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.
In this cross-cultural project with students in North Carolina and Slovakia, our students are paired with a penfriend based on shared interests. The NC students wrote letters, but penfriends will get to know each other through electronic correspondence, as well. So each class can get to know something about our towns, we exchanged videos made by others about our cities – we sent the introduction to Greensboro sent by a local college.
This project was carried out in two schools: VI Liceum Ogólnokształcące im. Juliusza Słowackiego in Kielce (Poland) and Southeast Guilford High School (USA). In the beginning, students made intro videos presenting themselves. After that, they began making movies. Polish students focused mostly on the history of their families and the Americans thought of an American who influenced them in a positive way. They posted their films on Facebook and commented on other students' movies.
In the framework of the Roots project, students choose a family member or a Jewish person, and use modern technologies to create a film presenting the story of that person. Organizing this project, from identifying the person, collecting photographs, making video footages, writing the script, putting together the film - is entirely the responsibility of the students, with the help of the teacher who guides them through the whole process.
Students make a 3-5 minute film that tells the story of a family member. We start the project by showing Centropa films as models for short films that tell a compelling story through narrative, visual and audio elements. Students interview family members, learn to craft a compelling story about their family, write the narration, collect the photographs and visual images, choose appropriate music and edit everything using film-making software. We conclude the project by having a film festival where we invite parents and each student film is shown. Through this project
In this project Jewish middle/high school students explore Jewish life in Europe, the Holocaust, and post-war immigrant life in America through the experiences of local Holocaust survivors from Central or Eastern Europe. The students take primary source material from the survivors’ oral history testimonies and combine that with background historical study. They use this material to create short films telling the life stories of the survivors before, during, and after the Holocaust. Essentially, students perform the work of historians in transforming the raw data of h
In this family history project, students conduct oral histories with family members with the objective of creating a final project about their family history and understanding how an individual's family story is part of the larger story of Jewish history. The project begins in November, starting with the National Day of Listening Project (http://nationaldayoflistening.org).