Mikor 1992-ben Szarajevót elérte a háború, holokauszt túlélők és leszármazottaik egy kis csoportja humanitárius segélyszervezetté alakította a város utolsó működő zsinagógáját, ahol zsidók és muszlimok, szerbek és horvátok közösen dolgoztak: közel négy éven át adtak ételt, gyógyszert és reményt mindenkinek, akinek szüksége volt rá.
A La Benevolencijában diákok, tanárok, orvosok, buszsofőrök, gondnokok és rendőrök egyaránt dolgoztak. Senki sem volt képzett szociális munkás. Egyszerű emberek voltak, barátok, akik segítettek a barátaikon. Úgy érezzük, ezt a történetet el kell meséljük Magyarországon is!
Túlélés Szarajevóban - Barátság háború idején
Oktatási anyagok ehhez a filmhez
26 találat
| Cím / Tantárgy | Language | Évfolyam | Dokumentumok | |
|---|---|---|---|---|
| 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 | ||
| 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 | ||
| 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 | ||
| 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 | ||
| 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 | ||
| 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 | |||
| 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 | |||
| 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 | |||
| 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: Cooperation and Conflict History Survival in Sarajevo: Cooperation and Conflict: The History of Southeast Europe, Yugoslavia and the Arab-Israeli Conflict. |
en | 10 | ||
| 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 | ||
| 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 - 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 | ||
| 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:
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de | 11 | ||
| 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 | ||
| 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 | ||
| 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 | ||
| Why is a civic society important? Civic activism |
en | 10, 11, 12 | ||
| La Benevolencija: Reaching Out to Welcome In | en | 11, 12 | ||
| 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 |