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.

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;

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.

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.

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.

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.

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

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.