1. How to use Centropa films in classroom
Example from Serbia

2. A few words on Serbia
⇨Republic of Serbia is an independent state from 2006.
⇨ inhabitants
- Serbs 83, 32%
- National minorities 16,68%
- Jews – less than 2000
⇨Belgrade is the capital. One of the oldest cities in Europe (It was founded by the Celts in the 4th century before Christ)

3. A few words about education
⇨Pre-university education:
- pre-school (includes preparatory preschool program), elementary and secondary education (gymnasium, VET);
- preparatory preschool program
and elementary education are
mandatory and free;
secondary education is free, but not mandatory.
⇨University education – academic and
professional (applied) studies are not
mandatory and free.

4. A few words about Holocaust education
Holocaust, as a concept and topic, is in the programs of different subjects, especially in the history program. Before 2008 students learned about this topic through teachers’ lecture about 6 million killed Jews in concentration camps of Nazi Germany. BUT After 2008 we started with systemic approach to this topic. First we started with various trainings in Serbia and out of Serbia. Part of teacher trainings are trainings organized by CENTROPA and MoESTD.

5. Lessons learned
⇨Use different approaches to teaching about Holocaust (interdisciplinary and multi-perspective approach). ⇨Translating statistics into personal stories. ⇨Precision in using the language and urge students to do the same. ⇨Encourage students to: critically analyze different sources and interpretations of the Holocaust; study local, regional, national, and global history and memory ⇨Avoid showing Jews only through the prism of Holocaust. BUT we still face the problems

6. PROBLEMS - IGNORANCE - CURRICULUM - TEXTBOOKS
- STEREOTYPES AND PREJUDICES
- EXCLUSIVITY TOPICS

7. PROBLEMS
⇨Today in Serbia there are about teachers in primary and secondary education
⇨About teachers teach subjects that belong to the Social Sciences and Humanities
⇨300 teachers passed different trainings related to Holocaust education.
But these problems do not exist
only in Serbia

8. QUESTIONS ⇨Do we have the real time for learning about the Holocaust?
⇨How to teach this sensitive topic?
⇨Which teaching materials are used and how?
⇨How to establish a connection between the teaching of a sensitive historical topic, Holocaust, genocide, war crimes with contemporary social context?

9. HOLOCAUST EDUCATION IN SERBIA
It is realized through:
teaching different subjects;
creating cross-curricular topic/ topics;
interdisciplinary approach;
participatory and cooperative methods;
critical analysis of textual and visual sources;
using different tools;
using different techniques…

10. Which tools do we use? INTERVIEWS PHOTOS MOVIES AND VIDEOS DIARIES
ARCHIVES (documents)

11. Example from Serbia Questions for students
Do you know who is in the picture?
When she lived and where?
How is she known?
Can you explain connection between her and the Jews?

12. Example from Serbia Questions for students
Do you know who is in the picture?
When he lived and where?
How is he known?
Can you explain connection between him and the Jews?

13. Example from Serbia
Task for students Is there a link between personality in pictures with the following families? KALEF, MONTILJO, KAMHI, RUSO, MOLHO

14. Example from Serbia Movie: El Otro Camino When we can use this movie?
When students learn about The Age of Discovery than the history teacher explains the actions of the queen Isabella in relation to the Jews and on another side to the Columbus.
ACTIVITIES:
Students watch the film.
Discussion about Jews and why they had to leave Spain.
Students try to find answer on following questions:
*Where the Jews settled?
*Why the sultan Bayazite allowed them to settle in the Balkans, the territory of Ottoman Empire
*What were they doing?
*Which occupations they brought to a new homeland?

15. Example from Serbia Task for students
On the contemporary geographical map of the Balkan Peninsula students mark the territory which was settled by Spanish Jews and specify which states these are today.
(including the geography teacher).

16. Example from Serbia Final activity:
Students prepared exhibition about Jews from XV to XX century on the Balkan Peninsula.
In this way teacher allows students to continuously learn about Jews and the history of the Balkan Peninsula, as well as to put history of the Balkan in European framework.
On the other side students developed knowledge, skills and attitudes (competencies) during the research process.

17. Example from Serbia Movie: Three Promises
Task for students Watch the movie Connect the family Kalef with Queen Isabel and sultan Bayazite II Select unknown terms and find meaning Prepare the panel with meanings of unknown terms Mapping locations from the movie Finds mapping locations in today’s Belgrade and makes photo Prepare the exibition of photos from past and today’s Belgarde

18. Example from Serbia
Movie: Three Promises Culture of remembrance

19. Example from Serbia History of Sephardic Jews in movies: El Otro Camino, Three Promises, Gasic film
Tasks for students:
*Why is 1492 yaer important for:
Spain,
Jews,
Europe,
World,
America…
*Look at the map and
list the places settled
by Jews

20. Example from Serbia Gasic film
Film can be used as a tool in presentation of:
- history of Sephardic Jews;
multicultural and intercultural Sarajevo;
victims and rescuers;
everyday life in Sarajevo during WWII;
the suffering of Jews;
life after WWII in Yugoslavia.

21. History of Sephardic Jews
Example from Serbia
History of Sephardic Jews
Explain the title of the film: Hana Gasic: My Spanish Bosnian Life

22. Example from Serbia
Multicultural and intercultural Sarajevo List the nations who lived in Sarajevo. Do these nations live in Sarajevo today? – Explain how to understand this sentence No, not everyone loved each other but compared to most places, they did get along How it was during WWII? How it is today?

23. Example from Serbia
GHETTO Explain the sentence While Jews in Germany were being locked away in ghettos at night Jews in Sarajevo didn‘t even know what a ghetto was. Did you know that ghettos existed for Jews before WWII?

24. PRINCIPAL ISSUES
⇨ CAN WE SPEAK ABOUT INTERCULTURAL DIMENSION IN HOLOCAUST TEACHING?
⇨DOES HOLOCAUST TEACHING CONTRIBUTE TO THE DEVELOPMENT OF INTERCULTURAL COMPETENCES?
⇨IS THAT THE TASK OF THE HOLOCAUST TEACHING?

25. CAN WE SPEAK ABOUT INTERCULTURAL DIMENSION IN HOLOCAUST TEACHING?
In my opinion YES because Holocaust teaching is not only teaching about the suffering of the Jews in occupied Europe during World War II but also it is the teaching about human rights (violation of human rights), responsibilities, power (abuse of power / authority), stereotypes and tolerance.

26. LEARNING ABOUT HUMAN RIGHTS THROUGH HOLOCAUST TEACHING

27. LEARNING ABOUT RESPONSIBILITY THROUGH HOLOCAUST TEACHING

28. INTERCULTURAL DIMENSION IN HOLOCAUST TEACHING
Holocaust teaching contributes to the development of intercultural competencies of students, competences necessary for everyday life, especially in the present time, today. What else is necessary for the development of these competences? GOOD KNOWLEDGE OF OWN HISTORY, CULTURE AND TRADITION. If we know ourselves than we are ready to accept others who are different.

29. AND
CENTROPA site offers plenty of diverse materials for teaching and learning process.
Materials have universal application and are available to all.
The richness of various materials allows the development of competencies of students and contributes to their preparation for the life in the contemporary world.

30. THANK YOU FOR YOUR ATTENTION