Akik beváltották ígéreteiket Óraterv etika, hit- és erkölcstan, History, osztályfőnöki óra, Civic activism Az óra, a 20. század első felében három sors és karakter útját járja végig. A diákok a film segítségével, annak szereplőinek elemzésével, a disputa vitatechnika eszközeivel ismerkednek meg a szavak és az ígéretek súlyával. |
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8, 9, 10, 11, 12 |
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"Three promises": A project about the Kalef family History This project uses family photos from the Kalef family to trigger a discussion about memory. |
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8 |
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Breda and Matilda Kalef: "Three Promises" History |
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12 |
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Sećanje na žrtve Holokausta other projects Pošto učenici uče jako malo o Holokaustu na časovima istorije, mislila sam da treba nešto raditi i na času odelj.starešine. Gimnazijalci imaju i sociologiju i građansko vaspitanje kao i psihologiju u drugom razredu, to znači da njima su sledeći pojmovi poznati: nacionalizam, rasizam, šovinizam, fašizam, Holokaust, stereotip, predrasuda, diskriminacija, međuljudski odnosi - i treba samo da to sve prođemo još jedanput na neki drugi način – kroz gledanje jednog CENTROPINOG filma: Tri obećanja. Zato sam izabrala baš ovaj film, jer se događaji odvijaju u našoj zemlji, „karakteri“ će im biti bliži iz ovog razloga. Ono što ja osećam među učenicima jeste jedna velika predrasuda prema drugim zajednicama (neki učenici jako negativno govore o drugim nacijama – mada uopšte ne poznaju njih) – i to me malo zabrinjuje. Zato smo mi, nastavnici da ih vaspitujemo i da podstičemo da i naši đaci budu dobri ljudi. |
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8 |
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"Three Promises" - Lesson Plan History Aims:- Identifying causal relations between characters and events- Helping the students develop critical thinking skills through the analysis of historical sources (a film)- Raising students’ consciousness and empathy for other people’s pain and suffering |
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11 |
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Life During World War II History This is a history project but because we want our students ultimately to teach each other, we started with an introductory video conference during which students asked each other questions and learned a little about one another. Students will then choose a biography from the Centropa website to read and study, as an example of what life was like for someone in a Central or Eastern European country during WWII. Then students will interview someone in their community about what life was like during WWII in their area and make a video about what they learn, using Centropa’s short multimedia films as models. The NC and Slovenian classes will exchange the videos with one another to learn what they each discovered about life during WWII where they live, and since students will have read the Centropa interviews they will have experiences in other countries to compare, as well. We will then have another video conference so students can discuss what they learned. |
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11 |
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Holocaust and Human Rights Civic activism The subject: "Learning about the Holocaust and Human Rights" was selected as part of a school activity program and particularly as part of the lesson, "The Joy of Reading", it was approached interdisciplinary and disseminated in all subjects. The basic purpose is to talk, discuss and learn about the holocaust and human rights and how they should be considered inviolable and respected by all the people. |
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10 |
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Using the Kalef film in Slovenian schools History I decided to use film Three promises, as it involves Slovene people. I focused more on the life story of Breda and Matilda, not so much on the Holocaust. The teaching material is prepared in Slovenian for Slovenian teachers, who can use it in 1 school hour or they can take only some parts of working sheet. I also oriented more on developing some skills rather than historical facts. The school hour would look like this:1. students watch film, during the film they fulfill family tree of family Kalef.2. students work in pairs - answering some questions about three promises (who gave it to whom, what is in common,...)3. students answer questions about holocaust and genocide.4. In conversation with teacher, they do chart about righteous among nations5. By using pictures they analyze how is that picture connected to family Kalef and they put them on time line (before war, during war, after war). |
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9 |
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3 lives History The project is done by a group of 6 students for Spanish elective class where the students first watched Kalef movie by Centropa then based on the movie, created their own movies interviewing 3 members of the Turkish - Jewish community. You can find the detailed planning of the 6 week lesson plan attached (in Spanish and English). the short movie making process is also attached with questions subjects. |
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9 |
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The family - The root gives life to a tree. The family gives life to mankind. History Grade of Class:primary school students aged 11-12 students 13-14 and their parents Number of students in one class: 15 to 17The familyThe root gives life to a tree. The family gives life to mankind. By Dragan Gjorgievski Subject taught: Ethics and Ethics in religion |
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6 |
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Наставна јединица: „Три обећања“ History |
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"Three Promises" Interactive Film Script History The interactive film scripts combine the scripts of the Centropa Films with the links metioned in the Study Guides, thus marking various historical, cultural and geographical references.You can use the film scripts in your class in order to understand the fulm better and help students to dig deeper in the (personal) stories by exploring history.The film scripts are available in English and German and can be downloaded as PDF documents. |
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"Three Promises" Interactive Film Script History The interactive film scripts combine the scripts of the Centropa Films with the links metioned in the Study Guides, thus marking various historical, cultural and geographical references.You can use the film scripts in your class in order to understand the fulm better and help students to dig deeper in the (personal) stories by exploring history.The film scripts are available in English and German and can be downloaded as PDF documents. |
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Lesson plan on the Centropa film "Three Promises" History |
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8 |
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Three Promises: Personal Stories as Historical Material History This lesson plan uses group work, creative writing, and multimedia to teach subjects including History, Literature, Civics, Social and Political Education, Philosophy, Language etc. It is also useful in discussions about multiculturalism, war and peace, the Second World War, crimes against humanity, genocide and holocausts (e.g. the Jewish Holocaust), modern European history, moral and ethical issues, struggle for survival, etc.It requires very few materials and is based on group discussions that require only basic background knowledge of the Second World War, so that all students may participate. Through discussing important life values brought up by the film, this lesson plan aims to make students empathetic and make them realize the importance of mutual aid, while fostering their concern about who their fellow man is and how we should treat today’s victims of war. |
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11 |
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The Power of a Promise etika, hit- és erkölcstan Reflecting about who we are and how we behave are central to the High Holiday experience. Beginning with Elul and running through Simchat Torah, Jews ask forgiveness for our sins and shortcomings. For sins against people we must ask people for forgiveness (ben adam lechavero), for sins against God we must address God (ben adam lemaqom). In this lesson students will study what it means to make and keep a promise. What do our promises – to ourselves, to each other, to God – mean if we don’t keep them? Do promises mean nothing or do promises mean everything
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10, 11, 12, 6, 7, 8, 9 |
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Courageous People Project Civic activism Students work on the questions of “what is an act of moral courage” and “what is required to act courageously”. They explore the past and the present to discover courageous acts and/or courageous people.
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5, 6, 7, 8, 9, 10, 11 |
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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. |
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10, 11, 6, 7, 8, 9 |
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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. |
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6, 7, 8, 9 |
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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. |
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10, 11, 5, 6, 7, 8, 9 |
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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. |
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10, 11, 12, 9 |
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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. |
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10, 11, 12, 7, 8, 9 |
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Lo Ta'amod: A Jewish Values Family Education Program etika, hit- és erkölcstan In this family education program, we apply Centropa’s stories from our past to reflect on our values, and translate that learning into action for the present and future. The goal is for families to learn a wide variety of Jewish values and for each family to consider which values they want to consciously live by as a family, and then commit to them.Viewing two Centropa stories – one about two Sephardic sisters saved by a Catholic priest, and another about how Jews worked with their Muslim and Christian neighbors to save each other during the Bosnian war of the 1990s – parents and teens will identify and discuss the Jewish values illustrated in each film.Then, together they will create a family values mission statement – along the lines of the ethical wills of the Middle Ages – that identifies the values they consider most important for their family. They will write up their declaration so they can place it somewhere in their home where they can be reminded of their commitment. Finally, each family will choose one value to focus on for the rest of this year and name three ways they will realize that value in their lives. |
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