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.
NASTAVNIK: Timka Pašić-Alagić, profesor historije, Srednja elektrotehnička škola Sarajevo, Bosna i Hercegovina
NASTAVNI PREDMET: Odjeljenska zajednica/ Historija
NASTAVNA JEDINICA: Migracije
UZRAST UCENIKA: Učenici osnovnih i srednjih škola
NASTAVNI CAS: 45 min.
Too often, individuals or groups are labelled as the Other. The other is someone outside the group, they are considered diffferent; they are not wanted; they are labelled and stereotyped. They do not belong.
Studenti byli již poučeni o základních pojmech ( židovská kultura, zvyky, tradice, dějiny Židů v naší zemi a ve světě, Židé a druhá světová válka, koncentrační tábory, perzekuce, zákazy, odpovědi na časté dotazy). Již dříve jsem vypracovala vlastní studijní materiály a pracovní listy na základě mnohaletého studia této tématiky i s využitím materiálů ze seminářů Památníku Terezín. (2 hodiny). Nyní si mají uvědomit, že za statistikou se skrývají osudy lidí dosud žijících okolo nás.
This final exam project culminates a semester of study and storytelling about Jewish life in Central Europe and the Holocaust that started with students presenting their own stories in picture collages, viewing Centropa films, and now creating films about Holocaust survivors. Using Centropa’s database, students choose one Centropa interviewee to research, reading the entire interview, viewing all of their photographs, reading Study Guide articles for historical context and other background.
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.
Students are each given a short, multimedia film from Centropa to watch. As they watch – they may need to watch it more than once – they are to write down words that important to the story: events (e.g., Kristallnacht), values (e.g., loyalty), or anything important to the person whose story they are watching (e.g., a violin, sports, family). Once they are clear about the story, they go to the Wordle website (http://www.wordle.net) and make a word cloud that accurately represents the story they watched.
Students in my class and Melanie Shaul’s class in Hadera, Israel, read the autobiography of Dr. Richard Bugajer, My Shadowlife. Melanie and I met his widow in Vienna, on a Centropa summer trip, where we designed this project. Each class read the entire book and then made PowerPoint presentations about each chapter – and then sent their presentations to each other to see how students in another country would understand the same story.
This lesson about the Shoah is designed for a history class. The topic can also be approached multidisciplinary (i.e. it can include subjects such as Serbian/mother language, mathematics, geography, chemistry, art, music, informatics and computing, religious education, civic education).
“THE JEWISH LIFE THROUGH THE HOLOCAUST “
Ø Прво им дадов на учениците веб страни за извлекување некои информации поврзани со периодот на Холокаустот:
1.www.ppuorg.uk/genocide – Магдалена Алаѓозовска 13 год.
2.www.preventorprotest.org- Викторија Зелничка 13год.