Polityczna i militarna batalia o przyłączenie Wielkopolski do Polski po I wojnie światowej na kartach podręczników do nauczania historii. Casus polskich opracowań dla szkół ponadgimnazjalnych i ponadpodstawowych z przełomu XX i XXI wieku

In the opinion of the vast majority of historians, school history education is extremely important. They emphasize that it plays a key role not only from the point of view of shaping the knowledge of young people about the past, but also in defining the historical awareness of the whole society, because often what students learn at school determines their lifelong knowledge of many historical issues. Unfortunately, the awareness of these obvious statements does not go hand in hand with respect for the achievements of history didactics. As a scientific discipline, history didactics undertakes as one of its most important research areas the analysis of school history textbooks which are still the basic sources of students' knowledge about the past, besides the history teacher and the Internet. Bearing the above conclusions in mind, the author of the article decided to analyze approximately a dozen of the most popular history textbooks for secondary and upper secondary schools, which Polish youth used at the turn of the 20th and 21st centuries, with a focus on how they present the political and military battle to incorporate Greater Poland into Poland in 1918- 1919. The article uses mainly the philological and comparative methods. By isolating the main themes of the Greater Poland Uprising and selected themes of the Paris Peace Conference from the textbooks, it was shown that these issues received in the analyzed textbooks attention adequate to their importance and occupied as much space as required by the curriculum frameworks for history teaching in the 1990s and the core curricula in operation since the beginning of the present century. This is due to the fact that practically all the analyzed textbooks contain, along with a short commentary and sometimes also a didactic review, the basic facts about the circumstances of the outbreak, course and significance of the Greater Poland Uprising. The analysis clearly shows that the history textbooks used by young people in the 1990s were definitely more accurate, but were also characterized by a more interesting narrative. Unfortunately, in the case of all the analyzed textbooks, their didactic structure was a relatively weak point.