Survival in Sarajevo -- Friendship in a Time of War

The story of how an old synagogue in the Bosnian war zone became a beacon of hope for everyone. During the Bosnian war (1992-1995), the Jewish community of Sarajevo refused to take sides, opened their own humanitarian aid agency inside the city's synagogue, and were soon joined by their Muslim, Croat and Serbian friends. While outside of the besieged Bosnian capital, nationalist politicians swore these ethnic groups could not get along, here's a group of people who never got the memo. In this European war, Jews were not the victims. In this war, Jews were saving Muslims and Christians. An inspiring story of friendship and commitment.

Study Guides

BREAKUP OF YUGOSLAVIA

During the 1990s, a series of conflicts and political upheavals resulted in the dissolution of the Socialist Federal Republic of Yugoslavia, or simply Yugoslavia. The country was first formed as a kingdom in 1918 and then reorganized as a communist state under the leadership of Josip Broz Tito after World War II. The constitution established six constituent republics and two autonomous provinces, roughly divided on ethnic lines. The republics were: Bosnia-Herzegovina, Croatia, Macedonia, Montenegro, Serbia and Slovenia, the provinces Kosovo and Vojvodina.

By 1990 Yugoslavia was plagued with many problems: foreign debt, inflation, unemployment, strong nationalist feelings and political problems that created a troublesome atmosphere. This eventually led to a crisis and the country fell apart into several independent countries. Slovenia and then Croatia were the first to break away, but could only do so at the cost of sparking conflict with Serbia. By 1992 further conflict had broken out in Bosnia, which had also declared independence. Because Bosnia's demographic structure was composed of Serbs and Croats that made up close to 50% of the total population, and because ideas of independence rested with the ethnicities rather than the nation as the whole, large sections of Bosnia came under dispute, causing the Yugoslav wars.

The Serbs who lived in Bosnia were determined to remain within Yugoslavia and to help build a greater Serbia. There was fierce fighting between Bosnian-Muslims, Serbs, and Croats. The Serbs massacred thousands of Bosnian-Muslims and engaged in ethnic cleansing. The capital, Sarajevo, was surrounded and besieged by Bosnian-Serb forces, who controlled around 70% of Bosnia. The presence of UN peacekeepers to contain the situation proved ineffective and it lasted until 1995 before a peace agreement was signed.

The Bosnian War left the newly independent country, Bosnia-Herzegovina, and its multi-ethnic capital, Sarajevo, all but devastated. This photo documentary for the New York Times by Andy Spyra, called “The Unending Echoes of the Bosnian War” offers insight into the human suffering caused by this war.

 In December 1995, the General Framework Agreement for Peace in Bosnia and Herzegovina – also referred to as the Dayton Agreement – was signed in Paris. This agreement ended the war in Bosnia, which had lasted for three and a half years. Here you find a summary of the Dayton Peace Agreement.  



The chief negotiator of the Dayton Peace Accords was the American diplomat Richard Holbrooke, who recently passed away. In honor of his death on December 13, 2010, PBS Newshour posted a video of Holbrooke, in which he talks about the Dayton Accords.

 Read this article published by the Council of Foreign Relations to find out more about Holbrooke and the peace negotiations. In the article, the author talks about the memoir Holbrooke wrote about his time as chief negotiator. Click here to find this memoir with the title "To End a War" on amazon.com.



Becuase Holbrooke was a well-known and well-respected personality, many obituaries were published after his death; here are some of them: Washington Post, BBC, New York Times, The Guardian.

JEWS IN BOSNIA AND HERZEGOVINA

The history of Jews in Bosnia and Herzegovina can be traced back more than 500 years, when, in the late 15th century, many Sephardic Jews arrived after their expulsion from Spain as stipulated by the Expulsion Decree  from King Ferdinand II of Aragon and Queen Isabella of Castile. Often called the Alhambra Decree, this law expelled 20,000 Spanish Jews from the country. Learn more about the 1492 expulsion of the Jewish population from Spain in this article from the Jewish Virtual Library. 



Many of the expelled Jews re-settled in the Ottoman Empire, to which the area of Bosnia and Herzegovina belonged, and where they were welcomed by Sultan Bajazet II. The descendants of Jews from Spain (and Portugal) are referred as Sephardim, as “Sepharad” means Spain in Hebrew.

Sarajevo became the centre of flourishing Jewish life in the Balkans. 

In 1577, the Jewish community was allowed by the Ottoman rulers to build their own quarter - El Cortijo (“the courtyard”). Some years later, in 1581, the city’s first synagogue, the Old Synagogue, or Velika Avlija, was built with the help of a Muslim benefactor. 

Today, most of the Jews who live in the area are Sephardim. When Sarajevo became part of the Austro-Hungarian Empire in 1878, however, Ashkenazi Jews also migrated to Sarajevo. The Jewish Virtual Library provides information on the Ashkenazim.

When the Second World War broke out, about 14,000 Jews lived in Bosnia and Herzegovina. During the war, the majority of Bosnian Jews was annihilated. On February 26, 1942, Andrija Artukovic, the interior minister of the fascist NDH-state which incorporated Bosnia and Herzegovina, gave a speech before the NDH Parliament, or Sabor, in Zagreb in which he claimed the Jewish question "had been settled in the NDH." Only about 4,000 Jews survived, either by joining partisan groups or by fleeing. After 1945 many of the survivors returned and the Jewish community was reconstituted. 

In recent years, the number of Jews emigrating from Bosnia and Herzegovina has decreased. Today, approximately 1000 Jews live in Bosnia and Herzegovina, about two-thirds of them in Sarajevo. About ninety percent of the community has a Sephardic background. However, and mostly older people still speak Ladino. Learn more about the Jewish history of Bosnia-Herzegovina in this article provided by the Jewish Virtual Library.

SARAJEVO

Today, Sarajevo is the capital and largest city of Bosnia and Herzegovina and has about 300,000 inhabitants. The city is located in the Sarajevo valley of Bosnia, surrounded by the Dinaric Alps and situated along the Miljacka River. In 2010, the travel guide series Lonely Planet listed Sarajevo as one of the top ten cities to visit.

LA BENEVOLENCIJA

La Benevolencija was established in Sarajevo in 1892. This Jewish cultural, educational and humanitarian society gained international attention for the nonsectarian humanitarian aid that it provided for the people of Sarajevo during the infamous siege of 1992-1995. Here you can find more information about Bohoreta, the women’s club of La Benevolencija.

La Benevolencija is also mentioned in the book ‘Good people in an evil time - Portraits of Complicity and Resistance in the Bosnian War’ by Svetlana Brotz. 

The name “La Benevolencija” is Ladino for “Good will.” Ladino is the Hispanic language of Sephardic Jews. Today, Israel has the highest number of Ladino speakers. Learn more about Ladino-speaking people in this article by the Foundation for the Advancement of the Sephardic Studies and Culture.

The story of La Benevolencija has inspired many other people. The Radio La Benevolencija Humanitarian Tools Foundation, for example, is a Dutch NGO that empowers groups and individuals who are the target of hate speech and ensuing acts. Currently, this NGO organizes projects in Rwanda, Burundi and the Democratic Republic of Congo.

SEPHARDIM

A Sephardic Jew is a Jew descended from, or who follows the customs and traditions of, Jews who lived in the Iberian Peninsula (modern Spain and Portugal) before their expulsion in the late 15th century. The are referred to as Sephardim, as “Sepharad” means Spain in Hebrew. For religious purposes, the term Sephardim also means all Jews who use a Sephardic style of liturgy and therefore includes most Jews of Middle Eastern background, whether or not they have any historical connection to the Iberian Peninsula.
 

The precise origins of the Jewish communities of the Iberian peninsula are unclear. There is inconclusive evidence of a Jewish presence dating from pre-Roman times. More substantial references date from the Roman period, when substantial Jewish immigration probably first occurred.

However, in 1492 the Expulsion Decree (often called "Alhambra Decree“) by King Ferdinand II of Aragon and Queen Isabella of Castile expelled more than 20,000 Spanish Jews from the country. In 1497 King Manuel I of Portugal issued a similar decree. Learn more about the expulsion of the Jewish population from Spain in this article from the Jewish Virtual Library.

Many of the expelled Jews resettled in the Ottoman Empire, to which the area of Bosnia and Herzegovina belonged at that time, and where they were welcomed by Sultan Bajazet II. Others settled in places like what are today Morocco, Algeria, southern France and Italy. Some even settled on the island Curacao in the southern Caribbean. 
 

Ladino, or Judeo-Spanish, is the language of Sephardic Jews. It only became a specifically Jewish language after their expulsion from the Iberian Peninsula at the end of the 15th century. Cut off from the further developments in the language, the Sephardim continued to speak Ladino in the communities and countries to which they emigrated. Ladino therefore reflects the grammar and vocabulary of 14th and 15th century Spanish. In the Sephardic communities of the Ottoman Empire, the language not only retained older forms of Spanish but borrowed so many words from Hebrew, Arabic, Greek, Turkish, and even French, that it became more and more distorted.

Like other historical Jewish languages, Ladino is in danger of language extinction (another prominent example is Yiddish). Most native speakers are elderly, many of them having emigrated to Israel where the language was not transmitted to their children or grandchildren. However, it is experiencing a minor revival among Sephardic communities, for example in music. 

Sephardic history also plays a central role in the Centropa film about Güler Orgun. In the traditional Ladino language of her ancestors, Güler Orgun tells us how her family found a new home in the Ottoman Empire after being expelled from Spain in the late 15th century. We learn why her parents converted to Islam and how Güler herself later came to find her Jewish roots again - before she married a Muslim man. 

YUGOSLAVIA

After the First World War, Bosnia and Herzegovina became part of the newly founded "Kingdom of Serbs, Croats and Slovenes", which stretched from the Western Balkans to Central Europe. This territory was ethnically very diverse. Tito, who would later lead the region, famously said: "I am the leader of one country which has two alphabets, three languages, four religions, five nationalities, six republics, surrounded by seven neighbours, a country in which live eight ethnic minorities."

Right from the start, problems arose between the different ethnic groups. In 1929, King Alexander I tried to curb nationalist and separatist tendencies by turning the country into a dictatorship and renamed the country "Yugoslavia". He also decided to abolish the country's historic regions and drew new internal boundaries for provinces, or banovinas, that avoided all historical and ethnic lines.

Alexander I's plan failed and when, in April 1941, Axis troops conquered Yugoslavia; many of its citizens didn't mourn its passing. The country was split up: an independent Croatian state, which also included most of Bosnia and Herzegovina, was created under the rule of the fascist Ustashe movement. They conducted large-scale genocide campaigns against Serbian, Jewish and Roma citizens.

During the Second World War, a civil war broke out in Yugoslavia between the Croatian Ustashe, Serbian pro-monarchist partisans, or "Chetniks," and communist partisans, led by Josip Brosz Tito. After the war, the communist Socialist Federal Republic of Yugoslavia was founded. Tito first became the prime minister and later the longtime president, ruling the country until his death in 1980.

Josip Broz Tito (1892-1980) was the most defining figure of 20th century Yugoslav history.  Here you can watch a documentary about Tito. In 1948, after a conflict between Tito and Stalin Yugoslavia was expelled from the international association of socialist states Cominformm. In the following years Yugoslavia developed its own version of communism - Titoism.

Tito was a popular public figure in Yugoslavia, viewed as a unifying symbol for the Yugoslav federation. He is also named the architect of Yugoslavia's disintegration, however, and remains a controversial figure. Read this Time Magazine article on the life of Tito.

The delicate balance between the different ethnic groups in Yugoslavia was disrupted during the 1990s. 

Lesson plans for this film

26 results
Title Language For grades Documents
Túlélés Szarajevóban - barátság háború idején
Óraterv
History, etika, hit- és erkölcstan, osztályfőnöki óra
A XX. század végi események kapcsán a diákok megismerhetik egy humanitárius segélyszervezet működését. A túléléshez szükséges önszerveződés összehozza a különböző vallású és etnikumú embereket. A Túlélés Szarajevóban - barátság háború idején című film segítségével a tanórák központi kérdése a közösségi értékek és az összetartozás fontosságának megerősítése.Az óraterv 2x45 perces időkeretre készült.
hu 9, 10, 11, 12
Együtt könnyebb
Óraterv
History, osztályfőnöki óra, etika, hit- és erkölcstan
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 embertársaikkal. Mindezt interaktív és diákközpontú feladatokon, csoportmunkákon keresztül. A foglalkozások során a diákok új történelmi, vallásitörténeti ismereteket szerezhetnek (/ bővíthetik a meglévőket), és fejleszthetik angol nyelvtudásukat is.
hu 9, 10, 11, 12
Personal Choice and Community Dynamics
History
In this 2015 Milton Wolf Prize winning lesson, students examine the extent to which individual choices shape community dynamics. By watching Survival in Sarajevo, examining images, engaging in group discussions, and creating a final project, students are able to explore how individuals have the capacity to make great changes in the world. This lesson lends itself to themes of community service and action, leadership, and responsibility. This lesson can be taught in the context of American, World or European History courses as well as more specific courses such as Leadership or Holocaust Studies. From the images, film and study guide found at Centropa to the pictures from across America, the content of this lesson is focused on the post-Cold War world. The materials used from Centropa come directly from Survival in Sarajevo. A copy of each of the images necessary for this lesson is attached. 
en 10
Divided by Faith, United by War: Teaching the citizens of the future using the lessons of the past
Civic activism
The Bosnian War (1992-1995) as a tool in History, Civic Education & Social Studies Lessons.
en 9
Survival in Sarajevo: Lessons in Civic Values
Civic activism
In these two back-to-back lessons, students will watch Survival in Sarajevo: Friendship in a Time of War - a story about a small group of Holocaust survivors and their children who worked with their Muslim and Christian neighbors to save each other and their city during the Bosnian war of the early 1990s - to explore civic values. Your students will think about what it means to be a member of society, and what responsibilities come from being part of a community. The people in this story defined community as something that went beyond ethnic and religious identities. How do your students define community and what choices do they make as citizens in this country? As global citizens?  Teachers in Jewish schools can find a version of this lesson using values specifically from the Jewish tradition by searching "Jewish values," "Jewish identity," Jewish ethics" in the search engine of this webiste. 
en
Let All Who are Hungry Come and Eat
History
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?.  There is also a version for public schools - search for "civics," and "ethics" in the search engine of this website.These two back-to-back lessons can be expanded or shortened, as desired.
uk
Interviewing a Picture
History
Using Edward Serotta's photographs from the synagogue in Sarajevo during the Bosnian war of the 1990s, students will study several pictures carefully, answer questions and use what they learn in a creative writing assignment.  Photographs can be found and downloaded from the special website for Centropa's Survival in Sarajevo exhbition: http://upload.centropa.org/upload/centropa-sarajevo/Centropa.org___Sarajevo/Sarajevo_home.html
en
Let All Who are Hungry Come and Eat
History
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. This story of multiethnic cooperation provides an opportunity for students to discuss the nature of community and Jewish values as exemplified in the Tanakh, Talmud and other rabbinic texts.  Those teaching in non-Jewish contexts can find a version of this lesson that raises the same questions and explores civic values by searching for "civics," and "Sarajevo" in the Teaching Materials section of this website. You do not need to know the very complicated details of the Bosnian conflict, or the history of the Jews in the Balkans, in order to teach them. At the same time, you can refer to the fact sheet with basic background information and links to maps and other sources for reference. 
en
Sarajevo Project for Jewish Day School Communities
History
The Bosnian-Serb siege of Sarajevo, from spring 1993 until winter 1996, was the longest in modern history. With electricity, water and food supplies cut off and only sporadically supplied, with 11,541 citizens shot by snipers or killed by mortars, Sarajevans had to depend on each other. In a faded, turn-of-the-century synagogue, a group of Holocaust survivors and their offspring created La Benevolencija, the Jewish humanitarian aid agency. Who worked there? Jews and Muslims, Serbian Orthodox and Catholic Croats--all those who never believed one ethnic group was superior to another. After all, Jews had lived alongside all their neighbors since they were welcomed in Sarajevo in the 16th century. This story of how they paid their neighbors back provides an opportunity for your community to discuss the nature of community and Jewish values exemplified in the holiness code in Leviticas 19, “Do not stand idly by while your neighbor bleeds.” Middle or high school students will study the story, explore issues surrounding community, as well as Jewish values found in the story, and with this background become exhibit docents for a community evening at the exhibit for your school or religious community. Part of their preparation will include creating QR codes that their parents and siblings will scan as they walk through the exhibit – connecting them to Ladino songs or short definitions that will enhance their understanding of the story. These pages describe the project leading up to and including the community evening.  The lessons are designed for 60 minute classes, but they are adaptable for shorter classes. 
en 9
When citizens take action in times of crisis
Civic activism
 A lesson plan and Project for 9th grade Civic Studies, inspired by the Centropa film: "Survival in Sarajevo"    
en 9
Survival in Sarajevo —— La Benevolencija
History
Course lesson taught in: when filling in for absent colleagues  (happening with high frequency —after all it’s ItalyThis lesson plan can be adapted to nearly every context and every age group because of the unique and strong message of the video “Survival in Sarajevo”. Summary of goals: to broaden the perception of my students about: ·      PEACE - what is the significance of it·      living together peacefully  ·      sharing resources with each other  ·      helping each other ·      making them realise that everyone only benefits from overcoming and putting aside prejudices and borders ( geographical as well as mental borders ) Photo from http://www.knesset.gov.il/birthday/images/photo/KnessetBuilding26_big.jpg
en 9
Beyond Boundaries
Civic activism
The fourth and final unit I teach each year is entitled “A Nation Divided and Rebuilt.” The content begins with the events leading up to the American Civil War, moves to the actual fighting of the war, and ends with the period of Reconstruction. Specifically, this unit highlights the economic, political and social tension that ensued between the North and South throughout the mid to late 1800s. Though the harsh realities endured during the Bosnian War occurred over one hundred years later, I push my historians to draw connections to the concepts of change and unity beyond difference. In our current unit, the essential question my students wrestle with is “At what point should people fight to defend deeply held beliefs?” This question directly addresses the humanity and conviction of La Benevolecija.
en 8
Postcards to Sarajevo
History
We began this lesson by watching Centropa’s film, Survival in Sarajevo, and walking through the traveling exhibition of the same name, which we brought to our school. Each class discussed the story and hardships the people in Sarajevo faced, the choices they made to support no matter what each person’s ethnic background was, and the courage it took to do that during an ethnic war.  We discussed what life may have been like for people during the siege of Sarajevo to wait for letters from the outside (and for their loved ones outside of Bosnia to wait for news from them), and how different that is from the immediacy of email and social media. Students then created their own postcards, using images and symbols representing themes from the film to decorate one side, and writing a message on the other. The postcards were hung over the Survival in Sarajevo exhibition, viewed by all students in the school. 
en 10
Überleben in Sarajewo
History
Im Fokus dieses Planes stehen der  Film und eine Ausstellung mit dem Titel „Survival in Sarajevo – Friendship in a times of war“.Diese Planung Tag besteht aus vier Einheiten: Dem Film von Centropa, dem Besuch der Ausstellung in unserem Haus, einem Informationsteil mit einem Informationstext und einem weiteren Film der Malta-Schule in Sarajevo, zu der Kirstin den Kontakt aufgebaut hat und deren Lehrer zusammen mit seinen Schülern einen Film zur Geschichte und zum Leben in Sarajevo für uns gedreht hat. Und schließlich spannen wir den Bogen von Sarajewo nach Bonn und fragen nach couragiertem Handeln dort und hier.1. Einstiegsbild: Bild-Textcollage zur Aktivierung von Vorwissen und zum Aufbau von Erwartungen2. Sarajewo: multikulturelle Stadt auf dem Balkan:
  • Film: Geschichte und Leben in Sarajewo. Ein Film von Asmir Hasicic und SülerInnen der Malta-Schule, Sarajewo.
  • Infotext Sarajewo: multikulturelle Stadt auf dem Balkan. Geografisch-historischer Überblickstext mit Arbeitsaufträgen
  • Karten: Politische Landkarten der BzpB. Balkankonflikt in Karten (historische Entwicklung auf dem Balkan anhand farbiger politscher Karten)
3. Couragiertes Handeln in Sarajewo und Bonn
  • Arbeitsblatt : Fotos, Informationstext und Arbeitsaufträge als Grundlage zu einer Diskussion innnerhalb der Klassen.
4. Überleben in Sarajewo
  • Ausstellung: Ausstellung zur Geschichte Sarajewos, des Bosnienkriegs und vor allem der jüdischen Gemeinde Sarajewos und des Hilfsvereins ‚La  Benevolencia’ während des Bosnienkriegs.
  • Fragenkatalog: Inhaltsbezogene Fragen zu jedem der 8 Panels.
Überleben in Sarajewo. Freundschaft in Zeiten von Krieg.
  • Film: Animierter Powerpoint-Film zur jüdischen Gemeinde Sarajewos und ihrem Hilfsverein ‚La Benevolencia’ während des Bosnienkriegs.
  • Arbeitsblatt:  „Ein Bild interviewen“. Inhaltlich-analytische und kreative Vertiefung einzelner Filmausschnitte.
de 11
Сарајево – мултиетнички и интеркултурални град
History
ЦИЉ ТЕМЕ: Упознавање ученика са географским положајем Сарајева и структуром становништва у прошлости и сада ради развијања интеркултуралних односа (дијалога) и проактивног става у борби против стереотипа и предрасуда, уважавања и поштовања различитости и исказивања толерантног става. 
sr 11
Righteous Remembrances
History
This 2015 Milton Wolf Prize winning lesson stresses the importance of individual responsibility and accountability in the face of difficult choices.  Students will learn about individuals during the Holocaust who, in the face of incredible uncertainty and personal risk, chose to do the right thing and protect those who were being persecuted.  Students then have the opportunity for real-world application of their knowledge by recognizing individuals in their community who are making an effort to improve the lives of those around them.  This lesson utilizes the Centropa film “Survival in Sarajevo,” as well as biography information from Yad Vashem and other YouTube videos.
en 12
Civil Society - Whose Job is it to Guarantee We All Live in One?
History
This 2015 Milton Wolf Prize winning lesson is designed to introduce students to the UN Declaration of Human Rights and to help them realize the need for individual civic responsibility to assure that these rights are reality for all humans. The lesson uses Survival in Sarajevo as an example of this responsibility in action and its impact during the Siege of Sarajevo.  It is meant to be done as a Border Jumping exchange and was adapted by me from a lesson by Victor Gurevich to be done in conjunction with his students.  The Border Jumping/exchange component allows students to see if the same rights are at risk in other communities or if the focus is different and also that this responsibility is global.  This lesson was done as a “going further” project at the end of a unit, but can also be done as a stand-alone unit. 
en 8
Survival in Sarajevo: Cooperation and Conflict
History
Survival in Sarajevo: Cooperation and Conflict: The History of Southeast Europe, Yugoslavia and the Arab-Israeli Conflict.
en 10
Survival in Sarajevo: cross-cultural tolerance
History
Using "Survival in Sarajevo" to discuss cross-cultural tolerance. Developed and tested in a school in Nahariya, Israel.
en 11
Survival in Sarajevo - Interviewing a Picture
History
"A picture is worth a thousand words" In this lesson, students look carefully pictures from the Sarajevo exhibition / film; they read the captions and reflect about what they see.They take notes in a table that is provided in the .pdf below, trying to see beyond the surface, “to read between the lines” and then they use their notes to do a writing assignment of their choice: they can write a poem, a short story, etc.
en 8
Begleitheft für Centropas Sarajewo Ausstellung
other projects
In diesem Begleitheft zu Centropas Sarajewo Ausstellung finden SchülerInnena) Arbeitsimpulse und Leitfragen zu den einzelnen Panels,b) ein Glossar mit Erklärungen zu schwierigen Begriffen, die in der Ausstellung vorkommen. 
de
How I used Survival in Sarajevo in a Greek school
History
A cross-cultural project on how to use the story of La Benevolencija, and the film "Survival in Sarajevo" in Greek and Serbian schools.
en 11
Why is a civic society important?
Civic activism
en 10, 11, 12
La Benevolencija: Reaching Out to Welcome In en 11, 12
American Civil Rights Movement and Sarajevo
Civic activism
Students build a more complex and deeper understanding about the Civil Rights’ Movement as well as the activists and their non-compliance/non-violence approach to halt the laws and people in positions of power that oppose change to the status quo and contrast it to the defiance of laws in Sarajevo during the war in the 1990s. Also, students will find similarities and differences between both historical events by analyzing primary and secondary sources from the Civil Rights Movement and Survival in Sarajevo) especially people’s determination and collaboration to stand up for justice, peace, racial equality, and challenge the laws for a common goal or simply joining forces to do the right thing. Lastly, students will learn that collaboration, communication, determination, defiance, resilience, and bravery are key elements to counter wrong doing especially the oppression of the masses at the hands of the selected few regardless of the time period. This lesson is a Milton Wolf Prize winning lesson.
en 10, 11, 12
Roots in Spain, Trees in Sarajevo
History
This lesson aims to enlighten students about Sephardic history in the Balkans, and was originally taught in the context of a Jewish day school in the United States.  The Jews expelled from Spain who settled in the Balkans were welcomed, and Jews were generally accepted as part of society, as they were in all parts of the Ottoman Empire. Focusing on Sarajevo as an example of Jewish life in the Balkans, this lesson uses music, a lecture with PowerPoint, photographs and two short films to explore how in times of crisis the positive relationships between Sephardic Jews and their neighbors stood them in good stead. 
en 11