Lesson Plan

The lesson plan that I created based on Centropa's videos and teaching resources was the following one. It 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.

More precisely:

The use of a personal human story as historic and cognitive material: A school project based on Centropa’s film “The three promises”

Name: Stavroula Mavrommatidou

School: Secondary School and/or High School of Krinides, Greece

Categories: This lesson plan can be used in various occasions in order to teach different subjects such as 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. This presentation concerns a small scale project in extracurricular activities, but parts of it can be applied during the ordinary lesson.

Pupils’ Age: The lesson plan can be applied with some alterations (in the type of exercises or the language used) in the second and third grade of either Secondary School (age groups 14-15) or High School (age groups 17-18).

Reasons for choosing this film: The project is inspired by Centropa’s film “Three Promises”. I think the film is extremely touching, and also touches on many different topics such as genocide, the consequences of war, altruism, the necessity of keeping one’s promises, family relationships, attitudes towards people with disabilities, gratitude, etc. Therefore, it deals with extremely important values in our lives. In addition, it makes students empathetic and makes them realize the importance of mutual aid, while fostering their concern about their fellow man and how we should treat today’s victims of war.

Background Information: The lesson requires only basic knowledge about war and especially the Second World War. Apart from this, it offers equal opportunities to all students (even the weaker ones) to express their opinion and take part in the learning process, because of the relatively simple exercises of creative writing, group work and the use of multimedia.

Methods used: Brainstorming, demonstration, teamwork, dialogue, guided conversation

Materials:

A laptop with Internet access connected to a projector

Film “Three Promises” http://www.centropa.org/centropa-cinema/matilda-kalef-three-promises?subtitle_language=

Photos of the Kalefs (for the introduction)

Worksheets

Blackboard

Printer

Goals (Cognitive/Pedagogical and Skills):

Τhe students

• Gain knowledge about the Holocaust and learn what Jewish life was like before the Second World War and how it changed afterwards

·         Understand the cruelty and brutality of what happened and realize the significance of peace

·         Acquire consciousness and empathy for other people’s problems and pain

• Become tolerant towards the others, adopt positive attitudes to people who are different and respect them regardless of their race, religion, and social class
• Understand that solidarity can save lives and reflect on the qualities of rescuers in the Holocaust

• Acknowledge the important role family plays in peoples’ lives

• Realize that history is made of individual stories and learn how to read images to tell a stor

• Understand how videos and art in general depict historical events and help reveal peoples’ lives
• Exercise the skill of working together in small groups and express their own thoughts and feelings
• Enrich their aesthetic experience, develop communication and cooperation skills and cultivate their critical and creative thinking
• Improve 'research' skills through searching and investigating the local history of their town (by taking interviews, exploring letters and postcards, presenting family relics, photographs, documents etc)

• Create their own video or other audiovisual tools (e.g. picture collages) using Centropa’s multimedia material as a model

The final goal is to achieve the mental and social development of students and foster the pedagogy of peace, antiwar and antiracist education, while also cultivating better relations. We would like our students to defend democratic principles, be negatively disposed towards genocide and crimes against humanity, fight against bullying and racism, anti-Semitism, intolerance, discrimination, prejudices and borders. 

Lesson Plan:

Part One: Introduction to the topic (Brainstorming, Picture and Video Presentation (2 hours)

The teacher draws a circle in the blackboard and ask his/ her pupils to share what they associate with the term ‘war’ and especially the Second World War. Every pupil states key words connected to the theme. In this way almost all students take part in the lesson, since new learning is based on previously acquired knowledge. Alternatively they can make a word cloud with word items connected to this particular war by using http://www.wordle.net.

The teacher then introduces the topic, stating that they are going to watch a film about the Second World War. He/she prefaces the video by explaining Centropa’s mission and goals and getting students familiarized with Centropa’s website (interviews, pictures etc.)

Just before the demonstration of the film and in order to capture students’ attention, he/ she presents three pictures from the movie and asks his/her pupils to give a caption and make predictions about its content.

    

 To help them, the teacher may ask the following questions:

1. Who/ What do you see in the photos? 
2. Which events are presented?
3. How would you describe the subjects’ clothes?
4. What nationality do you think this family was? Where and when did they live?
5. What was their life like?
6. What do you think happened to them in the end?
7. Why were these photos taken? Why do you take pictures?

8.      What would you ask the family about each image?

In these ways most students are motivated and become curious about the content of the film. They are really willing to watch the story, in order to confirm or reject their provisions, while their intuition and logic are exercised.

The film is then shown by the projector and just after its presentation the following general questions are asked:

v  Why is the film entitled “The three promises”? For which reasons do we give promises? Have you ever given a promise? Why is it important to keep our promises?

v  What part of the film made the greatest impression on you? What affected you the most?

v  Which person fascinated you most?

v  What problems are posed in the story?

v  How did you feel while watching the film?

v  Which are the pleasant and the unpleasant parts of the story?

In this way, the introductory session is completed and students are ready to keep on with the assignment of group works.

Teacher acts as an assistant and guide, who supports pupils’ efforts, while students explore knowledge on themselves.

Part Two: Splitting into groups and worksheet processing (3-4 hours)

After the initial activities, the class is divided into four groups, according to the chapters into which the film is split. Each group has to fill in different worksheets, answering guiding questions for group discussion. These written activities focus the students' attention on basic parts of the film. Questions refer to the identity of the film (content, case details) as well as its form (language, director, music etc). They also have to do with issues raised in the story such as the meaning of the Holocaust, racism, ethics, etc. Our aim is to connect the film with effective integration, deepening and reflection.

Worksheets

Group A: Introduction and Chapter One

- What is the country where the history takes place? Which period?

-Which was Calefs’ origin? When were they expelled? Why?

- What was family’s economic status? What did they do for a living? What was their life like?

- What was their relationship with people from other cultures? Please justify. What conclusions can you take on how to behave with people of different nationalities?

- How is it made explicit that there is true love between Antonija and Avram? Which racist behaviors have been put aside? Using Kalef’s family tree as a model, reflect on your family’s story, share family’s photographs and create your own family tree.

 

Group B: Chapter Two

-  Look both at the pictures and script and answer: What was the girls’ life like before the war? What was the relationship like between them and their relatives? What was their performance like at school?

-  What was the Jewish population in Belgrade before the war? How was the Jewish synagogue presented and what its importance?

-  When did other Jews’ move to Belgrade? Why?

-  How was the war extended? Which countries fell to Nazis?

-  How might a person feel when losing his/her home because of war? How might modern war refugees experience this situation? What difficulties might they encounter and how could the other people help?

Group C: Chapter Three

- According to the title of this chapter, the pictures and the script, what were the consequences of the war in Belgrade? What information is there concerning the number and treatment of Jews? How was the family’s cohesion affected because of it?

- What do you think are narrator’s feelings? Do you think that the description and the tone of her voice are revealing of her attitude towards war? Which other ways can depict war’s cruelty in art? Look for examples.

- In what ways did people try to protect themselves? Which methods do people use when in danger? How did the girls survive? Who helped them and why? How would you describe him?

-Write down the content of the first two promises (Who made them, to whom and why).

Group D: Chapter Four

-When was Belgrade liberated by the Soviet army? What were peoples’ feelings about this event? Collect photographs from the film that juxtapose peace and war.

-How did the girls’ life change after the liberation? How has Breda’s life evolved and how has Matilda’s? What do they do for a living?

- Who made the third promise? To whom? What did that person promise? Did she keep her word? How would you describe her behavior?

-What does this video tell us about history? In other words, what video’s role in depicting historical truth?

Part Three: Work presentation, Discussion, Critical approach and Reflection (3 hours)

When groups have completed exercises, they present their results to the whole class. The teacher then starts a discussion with the students sharing conclusions, opinions and thoughts related to the following questions:

What messages does the story convey?

What knowledge did you gain regarding the significance of the Holocaust for people?

What motivations may have led individuals to rescue Jews during the Holocaust? (To answer the question, they can also read the excerpt from Apolonia Starzec’s interview from the Centropa website)

What do you think should be our attitude toward the victims of the Holocaust? Should we forget?

How should we behave towards the current victims of war (such as the Syrians arriving now in Greece) or people in need (e.g. elderly)?  

Towards the end, students may create a concept map of any emotions/feelings/comments they have and write a final reflection on how to apply what they learned into their everyday lives.

In addition, they may decide to find out about Jewish history (Jews’ origin, names, clothes, occupations, habits) in their town, Kavala (by searching photographs/ newspapers/ testimonials, making walking tours, watching buildings etc) and create their own video, using Centropa’s multimedia material as a model.

Before the scenario is completed, the teacher should encourage each student to stand up, join in a circle, and tell everyone one word against racism (such as love, solidarity, respect etc.) which the rest of their classmates are going repeat. This may be THEIR PROMISE against cruelty, discrimination and prejudice.

Other Activities

This lesson plan could be expanded and include other activities more creative and playful in nature, especially for younger students. For example, pupils could be asked to do any of the following:

Create a Holocaust Timeline.

 Write their own version of the story giving a different ending.

      Make a film about the Holocaust from the priest’s/mother’s perspective

Write down Matilda’s thoughts and feelings during the period she remained hidden, as expressed in her diary.

Compose their story of love and war.

(Roleplay) Adopt one survivor’s personal perspective (after reading CENTROPA’S interviews) and impersonate his/her life.

Write a letter to Matilda proposing solutions in order to help her overcome her problems.

Describe a current situation, real or imaginary, where they could be the person that makes a real difference in someone's life.

Read more Serbian biographies in CENTROPA’S website  http://www.centropa.org/biography/matilda-cerge and try to depict more thoroughly peoples’ life (occupation, habits etc) before and after the Second World War.

Create a poster about the Holocaust and a slogan for the crimes against humanity (using web 2.0 tools).

Express their emotions after watching the film with drawings and words. Write their story about Second World War.

 Look for other film material produced by the electronic file of CENTROPA. Explain the reasons for selecting a specific one and find out possible similarities or differences with the one they have already watched.

Write down the questions they would ask to the director of CENTROPA’S movie and the composer of the film music.

Make an assessment of the results of the Second World World War for mankind.

Watch other films in CENTROPA’S database, read interviews and gather testimonies of people who survived the Holocaust. Make a Powerpoint presentation with the material collected.

Search the Internet and look for anti-war images, songs, paintings, books, poems etc. Present them in classroom.

Visit the Jewish Museum and start Crocus Project.

Project’s Presentation

The results can be presented in a school exhibition during anniversary celebrations (e.g. of 28 October 1940) or when memorializing the Jewish Holocaust (27 January) and every Holocaust or genocide (such as the Pontian one). This open presentation will make the pupils proud, but it will also make the whole school community (teachers/ other classmates), parents and other institutions really excited.