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