Displaying 1 - 30 of 216 results
| Title | Language | For grades | Documents | |
|---|---|---|---|---|
| Introduction - The Holocaust in Serbia Óraterv History A general introduction to the Holocaust in Serbia and its toll on the Jewish people. |
en | |||
| Regardless of Destiny. A Human in the Midst of Totalitarianism (based on film and interview of Centropa with «Haya Leia Detinko») Óraterv 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, the USSR. It aims to deepen student knowledge about the Holocaust during the Second World War; to cultivate tolerance, multiculturalism and respect of other nations; to teach pupils empathy, critical and conscious attitudes towards the history of their own nation and other world nations; to promote awareness of historical heritage and to facilitate forming of an individual attitude towards it, to teach pupils to understand common human values and honor the memory of Holocaust victims. |
en | 10, 11 | ||
| Smart visual media and cultural heritage. Thinglink: an immersive and innovative tool to explore Jewish cemeteries Módszertani segédanyag, Óraterv History, hon- és népismeret, judaisztika, rajz és művészettörténet, Sociology This short article is aimed at presenting a user- friendly visual media tool, ThingLink, as a catalyst to implement Jewish cemeteries into motivating and immersive History lessons. Emma Abbate came up with this lesson plan in October 2022, after attending a two-day training seminar in Bratislava on “Teaching Jewish heritage in your class” held by Centropa, the ESJF (European Jewish Cemeteries Initiative), the Foundation for Jewish Heritage (FJH) and Euroclio. She says "It was a great chance to explore the different ways that cemeteries could be used in class: it encouraged and inspired me to introduce my High School students to Jewish heritage and culture through a deeper and more complex approach." |
en | |||
| Scavenger hunt History, etika, hit- és erkölcstan This scavenger hunt was designed for Mitzvah Day 2021 where the theme was "Gedenken", Remembrance. The students were 8th graders and had to look for information about Centropa interview information in German. This lesson can also be used for Yom HaShoa/Holocaust remembrance day. The activity on Actionbound can be found here: https://en.actionbound.com/bound/MitzvahDay |
en | 8 | ||
| Onsite Learning: A special approach to Generation Z History, 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. |
en | 10, 11, 12, 9 | ||
| Promises History, 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 asked to look at:· individual promises they make and want to keep for themselves· the commitment we make to keeping the traditions of our communiites;· the promises made in international treaties and what happens when those treaties are broken. Students explore these themes of promises within the classroom, and then also with students in other countries the teacher connects with through Mystery Skype Facebook. |
en | 10, 11, 12, 7, 8, 9 | ||
| Return to Rivne: Stations Lesson Using Return to Rivne as the centerpiece, this lesson uses stations for students to explore the geography, pre-war life, Roma people, the family that hid Shelly and Raya, the toys Shelly and Raya made, statistics, and Holocaust terms for students to explore the context of this story. Google Earth and Google Voyager are used to virtually visit Rivne. |
en | 6, 7, 8 | ||
| What We Live is History English, 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 considered history, and using Centropa’s film Return to Rivne they explore the differences between primary and secondary sources. The final product asks students to document for history their experiences living in the pandemic of the last year. This lesson can be used either in remote or in-person teaching. We hope you can adapt it to your own classes! |
en | 10, 11, 12, 6, 7, 8, 9 | ||
| The Jewish Life in Poland in the 20th Century English ProjectSubmitted by Eden Degerzi and Yuval Ravid-Tal (11th Grade)English Teacher and Project Designer: Sylvia AsherIroni "Tet" High- School, Tel-Aviv The Jewish Life in Poland in the 20TH Century as Presented in Centropa’s Film about HAYA LEA-DETINKO and Amos Oz’s Book A TALE OF LOVE AND DARKNESSThis project is based on a Centropa film about the life of Haya –Lea Detinko (http://www.centropa.org/centropa-cinema) and Amos Oz’s book-A Tale of Love and Darkness.Both the film and the movie describe the Jewish life in the town of Rovno in Poland, before and after the Second World War, and they complete each other and emphasize each other. I) The Jewish Life in Rovno Before the Second World War ”But many ordinary Jews in Rovno in the twenties were keen that their children should learn Hebrew and go to Tarbuth,…..Meanwhile everyone read newspapers in Hebrew, argued, sang songs from the Land of Israel, recited Bialik and Tchernikhowsky,…there was a kind of tremendous excitement about everything national. It was very similar to what you see here today with the Palestinians, only without their penchant for bloodshed. Among us, Jews, you can hardly see such nationalism nowadays.”Amos Oz, p.185 1. Where do we see this nationalism in the movie? Pay attention to the schools where Hava and Haya-Lea Detinko studied, the youth movement they belonged to, the celebration of the Jewish holidays in Rovno, etc.Several domains of the Jewish life in Rovno are reflected in the movie. In the city of Rovno in Poland, Orthodox Jews lived alongside modern Jews. Haya's father, Nachman Abramovic Katz, was educated at a religious school and was even religiously ordained rabbi. There were Jewish activities in the Diasporas as well. Her family was traditional and religious, and her mother kept kosher at home. There was also a synagogue in Rovno, where many Jews used to pray, and Haya's father took part in the staff. The "culture" school in the city, combined the Hebrew language with the Polish language studies. The Jewish holidays were celebrated in schools : as stated in the film, Haya and her sister, Hava, dressed up in honor of Purim.Rovno had a youth movement "Hashomer Hatzair", to which Haya and Hava belonged. The goal of the movement was to help build the State of Israel. "Hashomer Hatzair" children sang, studied as a big, unified group and worked hard, physical works as a kibbutz. II) The Gentiles –Jews Relations in Poland Prior to the Second World War A. Read pp. 183-184 in A Tale of Love and Darkness and answer the following questions:1. What was the Poles’ attitude towards the Jews?The Polish attitude toward the Jews was insincere and was based on ulterior motives Outwardly, they invested much effort at showing support for the Jews, by fostering Jewish education, strengthening the Jewish roots and granting the option of observing the Jewish customs. But the real attitude of Poles towards Jews was an attitude of disgust. However, the Poles did not show their real feelings because they wanted to be considered noble and humane and make a good impression on Versailles and the UN. 2. Why did the Poles encourage Zionist education and Jewish schools?Poles encouraged Zionist education because they had an ulterior motive.The Poles' hidden motive was the removal of Jews from Poland to Palestine. To do so, the Poles have strengthened the national consciousness of Jews and encouraged Jewish education by supporting the establishment of synagogues and schools that taught Zionism. 3. What was the hidden fear in every Jewish home?The hidden fear in every Jewish home was the fear of getting hurt by the Poles. Jews had to change their behavior completely, so as not to irritate, annoy or cause conflicts with the Poles, all in order not to encourage anti-Semitic acts, the results of which could be terrible. 4. How were the Jewish children taught to behave with the Gentiles?Jewish children learned to behave politely with the Gentiles, to be quiet and graceful, so that the Gentiles would not say that the Jews were too noisy and brash. In addition, the Jewish children were taught that they must look presentable at any given time in order to avoid the Gentiles' rage. 5. What does Amos Oz mean when he says: “Diaspora Jews became cats, in the bad sense…”Amos Oz's quotation refers to the hypocritical behavior of Jews towards the Gentiles. Cats symbolize hypocrisy: on the one hand, cats fawn on their owners to please them, but, on the other hand, they may attack, scratch and hurt their owners. B. How are the relations between the Jews and the Gentiles in Rovno presented in the film about Haya Lea Detinko?The Polish attitude toward the Jews was supportive and allowed integration into the large Polish society. The Jewish integration in the Polish society is reflected in the movie by the existence of integrated schools, where Jewish religious education combined with the Polish culture; it means that the Jewish children could learn the Hebrew language while also learning the Polish language. In addition to wearing the traditional Jewish outfit and being integrated in the Polish society, a synagogue was built in Rovno, which gave the Jews the option of keeping their precepts, while also having the option to work in order to make a living. III) The Jews and the Arabs in Palestine “We thought that soon, in a few years, the Jews would be a majority here and as soon as that happened we’d show the whole world how to treat a minority, our minority, the Arabs. We, who had always been an oppressed minority, would treat our Arab minority justly, fairly, generously, we would share our homeland with them, share everything…” Which part(s) of this prophesy about Jews and Arabs in this country came true, and which did not?There are parts of Amos Oz's prophecy that came true.Most of the population in Israel is a Jewish majority. We share most things, such as the economy, education and territory, along with the Arab population; but, on the other hand, there are things that have not yet been fulfilled, for example no peace agreement between Jews and Arabs has been signed.Many of the Jews' attempts to achieve peace between the two nations are doomed to failure due to the refusal of the Arabs. Amos Oz dreamed of a situation in which the Jews are the majority, and they act respectfully towards the minority groups in the country. Amos Oz's quotation expresses disappointment with the Jew's attitude towards the Arab minority. The Israeli Jews possess physical strength, but Amos Oz expected the Jews, who had been a minority in Diaspora, not to use their strength against another minority. Therefore, Oz's quotation indicates a partial failure of Amos Oz's prophecy. IV) The Journey to Rovno and to Oneself “I now believe that all journeys are ridiculous: the only journey from which you don’t always come empty-handed is the journey inside yourself.” (A. Oz)The movie and the book are a journey to Poland at the beginning of the 20th century, but not only to Poland. Would you say that you learned something about yourself as a Jew, and as an Israeli. from the journey to Rovno? If yes, what?The film and the book taught us about the inner strength of the Jews, deepened our understanding of the Jews" difficulties in the Diaspora and of their relentless struggle for the establishment of the Jewish state.We found ourselves proud of the Jewish people and nature, and more aware of the need to maintain the power and territory of the State of Israel. In addition, we realized that the Jews are a nation, and this nation has a right to its own territory and sovereignty. Therefore, the Zionist activity, which began in the Diaspora, should be continued, in order to make sure that the legacy of past generations is taught to future generations, strengthening the language and national symbol of our nations. V) Reflection1. What impressed you most in the movie and in the book?The things that impressed us in the film were Zionist activities carried out by Jews in the Diaspora, their strong desire to build the country and their willingness to invest all their lives for the cause. The other thing that impressed us was the difficulty of the Jewish life in the Diaspora, living in fear of the Germans, the need to change their character, behavior and physical appearance in order to appease the Gentiles around them.An additional thing that impressed us in the book of Amos Oz was the formulation of statements, the use of sentences and phrases that are open to interpretation and do not constitute a definite meaning. 2. Which idea/s, conclusion/s from the movie and from the book are you taking with you in life?We take with us the message of the book and the movie, the understanding that we must continue to fight and keep the areas of the Land of Israel, despite the opposition of other nations, in order to realize our rights as a nation. Quotations from the book of Amos Oz made us understand how Jews thought and behaved in the past , i.e., mainly to please other people.We realize the importance of building up a different character now, no longer aimed at pleasing other people. |
en | |||
| Jewish Life in Germany: the Erna Goldmann Story History 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 to Tel Aviv, this lesson teaches students about the history of Jews in Germany, Jewish religious life, Zionism, and antisemitism with the goal of conveying the idea that students learn that Jewish life should be a part of Germany. In addition, this lesson explores the concept of "home" and "homeland." |
en | 10, 11, 9 | ||
| Centropa Biography Film/Stolpersteine Assignment History, other projects In this project, students work in pairs to read Centropa biographies, create a 5 minute video about the interviewee, and design a Stolpersteine (commemorative stone) for them. |
en | 6, 7, 8, 9 | ||
| Looking back: A child’s recollections of the Holocaust through the eyes of the children of today History 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 text and sent the art to Thessaloniki, where their work was displayed in the Jewish Museum of Thessaloniki. This project can be done with any text or Centropa story. |
en | 10, 11, 5, 6, 7, 8, 9 | ||
| Getting to know and “adopting” my neighborhood etika, hit- és erkölcstan, 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 students to present their work to the school. The goal: to help students understand the sociopolitical motives that drive people into committing atrocities. I believe that my students learned to recognize prejudiced attitudes, racist behaviors and also developed skills in order to face them off in the future. |
en | 10, 11, 12, 9 | ||
| Greek Jewry of Thessaloniki English, History The subject of the script concerns the acquisition of knowledge of local history, focusing our attention on the multiculturalism of Thessaloniki and especially on the existence of a prosperous Jewish Community until World War II. To serve that goal, two films from the Centropa organization are used together with the website of the Jewish Museum of Thessaloniki. The aim of the script is to give students the opportunity to acquire basic knowledge so that they can take part in the creation of a short film on the Holocaust. The texts are mostly multimodal and the script is based on the four-resources model. Enquiry-based learning, cooperative learning, flipped classroom, and scaffolding are also used. |
en | 8, 9 | ||
| Diary and Memoir Project History An interdisciplinary lesson is designed to expose students to important responses to historical and social events and enable students to explore the following statement of inquiry: In times of social crisis man seeks meaning and value in his life through expression. This lesson uses Centropa’s film Return to Rivne, among other primary sources, and was designed for distance learning. |
en | 6, 7, 8 | ||
| 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 in the development of moral reasoning (Kohlberg’s interpretation). Holocaust dilemmas will help students understand the challenges that non-Jews have been faced with. They will understand the circumstances in which people lived during World War II through personal stories from 3 Centropa’s films as well as through research and analysis on the Righteous from Krusevac. In the end, they will have task to write an essay outlining their thoughts on the ability of a person to react fairly in life-threatening situations. |
en | 10, 11, 12 | ||
| Jewish People and Gentiles Civic 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 countries. Many Jewish people were saved and taking the time to learn about the Gentiles allows our students to see how different people around the world helped. |
en | 10, 11, 6, 7, 8, 9 | ||
| Forgiveness History Students will explore the concept of “Forgiveness” while studying the Holocaust. Using a Centropa Film and the book “The Sunflower: On The Possibilities and Limits of Forgiveness," students will explore their own attachment to “home” and the existential question of “Would you forgive if someone took what was dearest to you away?” |
en | 10 | ||
| Renee Molho –Α bookstore in six chapters History 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 war only 1.950 Jews were counted in Thessaloniki. This lesson plan, which is based on Centropas’ film “Renee Molho –Α bookstore in six chapters“, provides the tools which students need to learn about this lost community and its people who participated in the historical events, people with specific names, jobs, lives and not simply anonymous victims. |
en | 10, 11, 9 | ||
| Searching for the lost World Geography, History, etika, hit- és erkölcstan |
en | 1 - 4, 10, 11, 12, 5, 6, 7, 8, 9, University | ||
| Teaching and Learning about the Holocaust in the Republic of Croatia History |
en | 1 - 4, 10, 11, 12, 5, 6, 7, 8, 9, University | ||
| Hot to use 'El otro Camino' in an intercultural context History |
en | 1 - 4, 10, 11, 12, 5, 6, 7, 8, 9 | ||
| Holocaust Memorial Center for the Jews of Macedonia History |
en | 1 - 4, 10, 11, 12, 5, 6, 7, 8, 9, University | ||
| Lesson plan Zahor- Remember German language, History A lesson plan developed by three German teachers. |
en | 10, 11, 12, 7, 8, 9 | ||
| Matilda Kalef - Three Promises History 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 of approximately six million Jews by the Nazi regime and its collaborators. Moreover, students will be informed that more than 90% of Belgrade’s Jewish families were murdered during the Holocaust. 2. Besides being informed about the Holocaust, the most significant notion that teachers will impart to students is the notion of altruism. The primary concept that students should remember is the importance of taking care of other people΄s welfare as well as of helping others without expecting anything in return. In my opinion, nothing is more important than teaching compassion, since teaching empathy, altruism and compassion to school children benefits the classroom environment. |
en | 10, 11, 12, 8, 9 | ||
| Me and the Society Civic activism, History, Literature “Me and the Society” is a lesson plan for students at the Primary School in order to develop understanding of the notion of being active in the community. They discuss about human rights, research about human rights violation in their country and in the whole world. They watch a film from the Centropa website to realize how people can organize themselves and help the society in difficult periods of times –war, crisis. The lesson is recommended for students aged 10-12 years old but it can be adopted for other target groups as well. It may also be developed according to the interests and needs of your group. |
en | 1 - 4, 5, 6, 7, 8 | ||
| Why is a civic society important? Civic activism |
en | 10, 11, 12 | ||
| La Benevolencija: Reaching Out to Welcome In | en | 11, 12 | ||
| Journeys - The Kinderstransport | en | 10, 11, 12, 9 | ||
| Two person poetry | en | 8 |