In diesem Projekt wird der Ansatz verfolgt, über eine Reihe von Fotos die SchülerInnen zu motivieren herauszufinden,
- welche Geschichten Bilder erzählen
- wie Familienfotos sich ähneln
- ihre eigenen Familienfotos mitzubringen und mit diesen ihre eigenen Geschichten zu erzählen
- mit den Fotos von Franziska Smolka deren Grazer Geschichte zu rekonstruieren
- in Graz die Plätze, wo Franziska Smolkas Familiengeschichte spielte, zu besuchen.
When engaging students with history in general, and with the history of National Socialism and the Holocaust in particular, teachers should not limit themselves to how European Jews died during the Holocaust, but should also concentrate on how they lived.
In this lesson plan, Ulrike Lackner uses Centropa’s approach and concentrates on the story of Franziska Smolka. First, she show the video 10 Years in 4 minutes (centropa.org) to illustrate what Centropa is and how Centropa works.
In these two back-to-back lessons, students will explore Jewish values, Jewish identity, and the question of how to balance their ethnic/religious identities with being a citizen of the world. Students will watch Centropa's film, Survival in Sarajevo: Friendship in a Time of War - the powerful story of how a small group of Holocaust survivors and their children worked with their Christian and Muslim neighbors to save each other and their city during the Bosnian war of the early 1990s.
Using Centropa's film, Survival in Sarajevo: Friendship in a Time of War - the story of a small group of Holocaust survivors and their children working with their Christian and Muslim neighbors to save each other and their city during the Bosnian war of the early 1990s - students will explore Jewish values, their own Jewish identities and a key question for our times: how do I balance my particular identity of being Jewish with being a citizen of the world?.
In this project, students in groups of 3-4 will read a memoir, diary or biography about a European child whose life was turned to chaos during the Shoah, 1933 to 1945. To start the project, each group will receive a photograph of a contemporary railway station in Europe near where the child’s story takes place and they will begin their Geographical Treasure hunt by finding out where that railway station is today.
Just as we pass the Torah from one generation to the next at bar and bat mitzvahs, so do we pass family stories dor l’dor (from generation to generation). Stories connect us to our history, our traditions, and who we are.
6th Grade SS/LA Project
This is a Centropa final exam for 10th grade students. The students will use interviews and albums. There have already been several steps along the path--this is the destination.
This exam will enable the students to use the Centropa interviews to connect the concepts they have studied to the lives of Jewish families who lived in Europe in the 20th century. To amplify their discussions of these concepts, they will also use additional sources to complete the final exam project.
The educational project Teaching the Holocaust was introduced in the fourth class of vocational school at the General-Technical School in Lubliniec for students in their last year of high school. This was based on the fact that the materials in the project require students to be at a certain level of personal and social maturity. It includes several levels (elements) and is not yet complete. In the summary (below), you will find the different elements as well as photographs.