Students will understand the following:
For this lesson, you will need:
During the prewriting phase, help students warm up by asking them to do freewriting from the point of view of one of the characters.
You can evaluate each group's historical drama using the following three-point rubric:
Three points: inclusion of historically accurate elements; well-formulated story line with conflict and outcome; smooth, realistic dialogue and clear stage directions
Two points: some basis in historical fact; inadequately developed story line; some unrealistic dialogue and incomplete stage directions
One point: absence of historical accuracy; inadequate outcome to conflict examined in the act; unrealistic dialogue and incomplete stage directions
The Cultures of Yugoslavia
The former Yugoslavia is home to different ethnic groups. The ethnic differences have caused tension, distrust, and bloodshed. Ask students to establish just how different the groups are. Have each student choose two of the following ethnic groups: Serbs, Croats, Bosnian Muslims, Slovenes, Macedonians, and Montenegrins. For each group, students should research the religion, language, history, and customs and then present their findings on a chart.
Charting the Sides
Have students create a pie graph with percentages of the population of Yugoslavia by ethnic group before the breakup of Yugoslavia. Ask students to comment on ethnic conflict, based on the graph.
Direct students to investigate the role of U.N. peacekeepers in the former Yugoslavia. Ask for volunteers to debate whether other countries have an obligation to intervene in this region of the world.
The Serbs: History, Myth and the Destruction of Yugoslavia
Tim Judah. Yale University Press, 1997.
In this first book from Tim Judah, which received high critical regard, the London journalist draws upon his experience of having lived in Belgrade during the Yugoslavian Civil War to report to The Times of London and The Economist . One of the most comprehensive recent accounts of the disintegration of Yugoslavia due to its civil war.
Origins of a Catastrophe: Yugoslavia and Its Destroyers—America's Last Ambassador Tells What Happened and Why
Warren Zimmerman. Time Books, 1996.
The former ambassador draws upon his eyewitness experiences of the disintegration of Yugoslavia during his tenure in Belgrade from 1989 to 1992. He pointedly assigns blame for the civil war to two ruthless leaders, Rudjman (Croatia) and Milosevic (Serbia), rather than to the will of the general Yugoslav populace.
The U.S. Government/Dept. of Defense information source on Bosnia.
Click on any of the vocabulary words below to hear them pronounced and used in a sentence.
Context: In 1980, Tito made his final journey through communist Yugoslavia, the country he had created.
Context: For 35 years, Tito held Yugoslavia's six republics together with an iron hand. Any hint of nationalism from Serbs, Croats, Muslims, Macedonians, or Slovenes was crushed.
Context: Seven years after Tito's death, Yugoslavia was still united. Tito's heirs kept ethnic hatreds buried.
Context: Milosevic and his supporters expected trouble from the Kosovo separatists.
Context: Milan Kucan spoke to his people about defending the Kosovo Albanians and a united Yugoslavia. To a Serb, this was Slovene treason.
Context: The Slovene delegates wanted to present their case. They had a large number of amendments, and the Serbian delegates voted by raising their cards. Each amendment was voted down.
This lesson plan may be used to address the academic standards listed below. These standards are drawn from Content Knowledge: A Compendium of Standards and Benchmarks for K-12 Education: 2nd Edition and have been provided courtesy of theMid-continent Research for Education and Learningin Aurora, Colorado.
Grade level: 9-12
Subject area: geography
Understands the forces of cooperation and conflict that shape the division of Earth's surface.
Knows the causes of boundary conflicts and internal disputes between culture groups.
Grade level: 9-12
Subject area: behavioral studies
Understands conflict, cooperation, and interdependence among individuals, groups, and institutions.
Understands that conflict between people or groups may arise from competition over ideas, resources, power, and/or status.
Understands that some informal ways of responding to conflict may reduce tensions and lead to compromise but may be inflammatory and make agreement more difficult.
Beth Lemberger, history teacher, Owen Brown Middle School, Rockville, Maryland.