centuries. It structures learning into the basic questions:  What is the community / society?  To which communities do students belong?  What do students know about the past and contemporary communities / societies?  What values and virtues were important for the communities / societies in the past? Can students accept them today?  How can we develop our democratic society today for common good?  How can we create the better future in a democratic society?

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