This 2-period lesson (with homework) explores the way in which history can inspire literature and literature can change the course of history.
Author: Lisa Adeli, Ph.D.
Grade Level: 9-12, College / Adult
Curriculum: English / Language Arts, Social Studies
Introduction
 Did you know that literature based on a medieval battle could help start a world war on June 28, 1914? could shape a dramatic break in diplomatic relations on June 28, 1948? could inspire events in June 28, 1989 that led 10 years later to genocide and the US/NATO bombing of a country? Well, according to the Serbs, that's exactly what happened - and why June 28 is a portentous date in their history!
So what's up with this date, and why is it so important in the history of the Yugoslav area? And what does poetry have to do with history and history have to do with poetry? Answering these questions is more than just an intellectual exercise for you; it may make or break your career.
You work for an intelligence agency that advises your country's leaders about important social/political ideas and trends in southeastern Europe. (You will find out later in what country and what year you are working.) June 28 is fast approaching, and you must report to your superiors about what is happening in the Balkans and what problems could arise on that day. Remember that not only your job, but your country's well-being AND the lives of millions of people hang in the balance.
Task
Day 1:
As a class, you will read and discuss a few of the legends of Kosovo. You will learn about what the stories mean to Serbian history and how they shaped the course of that history.
Day 2:
You and a partner will research a topic in Serbian history that is related to June 28. You will write a one-page report on the day's possible significance using the template that you are given. According to your teacher's instructions, you will either print out 3 copies of your paper (one for the teacher to grade; two for the class file to be shared with your classmates), OR if your teacher has created a blog, you will post it there.
Homework:
You must read at least one other student's work (either on the blog or by taking a copy of a paper from the file) and write a thoughtful response to it.
Process
Day 1:
Three Kosovo poems are provided for you in Document 1. It is a very readable translation not only from Serbian into English but from poetry into prose. As a class, read aloud and discuss the first poem ("The Fall of Serbia") and one or both of the following poems. Questions for discussion and answers to those questions (including more information that the teacher can share with students) are provided in Document 2.
Homework:
Students should work in be divided into groups of two. (Whether students choose their partner or are assigned one is up to the teacher.) Half of the groups in each class should be assigned to read the background reading on the Sarajevo assassination of 1914; the other half should read the background reading on the 1999 Kosovo crisis. The background readings are also found in Attachment 2. (Note: Both members of a pair should read the same background reading.)
Day 2:
- Students should work with their partners, preferably with access to a library and a computer lab.
- Each pair chooses a scenario from the list. (Only one pair per class should sign up for any one scenario.)
- Each pair is given a task sheet. The list of scenarios, suggestions of websites, and task sheets are all in Document 3.
- The pair then researches the topic. They should divide up the work so that the group as a whole consults at least 3 different sources. (They may decide, for example, that both of them read a general overview and then each consult a different specific source.)
- Together, the pair does the writing assignment on the task sheet according to instructions.
- They then either post it onto the class blog OR make 3 copies to hand in (one copy for the teacher to grade, the other two to go into a file for their classmates to read.
Homework (a few days later):
- Each student individually reads a report by one of his/her classmates. Note: The student should choose a report that is a different scenario but from the same background reading that he/she read.)
- Each student then crafts a thoughtful, one-paragraph response, either posting it to the blog or handing it in according to the teacher's instructions.
Relevant Documents:
Evaluation
Category
&
Score |
Beginning 1 |
Developing 2 |
Very Good 3 |
Exemplary 4 |
Score |
| Quality of research about the historical event - Part 1 of the guide sheet. |
One or two sentences in length. Demonstrates
little understandingof the topic. Lacking in substance (generalities without specific information). |
One or two sentences of substantive comments OR a full paragraph of generalities. Some confusion about the topic. |
A full paragraph.
Generally reflects knowledge of the topic but with a significant error or lacking specific references. |
A full paragraph or more. Excellent knowledge of the topic with specific examples to support the main assertions. Analytical. |
30% |
| Analysis of the event and its potential impact on a particular country - Part II of the guide sheet. |
One or two sentences in length. Demonstrates
little analysis of the topic. Lacking in substance (generalities without specific information).
Little or no sense of audience (according to the students' scenario/role). |
One or two sentences of substantive comments OR a full paragraph of generalities. Some confusion about the topic or errors in information.
Some problem writing to the scenario/role. |
A full paragraph.
Generally reflects knowledge of the topic but with a significant error or lacking specific references.
A good sense of the scenario and role they are playing. |
A full paragraph or more. Excellent knowledge of the topic with specific examples to support the main assertions. Analytical. Convincing writing in accordance with the role they are playing. |
30% |
| Clarity of writing demonstrated in the report. |
Writing is very difficult to understand.
Use of simple sentences or confused style. Use of inappropriate vocabulary. Containing frequent grammatical or spelling errors. |
Writing is a bit awkward because of errors in sentence structure and vocabulary. Some grammatical and spelling errors. |
Writing is generally clear but containing a few errors in grammar, structure, or vocabulary. |
Writing style that is fluid and easy to follow. Varied, complex sentence structure. Appropriate vocabulary. No major grammatical or spelling errors. |
10% |
| Written response to someone else's report. |
One or two sentences in length. Demonstrates little understandingof the report. Comments lack in substance or reference to the specific topic. |
One or two sentences of substantive comments OR full paragraph of generalities. Comments have some substance but not much. |
A full paragraph.
Generally reflects knowledge of the topic but with a significant error or lacking specific references. |
A full paragraph or more. Excellent knowledge of the topic with specific examples to support the main assertions. Analytical. |
30% |
| Total Score: |
%100 |
Conclusion
 This lesson has shown how history influenced Serbian literature and how that literature, in turn, changed the course of history. But does this extreme example have any relevance to us?
Yes, it does. Even though the Serbian case is unusually vivid, it illustrates an important part of human culture. The fact is that even here, even now, our stories (oral, written, film) draw from our sense of history to shape who we are and what we believe about ourselves and about the rest of the world.
Teacher's Section
Focus:
This webquest was designed for high school World History, English, or Social Studies/English block classes. The lesson requires 2 days of in-class work and 1-2 evenings of homework.
Required Preparation:
It is best if students have some knowledge of the geography of southeastern Europe and the history of the Ottoman Empire. However, you can easily teach the lesson without the students having much prior information.
Targeted Skills - Based on Arizona State Standards:
Grade 10 Reading:
- Concept 2: Historical and Cultural Aspects of Literature. PO 1: Describe the historical and cultural aspects found in cross-cultural works of literature.
Grade 10 Writing:
- most concepts for persuasive writing
High School Social Studies: World History Strand:
- Concept 1: Research Skills for History. PO 5 - Evaluate primary and secondary sources. PO7 -Compare present events with past events.
- Concept 3: The World in Transition.PO 3 - Compare the development of empires. (The Ottoman Empire is specifically cited.) PO 4 - Describe the interaction of European and Asian civilizations from the 12th to the 16th centuries.
- Concept 8: World At War. PO 1 - Examine the causes of World War I .(Subsequent points include specific references to Balkan nationalism.)
High School Social Studies: Geography Strand:
- Concept 2: Places and Regions. PO 4 - Analyze the differing political, religious, economic, demographic, and historical ways of viewing places and regions.
Student Requirements during the Project:
Teacher Requirements during the Project:
- a handout for every student of "the Fall of Serbia" and EITHER "The Death of the Yugovichi's Mother" OR "The Maiden of Kossovo"
- an overhead projector OR computer with powerpointand projector OR a large map of showing the medieval Balkan states just before the Ottoman invasion
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