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How would you define the term “minority?” In what way(s) do you think that the idea may differ in the context of the United States and Central and Southeast Europe?

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Roma are the largest minority in Europe. How do you think that may affect their position in their countries of citizenship, residence, or both?

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Peter Bossman dobrodošel (Welcome Peter Bossman)                                                                                A short documentary film by Simon Intihar.

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Peter Bossman dobrodošel (Welcome Peter Bossman)                                                                                A short documentary film by Simon Intihar.

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"This film tells the story of the first black African leader in all of Eastern Europe, Slovenian Mayor Peter Bossman, two months after his election."

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Peter Bossman dobrodošel (Welcome Peter Bossman)

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European Union Agency for Fundamental Rights

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Fundamental rights belong to everyone in the EU. It does not matter who you are, what you believe or how you choose to live.

We help promote and protect those rights, including your rights to:

Be free from discrimination on the basis of age, disability or ethnic background

Have your personal data protected

Get access to justice

We work with stakeholders from the local to international level. Our team shares evidence-based insights and expert advice with policy- and decision-makers.

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Fundamental rights belong to everyone in the EU. It does not matter who you are, what you believe or how you choose to live. We help promote and protect those rights, including your rights to: Be free from discrimination on the basis of age, disability or ethnic background Have your personal data protected Get access to justice We work with stakeholders from the local to international level.

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#BLM: Reception in Eastern Europe, Russia and Central Asia

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#BLM: Reception in Eastern Europe, Russia and Central Asia

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Association for Slavic, East European, and Eurasian Studies

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#BLM: Reception in Eastern Europe, Russia and Central Asia | While the Black Lives Matter Movement has revived global conversations about racism and systemic inequality, its reception in our region manifested not... | By Association for Slavic, East European, and Eurasian Studies - Facebook

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While the Black Lives Matter Movement has revived global conversations about racism and systemic inequality, its reception in our region manifested not...

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Foreign students who fled Ukraine continue studies in Serbia

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Foreign students who fled Ukraine continue studies in Serbia

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Jelena Djukic-Pejic in Nis

February 4, 2023

Thousands of foreigners were studying in Ukraine when Russia invaded. Now, 170 medical students from 10 countries are continuing their studies in Nis in southern Serbia.

The number of applications from foreign students has risen sharply at the University of Nis since the start of the war in Ukraine

At the end of February 2022, Shinga Chikura was close to despair. "I thought that was it; it's over; that's my life trying to become a doctor," the 26-year-old Briton told DW.

When he finished school, Chikura wanted to study medicine and spent a long time trying to get a place at university in the UK. When that didn't work out, he began investigating the possibility of studying elsewhere in Europe.

Six years ago, he finally began studying medicine - in English - in the Ukrainian capital, Kyiv. Studying came easily to him and he quickly felt at home in the country and with the people. He had no plans to leave Ukraine before completing his degree. Then, on February 24, 2022, Russia invaded Ukraine.

Because all flights out of the country were canceled when war broke out, Chikura, who was in the middle of his sixth year at university, fled Ukraine and traveled back to England over land. After spending days waiting at numerous borders, he finally made it home.

He immediately began looking for a college place in another European country. "I tried to apply in many countries - even in England, France, Germany - and they all said that they could only allow me to start in first year," he said. "I began to think that all my time in Ukraine had been wasted."

University credits from Ukraine recognized in Nis

Then he heard that it would be possible to continue his degree in the southern Serbian city of Nis. "When I thought about Serbia, I said, 'It's in Eastern Europe - it's pretty close to Ukraine; there could be a war,'" he said. "But then I looked at some details and spoke to a few people that were already here, and they said everything's fine."

A few days later, Chikura had registered at the University of Nis. He's been living in Serbia for just under 10 months now.

He is most pleased about the fact that the university recognized most of his credits from his time in Ukraine and that he was able to join year five of the degree course. "I've lost just under one year," he said happily.

The University of Nis has been offering a degree in medicine in English for four years now. Since war broke out in Ukraine, however, the number of applications has skyrocketed. The new students come from a wide range of countries.

Frightening experience for foreign students

Shireen Rahmani from Saudi Arabia told DW that she wanted to leave Ukraine and come to Serbia before the war. "I really liked the website of the University of Nis, especially all the relevant publications by the professors," said the 22-year-old, who is also in the fifth year of her degree course. "What's more, I found the long, cold Ukrainian winters really difficult."

But it was the horror unleashed by the Russian invasion of Ukraine that sealed her decision to actually switch to Nis. "It was honestly a very frightening, scary period of my life," she told DW, "because even after the whole situation when I came home, for days I had PTSD. Even now when I hear fireworks, the first thing on my mind is, 'I hope it's just fireworks, I hope it's not bombardment.'"

Support for arrivals from Ukraine

She is also concerned about the tension between Serbia and neighboring Kosovo: "Sometimes there's still this fear in the back of my mind that something might happen," she said.

In view of all this, the support she received as a new arrival from Ukraine from staff at the University of Nis was even more important. "They really helped me," she said, "and not just with university matters, but also finding accommodation and adjusting to life in Serbia. That did me a lot of good."

Cost of living a key factor

Among the foreign students in Nis are some who came directly to Serbia to study, like Anika Jobair from Germany. "I was very lucky to get the position, because they take just 25 candidates and I got it," she said, recalling how afraid she was that she would not pass the entrance exam in English.

Anika is 37 years old and in the third year of her course. "I always wanted to go to university," she told DW, "but although university fees in Germany are low, the cost of living is very high."

This is why Anika spent years working as a medical laboratory assistant in oral surgery, facial surgery, oncology and pediatrics.

Mutual recognition of degrees

So, what made her choose Nis? "I researched a bit and found out that they also work on the Bologna principle, which is equivalent to a German education system." She also explained that in accordance with the West Balkan Agreement, each country recognizes degrees from the other.

Above all, she likes the fact that the groups at the University of Nis are small. "The connection between the professor and student is very close, so they have enough time for us; they can explain things if something is unclear, so this is still a very big benefit for all of us." She also points out that many doctors from Serbia work in Germany and are very highly thought of there.

The annual fees for foreign students studying medicine at the University of Nis are €5,500 ($5,953). At present, 268 students from the UK, Germany, France, Portugal, Norway, Finland, Ireland, India, Saudi Arabia and Nigeria are registered at the university. Of this number, 170 previously studied in Ukraine.

Doctor Milan Trenkic, professor of gynecology and obstetrics, is particularly impressed with the students.

"I don't know whether it is something they brought with them from Ukraine, but they really expect a lot of themselves - and of us, too. Above all, they want our full attention," he said. "If they don't understand something linguistically, they immediately check on their tablets. Luckily, medical terms the world over are in Latin."
This article was originally published in German.

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Foreign students who fled Ukraine continue studies in Serbia - DW - 02/04/2023

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Thousands of foreigners were studying in Ukraine when Russia invaded. Now, 170 medical students from 10 countries are continuing their studies in Nis in southern Serbia.

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The Campaign to Challenge an Anti-Black Racial Slur in Poland (2020)

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The Campaign to Challenge an Anti-Black Racial Slur in Poland (2020)

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#DontCallMeMurzyn: Black Women in Poland Are Powering the Campaign Against a Racial Slur

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A campaign against a racial epithet is at the center of an emerging movement in Poland to reckon with racial discrimination

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The African Village Institute is a community platform dedicated to uniting individuals of African descent living in Slovenia and those interested in African culture, history, and future. Our primary objective is to celebrate and promote African culture while promoting social cohesion and inclusivity.

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Only Memories and Emptiness Remain: The History of Ulcinj’s Afro-Albanian Community in Montenegro by Mustafa Canna

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Only Memories and Emptiness Remain: The History of Ulcinj’s Afro-Albanian Community in Montenegro by Mustafa Canna

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Only Memories and Emptiness Remain: The History of Ulcinj’s Afro-Albanian Community in Montenegro - Lefteast

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By the beginning of the Cretan War in 1650, Ulcinj had become a significant trading post for Christian slaves. These slaves were brought to Ulcinj after being captured by local pirates on the shores of Italy and Dalmatia, but also from other parts of the Ottoman Empire. Ulcinj had gradually displace…

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Information on EU countries, government and society, countries using the euro, members of border-free travel area.

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The EU has developed a policy to support the gradual integration of the Western Balkan countries with the Union. On 1 July 2013, Croatia became the first of the seven countries to join, and Albania, Bosnia and Herzegovina, Montenegro, North Macedonia and Serbia have candidate country status. Accession negotiations and chapters have been opened with Montenegro and Serbia, negotiations with Albania and North Macedonia were opened in July 2022, and Kosovo submitted its application for EU membership in December 2022.

Legal basis

Title V of the Treaty on European Union (TEU): EU external action;

Article 207 of the Treaty on the Functioning of the European Union (TFEU): international trade agreements;

Article 49 TEU: criteria for application and membership.

Objectives

The EU aims to promote peace, stability and economic development in the Western Balkans and open up the prospect of EU integration.

Background

In 1999, the EU launched the Stabilisation and Association Process (SAP), a framework for relations between the EU and countries in the region, and the Stability Pact, a broader initiative involving all key international players. The Stability Pact was replaced by the Regional Cooperation Council in 2008. The 2003 European Council in Thessaloniki reaffirmed that all SAP countries were potential candidates for EU membership. This 'European perspective' was reaffirmed in the Commission's February 2018 Western Balkans strategy and in the declarations following successive EU-Western Balkans Summits.

Instruments

A. The Stabilisation and Association Process (SAP)

Launched in 1999, the SAP is the strategic framework supporting the gradual rapprochement of the Western Balkan countries with the EU. It is based on bilateral contractual relations, financial assistance, political dialogue, trade relations and regional cooperation.

Contractual relations take the form of stabilisation and association agreements (SAAs). These provide for political and economic cooperation and for the establishment of free trade areas with the countries concerned. Based on common democratic principles, human rights and the rule of law, each SAA establishes permanent cooperation structures. The Stabilisation and Association Council, which meets annually at ministerial level, oversees the application and implementation of the agreement concerned. It is assisted by the Stabilisation and Association Committee. Finally, a Stabilisation and Association Parliamentary Committee (SAPC) ensures cooperation between the Western Balkan countries' parliaments and the European Parliament.

Since the entry into force of the SAA with Kosovo in April 2016, SAAs are now in force with all Western Balkan candidate and potential candidate countries. In the case of Kosovo, the SAA is an EU-only agreement, which the Member States do not need to ratify (five Member States do not recognise Kosovo as an independent state). Trade and trade-related aspects of SAAs are included in interim agreements. They generally enter into force swiftly after they have been signed, as trade is an exclusive EU competence.

B. The accession process

Applicants for EU membership must fulfil the Copenhagen political criteria (see fact sheet on the enlargement of the Union 5.5.1). Once a country has been recognised as a candidate, it moves through the various stages of the process at a rate largely dependent on its own merits and progress.

A candidate country must adopt and implement all EU legislation (the acquis communautaire). The Commission reports on progress in its annual country reports. Every important decision is taken by the Council, acting by unanimity, from the opening of negotiations to their closure. The accession treaty has to be endorsed by Parliament and the Council before being ratified by all contracting states.

Candidate and potential candidate countries receive financial assistance to carry out the necessary reforms. Since 2007, EU pre-accession assistance has been channelled through a single, unified instrument: the Instrument for Pre-accession Assistance (IPA).

Most candidate and potential candidate countries may also participate in EU programmes.

C. Regional cooperation

European integration and regional cooperation are closely intertwined. One of the key aims of the SAP is to encourage countries of the region to cooperate among themselves across a wide range of areas, including the prosecution of war crimes, border issues, refugees and the fight against organised crime. A specific component of the IPA is dedicated to regional cooperation and cross-border programmes.

The Sarajevo-based Regional Cooperation Council (RCC) operates under the guidance of the South-East European Cooperation Process. The RCC aims to support the European and Euro-Atlantic aspirations of its non-EU members, and to develop cooperation in such fields as economic and social development, energy and infrastructure, justice and home affairs, security, building human capital, and parliamentary relations. The EU and many individual Member States support and participate in the RCC.

Another important regional initiative is the Central European Free Trade Agreement. In addition, countries of the Western Balkans participate in a number of regional frameworks.

D. Visa-free travel

Visa-free travel to the Schengen area was granted to citizens of the former Yugoslav Republic of Macedonia (now the Republic of North Macedonia), Montenegro and Serbia as of December 2009, and to citizens of Albania and Bosnia and Herzegovina as of November 2010. In January 2012, a visa liberalisation dialogue was launched with Kosovo. In July 2018, the Commission confirmed that Kosovo had fulfilled all criteria. Following protracted interinstitutional negotiations and a final European Parliament vote in April 2023, Kosovars will be able to enjoy visa-free travel to the Schengen area by January 2024 at the latest.

Current status

Albania applied for EU membership on 28 April 2009. In October 2013, the Commission unequivocally recommended granting Albania the status of candidate for EU membership, which it obtained in June 2014. In light of Albania's progress, the Commission repeatedly recommended opening accession negotiations. In June 2018, the Council agreed to the possible opening of accession negotiations with Albania in June 2019, provided that the necessary conditions had been fulfilled. In March 2020, the Council finally decided to approve the opening of accession negotiations, pending the fulfilment of a set of conditions. In July 2020, the Commission presented the draft negotiating framework - the first to take into account the 'revised methodology for enlargement to the Western Balkans' that was published in February 2020 - to the Member States. Accession negotiations with Albania and North Macedonia, treated jointly because of a shared positive recommendation from the Commission, were formally opened in July 2022 following long delays that were mainly caused by issues between North Macedonia and Bulgaria relating to identity, language and history.

B. Bosnia and Herzegovina

An SAA with Bosnia and Herzegovina (BiH) was already negotiated and signed in June 2008, but its entry into force was frozen, mainly owing to the country's failure to implement a key ruling of the European Court of Human Rights. The EU's 'renewed approach' to the country, which put more focus on economic governance, allowed the long overdue entry into force of the SAA on 1 June 2015. The country submitted its membership application on 15 February 2016. In May 2019, the Commission published its opinion, including a list of 14 key priorities to be fulfilled by BiH in order for accession negotiations to be opened. These include ensuring the proper functioning of the Stabilisation and Association Parliamentary Committee (SAPC), the parliamentary dimension of the SAA. Seven and a half years after the first, failed meeting of the SAPC in November 2015 this priority has still not been acted on. In April 2023, more than half a year after the October 2022 elections, the final composition of the new BiH Delegation to the SAPC had not yet been formally approved. In the wake of the Russian war of aggression against Ukraine and the EU's decision in June 2022 to grant candidate country status to Moldova and Ukraine, the European Council decided to also grant candidate country status to BiH in December 2022.

C. The Republic of North Macedonia

The former Yugoslav Republic of Macedonia (now the Republic of North Macedonia) applied for EU membership in March 2004 and was granted EU candidate country status in December 2005. However, the country was unable to open accession negotiations for many years, mainly owing to the dispute with Greece over its use of the name 'Macedonia'. This dispute was successfully resolved through the 'Prespa Agreement' on the country's new name - the Republic of North Macedonia (or simply North Macedonia for short) - which entered into force in February 2019. Since 2009, the Commission, with the unwavering support of the European Parliament, had invariably recommended that accession negotiations be opened. In June 2018, the Council agreed to the possible opening of accession negotiations with North Macedonia in June 2019, provided that the necessary conditions were fulfilled. In March 2020, the Council finally decided to approve the opening of accession negotiations without setting any further conditions. In July 2020, the Commission presented the draft negotiating framework - the first to take into account the 'revised methodology for enlargement to the Western Balkans' - to the Member States. Accession negotiations with North Macedonia and Albania, treated jointly because of a shared positive recommendation from the Commission, were formally opened in July 2022 following long delays that were mainly caused by issues between North Macedonia and Bulgaria relating to identity, language and history.

Kosovo is a potential candidate for EU accession. It unilaterally declared its independence in February 2008. Five EU Member States (Cyprus, Greece, Romania, Slovakia and Spain) and two countries in the region (Serbia and Bosnia and Herzegovina) have not recognised Kosovo's independence. In July 2018, six years after a visa liberalisation roadmap was issued, the Commission confirmed that Kosovo had fulfilled all the criteria. Following protracted interinstitutional negotiations and a final European Parliament vote in April 2023, Kosovars will be able to enjoy visa-free travel to the Schengen area by January 2024 at the latest. After a landmark agreement on normalising relations was reached in April 2013 by Belgrade and Pristina (the 'Brussels Agreement'), the European Council decided in June 2013 to open negotiations on an SAA with Kosovo, which entered into force on 1 April 2016. Kosovo's future EU integration - like Serbia's - remains closely linked to the EU-facilitated high-level dialogue between Kosovo and Serbia, which should lead to a legally binding comprehensive agreement on the normalisation of their relations. A revamped, U.S.-backed EU proposal in early 2023, which was followed by a high-level meeting between the parties on its implementation, should provide fresh impetus to the normalisation process.

E. Montenegro

Montenegro, which gained independence in 2006, applied for EU membership in December 2008. It was granted candidate country status in December 2010 and accession negotiations were opened in June 2012. In line with the EU's 'new approach' to the accession process, the crucial chapters on the rule of law - Chapter 23 on judicial reform and fundamental rights and Chapter 24 on freedom, security and justice - were opened at an early stage in the negotiations, in December 2013. To date, all 33 screened negotiating chapters have been opened, of which only three have been provisionally closed. The last remaining key chapter (on competition policy) was opened in June 2020. However, political turmoil and instability in Montenegro has led to the stalling of its EU integration process in recent years.

Serbia submitted its application for EU membership in December 2009 and was granted candidate country status in March 2012 after Belgrade and Pristina reached an agreement on Kosovo's regional representation. Accession negotiations were formally opened on 21 January 2014. The first two chapters, including the one on the normalisation of relations with Kosovo, were opened in December 2015. The key chapters on the rule of law, Chapters 23 and 24, were opened on 18 July 2016. To date, 22 out of 35 negotiating chapters have been opened, two of which have been provisionally closed. The four chapters that constitute 'Cluster Four' - on the green agenda and sustainable connectivity - were opened in December 2021 after a two-year period without new chapters being opened. No new chapters or clusters have been opened since then. Serbia's future EU integration - like Kosovo's - remains closely linked to the EU-facilitated high-level dialogue between Serbia and Kosovo, which should lead to a legally binding comprehensive agreement on the normalisation of their relations. A revamped, U.S.-backed EU proposal in early 2023, which was followed by a high-level meeting between the parties on its implementation, should provide fresh impetus to the normalisation process.

Role of the European Parliament

Parliament is fully involved in the SAP and its consent is required for the conclusion of all SAAs (Article 218(6) TFEU). It must also consent to any new accession to the EU (Article 49 TEU). In addition, through its budgetary powers, it has direct influence over the amounts allocated to the IPA. Parliament's Committee on Foreign Affairs appoints standing rapporteurs for all candidate and potential candidate countries. Parliament expresses its positions on enlargement in the form of annual resolutions responding to the Commission's latest annual country reports. In June 2020, following the EU-Western Balkans Zagreb Summit (held online), Parliament also issued a set of recommendations on the Western Balkans. On 23 November 2022, it adopted additional recommendations on a new EU strategy for enlargement. Parliament also has bilateral relations with the parliaments of the Western Balkan countries through its delegations, which regularly meet their Western Balkan counterparts to discuss issues relevant to the SAPs and EU accession processes, on average twice a year. When invited, Parliament observes most elections in the Western Balkans and has already done so in all Western Balkan countries. It has also developed a series of activities and programmes on parliamentary democracy and capacity-building that are tailor-made to the needs of Western Balkan partner parliaments. In North Macedonia and Serbia, Parliament has also been facilitating rapprochement between political parties.
André De Munter

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The Western Balkans | Fact Sheets on the European Union | European Parliament

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The EU has developed a policy to support the gradual integration of the Western Balkan countries with the Union. On 1 July 2013, Croatia became the first of the seven countries to join, and Albania, Bosnia and Herzegovina, Montenegro, North Macedonia and Serbia have candidate country status.

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"Bavarlipe Roma Online University is an online educational platform where Roma and non-Roma can access knowledge about the Roma identity(ies), history(ies) and culture(s) thorough a collection of high-quality lectures delivered by leading Roma scholars on topics ranging from the Roma Holocaust to Roma cultural productions. In partnership with Central European University (CEU), this project is part of ERIAC’s Roma Cultural History Initiative financed by the German Federal Foreign Office (FFO).

The first course of the Barvalipe Roma Online University launched on September 1, 2020. The inaugural course, “Introduction to Roma Cultural History,” begins with the history of Romani arrival in Europe, traces Romani cultural, social, and political presence in Europe and ends with a reflection on the importance of contemporary Romani knowledge production. The course consists of 15 lectures delivered by renowned scholars. Together they comprise a complete curriculum of Roma Cultural History that proposes a canon and acts as a reference for Roma cultural history. Each week starting September 1st we will launched a new lecture that was live-streamed on Facebook. Following each lecture premiere, we moderated a discussion with the lecturer and invited guests in which the audience also had a chance to ask questions.

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Abstract: This lecture aims to introduce the participants to the milestones of Rromani literature's history from its beginnings until nowadays. The lecture will familiarize participants with the phenomenology of the Romani literature, covering its evolution, marked both by opportunities for development as well as obstacles.

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Roma | European Union Agency for Fundamental Rights

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Roma | European Union Agency for Fundamental Rights

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European Union Agency for Fundamental Rights

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This report presents findings from FRA's 2019 survey on Roma and Travellers in Belgium, France, Ireland, the Netherlands, Sweden and the United Kingdom. The survey included interviews with almost 4,700 Roma and Travellers, collecting information on more than 8,200 individuals living in their households.

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This report presents findings from FRA's 2019 survey on Roma and Travellers in Belgium, France, Ireland, the Netherlands, Sweden and the United Kingdom. The survey included interviews with almost 4,700 Roma and Travellers, collecting information on more than 8,200 individuals living in their households.

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"A database of films made by and about Roma selected by Roma & non-Roma youth targeting especially the education, film and youth sectors;
> Education screening kits on various topic that educators/film professionals can freely download to help design an educational program around the screening;
> A five-day training curriculum for youth workers;
> Tips on how to organize film screenings and film festivals on Roma issues;
> Resources on the topic."

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European Roma Institute for Arts and Culture

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"The RomArchive collection contains items from ten archive sections: Visual Art, Dance, Film, Flamenco, Theatre & Drama, Literature, Music, Romani Civil Rights Movement, Politics of Photography and Voices of the Victims. Focusing on self-representation, the objects have been collected from private collections, museums, archives and libraries around the world.

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"Gypsies, Roma, Travellers: An Animated History" (Open Society Videos)

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"Gypsies, Roma, Travellers: An Animated History" (Open Society Videos)

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Europe is home to 10-12 million Roma and Travellers, yet many Europeans are unable to answer the basic question, "Who are the Roma?" Even fewer can answer questions about their history.

It is a complex and highly contested narrative, partly because the "Roma" are not a single, homogeneous group of people. They can include Romanichals in England; Kalé in Wales and Finland; Travellers in Ireland (who are not Roma), Scotland, Sweden, and Norway; Manouche from France; Gitano from Spain; Sinti from Germany, Poland, Austria, and Italy; Ashakli from Kosovo; Egyptians from Albania; Beyash from Croatia; Romanlar from Turkey; Domari from Palestine and Egypt; Lom from Armenia, and many others. It is also partly because many of these groups have differing narratives of their history and ethnogenesis (their origins as an ethnic group).

The Roma do not follow a single faith, but are Catholic Manouche, Mercheros, and Sinti; Muslim Ashkali and Romanlar; Pentecostal Kalderash and Lovari; Protestant Travellers; Anglican Gypsies; and Baptist Roma. There are variations in practises associated with birth, marriages and death, yet also linked cultures that display subtle but distinctive patterns or, as a Roma preacher once described it, "many stars scattered in the sight of God."

Yet there is much that is shared between different groups of Roma. Roma have a common lexicon in differing dialects of Rromanës, the Romani language. There are common notions around cleanliness codes and behaviors regarding what is Rromano (to behave with dignity and respect as a Roma person) and what can be seen as part of Rromanipé or the "Romani world view."

Roma groups often have similar occupations, drawing upon traditions of peripatetic and mobile economies that exploit niche markets, such as peddling and trading certain livestock (horses, dogs, and small birds). Roma artisans have also made livings from repairing items deemed "uneconomic" to mend, such as pocket watches, tea-pots, and porcelain dishes-the originators of what is now described as the circular economy. Many Roma, Gypsies, and Travellers are engaged in recycling and have been for centuries, long before major environmental concerns. We were also healers and herbalists for the "country people."

Mobility has, for many Roma, been part and parcel of identity. It's "not all wagons and horses," though, and Roma have been engaged with agriculture (as they still are in many places), artisan skills and automobiles trading, road repairs and roofing. Metal work of all kinds has always been part of the Roma economy, as has craft production (baskets and bamboo furniture, knives' handles, carved and decorated wagons, fairground signs). Many groups' names actually stem from occupations-the Balkan Sepetçiler are basket-makers (from the Turkish term for woven baskets) and represent a commercial skill that was used as the basis for organizing taxable communities in the past. Diversity in and amongst Roma groups has its origins in occupational identity, as much as in any other distinctions of culture.

What "binds" or unites the communities in all this rich diversity? The idea of a common heritage of exclusion certainly contributes to the sense of shared "pasts"-the notion of always being the "outsider," the "other." There are connections too in the languages; the important words for water, bread, road, blessings, luck, greetings, and farewells can be common to Rromanës dialects. Terms for horses, tools, numbers, and others are sometimes close enough in many cases that one Roma person can "trade" them with another-a favorite game in many communities, as language holds the "key" to our past in its core and "loan words," gathered over time and migration routes. Language experts have identified these commonalities and drawn from this heritage to illuminate this shared past and heritage.

The notion of the historical journey, the narrative of "the long road of the Roma" over 1,000 years since leaving the Indian lands, is also strong in many Roma groups as a component of identity, with good evidence to support this. Just as not all Italians are descended from Romans and Etruscans, not all Roma groups are direct descendants of Hindus from the Punjab or Ganges basin. However, the point of the "imagined community" is not that it is literally a fiction, but rather that it is symbolically meaningful and has a purpose in bringing together individuals around common ideas of heritage and belonging to which broadly, we can subscribe. The Roma, in this sense, are a people like any other, dispersed across many lands and territories over time and circumstance.

The remarkable thing is that (as a famous historian of the Gypsies once noted), unlike many other peoples in this context, we have no one priesthood, no single holy book, no promised land to return to and yet we not only endure and survive, we truly live in the world. The need is to go beyond this and to flourish, to achieve equality and emancipation from poverty, exclusion, and misery, to become full citizens in the lands we inhabit and to achieve the kind of potential that the creative genius of our existence so far, clearly suggests we can reach.

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Gypsies, Roma, Travellers: An Animated History

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The remarkable history of Gypsies, Roma, and Travellers in Europe, beginning over 1,000 years ago, tells a story of diversity, creativity and survival.

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"The video 'Hurjasa' / 'We Will fly' is made in cooperation with European Roma Institute for Arts and Culture - ERIAC  and Roma Integration project with the aim to encourage more Roma do proudly declare their identity on the upcoming censuses in the Western Balkans."

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European Roma Institute for Arts and Culture

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European Roma Institute for Arts and Culture

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Throughout 2021, ERIAC is leading the Proud Roma Free Europe transnational campaign to boost Romani pride and identity in a year where many countries are conducting their national censuses. For this purpose, ERIAC is seeking to engage the best creative talents from our communities to inspire our people to stand up and be counted.

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http://www.errc.org/

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The European Roma Rights Centre is a Roma-led strategic litigation organisation, but we do so much more than just this. Find out more about our work in countries across Europe, and our vision for the future.

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The European Roma Rights Centre is a Roma-led strategic litigation organisation, but we do so much more than just this. Find out more about our work in countries across Europe, and our vision for the future.

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European Roma Grassroots Organisations Network (ERGO)

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European Roma Grassroots Organisations Network (ERGO)

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https://ergonetwork.org/

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https://sdgs.un.org/goals

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SDG 10: Reduce inequality within and among countries

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SDG 10: Reduce inequality within and among countries

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https://sdgs.un.org/goals/goal10

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Goal 10 | Department of Economic and Social Affairs

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Reduce inequality within and among countries

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https://slaviccenter.osu.edu/K14educators

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K-14 Educator Programs and Resources | Center for Slavic and East European Studies

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A primary mission of the Center for Slavic, East European and Eurasian Studies (CSEEES) is to work with Ohio K-14 educational institutions to promote the knowledge and understanding of Eastern Europe and Eurasia by bringing the cultures, histories, and languages of these regions into the classroom.…

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2023-24 Global Fellowship Program: Women's Rights and Issues Around the World

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2023-24 Global Fellowship Program: Women's Rights and Issues Around the World

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https://slaviccenter.osu.edu/K12educators/globalfellowship

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About the Global Fellowship Program

The Area Studies Centers of the Office of International Affairs (the Center for African Studies, Center for Latin American Studies, CSEEES, the East Asian Studies Center, and the Middle East Studies Center) have partnered together since 2017 to organize the annual K-14 Global Fellowship program. The program's aim is to connect teachers from across the United States in a series of discussion group sessions that focus on contemporary issues from a global perspective. The sessions are led by regional experts and will engage K-14 educators in a series of guided readings, lectures, and group discussions to increase their knowledge of the global dimension of salient issues affecting the world in order to prepare them to lead discussions about these issues back in the classroom.

Logistics

Each year, teachers are selected to participate in the K-14 Global Fellowship program. As part of the program, teachers participate in guided discussions with guest experts and fellow teachers over the course of seven months. The program consists of a cohort orientation in August or September, four or five regional specific presentations on the topic led by an expert (two or three sessions in the fall, and two or three in the spring), and a final pedagogy session in March. Sessions are three hours and take place on select Saturday mornings. For each regional session, participants are provided with background readings (typically 20-30 pages of scholarly articles and/or media publications) at least two weeks in advance to give them a basic foundation for discussion at the session. By learning about a topic over an extended time period and from a multi-regional perspective, the goal of the K-14 Global Fellowship program is to empower teachers to engage with the topic more deeply and generate more curricular connections.

Participants will have access to a website (password protected for program participants) where the material for each session will be posted, as well as ongoing program information.

Prior Topics

2022-23: Global Youth Culture and Subcultures

2021-22: Suppression of Independent Media Outlets and Journalism

2020-21: Intersection of Coffee and Tea Around the World: History, Culture, and Global Impact

2019-20: Global Pollution: Cross-Cultural Perspectives on Environmental Issues

2018-19: Minority Issues around the World

2017-18: Global Migration

2023-24 Global Fellowship Program: Women's Rights and Issues Around the World

Application Deadline: Friday, August 11, 2023

The finalized program schedule will be released in June, 2023.

This year's Global Fellowship Program will focus on women's rights and issues across the globe. Participating educators will explore the histories and accomplishments of feminist activists in Africa, East Asia, Eastern Europe and Eurasia, Latin America, and the Middle East. Topic sessions will discuss historical and contemporary women's issues unique to each region and their intersectionality with other identities, and what activists are doing to create change so that educators can leave with a better understanding of such movements that are not centered in the Western world. By attending this program, participants will receive historical background and resources on this topic so that they can teach and discuss this subject with their students in their own classrooms.
This program will consist of one pre-program orientation, 4-5 regional topic lectures, and one pedagogy session. S essions will take place on select Saturdays during the academic year from 9:00 a.m.-12:00 p.m. EST online via Zoom (with the exception of the shorter orientation session).
If you have any questions about this professional development opportunity, please contact Alicia Baca ( baca.31@osu.edu).

Eligibility

The 2023-24 program is FREE, virtual, and open to pre- and in-service K-12 educators, community college educators, and K-14 administrators. This year's cohort size will be limited to 30 participants.

Requirements

Participants are expected to attend all sessions and complete all readings.

Benefits

Teachers who participate in the program receive:

Curricular resources

Pedagogical support

Continuing Education Units

Accessibility Accommodations

If you have any questions about accessibility or wish to request accommodations, please contact contact Alicia Baca ( baca.31@osu.edu). Typically, a two weeks' notice will allow us to provide access.

Education Standards

The 2023-24 Global Fellowship Program will be covering the following Ohio learning standards. This section will be updated as the regional subtopic sessions are finalized.

Educators from ALL states, backgrounds, and disciplines are welcome in this program as multiple perspectives help us to see and learn about the world around us in different ways. This list only aims to compile learning standards in our state that will be covered throughout.

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Area Studies Centers K-14 Global Fellowship Program

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About the Global Fellowship Program The Area Studies Centers of the Office of International Affairs (the Center for African Studies, Center for Latin American Studies, CSEEES, the East Asian Studies Center, and the Middle East Studies Center) have partnered together since 2017 to organize the annual K-14

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https://slaviccenter.osu.edu/K12educators/annualworkshop

The 2023 workshop will focus on East European speculative fiction as social and political commentary.

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Overview

Each academic year CSEEES organizes an annual teacher training workshop to provide teachers with the knowledge and resources to bring effectively Eastern European and Eurasian content into the classroom. The workshops familiarize teachers with the histories, cultures, and languages of Eastern Europe and Eurasia in order to develop the global competencies of students. This then enables students to connect historical events across countries and time periods, recognize and assess themes in literature and the arts, and analyze the events of today from a variety of perspectives. The workshops also provide teachers with classrooms resources and guidance on other sources of information.

A guest expert leads the workshop to give participating teachers a strong foundation in the topic. Attendees are provided with readings in advance, a curriculum resource to use back in the classroom, and information about other resources available in Ohio that are relevant to the topic. Workshops are small, with 10-15 participants typically, allowing for one-on-one discussion. Following the workshop, teachers are encouraged to create a unit plan or activity based upon the workshop's topic.

Benefits

Curriculum resources

Participation stipend

Contact hour certificate

Resource development stipend

Information on our next annual teacher training workshop will be posted in early autumn 2023!
Past Workshop Topics

Fall 2022: LGBTQ+ Histories and Issues of Eastern Europe and Eurasia

Summer 2022: Understanding the Culture and History of Ukraine

Fall 2021: Corruption and Politics in Eastern Europe

Spring 2021: Feminism and Women's Rights in Central and Eastern Europe

Fall 2019: The European Union and Hungary

Spring 2019: The European Union and Poland

Spring 2018: The Rise and Fall of the Eastern Bloc Sport System

Spring 2017: When Borders are Sealed: Refugees, Smugglers, and Humanitarian Aid Along the Closed Balkan Route

Spring 2016: The Holocaust in Hungary and the Reemergence of Fascism in the 21st Century

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Overview Each academic year CSEEES organizes an annual teacher training workshop to provide teachers with the knowledge and resources to bring effectively Eastern European and Eurasian content into the classroom. The workshops familiarize teachers with the histories, cultures, and languages of Eastern Europe and Eurasia in order to develop the global competencies of students.

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https://slaviccenter.osu.edu/online-modules

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Photo by Markus Winkler on Unsplash

Body

To provide free, widely accessible content about Eastern Europe and Eurasia, CSEEES has worked with Ohio State faculty and graduate student experts to create online modules that are self-contained units of instruction for K-12 students and teachers, as well as community college educators and students. Modules are in a variety of formats, are fully accessible, and are made to provide users with additional resources and information to further their study of a topic and/or country.

"Baltic Tenacity: Survival and Preservation of the Baltic Cultures through the Years of the Russian Empire and Soviet Union" by Dr. Maria Ignatieva. Format: u.osu.edu website.

"Czech and Slovak Theatrical Design of the 20th Century" by Dr. Dan Matthews. Format: Youtube video

"From Population Exchange to Ethnic Cleansing: Forced Migration in 20th-Century Eastern Europe" by Dr. Theodora Dragostinova. Format: Youtube video with a fully accessible transcript available.

"An Introduction to Uzbekistan" by Henry Misa, Alisher Khaliyarov, and Dr. Madina Djuraeva. Format: u.osu.edu website.

"Medical and Healthcare Innovation in Estonia" by Dr. Lorraine Wallace and Steven Mousetes. Format: Youtube video with a fully accessible transcript available. PowerPoint available for download through Knowledge Bank.

"An Overview of Czech Language, History, and Culture" by Ashton Kimbler. Format: Youtube video with a fully accessible transcript available.

"Uzbek" by Kamola Azimova. Format: u.osu.edu website

"Youth Culture in Postcommunist Romania" by Dr. Adela Lechintan-Siefer. Format: Google website with embedded content.

Is there a module topic that you want to use in your classroom but don't see above? Email CSEEES at cseees@osu.edu to let us know what topics you are looking for!

Ohio Learning Standards for K-12 Educators

In order to help K-12 educators find which module would best fit their courses, we have created different groupings for our online modules based on which Ohio Learning Standards they fulfill. Groupings are separated by grade and then further separated by subject, course theme/strand, and topic. Beneath each module you will see which specific content statements that each module covers.

Advanced

Text

"Czech and Slovak Theatrical Design of the 20th Century" by Dr. Dan Matthews

Topic: Responding

Content Statements:

6.1RE Express and compare personal reactions to various theatrical elements using appropriate theatrical vocabulary and terminology.

6.3RE Determine the effectiveness of a specific artistic choice in communicating a theatrical work.

6.4RE Establish criteria to critique one’s portrayal of a character based on voice, gesture, facial expression and movement.

6.5RE Describe ways an audience can respond differently to plays that are performed in various physical settings (arena, proscenium, thrust, outdoors).

Topic: Connecting

Content Statements:

6.1CO Investigate the time period and place of a drama or theatre work to better understand performance and design choices.

6.2CO Explain how the actions and motivations of characters in a drama or theatre work impact perspective of a community or culture.

6.4CO Use dramatic and theatrical skills to demonstrate concepts or ideas from other academic areas.

6.5CO Identify professional tools and skills for a working theatre artist.

6.6CO Identify universal themes or common social issues and express them through a drama or theatre work.

Text

"Baltic Tenacity: Survival and Preservation of the Baltic Cultures through the Years of the Russian Empire and Soviet Union" by Dr. Maria Ignatieva

Topic: Spatial Thinking and Skills

Content Statements:

3. Geographic tools can be used to gather, process and report information about people, places and environments. Cartographers decide which information to include and how it is displayed.

Topic: Places and Regions

Content Statements:

5. Regions can be determined, classified and compared using data related to various criteria including landform, climate, population, and cultural and economic characteristics.

"Czech and Slovak Theatrical Design of the 20th Century" by Dr. Dan Matthews

Topic: Spatial Thinking and Skills

Content Statements:

3. Geographic tools can be used to gather, process and report information about people, places and environments. Cartographers decide which information to include and how it is displayed.

Topic: Places and Regions

Content Statements:

5. Regions can be determined, classified and compared using data related to various criteria including landform, climate, population, and cultural and economic characteristics.

"An Introduction to Uzbekistan" by Henry Misa, Alisher Khaliyarov, and Dr. Madina Djuraeva

Topic: Spatial Thinking and Skills

Content Statements:

3. Geographic tools can be used to gather, process and report information about people, places and environments. Cartographers decide which information to include and how it is displayed.

Topic: Places and Regions

Content Statements:

5. Regions can be determined, classified and compared using data related to various criteria including landform, climate, population, and cultural and economic characteristics.

Topic: Human Systems

Content Statements:

6. The variety of physical environments within the Eastern Hemisphere influences human activities. Likewise, human activities modify the physical environment.

7. Political, environmental, social and economic factors cause people, products and ideas to move from place to place in the Eastern Hemisphere in the past and today.

8. Diffusion of agricultural practices and products, technology, cultural practices and major world religions (Buddhism, Christianity, Hinduism, Islam and Judaism) impacted the Eastern Hemisphere.

"An Overview of Czech Language, History, and Culture" by Ashton Kimbler

Topic: Spatial Thinking and Skills

Content Statements:

3. Geographic tools can be used to gather, process and report information about people, places and environments. Cartographers decide which information to include and how it is displayed.

Topic: Places and Regions

Content Statements:

5. Regions can be determined, classified and compared using data related to various criteria including landform, climate, population, and cultural and economic characteristics.

"Uzbek" by Kamola Azimova

Topic: Spatial Thinking and Skills

Content Statements:

3. Geographic tools can be used to gather, process and report information about people, places and environments. Cartographers decide which information to include and how it is displayed.

Topic: Places and Regions

Content Statements:

5. Regions can be determined, classified and compared using data related to various criteria including landform, climate, population, and cultural and economic characteristics.

Topic: Human Systems

Content Statements:

6. The variety of physical environments within the Eastern Hemisphere influences human activities. Likewise, human activities modify the physical environment.

7. Political, environmental, social and economic factors cause people, products and ideas to move from place to place in the Eastern Hemisphere in the past and today.

8. Diffusion of agricultural practices and products, technology, cultural practices and major world religions (Buddhism, Christianity, Hinduism, Islam and Judaism) impacted the Eastern Hemisphere.

"Youth Culture in Postcommunist Romania" by Dr. Adela Lechintan-Siefer

Topic: Spatial Thinking and Skills

Content Statements:

3. Geographic tools can be used to gather, process and report information about people, places and environments. Cartographers decide which information to include and how it is displayed.

Topic: Places and Regions

Content Statements:

5. Regions can be determined, classified and compared using data related to various criteria including landform, climate, population, and cultural and economic characteristics.

Text

"Youth Culture in Postcommunist Romania" by Dr. Adela Lechintan-Siefer

Topic: Civic Participation and Skills

Content Statements:

9. Different perspectives on a topic can be obtained from a variety of historic and contemporary sources and used to effectively communicate and defend a claim based on evidence. Sources should be examined for accuracy and credibility.

Text

"Baltic Tenacity: Survival and Preservation of the Baltic Cultures through the Years of the Russian Empire and Soviet Union" by Dr. Maria Ignatieva

Topic: Historical Thinking and Skills

Content Statements:

1. Multiple tier timelines can be used to show relationships among events and places.

"Czech and Slovak Theatrical Design of the 20th Century" by Dr. Dan Matthews

Topic: Historical Thinking and Skills

Content Statements:

1. Multiple tier timelines can be used to show relationships among events and places.

"An Introduction to Uzbekistan" by Henry Misa, Alisher Khaliyarov, and Dr. Madina Djuraeva

Topic: Historical Thinking and Skills

Content Statements:

1. Multiple tier timelines can be used to show relationships among events and places.

"An Overview of Czech Language, History, and Culture" by Ashton Kimbler

Topic: Historical Thinking and Skills

Content Statements:

1. Multiple tier timelines can be used to show relationships among events and places.

"Uzbek" by Kamola Azimova

Topic: Historical Thinking and Skills

Content Statements:

1. Multiple tier timelines can be used to show relationships among events and places.

"Youth Culture in Postcommunist Romania" by Dr. Adela Lechintan-Siefer

Topic: Historical Thinking and Skills

Content Statements:

1. Multiple tier timelines can be used to show relationships among events and places.

Text

"Czech and Slovak Theatrical Design of the 20th Century" by Dr. Dan Matthew

Topic: Responding

Content Statements:

7.1RE Use theatrical vocabulary to compare and contrast personal opinions about a theatrical work with those of a professional critic.

7.3RE Explain how production elements work together to affect an audience.

7.5RE Demonstrate adjustments actors and directors may need to make when performing in various physical settings.

Topic: Connecting

Content Statements:

7.2CO Incorporate multiple perspectives and diverse community ideas in a dramatic or theatre work.

7.5CO Examine personal reasons for connecting to various careers in theatre.

7.6CO Incorporate music, dance, art and/or media in a dramatic or theatre work with a particular cultural, global or historic context.

7.7CO Develop a persuasive stance about why the theatrical or dramatic arts are important in schools and defend that opinion.

Text

"An Introduction to Uzbekistan" by Henry Misa, Alisher Khaliyarov, and Dr. Madina Djuraeva

Topic: Human Systems

Content Statements:

13. Geographic factors promote or impede the movement of people, products and ideas.

14. Trade routes connecting Africa, Europe and Asia helped foster the spread of ideas, technology, goods and major world religions (Buddhism, Christianity, Hinduism, Islam and Judaism) that impacted the Eastern Hemisphere.

15. Improvements in transportation, communication and technology have facilitated cultural diffusion among peoples around the world.

"An Overview of Czech Language, History, and Culture" by Ashton Kimbler

Topic: Human Systems

Content Statements:

13. Geographic factors promote or impede the movement of people, products and ideas.

14. Trade routes connecting Africa, Europe and Asia helped foster the spread of ideas, technology, goods and major world religions (Buddhism, Christianity, Hinduism, Islam and Judaism) that impacted the Eastern Hemisphere.

15. Improvements in transportation, communication and technology have facilitated cultural diffusion among peoples around the world.

Text

"An Introduction to Uzbekistan" by Henry Misa, Alisher Khaliyarov, and Dr. Madina Djuraeva

Topic: Historical Thinking and Skills

Content Statements:

1. Historians and archaeologists describe historical events and issues from the perspectives of people living at the time to avoid evaluating the past in terms of today’s norms and values.

Topic: Feudalism and Transitions

Content Statements:

5. Achievements in medicine, science, mathematics and geography by the Islamic civilization dominated most of the Mediterranean after the decline of the Roman Empire. These achievements were introduced into Western Europe as a result of the Muslim conquests, Crusades and trade, influencing the European Renaissance.

6. The decline of feudalism, the rise of nation-states and the Renaissance in Europe introduced revolutionary ideas, leading to cultural, scientific and social changes.

Topic: First Global Age

Content Statements:

10. European economic and cultural influence dramatically increased through explorations, conquests and colonization.

"An Overview of Czech Language, History, and Culture" by Ashton Kimbler

Topic: Historical Thinking and Skills

Content Statements:

1. Historians and archaeologists describe historical events and issues from the perspectives of people living at the time to avoid evaluating the past in terms of today’s norms and values.

Text

"Czech and Slovak Theatrical Design of the 20th Century" by Dr. Dan Matthew

Topic: Responding

Content Statements:

8.1RE Use theatre  vocabulary to evaluate the opinions of several professional critics about a theatrical work.

8.3RE Explain how different artistic choices could alter the presentation of a theatrical work.

8.5RE Identify ways actors and designers adjust aspects of performance to adapt to different settings, audiences and contemporary social influences.

Topic: Connecting

Content Statements:

8.2CO Examine a community issue through multiple perspectives in a dramatic or theatre work.

8.3CO Integrate other academic disciplines into a dramatic presentation.

8.4CO Investigate the elements, principles and creative process of theatrical works from specific time periods and explain how these aspects work together.

8.6CO Use different theatrical forms to examine contemporary social, cultural or global issues.

8.7CO Investigate opportunities for further theatrical or dramatic arts involvement and instruction in the community.

Text

"Czech and Slovak Theatrical Design of the 20th Century" by Dr. Dan Matthews

Topic: Responding

Content Statements:

6.1RE Express and compare personal reactions to various theatrical elements using appropriate theatrical vocabulary and terminology.

6.3RE Determine the effectiveness of a specific artistic choice in communicating a theatrical work.

6.4RE Establish criteria to critique one’s portrayal of a character based on voice, gesture, facial expression and movement.

6.5RE Describe ways an audience can respond differently to plays that are performed in various physical settings (arena, proscenium, thrust, outdoors).

Topic: Connecting

Content Statements:

6.1CO Investigate the time period and place of a drama or theatre work to better understand performance and design choices.

6.2CO Explain how the actions and motivations of characters in a drama or theatre work impact perspective of a community or culture.

6.4CO Use dramatic and theatrical skills to demonstrate concepts or ideas from other academic areas.

6.5CO Identify professional tools and skills for a working theatre artist.

6.6CO Identify universal themes or common social issues and express them through a drama or theatre work.

Text

"An Overview of Czech Language, History, and Culture" by Ashton Kimbler

Topic: Global Connections

Content Statements:

1. Trade, alliances, treaties and international organizations contribute to the increasing interconnectedness of nations and peoples in the 21st century.

2. Advances in communications technology have profound effects on the ability of governments, interest groups, individuals and the media to share information across national and cultural borders.

"From Population Exchange to Ethnic Cleansing: Forced Migration in 20th-Century Eastern Europe" by Dr. Theodora Dragostinova

Topic: Civil and Human Rights

Content Statements:

10. Modern instances of genocide and ethnic cleansing present individual, organizational and national issues related to the responsibilities of participants and non-participants.

"Youth Culture in Postcommunist Romania" by Dr. Adela Lechintan-Siefer

Topic: Global Connections

Content Statements:

1. Trade, alliances, treaties and international organizations contribute to the increasing interconnectedness of nations and peoples in the 21st century.

2. Advances in communications technology have profound effects on the ability of governments, interest groups, individuals and the media to share information across national and cultural borders.

Topic: Civil and Human Rights

Content Statements:

8. Beliefs about civil and human rights vary among social and governmental systems.

9. Nations and international organizations pursue their own interests on issues related to civil and human rights, resulting in both conflict and cooperation particularly as it relates to injustices against minority groups.

Topic: Civic Participations and Skills

Content Statements:

5. Individuals can identify, assess and evaluate world events, engage in deliberative civil debate and influence public processes to address global issues.

6. Effective civic participation involves identifying problems or dilemmas, proposing appropriate solutions, formulating action plans, and assessing the positive and negative results of actions taken.

7. Individuals can participate through non-governmental organizations to help address humanitarian needs.

Text

"Baltic Tenacity: Survival and Preservation of the Baltic Cultures through the Years of the Russian Empire and Soviet Union" by Dr. Maria Ignatieva

Topic: Imperialism (1800-1914)

Content Statements:

9. Imperial expansion had political, economic and social roots.

10. Imperialism involved land acquisition, extraction of raw materials, spread of Western values and direct political control.

11. The consequences of imperialism were viewed differently by the colonizers and the colonized.

Topic: Achievements and Crises (1900-1945)

Content Statements:

13. The causes of World War I included militarism, imperialism, nationalism and alliances.

14. The consequences of World War I and the worldwide depression set the stage for the Russian Revolution, the rise of totalitarianism, aggressive Axis expansion and the policy of appeasement which in turn led to World War II.

15. Oppression and discrimination resulted in the Armenian Genocide during World War I and the Holocaust during World War II.

16. World War II devastated most of Europe and Asia, led to the occupation of Eastern Europe and Japan, and began the atomic age.

Topic: The Cold War (1945-1991

Content Statements:

17. The United States and the Soviet Union became superpowers and competed for global influence.

18. Treaties and agreements at the end of World War II changed national boundaries and created multinational organizations.

"Czech and Slovak Theatrical Design of the 20th Century" by Dr. Dan Matthews

Topic: Imperialism (1800-1914)

Content Statements:

9. Imperial expansion had political, economic and social roots.

10. Imperialism involved land acquisition, extraction of raw materials, spread of Western values and direct political control.

11. The consequences of imperialism were viewed differently by the colonizers and the colonized.

Topic: Achievements and Crises (1900-1945)

Content Statements:

13. The causes of World War I included militarism, imperialism, nationalism and alliances.

14. The consequences of World War I and the worldwide depression set the stage for the Russian Revolution, the rise of totalitarianism, aggressive Axis expansion and the policy of appeasement which in turn led to World War II.

15. Oppression and discrimination resulted in the Armenian Genocide during World War I and the Holocaust during World War II.

16. World War II devastated most of Europe and Asia, led to the occupation of Eastern Europe and Japan, and began the atomic age.

Topic: The Cold War (1945-1991

Content Statements:

17. The United States and the Soviet Union became superpowers and competed for global influence.

18. Treaties and agreements at the end of World War II changed national boundaries and created multinational organizations.

"From Population Exchange to Ethnic Cleansing: Forced Migration in 20th-Century Eastern Europe" by Dr. Theodora Dragostinova

Topic: Historical Thinking and Skills

Content Statements:

1. The use of primary and secondary sources of information includes an examination of the credibility of each source.

2. Historians develop theses and use evidence to support or refute positions.

3. Historians analyze cause, effect, sequence, and correlation in historical events, including multiple causation and long- and short-term causal relations.

Topic: Achievements and Crises (1900-1945)

Content Statements:

13. The causes of World War I included militarism, imperialism, nationalism and alliances.

14. The consequences of World War I and the worldwide depression set the stage for the Russian Revolution, the rise of totalitarianism, aggressive Axis expansion and the policy of appeasement which in turn led to World War II.

15. Oppression and discrimination resulted in the Armenian Genocide during World War I and the Holocaust during World War II.

Topic: Globalization (1991-Present)

Content Statements:

22. The break-up of the Soviet Union ended the Cold War and created challenges for its former allies, the former Soviet republics, Europe, the United States and the non-aligned world.

23. Regional and ethnic conflicts in the post-Cold War era have resulted in acts of terrorism, genocide and ethnic cleansing.

"Medical and Healthcare Innovation in Estonia" by Dr. Lorraine Wallace and Steven Mousetes

Topic: Globalization (1991-Present)

Content Statements:

22. The break-up of the Soviet Union ended the Cold War and created challenges for its former allies, the former Soviet republics, Europe, the United States and the non-aligned world.

"An Overview of Czech Language, History, and Culture" by Ashton Kimbler

Topic: Historical Thinking and Skills

Content Statements:

1. The use of primary and secondary sources of information includes an examination of the credibility of each source.

2. Historians develop theses and use evidence to support or refute positions.

3. Historians analyze cause, effect, sequence, and correlation in historical events, including multiple causation and long- and short-term causal relations.

Text

"Baltic Tenacity: Survival and Preservation of the Baltic Cultures through the Years of the Russian Empire and Soviet Union" by Dr. Maria Ignatieva

Topic: Spatial Thinking and Skills

Content Statements:

1. Properties and functions of geographic representations (e.g., maps, globes, graphs, diagrams, Internet-based mapping applications, geographic information systems, global positioning systems, remote sensing, and geographic visualizations) affect how they can be used to represent, analyze and interpret geographic patterns and processes

"Czech and Slovak Theatrical Design of the 20th Century" by Dr. Dan Matthews

Topic: Spatial Thinking and Skills

Content Statements:

1. Properties and functions of geographic representations (e.g., maps, globes, graphs, diagrams, Internet-based mapping applications, geographic information systems, global positioning systems, remote sensing, and geographic visualizations) affect how they can be used to represent, analyze and interpret geographic patterns and processes

"An Introduction to Uzbekistan" by Henry Misa, Alisher Khaliyarov, and Dr. Madina Djuraeva

Topic: Spatial Thinking and Skills

Content Statements:

1. Properties and functions of geographic representations (e.g., maps, globes, graphs, diagrams, Internet-based mapping applications, geographic information systems, global positioning systems, remote sensing, and geographic visualizations) affect how they can be used to represent, analyze and interpret geographic patterns and processes

Topic: Movement

Content Statements:

8. Physical, cultural, economic, and political factors contribute to human migrations (e.g., drought, religious conflicts, job opportunities, immigration laws).

10. Activities and patterns of trade and communication create interdependence among countries in different regions (e.g.,
seed corn grown in Iowa and planted in South America, highdefinition televisions manufactured in Japan and viewed in the United States, news outlets from many countries available around the world via the Internet, instant access to data affects stock markets in different countries)

Topic: Region

Content Statements:

11. Criteria are used to organize regions and as the criteria change, the identified regions change (e.g., types of economic activities, ethnic groups, natural vegetation).

"Medical and Healthcare Innovation in Estonia" by Dr. Lorraine Wallace and Steven Mousetes

Topic: Spatial Thinking and Skills

Content Statements:

1. Properties and functions of geographic representations (e.g., maps, globes, graphs, diagrams, Internet-based mapping applications, geographic information systems, global positioning systems, remote sensing, and geographic visualizations) affect how they can be used to represent, analyze and interpret geographic patterns and processes

"An Overview of Czech Language, History, and Culture" by Ashton Kimbler

Topic: Spatial Thinking and Skills

Content Statements:

1. Properties and functions of geographic representations (e.g., maps, globes, graphs, diagrams, Internet-based mapping applications, geographic information systems, global positioning systems, remote sensing, and geographic visualizations) affect how they can be used to represent, analyze and interpret geographic patterns and processes

Topic: Movement

Content Statements:

8. Physical, cultural, economic, and political factors contribute to human migrations (e.g., drought, religious conflicts, job opportunities, immigration laws).

10. Activities and patterns of trade and communication create interdependence among countries in different regions (e.g.,
seed corn grown in Iowa and planted in South America, highdefinition televisions manufactured in Japan and viewed in the United States, news outlets from many countries available around the world via the Internet, instant access to data affects stock markets in different countries)

Topic: Region

Content Statements:

11. Criteria are used to organize regions and as the criteria change, the identified regions change (e.g., types of economic activities, ethnic groups, natural vegetation).

Topic: Globalization

Content Statements:

17. Globalization has shaped new cultural, economic, and political ideas and entities (e.g., universal human rights, European Union, terrorist networks).

18. Globalization has cultural, economic, physical and political consequences (e.g., Internet access increases availability of information, outsourcing leads to regional unemployment, development of infrastructure impacts local ecosystems and economies, computer hacking into sensitive data bases leads to insecurity).

"Uzbek" by Kamola Azimova

Topic: Spatial Thinking and Skills

Content Statements:

1. Properties and functions of geographic representations (e.g., maps, globes, graphs, diagrams, Internet-based mapping applications, geographic information systems, global positioning systems, remote sensing, and geographic visualizations) affect how they can be used to represent, analyze and interpret geographic patterns and processes

Topic: Movement

Content Statements:

8. Physical, cultural, economic, and political factors contribute to human migrations (e.g., drought, religious conflicts, job opportunities, immigration laws).

10. Activities and patterns of trade and communication create interdependence among countries in different regions (e.g.,
seed corn grown in Iowa and planted in South America, highdefinition televisions manufactured in Japan and viewed in the United States, news outlets from many countries available around the world via the Internet, instant access to data affects stock markets in different countries)

Topic: Region

Content Statements:

11. Criteria are used to organize regions and as the criteria change, the identified regions change (e.g., types of economic activities, ethnic groups, natural vegetation).

"Youth Culture in Postcommunist Romania" by Dr. Adela Lechintan-Siefer

Topic: Spatial Thinking and Skills

Content Statements:

1. Properties and functions of geographic representations (e.g., maps, globes, graphs, diagrams, Internet-based mapping applications, geographic information systems, global positioning systems, remote sensing, and geographic visualizations) affect how they can be used to represent, analyze and interpret geographic patterns and processes.

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Online Modules | Center for Slavic and East European Studies

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To provide free, widely accessible content about Eastern Europe and Eurasia, CSEEES has worked with Ohio State faculty and graduate student experts to create online modules that are self-contained units of instruction for K-12 students and teachers, as well as community college educators and student…

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Hosted by Knowledge Bank, created by The Ohio State U. Libraries
https://kb.osu.edu/handle/1811/61960

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CSEEES K-14 Ukrainian Culture and History Resources Padlet

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CSEEES K-14 Ukrainian Culture and History Resources Padlet

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https://padlet.com/baca31/cseees-k-14-ukrainian-culture-and-history-resources-vym7ygilh86x4gvm

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CSEEES K-14 LGBTQ+ Histories and Issues of Eastern Europe and Eurasia Padlet

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CSEEES K-14 LGBTQ+ Histories and Issues of Eastern Europe and Eurasia Padlet

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https://padlet.com/baca31/cseees-k-14-teacher-training-workshop-lgbtq-histories-and-is-ozyouz5e6m0xckcq

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Origins: Current Events in Historical Perspective

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Origins: Current Events in Historical Perspective

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https://origins.osu.edu/

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https://www.youtube.com/channel/UCvhKp0BEUcIGLiOFnlUMqSA?view_as=subscriber

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CSEEES@OSU - YouTube

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The Center for Slavic, East European and Eurasian Studies at Ohio State University promotes the inter-disciplinary study of the Baltics, Balkans, Central Europe, the Caucasus, Central Asia, Eastern Europe, and Russia. Our channel posts videos by graduate students, faculty and staff members on a range of issues in this region of the world.

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What, if anything, do you know about the relationship that formerly state socialist countries had with Global South nations? How do you think this relationship might affect the way that members of African diasporic communities are viewed contemporarily.