Author: MSc. Elmira Gjonaj
Purpose: Honor January 27th, the "International Day of Commemoration in Memory of the Victims of the Holocaust" by focusing on Jews in Albania before and after the war.
Student Participants: 11th-12th grade History students at Sami Frashëri High School, Tirana, Albania
General Learning Objectives
Students will:
Research the history and cultural characteristics of Jews in the Balkans and Albania
Demonstrate the progression, development, and consequences of the Holocaust
Argue the importance of Albanian political, economic, psychological, and hospitable protection of Jewish people during World War II
Investigate events with similar impact on world civilization history
Analyze humane values, anti-human policies, and consequences of the Holocaust while valuing diversity, tolerance, and understanding
Compare Albanian motives for engaging in Jewish protection
Evaluate historical links over centuries that promoted Albania and Israel connections
Demonstrate overall understanding of curriculum by creating and presenting individual or group multi-media projects (e.g., Paintings, photographs, videos, models and music) to a school-wide audience.
PROJECT PURPOSE
The aim of this multi-month project is to provide students a historical education built on the pillars of universal and global human values. Students will engage in an in-depth examination of pivotal aspects and critical dimensions of the Holocaust’s progression during World War II, paying particular attention to Albanian values manifested in citizens’ acts of righteousness towards Jews. Those who exhibited these values represent the essence of the Righteous Among the Nations.
Through an examination of historical veracity, the project also aims to confirm students’ ability to apply these values in addressing the multifaceted challenges facing Europe and the world. It highlights the significance of embracing diversity, promoting tolerance, safeguarding human rights, nurturing peace and advancing greater security and social progress.
PROJECT TIMELINE
Week 1: Introduction to the Holocaust
Introduce the topic of the Holocaust to students through a multimedia presentation, video clips, or readings from relevant texts.
Discuss the historical context, causes, and consequences of the Holocaust.
Emphasize the importance of understanding and remembering this tragic event in human history.
Week 2-3: Research and Preparation
Divide students into small groups and assign each group a specific aspect of the Holocaust to research (e.g., experiences of Jews in concentration camps, resistance movements, role of bystanders, etc.).
Provide access to a variety of resources including books, articles, documentaries, and online archives.
Guide students in conducting thorough research and taking notes on key information and insights.
Encourage students to brainstorm creative ways to present their findings, such as through visual art, multimedia presentations, or dramatic performances.
Week 4-5: Project Development
Allow students ample time to work on their projects, providing feedback and guidance as needed.
Facilitate discussions on the ethical and emotional dimensions of the Holocaust, encouraging students to reflect on the human impact of the events they are studying.
Arrange for guest speakers, such as Holocaust survivors or experts, to share their personal stories and insights with students (if possible).
Week 6: Contest Preparation and Presentation
Review project guidelines and criteria with students, emphasizing the importance of clarity, accuracy, and creativity in their presentations.
Provide time for students to rehearse and refine their projects, ensuring that they are well-prepared.
Set up the classroom or auditorium, including seating arrangements, display tables, and multimedia equipment.
Invite teachers, parents, and other members of the school community to attend and serve as final judges of project awards (1st, 2nd, 3rd place ribbons).
Final Presentation Day
Begin with opening remarks, acknowledging the significance of the topic and thanking participants for their hard work.
Allow each group to present their project to the audience, followed by a brief Q&A session with the judges and audience members.
Encourage respectful and constructive feedback from the judges and audience, focusing on both strengths and areas for improvement.
Conclude with a closing ceremony, recognizing the efforts of all participants and announcing the project awards.
Reflect on the experience as a class, discussing what students learned from the process and how it deepened their understanding of the Holocaust.
Assessment:
Evaluate student projects based on criteria such as accuracy of information, depth of analysis, creativity, and presentation skills.
Provide feedback to students on their individual and group performance, highlighting strengths and areas for growth.
Encourage students to reflect on their learning process and the impact of their projects on their understanding of the Holocaust.
RESOURCES USED
· Historical resources on the Holocaust
o History of the Albanians, Volume IV, Academy of Sciences,
o Textbooks, Brochures for teachers and students prepared by E. Kadem
o The Jews of Albania, Edmond Malaj
o Anne Frank's Diary
o Other books and publications by Albanian and international authors
· Classroom or auditorium for presentations
· Multimedia equipment (laptop, microphone, camera)
· Copies of relevant texts and documents
o State Archive of Albania
o National Library
o Yad Vashem Publications
o Correspondence, various interviews
o Sources from the internet, films, documentaries
· Guest speakers (optional)
SUPPLIES USED FOR FINAL PROJECTS
Laptop, Projector, Microphones, Cardboards, Markers, Paints, Models, Flip charts, Adhesives/silicone, Posterboard, Vinyl, Printed materials in various formats, Glue sticks, Scissors and other office supplies.
FINAL PROJECT CATEGORY TYPES
· Paintings / Artworks
· Posters
· Leaflets, quotes.
· Various Brochures
· Photographic Albums
· Multimedia Works (Videos, Interviews, Digital Essays,)
· Models
· Other creative scenic works, artistic interpretations, and musical performances.
FINAL PRESENTATION AUDIENCE
Students, School Leadership Staff, Teachers, Parents and the following special Invited Guests
Rexhep Hoxha/His Family who sheltered Jews
Petrit Zorba – President of the Albania-Israel Friendship Association.
REACTIONS
Student Feedback
During the initial instructional period, students displayed profound engagement and interest, marked by a plethora of probing questions, emotional responses, reflective contemplations and lively discussions. They raised frequent inquiries concerning the plausibility and motives behind different aspects of the Holocaust, such as: “Why always the Jews?” “Why the targeted persecution of Jews?” “Why the reactions of major world powers?” “Why wasn’t the Holocaust stopped by powerful countries?” Their discussions were enriched by the oral testimonies, information from digital sources, documentary materials, and literary works.
Audience Feedback
The implemented project/activity had an impact on a large number of additional 10th-12th grades students, who attended the final activity, as well as followers of the school's social networks, parents and other invited community guests.
The project was also applauded by the pedagogical staff, as well as: Deputy Directors, Heads of Department, and School Administration, as well as ZVAT (Local Education Office of Tirana), DPAP (General Directorate of Pre-University Education) and MAS (Ministry of Education and Sports in Albania) who shared and appreciated the final activity of the project on their social networks.
Professor Feedback
To ensure students achieved excellent results with their projects, the coordinating educator provided supplemental guidance, particularly outside formal class hours. She facilitated discussions aimed at clarifying subsequent tasks and objectives crucial for completing both group and individual assignment. The emphasis was placed on fostering collaborative efforts to develop thorough and influential outcomes that would benefit not only the students but also anyone who attended or later saw the school’s commemorative events. Since the project began at the start of the school year and continued across many months, students had ample time to cognitively and emotionally process the curriculum content. This led to high quality, in-depth learning and excellent projects that demonstrated outstanding understanding of the content that truly honored the purpose of International Holocaust Remembrance Day.
LONG-TERM IMPLICATIONS
With the event’s remarkable success, there is a significant momentum for continued projects and future endeavors. By organizing a Holocaust teaching contest using this lesson plan, teachers can provide students with a meaningful and engaging learning experience that fosters empathy, critical thinking, and a commitment to promoting human dignity and justice. Through research, creative expression, and collaboration, students can deepen their understanding of the Holocaust and its relevance to contemporary issues, contributing to a more informed and compassionate society.
Potential Extension Activities:
Organize a follow-up discussion or debate on related topics, such as genocide prevention, human rights, or the role of education in promoting tolerance and understanding.
Collaborate with other schools or organizations to share students' projects and engage in cross-cultural dialogue on the Holocaust and its legacy.
Encourage students to continue their research and advocacy on issues related to Holocaust remembrance and education in their community.
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