MANAGING OR MEDDLING?: Considering the Role of Foreign Powers in Nation-Rebuilding or Restoration

June 18, 2003

MANAGING OR MEDDLING?:
Considering the Role of Foreign Powers in Nation-Rebuilding or Restoration

Grades: 6-8, 9-12

Subjects: Civics, Current Events, Geography, Global History, Social Studies

Related New York Times Article
"Rare Bosnia Success Story, Thanks to U.S. Viceroy, By MARK LANDLER", June 18, 2003

Overview of Lesson Plan:: In this lesson, students examine Bosnian and Herzegovinian society before and during American involvement, focusing on the successes in Brcko. They then write a reflective essay considering the role of "helper countries" in foreign affairs and applying lessons learned from Brcko to current nation-building efforts.

SUGGESTED TIME ALLOWANCE:
1 hour

OBJECTIVES:
Students will:

Voice their opinions about foreign and domestic policies of the United States, as well as the United States' history of getting involved in rebuilding other nations.
Examine the successful rebuilding of a town in Bosnia and Herzegovina by reading and discussing the article "Rare Bosnia Success Story, Thanks to U.S. Viceroy."
In groups, research information about various aspects of Bosnian and Herzegovinian society before, during and after American involvement; create timelines documenting the changes in these particular aspects of society.
Reflect on the roles of a helper country in rebuilding and reshaping a nation in need of change or support.

RESOURCES / MATERIALS:

four large pieces of paper, each with one of the following statements written in large letters: "Strongly Agree," "Agree Somewhat," "Disagree Somewhat," "Strongly Disagree"
pens/pencils
paper
classroom blackboard
copies of "Rare Bosnia Success Story, Thanks to U.S. Viceroy" (one per student)
computers with Internet access
poster board (one per small group)
markers

ACTIVITIES / PROCEDURES:

WARM-UP/DO-NOW: Before class, hang the four "statement" posters ("Strongly Agree," "Agree Somewhat," "Disagree Somewhat," "Strongly Disagree") in different corners of the room. Because students will be moving around to stand beneath the statements with which they most agree for different questions related to the United States' intervention in foreign affairs, be sure that students have clear paths in the room to reach the four corners.
Upon entering class, explain to students that they will be expressing their views on different statements that you will be reading to them regarding the United States' involvement in foreign affairs. Point out that each corner of the room has a sign that states to what degree students agree or disagree with a statement. For each of the statements below, read the statement aloud and allow students to move to the corners of the room that best express their views on the statement. As students take their places, write the statement on the board. Then, ask at least one student in each group to share his or her choice.
- Countries should work out their crises on their own.
- If the United States does not get involved when another country is in crisis, no other country will.
- The United States spends too much time on intervening in foreign affairs and not enough on domestic issues.
- The United States spends too much money on intervening in foreign affairs and not enough on domestic issues.
As a class, read and discuss the article "Rare Bosnia Success Story, Thanks to U.S. Viceroy," focusing on the following questions:
1. What was happening ten years ago to Bosnian Serbs?
2. What is interesting about the fact that Serbs, Croats and Muslims all go to the same high school?
3. How does Samira Hasanvasic describe her hometown of Brcko?
4. Why is Brcko considered a success?
5. How much aid has Brcko received from the United States? From other foreign aid sources?
6. How much money has Bosnia received overall?
7. According to Mark Wheeler, what lesson can nation-builders learn from Brcko?
8. Who is directly responsible for improving Brcko, according to the article?
9. How did he make improvements and changes?
10. Why haven't elections been taking place in Brcko?
Explain to students that today they will be examining the process of restructuring in Bosnia and Herzegovina with involvement by the United States. First, ask students to suggest areas needed to be rebuilt or redefined in a country in need of rebuilding. Students should consider examples from the article read in class, as well as other examples of countries that have been rebuilt or are currently in the process, such as Iraq. Topics may include education, the economy, social relations between rival groups, and government. Narrow the list to six of the most critical areas, divide students into six groups, and assign each group a topic for their focus.
Explain that each group will be researching their topic as it applied both before United States involvement in Bosnia and Herzegovina and after, through current involvement, including measures taken by the United States to improve the lifestyle for those living under the previous regime.
Using all available resources, students research the answers to the following questions (written on the board or copied into a handout for easier student access):
- What was your assigned aspect of Bosnian and Herzegovinian society like prior to United States involvement there?
- What were the major problems or issues concerning this aspect of society prior to United States involvement?
- For how long had this aspect of society been in that condition?
- How did this aspect of society end up in that condition?
- What organizations were involved with your assigned aspect of Bosnian and Herzegovinian society prior to United States involvement?
- Why did this aspect of society need to be rebuilt or changed?
- Who felt that this aspect needed to be changed, and who did not?
- How was this aspect reformed, and what have been the effects?
- What American organizations, if any, are currently involved in reforming your assigned aspect of Bosnian and Herzegovinian society?
- What progress or setbacks have arisen in this aspect of society since United States involvement?
After research is completed, each group creates a timeline on a piece of poster board that focuses on their research. Students should include events that illustrate what was happening in Bosnia prior to United States involvement and what steps the United States has taken to improve or change aspects relating to the assigned aspect of Bosnian and Herzegovinian society.
Timelines should be presented and displayed in a future class so that students can see the whole picture of why the United States became involved in Bosnia and how the United States has helped to improve or stabilize the lives of people in this country.
WRAP-UP/HOMEWORK: Individually, students write reflective essays considering the roles that a country like the United States should play in the rebuilding and reshaping of a nation in need of change or support. Students should consider the following: What information should the helping country have before going into another country to help rebuild it? What concerns should the helping nation consider? What type of power might be necessary to facilitate the changes? What type of power could have a negative impact? How might lessons learned from Brcko, read about in the article read in class, be applied to nation-building in Iraq or in other countries that the United States is currently helping to rebuild?

DISCUSSION QUESTIONS:

Where is Bosnia? Where is Herzegovina?
How do countries like the United States decide how much money and other aid to send to a place like Bosnia?
Why aren't the strategies used to improve Brcko being used in other cities in Bosnia?
What difficulties do you think Mr. Clarke faces as a foreigner in a powerful position? Why do you think this?

EVALUATION / ASSESSMENT:
Students will be evaluated based on participation in class and group discussions, completion of group research and timelines on assigned aspects of Bosnian and Herzegovinian society before and after United States involvement there, and thoughtfully written reflections considering the roles that helper countries like the United States should play in nation re-building.

VOCABULARY:
viceroy, huddled, integrates, transition, per capita, protectorate, languishes, interim, proconsul, annulled, rammed, perennial

EXTENSION ACTIVITIES:

Write a letter to President George W. Bush proposing how to stabilize Iraq after the war against Saddam Hussein. Use examples from the successes in Brcko to support your ideas.
Create an illustrated poster or textbook entry illustrating the historical definition of a viceroy. What was the original position? Under what conditions have people held this position? What successes or failures have viceroys had throughout history? When is a country considered to be a viceroy? What examples of this can be offered?
Research current American rebuilding activities around the world. Why are American troops or groups there? How long have they been there? What are they doing? How does the nation being rebuilt feel about the United States' presence in their country? Write a newspaper article sharing your findings.
Create a chart comparing various types of governments, such as democracy, communism, dictatorship, monarchy and oligarchy. Then, indicate on a world map where different governments are practiced, assigning a different color to each type of government and shading in the countries with that government structure (alternately, colored dots or pushpins might be used.)
Examine current movements to resegregate public schools in the United States by race or by gender. What are the major arguments for each side of this issue? Where is this issue a "hot topic"? How could this type of segregation affect public schools in a particular community? How could it affect public schools nationally? Write an editorial sharing your views.

INTERDISCIPLINARY CONNECTIONS:
Economics- Create a pie chart illustrating how the national budget spends its money on foreign aid. Which country receives the most money? The least money? On what is foreign aid spent? From where does the money come? Write a brief paper considering whether or not these amounts should decrease when there are domestic problems.

Language Arts- George Orwell wrote "1984" as a commentary on human nature's desire for power. Read the novel and write a paper analyzing what happens when a person is given too much power. Include examples from recent history to support your ideas.