Bianca Elliott
Lesson Title
What to think about the balkan situation in the 1800s and 1900s
Class and Grade level(s) High School World History Classes or Western Civilization Classes
Goals and ObjectivesThe student will be able to:• ReadandviewmaterialsthatprovidemultipleviewsoftheBalkansituationinthe1800and1900AD.• Afterreadingtheselections,studentswilldeterminethegeographicrelevanceoftheactivi-tiesthatoccurredintheBalkansandthepoliticalentitiesinvolved.• Studentswillthendecideifgeographyplayedacriticalpartinthedecisiontheymadeandthedecisionsmadeinthepast.Theywillverifytheiranswers.• StudentswillanalyzethedifferentforcespullingatandwithintheBalkansanddetermineiftherewereanyotherwaystheendcouldhavechangedandhow.
Curriculum standards addressed:Geography:Thestudentusesaworkingknowledgeandunderstandingofthespatialorganiza-tionofEarth’ssurfaceandrelationshipsbetweenpeoplesandplacesandphysicalandhumanenvironmentsinordertoexplaintheinteractionsthatoccurinKansas,theUnitedStates,andinourworld.
Benchmark 1: Geographic Tools and Location: Thestudentusesmaps,graphicrepresentations,tools,andtechnologiestolocate,use,andpresentinformationaboutpeople,places,andenviron-ments.The student:1. (K)locatesmajorpoliticalandphysicalfeaturesofEarthfrommemoryandcomparestherela- tivelocationsofthosefeatures.Locationswillbeincludedinindicatorateachgradelevel (e.g., Beijing, EnglishChannel, India, Iraq,Moscow, SaharaDesert, SouthAfrica, Venezuela,BalkanPeninsula,Berlin,BlackSea,BosporusStrait,EuphratesRiver, Geneva,HongKong,Israel,Libya,NorthKorea,Pakistan,SaudiArabia,Singapore,South Korea,SuezCanal,TigrisRiver,Tokyo,YangtzeRiver).World History Standard:Thestudentusesaworkingknowledgeandunderstandingofsignifi-cantindividuals,groups,ideas,events,erasanddevelopmentsinthehistoryofKansas,theUnit-edStates,andtheworld,utilizingessentialanalyticalandresearchskills.Benchmark 1:Thestudentusesaworkingknowledgeandunderstandingofindividuals,groups,ideas,developments,andturningpointsoftheGlobalAgeofExploration(1400-1750).6.(K)explainsthesignificanceoftheOttoman,Safavid,andMogulEmpires(e.g.,theFallofCon stantinopleandtheestablishmentofOttomandominanceintheBalkansandSouthwest Asia;ThespreadofShi’isminPersia,theestablishmentofIslamicruleinIndia). HistoryStandard:Thestudentusesaworkingknowledgeandunderstandingofsig nificantindividuals,groups,ideas,events,eras,anddevelopmentsinthehistoryof Kansas,theUnitedStates,andtheworld,utilizingessentialanalyticalandresearchskills.
Benchmark 5:Thestudentengagesinhistoricalthinkingskills.
HighSchoolKnowledgeand/orApplicationIndicatorsThe student:1. (A)analyzesathemeinworldhistorytoexplainpatternsofcontinuityandchangeovertime.2. (A)developshistoricalquestionsonaspecifictopicinworldhistoryandanalyzestheevi-denceinprimarysourcedocumentstospeculateontheanswers.3. (A)usesprimaryandsecondarysourcesaboutaneventinworldhistorytodevelopacred-ibleinterpretationoftheevent,formingconclusionsaboutitsmeaning(e.g.,useprovidedprimaryandsecondarysourcestointerpretahistorical-basedconclusion).4. (A)comparescompetinghistoricalnarrativesinworldhistorybycontrastingdifferenthis-torians’choiceofquestions,useofsources,andpointsofview,inordertodemonstratehowthesefactorscontributetodifferentinterpretations.
Time required/class periods needed –
Two 45 minute classes
Primary source bibliography (and some secondary)MapsforBalkanshttp://www.lib.utexas.edu/maps/historical/history_balkans.html25lecturesovertheBalkanshttp://www.lib.msu.edu/sowards/balkan/BBCintroductiontotheBalkanshttp://news.bbc.co.uk/hi/english/static/map/yugoslavia/HistoryoftheBalkanshttp://www.historyworld.net/wrldhis/PlainTextHistories.asp?historyid=ac79
Other resources used
Sources from the textbook: HoltWorldHistoryBook:TheHumanJourney,Chapter25.5GuidedReadingStrategy25.5TeachingTransparencies“GeographyandHistory”andEthnicGroupsinAustria-Hungary,1867”OnlineMaps,Charts,andGraphs:TheOttomanEmpire,1800–1914Textquizzesandtest
Background information for the teacher:NotesfromHolttext“TheBalkanregionhasoftenbeenatthecenterofconflictoverthecenturiesbecauseitisstrategicallylocatedatthesoutherncrossroadsofEuropeandAsia,justacrosstheAdriaticSeaeastofItaly.Fromthe300BCsuntilmoderntimes,theBalkanshavebeeninvadedandconqueredorcontestedbytheRoman,Byzantine,Slav,Bulgar,Venetian,Ottoman,andAustro-HungarianEmpires.”
Notesfrom“TheOttomanEmpire1700-1922”byDonaldQuataert
“Untilthe1878TreatyofBerlinstrippedawayallbutfragmentsofitsBalkanholdings,theOtto-manempirewasaEuropeanpowerandwasseenassuchbyitscontemporaries,beingdeeplyin-volvedinEuropeanmilitaryandpoliticalaffairs.Throughoutnearlyallofits600-yearhistory,theOttomanstatewasasmuchapartoftheEuropeanpoliticalorderaswereitsFrenchorHabsburgrivals.”P.2
“BecausetheOttomans,bychance,werephysicallythemostproximatetothewestEuropeanstatesthatcametodominatetheglobeinthemodernera,theylongborethebruntofEurope’smilitary,political,andideologicalexpansion.Thisproximityhadaprofoundimpactontheformationofidentity,bothoftheOttomansandoftheEuropeans.Oneachsideproximitystructuredacomplexidentityformationprocessofrepulsionandattraction.Afterall,apeoplecomestoperceiveofitselfasdistinctandseparate,withparticularanduniquecharacteristics,oftenthroughusingthe‘other’asameansofdefiningwhatitisand,equally,whatitisnot.ConfrontingtheByzantine,Balkan,east,andwestEuropeanstates,theOttomanssometimesemphasized(perhapsliketheMoghulsfacingaHinduenemy)theiridentityasMuslimwarriorsforthefaith.ThisdidnotpreventtheOttomanrulersfromsimultaneouslyadmiringandemployingByzantine,Bulgarian,Serb,westEuropean,andotherChristiansassoldiers,artists,andtechnicians.”Pp.6-7
Notesfrom“ImperialLegacy:TheOttomanImprintontheBalkansandtheMiddleEast”EditedbyL.CarlBrown
ArquitectureAgrariansocialstructureoffamilyfarms(p.20)Centralmonarchy(p.20)MusicArtDietPositionofwomenEmigrationandassimilation
Muslimandnon-MuslimcommunitieslivingtogetherFocusontheBalkans…“Itis,therefore,preposteroustolookforanOttomanlegacyintheBalkans.TheBalkansaretheOt-tomanlegacy”(p.46)“OncetheemergingBalkannationshadembarkedoneffortstoattainself-identity(beginningintheeighteenthcenturybutachievingahighdegreeofintensityinthenineteenth),theytriedtode-lineateboundariesbetweenthemselvesandtheirrulers.Thiswasdoneinanationalisticdiscoursethatwasinherentlyincongruoustotheimperialprinciple,butthathadbecomethedominantdiscourseinEurope,Ithislight,thebelatedattempttoforgeanOttomanconsciousnessafterthemiddleofthenineteenthcenturywasadoomedutopianexperience.”P.48
“…thisbreakwasfacilitated[fortheBalkans]bythedoubleboundaryofthelanguageandreli-gion,thetwocentralvociaroundwhichBalkanethnicityandnationalismwereconstructed.”P.48
Important dates to the Balkans:
***Congress/TreatyofBerlinTreatyofSanStefanoin1878BalkanLeague
Required materials/supplies
Textsmaps
paperandothermaterialswebsitesandanythingelsethatwillhelpthemtoappreciatethetime
Vocabulary
Therearenowordsatthistimebutteachersneedtobealerttothewordsanystudentmaystrug-glewithespeciallythosewithspecialneeds.Teachersmayneedtoadapttheirreadingselectionsorpairthemwithaastrongerreader/partner.
Procedure
Thisisatwo-dayintroductiontotheBalkansituationthatcouldbereplicatedwithanyoftheeth-nicgroupsthathaveandaresufferinghistorically.Thefirstdayismoreofageographyemphasisandtheseconddayisapoliticalsciencewithsocialandpsychologicalstrainsadded.Thestudentswillneedtodoasmuchaspossibleinclassbuthomeworkisstronglyrecommended.Thewebsitesshouldbeexploredbeforediscussionanddiscussionshouldbetightlyfocusedandquick.Itissuggestedthattherebeatleasttwogroups;oneistheOttomansorEuropeansorsomeoneandtheotheristheBalkanpeoplealthoughtheycouldbesubdividedbyreligionorethnic/languageorothergroupings.Thediscussionneedstobeonbothdaysatwofoldapproach.Howdidthesitua-tiongetthiswaywithdetails?And,whatwillittaketo“fix”it?Donotallowthequickeasyan-swersandencouragethecomplicatedanswersthattieingeography,economy,andeverythingelseyouteachinthatclass.Makethemwanttotalkaboutitmoreandthendothisagainwithanothergrouplater.
Assessment/evaluation
CriticalQuestions:“WhydidWesternnationsfearRussianinfluenceintheBalkans?”“WhathappenedtotheBalkansduringWWII?”WhathashappenedtotheBalkanssince?Whatroledidreligionplayinthissituation?Abovearesimplequestionsfitforquizzesorreview.Belowaremorecontentandsummativequestions.What,ifanythingcouldhavebeendoneintheBalkansinthe1800s?Inthe1900s?Bespecific.What,ifanything,fromtheBalkansituationwejuststudieshascarriedoverintorecenthistory?Again,bespecificandconnectthedots.
Balkan Cultural Items
