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SECTION
1
Standards-Based
Instruction
Standards-at-a-Glance
• History-Social Science
Students understand why the Slovenes,
Croats, and Bosnians have established
independent states, and why their efforts to
do so have resulted in wars with Serbia and
Serbian forces in Croatia and Bosnia.
• Analysis Skills
HI2 Students recognize the complexity of
historical causes and effects, including the
limitations on determining cause and effect.
• English-Language Arts
Writing 2.3
Page 580 Monday, July 25, 2005 1:41 PM
1
WITNESS HISTORY
AUDIO
A Young Girl in Wartime
Zlata Filipovic (fee LEEP uh vich) was 11 years old in
1992 when she began a diary about her life in war-torn
Sarajevo, the capital of Bosnia. Here is an excerpt:
Zlata Filipovic
in 1994
a shell fell on the park in front of my house,
“ Today
the park where I used to play and sit with my girlfriends. A lot of people were hurt . . . AND NINA IS
DEAD . . . She was such a sweet, nice little girl.
—Zlata Filipovic, Zlata’s Diary
”
Bosnia is just one of the nations that have faced
ethnic, religious, or national conflicts in recent
decades.
Focus Question Why have ethnic and religious
conflicts divided some nations?
Conflicts Divide Nations
Prepare to Read
Build Background Knowledge
Standards Preview
L3
Ask students to recall that, after World
War I, Serbians dominated the multiethnic state of Yugoslavia, Soviet Russia
included many ethnic minorities, and
Ireland was divided along religious lines.
Ask students to predict the challenges in
these regions.
Set a Purpose
Framework Study of contemporary Yugoslavia should
focus on why the Slovenes, Croats, and Bosnians have
established independent states, and why their efforts to do
so have resulted in wars with Serbia and Serbian forces in
Croatia and Bosnia.
Terms, People, and Places
ethnic cleansing
Northern Ireland
Good Friday Agreement Kosovo
Slobodan Milosevic
Chechnya
multiethnic
L3
n WITNESS HISTORY Read the selection
aloud or play the audio.
AUDIO Witness History Audio CD,
A Young Girl in Wartime
Ask What does Zlata describe in her
journal entry? (the death of a friend
when a bomb falls on the park where
Zlata used to play.) What is Zlata’s
tone? Is she surprised? (She sounds
resigned, as if this has happened before.)
What does Zlata’s experience suggest about everyday life in Sarajevo
in 1992? (It was full of violence.)
Reading Skill: Recognize Sequence Fill in a
flowchart like the one below to keep track of the
sequence of events in the conflicts in Northern
Ireland, Chechnya, and Yugoslavia.
Sequence of Conflicts
Northern Ireland
• 1922: Six Irish
counties vote
to remain in
the United
Kingdom.
•
Yugoslavia
Chechnya
•
•
•
•
Many wars and conflicts in recent decades have arisen over ethnic
or religious differences. Such differences have led to civil wars
within nations. Regional rivalries have also resulted in wars
between nations.
Ethnic and Religious Conflicts
Ethnic and religious conflicts have often had more than one cause.
The root of the conflict is often a cultural difference between two
groups based on ethnicity, religion, or both. However, it takes more
than cultural differences to create conflict. Malaysia and Singapore, for example, have great ethnic and religious diversity, but little internal conflict. Both countries enjoy peace because they have
tried to distribute economic resources and political power fairly
among their ethnic and religious groups.
War in Sri Lanka Conflicts occur when members of one ethnic or
religious group feel that they face unfair treatment, or discrimination, by members of another group. For example, in Sri Lanka,
where Sinhalese Buddhists are the majority, Sinhalese nationalists made Sinhalese the only official language. They ended the official use of the Tamil language. They also created government
support for the Buddhist religion. Sinhalese nationalists excluded
the Hindu Tamils from power. This led to the bloody civil war
described in the previous chapter. The Tamil rebels agreed to a
ceasefire in 2002 only when the government agreed to negotiations
over a separate Tamil regional government.
n Focus Point out the Section Focus
Question and write it on the board.
Tell students to refer to this question
as they read. (Answer appears with
Section 1 Assessment answers.)
n Preview Have students preview the
Section Standards and the list of
Terms, People, and Places.
n Reading Skill Have students use the
Reading Strategy: Recognize Sequence
worksheet.
Teaching Resources, Unit 4, p. 47
580 Regional Conflicts
Vocabulary Builder
Use the information below and the following resources to teach the high-use word from this section.
Teaching Resources, Unit 4, p. 46; Teaching Resources, Skills Handbook, p. 3
High-Use Word
dominate, p. 582
Definition and Sample Sentence
v. to control or have power over
The high school squad dominated the game against the middle school team.
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Avoiding War in Canada In some countries, however, ethnic
conflicts have found peaceful resolutions. For example, Canada
has an English-speaking majority. In the past, many Frenchspeaking people in the province of Quebec felt that Canada’s government treated them unfairly. Some wanted Quebec to become
independent. Meanwhile, others used democratic means to
increase government support for French language and culture in
Quebec. In 1995, Quebec’s people voted to remain in Canada. In
Canada, a democratic form of government has helped to prevent
violent conflict.
Contrasting Ethnic Relations
Nation
Political System
Ethnic Conflict
Sri Lanka
Limits rights of
minority groups
Has led to violence
Canada
Protects minority
groups
Resolved
democratically
n
Have students read this
section using the Guided Questioning
strategy (TE, p. T20). As they read,
have students fill in the flowchart.
Reading and Note Taking
Study Guide, p. 150
Chart Skills Based on the chart and the
information in this section, explain why the
response of the ethnic minority to discrimination
in Sri Lanka differed from that in Canada.
Northern Ireland’s Troubles Northern Ireland’s difficulties
began when Ireland won independence in 1922. Six northern
counties, which had a Protestant majority, voted to remain part of
Britain as Northern Ireland. Minority Catholics in Northern
Ireland faced economic and political discrimination. Many Catholics
demanded civil rights and unification with the rest of Ireland, which had
a Catholic majority.
Beginning in the 1960s, extremists on both sides turned to violence
and terrorism. The Irish Republican Army (IRA) attacked Protestants,
and armed Protestant militias targeted Catholics.
Peace talks dragged on for years. Finally, in 1998, Protestants and
Catholics signed a peace accord, known as the Good Friday Agreement.
However, lasting peace was threatened by distrust on both sides, occasional acts of violence, and the IRA’s reluctance to turn over weapons.
Ethnic and Religious
Conflicts/War Ravages
Chechnya
L3
Instruct
n Introduce Point out that in some societies, such as ours, people of different
ethnic and religious backgrounds generally live together without violent conflict. Ask students to predict why ethnic
and religious differences might fuel violence in some societies.
n Teach Create a three-column chart on
Standards Check Why did conflict break out in Northern Ireland?
the board, labeled Country, Conflict, and
Status of Conflict. Ask students to volunteer information for Sri Lanka, Canada, Northern Ireland, and Chechnya.
Ensure that students understand why
ethnic and religious differences did or
did not lead to violence in each country.
War Ravages Chechnya
Ethnic and religious minorities in several former
Soviet republics fought for freedom from domination by the republic’s majority. In Azerbaijan, ethnic
Armenians declared independence for the region of
Nagorno-Karabakh, where they are the majority.
Fighting between Azerbaijani forces and the Armenians left thousands dead.
Probably the fiercest conflict in the former
Soviet Union has been the struggle of Muslim
Chechen nationalists to free their homeland,
Chechnya, from the control of Russia. Russia brutally crushed a Chechen revolt in the mid-1990s,
killing huge numbers of civilians. Both sides committed war crimes such as torture. A 1997 peace
treaty failed, and embittered Chechen separatists
took their battle into other parts of Russia.
In 1999, new fighting erupted. Russian troops
won control of Grozny, the capital of Chechnya, in
2000. However, rebels fought on in Chechnya’s
southern mountains. Some Chechens turned to terrorist attacks elsewhere in Russia. Russia charged that Chechen rebels were linked to
Muslim terrorists in other parts of the world.
Teach
Independent Practice
Have students view the photograph near
the bottom of this page and read the caption. Use the Think-Write-Pair-Share
strategy (TE, p. T23) and have them write
an alternative caption that includes reasons for destruction. Have students suppose the image shows destruction in
Northern Ireland and write a different
caption for the image.
Grozny in Ruins
Grozny, the capital of Chechnya, lay in ruins
in 2000 after Russian troops won a battle
for control of the city.
Standards Check How has the war in Chechnya affected neighboring
regions of Russia?
Monitor Progress
As students fill in their flowcharts, circulate to make sure they understand the
sequences of events in the four regions
discussed. For a completed version of the
flowchart, see
Note Taking Transparencies, p. 119
Answers
Solutions for All Learners
L4 Advanced Readers
L4 Gifted and Talented
Have students conduct library and Internet research to
learn more about one of the conflicts discussed in this
section. Ask them to research the conflict’s historical
roots, key events in the conflict, efforts to resolve the
conflict, and the current status of the conflict. Have
them present their research either in a timeline that
highlights key historical processes and events or in a
poster that uses short paragraphs, images, a map, and
an optional graph to summarize the conflict.
Chart Skills In Canada, the political system
allows minority groups to take political action,
while in Sri Lanka, the political system limits
minority rights and has driven some minority
members to take violent action.
Minority Catholics faced discrimination, while
Protestants opposed Catholics’ goal of Irish
unification.
It has led to violence in other parts of Russia.
Chapter 17 Section 1 581
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Yugoslavia Breaks Apart
Ethnic, nationalist, and religious tensions tore Yugoslavia apart during
the 1990s. Before 1991, Yugoslavia was multiethnic, or made up of several ethnic groups. These groups included Serbs, Montenegrins, and
Macedonians, who were Orthodox Christians; Croats and Slovenes, who
were Roman Catholics; and the mostly Muslim Bosniaks and Albanians.
A majority of Yugoslavians—including the Serbs, Montenegrins, Croats,
and Bosniaks—all spoke the same language, Serbo-Croatian, but these
groups had different religions. Albanians, Slovenes, and Macedonians
spoke minority languages.
Yugoslavia was made up of six republics, similar to states in the
United States. These were Slovenia, Croatia, Serbia, Bosnia and Herzegovina (often known as Bosnia for short), Montenegro, and Macedonia.
Each republic had a dominant ethnic group but also was home to ethnic
minorities. Serbs formed the majority in Serbia but were an important
ethnic minority in several of the other republics. Serbs dominated Yugoslavia, which was held together and controlled by its Communist Party.
L3
Instruct
n Introduce: Vocabulary Builder
n Teach Display Color Transparency
104: Conflict in Yugoslavia. Discuss
the issues that led to conflict in
Croatia, Bosnia, and Kosovo. Then ask
Which group played a role in all
three conflicts? (Serbs)
Color Transparencies, 104
n Quick Activity Have students access
Republics Break Away The fall of communism led to nationalist
unrest. The Serbs tried in vain to keep control over Yugoslavia. Slovenia
and Croatia were the first to declare independence
from Yugoslavia in 1991. When Croatia declared
independence, however, fighting broke out between
Former Yugoslavia in 2005 For: Audio guided tour
ethnic Croats and Serbs, who formed a minority
Web Code: mzp-3211
within Croatia. Macedonia and Bosnia soon
AUSTRIA
declared independence from Yugoslavia as well. By
Yugoslavia, 1990
H U N G A RY
1992, Yugoslavia was left with the republics of MonProvincial border
Ljubljana
Dr
Republic border
tenegro and Serbia. Finally, in 2003, what remained
ava
Zagreb
R.
SLOVENIA
of Yugoslavia was renamed Serbia and Montenegro.
Conic Projection
C R OAT I A
14˚ E
ia
Teaching Resources, Unit 4, p. 48
n Have students fill in the Outline Map
Former Yugoslavia and label the new
republics.
ti
c
Se
16˚ E
42˚ N
I TA LY
W
100 km
ROMANIA
Danube R.
Kosovo
E
S
100 mi
50
Serbia
Montenegro
N
a
50
0
R.
va
Mora
dr
0
R.
SERBIA AND
MONTENEGRO
Sarajevo
A
e
Belgrade
BOSNIA AND
HERZEGOVINA
n Primary Source To help students better understand the conflict in Yugoslavia, have them read the selection A
Family in Sarajevo and complete the
worksheet.
nu
b
Sava R
.
Tisa R.
Independent Practice
dominate—(DAHM uh nayt) v. to control
or have power over
Da
Web Code mzp-3211 to take the
Geography Interactive Audio
guided tour and then answer the map
skills questions in the text.
Vocabulary Builder
RIA
Have students read the Vocabulary
Builder term and definition. Then tell
students that Yugoslavia was made up
of different geographic republics, and
that people in each republic were
divided along ethnic lines. Ask students
what might be the consequences if one
ethnic group in Yugoslavia sought to
dominate the others?
BU
LG
A
Yugoslavia Breaks
Apart
Page 582 Wednesday, July 27, 2005 11:01 AM
Skopje
ALBANIA
MACEDONIA
GREECE
18˚ E
Teaching Resources, Unit 4, p. 53
Monitor Progress
n Circulate to make sure students are
filling in their Outline Maps accurately.
Check answers to map skills questions.
n Check Reading and Note Taking Study
Guide entries for student understanding.
Map Skills The former nation of Yugoslavia had broken apart
into five new nations by 1992. During the early 2000s, the regions
of Montenegro and Kosovo moved toward greater independence
from Serbia within the nation of Serbia and Montenegro.
1. Locate (a) Sarajevo (b) Serbia (c) Kosovo
2. Location Which new nation does not share a border with Serbia on any side?
3. Make Inferences How did the location of Bosnia and Herzegovina put it at risk of becoming involved in conflicts between
Serbians and Croatians?
Civil War Devastates Bosnia Fighting between
Serbs and Croats in Croatia spread to neighboring
Bosnia when Bosnia declared independence in
1992. Bosnian Serbs fought to set up their own separate government in Bosnia. They received money
and arms from Yugoslavia, then dominated by Serbia. Muslim Bosniaks, the largest group in Bosnia,
lived scattered throughout the country. They did not
want Bosnia divided into ethnic regions.
During the war, all sides committed atrocities.
Serbs in Bosnia conducted a vicious campaign of
what they called ethnic cleansing. This meant killing people from other ethnic groups or forcibly
removing them from their homes to create ethnically
“pure” areas, in this case for Serbs. Thousands of
Bosniaks and Croats were killed, sometimes in mass
executions. Croatian and Bosniak fighters took
revenge. Croats launched an ethnic cleansing campaign to drive ethnic Serbs from parts of Croatia. To
many, ethnic cleansing recalled the horrors of the
Holocaust during World War II.
Finally, NATO air strikes against the Bosnian
Serb military forced the warring parties to negotiate. Guided by the United States, they signed the
Solutions for All Learners
L1 Special Needs
Answers
Map Skills
1. Review locations with students.
2. Slovenia
3. Bosnia is located between Serbia, where Serbians dominate, and Croatia, where Croatians
dominate.
582 Regional Conflicts
L2 Less Proficient Readers
To help students understand Yugoslavia’s breakup,
have them look at the map on this page. Note that
Serbs once dominated all of Yugoslavia, although they
are the majority only in Serbia. Have students list the
countries that once made up Yugoslavia and discuss
why they declared independence. Ask how Serbia and
Montenegro might break apart.
L2 English Language Learners
Use the following resources to help students acquire
basic skills.
Adapted Reading and Note Taking
Study Guide
n Adapted Note Taking Study Guide, p. 150
n Adapted Section Summary, p. 151
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Assess and Reteach
Assess Progress
n Have students complete the
L3
Section Assessment.
n Administer the Section Quiz.
Dayton Accords, ending the
war in 1995. An international
force helped maintain a fragile
peace in Bosnia.
Teaching Resources, Unit 4, p. 43
n To further assess student under-
The Fight for Kosovo As Bosnia
reached a tense peace, a crisis broke out
in the Serbian province of Kosovo. Ethnic Albanians made up about 90 percent of
Kosovo’s population. The rest of the population
was mostly Serbian.
In 1989, Serbian president Slobodan Milosevic
(mih LOH shuh vich), an extreme Serbian nationalist, had
begun oppressing Kosovar Albanians. Peaceful protests led to more
repression. In the mid-1990s, a small guerrilla army of ethic Albanians
began to respond with armed attacks on Serbian targets. Milosevic, however, rejected international peace efforts. In 1999, NATO launched air
strikes against Serbia. Yugoslav forces attempted ethnic cleansing of
Albanian civilians.
However, NATO air strikes eventually forced Yugoslavia to withdraw
its forces from Kosovo. UN and NATO forces restored peace. As Kosovo
rebuilt, tensions remained high between ethnic Albanians and Serbs living there. Although Kosovo remained part of Serbia in theory, the region
was under UN control after 1999. The majority ethnic Albanians sought
independence, while ethnic Serbs wanted to remain part of Serbia.
standing, use
Progress Monitoring Transparencies, 71
Reteach
If students need more instructions, have
them read the section summary.
Reading and Note Taking
L3
Study Guide, p. 151
Albanian Guerrillas in Kosovo
These ethnic Albanian guerrillas were
moving into an area after Serbiandominated Yugoslav forces withdrew in
1999. What does this photograph suggest
about relations between ethnic Albanians
and Serbians in Kosovo?
Terms, People, and Places
1. What do many of the terms, people, and
places listed at the beginning of the section have in common? Explain.
2. Reading Skill: Recognize Sequence
Use your completed flowchart to
answer the Focus Question: Why have
ethnic and religious conflicts divided
some nations?
Section 1 Assessment
1. Sentences should reflect an understanding
of each term, person, or place listed at the
beginning of the section.
2. These are nations with different ethnic
and religious groups in which one group
resists domination by another.
3. a fairer distribution of economic resources
and political power among Protestants
and Catholics
L4
Display Color Transparency 103:
Walking in Ruins, by Robert, Age 13.
Have students explain how this drawing
symbolizes the conflicts discussed in this
section.
Color Transparencies, 103
Standards Monitoring Online
Comprehension and Critical Thinking
3. Synthesize Information Based on
the peaceful example of Malaysia,
what might bring lasting peace to
Northern Ireland?
4. Predict Consequences Based on
your knowledge of the causes of ethnic
conflict, how effective do you think
Russia’s methods will be in resolving
the conflict in Chechnya?
5. Draw Conclusions Why did the
breakup of Yugoslavia lead to
increased ethnic conflict?
Spanish Reading and
L2
Note Taking Study Guide, p. 151
Extend
Standards Check How did the breakup of Yugoslavia lead to ethnic
cleansing in Bosnia and Herzegovina?
1
Adapted Reading and
L1 L2
Note Taking Study Guide, p. 151
For: Self-quiz with vocabulary practice
Web Code: mza-3211
Answers
●
Caption Relations are tense; the Albanian guerrillas are ready to fire their guns.
Writing About History
Quick Write: Explore a Topic To write a
research report, you first need to frame
questions that will help you to explore your
topic. Choose one of the conflicts in this
section and write a series of questions that
you could try to answer through research.
For example, if you choose the Northern
Ireland conflict, you might ask why the IRA
has been reluctant to turn over weapons,
or who has been responsible for recent
attacks in Northern Ireland.
4. Sample: not effective; Chechens rose up to
resist Russian domination, so more brutal
domination is likely to bring even more
violent resistance.
5. lack of an overarching government to
unite the many disparate groups; in new
ethnically based nations, ethnic minorities feared domination and fought to control the areas where they lived
Serbs, who had dominated Yugoslavia, feared
a loss of power in Bosnia, where they were a
minority. Serbs drove non-Serbs out of parts of
Bosnia so that they could control “ethnically
cleansed” areas.
l Writing About History
Questions should ask about causes or require
explanations and that cannot be answered by
yes or no. Students should be able to respond
to their questions through research.
For additional assessment, have students
access Standards Monitoring Online at
Web Code mza-3211.
Chapter 17 Section 1 583