Titel / Thema | For grades | Dokumente |
---|---|---|
Mindennapi élet a gettóbanLesson plan, Project plan
Religion / Ethics, History, Home teacher's class
A diákok számára a történelmi kérdések sokszor távolinak, megfoghatatlannak tűnnek. Ezért szeretnénk a Holokauszt kapcsán néhány kérdéskört élményszerűen bemutatni számukra, hogy egyfajta „időgép”-módszerrel megismerjék a zsidóság gettóbeli életét, szenvedéseit, illetve... |
12, 9, 10, 11 | |
Regardless of Destiny. A Human in the Midst of Totalitarianism (based on film and interview of Centropa with «Haya Leia Detinko»)Lesson plan
History
This lesson plan was devised to introduce the life of Haya Leia to pupils and to help them analyze the difficult situation she faced in the midst of totalitarian state... |
10, 11 | |
Fejezetek a magyarországi zsidóság 19-20. századi történetébőlLesson plan
Religion / Ethics, History
Történelem tantárgyból a Nemzetiségi kérdés a dualizmus kori Magyarországon. Zsidó egyenjogúsítás története. A magyar társadalom a dualizmus korában, földrajz tantárgyból demográfiai ismeretekhez, etika tantárgyból a tolerancia, elfogadás témaköréhez, illetve... |
11 | |
Együtt könnyebbLesson plan
History, Home teacher's class, Religion / Ethics
A Centropa Túlélés Szarajevóban című kisfilmjéhez készült 2x45 perces osztályfőnöki/történelem/etika órára tervezett foglalkozás. Az óra elősegíti a csoportban való együttműködést, más kultúrák megismerését és érzékenyíti a diákokat, hogy elfogadóbbak legyenek... |
9, 10, 11, 12 | |
Óravázlat a Bevezetés a 20.századi magyar zsidóság történetébeLesson plan
History, Home teacher's class, Religion / Ethics
A filmhez adott feladatok segítségével a diákok megértik, hogy a Magyarországon élő zsidó emberek éppen olyanok voltak, mint a magyarok. Emberek voltak, akik dolgoztak, szerettek, gyermeket neveltek. Leszámolnak azzal az... |
11 | |
Keresztül-kasul EurópábanLesson plan
History
Az óra terv pedagógiai célja a történelmi tények azonosítása egy családtörténeten keresztül. A XIX-XX. század történelméhez kapcsolódó tantervi követelménnyel (Dualizmus, asszimiláció, I.világháború és hatásai, Horthy-korszak oktatáspolitikája) A diákok tájékozódását térben-időben... |
8, 9, 10, 11, 12 | |
Onsite Learning: A special approach to Generation ZHistory, other projects
This PowerPoint offers an overview of how to create an onsite learning experience for students, what to consider as you plan, and some of the challenges you may face. |
10, 11, 12, 9 | |
PromisesHistory, other projects
The broad theme of these lessons is human connection, and a more specific theme is promises: how people keep promises, or don’t, and what happens in either situation. Students are... |
10, 11, 12, 7, 8, 9 | |
What We Live is HistoryEnglish, History
“What We Live is History,” can be used in social studies, history, English, and other classes. This lesson challenges students to consider that their lives now will one day be...
|
10, 11, 12, 6, 7, 8, 9 | |
Jewish Life in Germany: the Erna Goldmann StoryHistory
Jewish life was part of Germany and German culture in the 19th and beginning 20th century, but disappeared with the Nazi-Regime in 1933. Using the Erna Goldmann film, From Frankfurt...
|
10, 11, 9 | |
Looking back: A child’s recollections of the Holocaust through the eyes of the children of todayHistory
In this cross-cultural project, three Jewish school teachers assigned their students to read the same text using slightly different assignments. Students in all classes produced art in response to the...
|
10, 11, 5, 6, 7, 8, 9 | |
Getting to know and “adopting” my neighborhoodReligion / Ethics, History
A year-long project that includes several parts—making videos and a photograph tour of the local Jewish history in Thessaloniki, creating a Holocaust library for the school, creating an exhibition for...
|
10, 11, 12, 9 | |
Could you be righteous?Civic activism, History
Students will understand who were Righteous Among the Nations – people who not only saved
Jews but risked their lives while doing that. They will be introduced the basic stages...
|
10, 11, 12 | |
Jewish People and GentilesCivic activism, History
Our textbooks have very little information on the Holocaust. Students are familiar with the impacts of the Holocaust in Germany and Poland but they know very little about Eastern European...
|
10, 11, 6, 7, 8, 9 | |
Renee Molho –Α bookstore in six chaptersHistory
The Jewish community of Thessaloniki was one of the Jewish communities in Europe that were completely destroyed during the Holocaust (94% of its members were murdered in Auschwitz-Birkenau). After the... |
10, 11, 9 | |
Učenje o HolokaustuHistory, other projects
|
1 - 4, 10, 11, 12, 5, 6, 7, 8, 9 | |
Survival in SarajevoHistory
|
1 - 4, 10, 11, 12, 5, 6, 7, 8, 9, University | |
Searching for the lost WorldGeography, History, Religion / Ethics
|
1 - 4, 10, 11, 12, 5, 6, 7, 8, 9, University | |
Maps, Central Europe and HistoryGeography, History
|
1 - 4, 10, 11, 12, 5, 6, 7, 8, 9, University | |
Lekcije o HolokaustuHistory
|
1 - 4, 10, 11, 12, 5, 6, 7, 8, 9, University | |
Jevrejskom ulicomCivic activism, History
|
1 - 4, 10, 11, 12, 5, 6, 7, 8, 9, University | |
Teaching and Learning about the Holocaust in the Republic of CroatiaHistory
|
1 - 4, 10, 11, 12, 5, 6, 7, 8, 9, University | |
Hot to use 'El otro Camino' in an intercultural contextHistory
|
1 - 4, 10, 11, 12, 5, 6, 7, 8, 9 | |
1492: El otro CaminoHistory
|
1 - 4, 10, 11, 12, 5, 6, 7, 8, 9, University | |
Holocaust Memorial Center for the Jews of MacedoniaHistory
|
1 - 4, 10, 11, 12, 5, 6, 7, 8, 9, University | |
Lesson plan Zahor- RememberGerman language, History
A lesson plan developed by three German teachers.
|
10, 11, 12, 7, 8, 9 | |
Zahor UnterrichtsstundeGerman language, History, other projects, Sociology
Eine Unterrichtseinheit zum Film "Zahor- Erinnere dich" über Menachem und Fred Mayer. Entwickelt für deutsche Schulen von drei LehrerInnen in Baden-Württemberg.
|
10, 11, 12, 7, 8, 9 | |
Matilda Kalef - Three PromisesHistory
1. This particular lesson is suitable for teaching about the Holocaust, since students will have the opportunity to learn that the Holocaust was the systematic, bureaucratic, state-sponsored persecution and murder...
|
10, 11, 12, 8, 9 | |
Why is a civic society important?Civic activism
|
10, 11, 12 | |
La Benevolencija: Reaching Out to Welcome In |
11, 12 |
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