HGA | Lesson Collection | Borders Index

PURPOSE:

The present day conflict in the former Yugoslavia has its roots in a complex battle for land and control of borders by ethnic groups that has spanned over one thousand years. To understand the origins of the conflict, students must look at an often confusing series of events over a long period of time, particularly since the borders were redrawn at the end of World War I. The religious and cultural diversity and ethnic identification are key parts of the problems. Only by an understanding of the political, economic, religious, and social factors can some clarity emerge. From here, students can join in as analysts for both short term and long term solutions to the ethnic cleansing and genocide which mark the present. It is ironic that a conflict which fully emerged from the first major war of this century continues with great destruction in the last year of the century.

FOCUS QUESTIONS:

What is ethnic cleansing? What is genocide? Why would people of different religions and background end up in the majority of an area? Where is Kosovo?

ESSENTIAL ELEMENTS/THEMES:

Places and Regions, Human Systems, The Use of Geography.

STANDARDS:

#5: That People Create Regions to Interpret Earth's Complexity

#10: The Characteristics, Distributions, and Complexity of Earth's Cultural Mosaics

#13: How the Forces of Cooperation and Conflict Among People Influence the Division and Control of Earth's Surface

#17: How to Apply Geography to Interpret the Past

#18: How to Apply Geography to Interpret the Present and Plan for the Future

KNOWLEDGE: THE STUDENT KNOWS AND UNDERSTANDS:

1. The ways in which physical and human regional systems are interconnected.

2. The impact of culture on ways of life indifferent regions.

3. How cultures shape the character of a region.

4. Why and how cooperation and conflict are involved in shaping the distribution of social, political, and economic spaces on Earth at different scales.

5. How differing points of view and self-interests play a role in conflict over territory and resources.

6. How changing perceptions of places and environments affect the spatial behavior of people.

7. The fundamental goal that geographic context has played in affecting events in history.

8. How to use geographic knowledge, skills, and perspectives to analyze problems and make decision.

OBJECTIVES: STUDENTS WILL BE ABLE TO:

1. Explain place, focusing on the geographic region of today's Kosovo by tracing and mapping the changing borders from the 800s (Charlemagne) to the present.

2. Identify and record the changes in the region and the reasons for the border changes over the past 1000 years.

3. Identify the human and physical factors which contributed to these changes.

4. Identify the cultural and religious elements that promote and have promoted political conflict in the Yugoslavia area.

5. Identify the cultural characteristics that link and divide this region.

6. Trace over a three week period on a daily basis through a variety of media the ongoing conflict and events in the region today.

7. Analyze the causes, changes, and resulting ongoing conflict from World War I, World War II, Tito, and Milosevic up to the break up of Yugoslavia in 1991.

8. Analyze the impact of the 1991-1992 struggle on the various ethnic groups.

9. Map the present day locations of the cultural groups of the area.

10. Identify problems which the present day configuration causes, with special focus on the ethnic Albanian Kosovo majority and the refugee plight.

11. Determine potential solutions, long and short term, for the area, from the perspective of one of the groups involved.

12. Present proposals and negotiate with other representatives to bring lasting peace to the area through a simulated "Summit Conference."

PROCEDURE:

Part I

1. To give students an overview of the conflict, they will search the web for a fact sheet of the conflict. It will become the first entry into a log which they will keep for the duration of the unit. Students will continue to make daily entries into this log, using information from newspapers, television reports, internet, or any other reliable source.

2. Each day, 3-4 students will report briefly on the latest information in their log.

3. Students will work in pairs to map and record the area from a certain time period, for a total of 12 maps. To accomplish this, they will use Historical Atlases, their text, encyclopedias, and other valid sources. The time periods will range from the time of Charlemagne to the present and will include both colored maps and text.

4. Maps will be compiled as a classroom "Geographic and Historical Time line" and displayed throughout the unit, after an initial classroom presentation. Time will be allowed in class for research and preparation (2 days).

5. Each partner pair will prepare an overhead of their map. As each successive map is presented, overheads will be overlaid to present an emerging picture of the changing geographically and politically in the region.

6. By the end of the first week, students will have a solid sense of the historical development of the area, as well as the context of the area in relationship to other political events of the time period. This will be reflected in an in class essay using their accumulated resources.

Materials:

Resource materials, including Historical Atlases, World History text, local and national newspapers, national and local television news, the internet; overheads, chart paper, markers, log book, area and world maps.

Assessment:

Log book, oral daily reports, Time line project and presentations, overhead maps, analytical essay.

Part II:

1. This second week will focus first on an understanding of the area during the twentieth century. It will extend an earlier study of World War I and World War II.

2. Students will map the changes in the area with the creation of Yugoslavia from the Ottoman Empire and Austria-Hungary. To do this, they will prepare a map first of the "Kingdom of Serbs, Croats, and Slovenes." In 1929, they will reflect the change to "Yugoslavia."

3. Students will write an analysis of the changes which Yugoslavia created to the individual regions.

4. Students will prepare a "newscast" of Tito's life and death to reflect his growing hold over the area and his resistance to Soviet Domination. This will be done in 4 groups and they will present these in class orally, with a written report submitted.

5. Time periods for #4 will be divided into 4 areas to cover: World War II, Tito's fight against Soviet control, Yugoslavia at Tito's death in 1980, and the ensuing instability after his death.

6. Students will brainstorm on possible problems following Tito's death. These will be recorded on chart paper to compare with actual events.

7. Concepts such as nationalism, separatism, devolution, federalism, identity will be given as a homework assignment: define and predict how they could relate to Yugoslavia.

Materials:

Map outlines, overheads, markers, written newscasts, chart paper, readings.

Assessment:

Maps, oral and written group newscasts, definitions and predictions.

Part III:

1. In this part of the unit, focus moves to the multi-ethnic, cultural, and religious divisions of the area and presents the human response to changing borders over time. It will trace the ethnic groups from earliest times through the present.

2. Students will work in 7 groups of 3-4 with each group researching one of the major ethnic groups: Serbs, Croats, Muslims, Slovenes, Macedonians, Montenegrins, and smaller ethnic groups reflected in the area.

3. Groups will prepare a visual following the format: Historical Origins, From beginnings to 1919, From 1919 to 1980, From 1980-1992, From 1992-present, Religion (Catholic, Orthodox, Muslim, other), Location Today by percent, Cultural Specifics, Other. Each ethnic group will be assigned a particular color.

4. Each group will present their information to the class and all will be displayed for reference.

5. Students will uses color game pieces to predict some potential problems by tossing the color pieces representing each ethnic group on a large map of the area and speculating on effects of the migration of these groups across borders. A recorder will present each group's findings to the class.

6. Students will then prepare an actual ethnic map of the area using the specific colors to reflect each group. An overhead will serve as a guide.

7. Students will then write a 500-750 word analysis on what set the stage for the problems of ethnic conflicts after Yugoslavia broke up and what ensuing problems were predictable.

Materials:

Resource materials, including Historical Atlases, textbook, and other sources for historical information; chart paper; large area maps; colored game pieces; colored pens, paper; map outlines.

Assessment:

Group charts and oral presentations, game presentation results/ reports, maps, essays.

Part IV:

1. In the final part of this Kosovo unit, students will examine the present crisis in the area, including tracing the rise of Milosevic after Tito's death, the Serbian-Croatian conflict and ensuing civil war in 1991-92, the breakup of the country, the Bosnian Muslim and Serb conflicts, and the ethnic cleansing which is a key part of this conflict of today. The unit will conclude with a mock "Summit Conference" where students will present a perspective on one of the involved ethnic groups and work toward a peaceful, long term solution to the escalating war.

2. Students will use logbooks, maps, etc. to prepare a class outline of the events in the area from 1991-present. This time line will be charted on paper and placed on display to use as a resource for the final activity.

3. Students will supplement this with readings on the events of this period, both prior to and after the preparation of the class time line.

4. Students will work in groups of 2-3 to research a particular perspective of one ethnic group involved in the struggle in anticipation of a mock "Summit Conference." Students must prepare an argument for their view point, including their claim to a particular area, their religion and customs, and their propositions for gaining both their rights and peace in the area. Work will take place over 2 days, using all resources generated in the unit, as well as additional material.

5. 2 students will serve as moderators, and one as Sergeant at Arms. Moderators will work with the Sergeant to set up ground rules, determine the program order, set up the class, and conduct both the hearings and help direct the negotiations for peace.

6. Students will dress in formal, business attire to participate in the Conference.

7. The Conference will take place over a 2 day period. The first day will feature the individual presentations of each ethnic group, and the start of negotiations. On the second day, negotiations will be undoubtedly heated, but the end result must include resolution for all groups. Moderators will be responsible for recording and distributing the proposals to involved parties.

8. Students will write individual evaluations of the Summit activity, including what was the most challenging aspects, how successful was their presentation, and how their suggestions and perspectives were incorporated (or not) into the final agreement.

9. When peace is achieved, students will do a follow-up activity in comparing their agreement with the actual one and evaluate each.

Materials:

Log book, readings, previously-generated maps, etc.; chart paper; markers; business attire.

Assessment:

Time line, Summit Conference participation and effectiveness, written evaluation, follow-up comparison