Students watch a video from 1992 network news about life during the Balkan Wars. Then, they identify facts about the wars, and use a map to develop questions about the region. Next, they analyze the Oslo Accords. Finally, they use their knowledge of the Balkan Wars to demonstrate their understanding of genocide and ethnic cleansing.
Students are introduced to the Clinton administration’s foreign policy focus on ethnic conflicts in the Balkans and the Middle East. They examine images of Sarajevo and a map of the Balkan region, then visit The Bosnian War, in Photos to view a photo gallery and captions about life during the Bosnian War. Using a class wall, they respond to the prompt “What do you think it was like to live in Bosnia during this time?” by posting their reflections.
Teacher MovesPresent the lesson overview and objectives. Use students’ wall posts to launch a discussion about the Balkan Wars and prompt them to generate questions they have about the conflict. Recommend that interested students watch Haunted by the Bosnian War from the Student Pack to explore the war’s lasting impact on young people.
Students study an image of detainees at Trnopolje Camp and read Key Points about the 1990s Balkan Wars to learn about the breakup of Yugoslavia, the rise of Serbian nationalism, and key events of the conflicts. They complete a graphic organizer by taking notes on the background to the wars, what sparked the conflicts, what happened during the wars, and how the conflicts ended. Students then answer multiple-choice questions about the concept of “Greater Serbia” and NATO air strikes. Next, they examine a map of the former Yugoslavia and contribute to a shared table by posing questions they have about the region based on the map. Finally, they review classmates’ questions and consider whether they can answer them using what they have learned so far.
Teacher MovesGuide students as they read and take notes on the Balkan Wars, clarifying key terms and events as needed. After students post questions about the former Yugoslavia, have them read each other’s questions and facilitate a class discussion in which students attempt to answer as many questions as they can using evidence from the reading and the map.
Students examine a photograph of Yitzhak Rabin, Bill Clinton, and Yasser Arafat at the Oslo Accords signing ceremony. They read What Were the Oslo Accords? to learn about the renewed peace process between Israelis and Palestinians, the role of Norway and the United States, and the significance of mutual recognition between Israel and the PLO. On a class wall, they respond to the question “Why did the Oslo Accords fail to achieve lasting peace?”
Teacher MovesHighlight the historical context and significance of the Oslo Accords and the U.S. role in the peace process. Review student responses on the wall, share an interesting or exemplary answer with the class, and use it to prompt discussion about why the accords failed, noting that both Palestinian rejectionists and Israeli hard-liners blocked full implementation.
Students view an image from a funeral for victims in Srebrenica and read Ethnic Cleansing to learn definitions of genocide and ethnic cleansing and how the international community responds to such crimes. They post a clear, simple explanation of the difference between genocide and ethnic cleansing on a class wall. Next, they read Bosnian Genocide to learn more about what occurred during the Balkan Wars. Using evidence from both articles, they respond to a second wall prompt explaining whether the events in the Balkan Wars should be described as ethnic cleansing, genocide, or both, and support their position with textual evidence.
Teacher MovesDiscuss student explanations of genocide and ethnic cleansing, sharing exemplary responses and guiding the class toward a consensus definition that reflects the article’s distinction between the two terms. After students apply these concepts to the Balkan Wars, share one or more thoughtful responses and facilitate a discussion about how historians interpret the Bosnian genocide, including its scale relative to other genocides such as Rwanda in 1994.
Students complete the exit quiz by answering all the questions.
Teacher MovesFacilitate the assessment and use student data to evaluate understanding, address misconceptions, and identify areas for growth.
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