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Enseigner lHolocauste. Guide de soutien aux enseignants

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Treasured Belongings: The Hahn Family & the Search for a Stolen Legacy tells the story of a German-Jewish family, the Hahns of Göttingen-owners of one of the most significant collections of silver Judaica in pre-war Europe. It follows the Hahn family as they navigate escalating Nazi persecution leading to their separation and displacement, the loss of their property and businesses, the confiscation of their beloved possessions, and the murder of family members Max and Gertrud Hahn. A story rooted in the past, Treasured Belongings embodies a contemporary struggle for justice.

This Teacher & Student Activity Guide facilitates student engagement with a 30-minute video-recorded exhibition tour with curator Dr. Ilona Shulman Spaar. The guide presents two student activities with optional extensions which relate to the subject matter covered in the tour. Activities are comprised of discussion questions, student study documents, primary source documents and photographs.

Download the Teacher & Student Activity Guide Watch the video-recorded exhibition tour
Download the Teacher's Guide

Pigeon is a classroom workshop that consists of a short film focusing on rescue and decision making during the Holocaust in France, followed by an interactive exploration of those themes led by the docent.

The lessons in this guide introduce students to the film's broader historical context, and facilitate their ongoing engagement with the topics and themes raised in the docent-led classroom workshop. The guide includes pre and post-workshop activities, discussion questions, student study documents, links to primary sources, including a survivor testimony, a historical document from the VHEC collection, as well as a glossary and recommended resources.
Download the Teacher's Guide

Canada Responds to the Holocaust, 1944-45

This teaching resource facilitates student engagement with historical context, photos and themes related to the Canada Responds to the Holocaust, 1944-45 exhibition. The guide complements class visits to the 90-minute interactive exhibit tour and workshop and is divided in pre-visit and post-visit activities. The pre-visit activities introduce students to Jewish life in Europe and cultural loss through the Holocaust. The post-visit activities give students the opportunity to learn about Canada's post-war immigration policies - especially in regards to Jewish refugees - and elicit discussion about Canada's response to the refugee crisis today.
Exhibition and educational programs supported by the Government of Canada, with additional support for teacher's guide provided by the Azrieli Foundation and Jewish Federation of Greater Vancouver. Download the Teacher's Guide

Ruta's Closet

Ruta's Closet is an account of one Jewish family and their experiences during the Holocaust in Lithuania. It is based on the testimony of child survivor Ruth Kron Sigal. This study guide provides an historical overview of the Jewish community in Lithuania before and during the Holocaust and presents strategies for engaging with the historical context and individual experiences presented in the book.

The guide facilitates discussion around questions about ethical decision-making, human rights and freedoms and international law.
Download the Teacher's Guide

Open Hearts - Closed Doors: The War Orphans Project

Open Hearts - Closed Doors tells the story of the arrival in Canada of 1,123 Jewish children orphaned by the Holocaust. It chronicles the lives of these children as they emerged from the Holocaust into Displaced Persons (DP) camps and orphanages, and eventually to the ships that would lead them to new lives in Canada. It also tells the story of the efforts of Jewish organizations and international agencies that helped identify these children and bring them to Canada.

Originally developed by and presented at the VHEC in 1997, the Open Hearts - Closed Doors teaching exhibition is being re-presented to provide opportunities for visitors to engage with Canadian immigration policies from a historical perspective, using case studies of Holocaust survivors from the local community.

The VHEC produced a teaching resource to support classroom visits to the Open Hearts - Closed Doors: The War Orphans Project school program in 1997. The guide contains pre- and post-visit activities that facilitate student engagement with the historical context and personal testimonies in the exhibit, and provides an opportunity for further reflection on thematic issues raised during the school program.

This addendum to the guide introduces students to Jewish life in pre-war Europe through engagement in a pre-visit photo narrative activity, complementing class participation in the 75-minute interactive exhibit tour.
Download the Teacher's Guide Download the 2016 Addendum to the Teacher's Guide Supported by the Isaac and Sophie Waldman Endowment Fund, held at the Vancouver Foundation.

The Face of the Ghetto: Pictures Taken by Jewish Photographers in the Litzmannstadt Ghetto, 1940-1944

This teaching resource facilitates student engagement with historical context, photos and themes related to The Face of the Ghetto exhibit, and is recommended for grade six to twelve.

The guide complements student visits to the 75-minute interactive exhibit tour, and is divided into two sections. The pre-visit activities introduce students to the concept of racial antisemitism, and guide discussion about Jewish life in prewar Poland and under Nazi occupation. Post-visit exercises address themes raised during the school program, and offer students the opportunity for further reflection on resistance, ethical decision-making and memorialization.
Download the Teacher's Guide
The Face of the Ghetto: Pictures Taken by Jewish Photographers in the Litzmannstadt Ghetto 1940-1944 exhibition produced by the Topography of Terror Foundation, Berlin. Exhibit and education program supported by the Consulate General of the Federal Republic of Germany in Vancouver.

Carl Lutz and the Legendary Glass House

This teaching resource facilitates student engagement with historical context and individual testimonies featured in the Carl Lutz exhibit, and is recommended for grades six to twelve.

The guide complements classroom visits to the 90-minute interactive exhibit tour and workshop, and is divided into two sections. The pre-visit activities introduce students to fascism and racial antisemitism, and elicit discussion about Jewish life in prewar Hungary and under Nazi occupation. Post-visit exercises address thematic issues raised during the school program, and offer students the opportunity for further reflection on rescue, social justice and moral decision-making.
Download the Teacher's Guide Teacher's Guide made possible through the support of the Consulate General of Switzerland.

Anne Frank: A History for Today

This teacher resource facilitates student engagement with historical context, artefacts, and themes featured in the Anne Frank: A History for Today exhibition. These activities are recommended for grade 6 through 12.

Pre-visit lessons will equip students with base knowledge of prewar Jewish life in Germany and the Netherlands, insight into the rise of National Socialism, and perspective on wartime hiding. Post-visit exercises encourage students to reflect on the school program by exploring key human rights issues relating to the Holocaust, civic responsibility, and popular culture through an investigation of primary source material and online media.
Download the Teacher's Guide
Teacher's Guide made possible through the generous support of the Consulate of the Kingdom of the Netherlands, Isaac and Sophie Waldman Endowment Fund of the Vancouver Foundation, and Ralph Markin & Bob Markin, in honour of a dear friend, Leslie Spiro z"l. Anne Frank: A History for Today exhibition produced by The Anne Frank House.

Albanian Muslim Rescuers During the Holocaust

This resource features a pre-visit activity that will prepare students for the VHEC-based school program, in which students will explore the topic of rescue during the Holocaust through an analysis of Norman Gershman's portraits of Albanian Muslim rescuers. A number of post-visit activities extend gallery learning back into the classroom, and expand on the theme of rescue- both of human lives and of aspects of culture- during the Holocaust and other genocides.
Download the Teacher's Guide

The Armenian Genocide and the Holocaust: One Man Takes a Stand
Download the Teacher's Guide
This resource features:

Background information on the Armenian Genocide and Armin Wegner, as well as strategies for addressing comparative genocide in the classroom.

Activities on decoding photographs and writing as resistance that draw on primary sources from the Holocaust, the Armenian Genocide, the Rwandan Genocide and Darfur.

A timeline and recommended resources about the Armenian genocide.

Also Recommended:
Crimes Against Humanity and Civilization: The Genocide of the Armenians - A Multimedia Resource Guide for Teachers
produced by Facing History and Ourselves | www.facinghistory.org

Korczak and the Children of The Warsaw Ghetto

Janusz Korczak was one of the world's first advocates of children's rights. On August 6, 1942 he became a heroic figure. On that day, this famous and beloved doctor, writer and educator was forced by the Nazis to gather together the two hundred orphans under his care in the Warsaw ghetto and report for deportation. Refusing all offers for his own rescue, he led the children with quiet dignity to the tram that would take them to their deportation to Treblinka, an extermination camp where they were murdered. Janusz Korczak & the Children of the Warsaw Ghetto examines the life of Janusz Korczak, the experiences and tragic fate of the children in the Warsaw ghetto and looks at how the violation of children's rights during the Holocaust is reflected in the global fight for children's rights in the world today.
Download the Teacher's Guide

A Student Mock Trial of Julius Streicher

In 1946 Streicher, the publisher of the virulently anti-Semitic newspaper Der Stürmer, was convicted of "crimes against humanity" for his role in inciting the persecution and murder of Jews through the dissemination of hate propaganda. Using primary source material as evidence, students will reenact Steicher's trial, learning about the Nuremberg tribunals' processes and contemporary significance.

The VHEC is pleased to offer all material necessary for conducting a mock trial in the classroom:
Download a Teachers' Guide for the student mock trial Download a PowerPoint presentation of evidence used in the mock trial (grades 7-9) Download a PowerPoint presentation of evidence used in the mock trial (grades 10-12)

Ravensbrück: The Forgotten Women of the Holocaust

Ravensbrück: Forgotten Women of the Holocaust: A Teacher's Guide, explores the treatment, experiences and responses of the women from diverse backgrounds and nationalities interned at Ravensbrück (a concentration camp built specifically for women). The Teacher's Guide contains lesson ideas, discussion questions, and supporting resources including primary documents such as poems and drawings made in secret by the women of Ravensbrück and staged photographs produced by the Nazis in an effort to deceive a Red Cross delegation about the true conditions of the camp.
Download the Teacher's Guide

Schindler & Vancouver's Schindler Jews

The story of Schindler, a Sudeten-German industrialist and rescuer of 1,100 Jews, lends itself to key issues in the history of the Holocaust, most notably the theme of rescue. This Teacher's Guide presents strategies for integrating the topic of rescue during the Holocaust into the classroom and, by extension, for encouraging students to consider the individual and collective responsibilities of citizens today in responding to contemporary issues of injustice and racism.

The Teacher's Guide includes five classroom lessons, each with a student reading and documents, as well as activities and discussion questions. Although the lessons can be used in conjunction with school tours of the Schindler & Vancouver's Schindler Jews exhibits, the accompanying texts and visual support material are designed to ensure that they can be carried out in classes without direct access to the Centre.
Download the Teacher's Guide
Download Individual Activities

Identity and Rescue
This activity, which includes pre and post-visit activities and discussion questions, introduces the topic of altruism during the Holocaust. By examining the cases of individuals who risked their lives to help Jews, students begin to consider the possibility for action in the face of social injustice.

Lists: The Difference Between Life and Death
Students examine various documentary lists from the Holocaust, including Schindler's list, in order to gain a broader understanding of the events and nature of the Final Solution.

Vancouver Schindler Jews:
Learning from Testimony and Artefacts
Students interact with survivor testimonies and artefacts in order to consider the humanity of the victims, as well as the significance of eyewitness testimony and archival materials.

Representing Schindler: The Story of the Story
Designed for Senior Secondary students, this activity facilitates a more complex engagement with the sources of historical knowledge of Schindler, and the motivations for Schindler's act of rescue.

Rwandan Genocide: Acts of Rescue
This activity encourages students to link their learning about rescue during the Holocaust to the Rwandan genocide.

Shoes of Memory: Holocaust Ceramic Work by Jenny Stolzenberg

The seventy pairs of ceramic shoes that make up the Shoes of Memory exhibition echo the piles of shoes, clothing, hair, glasses and suitcases found in the warehouses of Auschwitz at liberation and evoke the memory of those who perished. Meticulously researched and rendered in clay, Stolzenberg's shoes return a sense of identity to the victims of the Holocaust by rescuing the shoes from their anonymity in the piles at Auschwitz. The accompanying teachers' guides link the artworks tot he Social Studies and Fine Arts curricula.
Download the Social Studies Teacher's Guide Download the Social Studies Workshop Download the Fine Arts Teacher's Guide

Scream the Truth at the World
Download the Teacher's Guide

Too Close to Home: Anti-Semitism and Fascism in Canada, 1930s & 1940s: An Artefact Folio

Too Close to Home: Anti-Semitism & Fascism in Canada 1930s & 1940s draws attention to a shameful part of Canadian history: a time when Nazi ideology and antisemitism permeated Canada's cultural and political landscape and was reflected in Canada's restrictive immigration policies.

Too Close to Home, an artefact folio and teacher's guide, provides secondary school students and teachers with primary source materials from Canada in the 1930s and 1940s. These materials paint a picture of the times and address the issues of antisemitism, Fascism, Nazism and immigration in Canada during the Holocaust.

These artefacts have the power to engage students' interest and understanding. They help students appreciate how Canada's present diversity and multicultural identity evolved out of a more exclusionary past.

Teacher's Guide

Five thematic sections: Anti-semitism, Fascism and Nazism, the Ku Klux Klan, Canadian Immigration and Propaganda

Strategy for working with primary source materials

Student information sheets, discussion extension questions & glossary

Download the Teacher's Guide
40 Artefacts

20 folio cards, 8.5″ X 11″

Newspaper articles, letters, diary entries, photographs, cartoons and propaganda materials from the 1930s & 1940s

Download the Artefacts

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Teacher's Guides - Vancouver Holocaust Education Centre

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Treasured Belongings: The Hahn Family & the Search for a Stolen Legacy tells the story of a German-Jewish family, the Hahns of Göttingen-owners of one of the most significant collections of silver Judaica in pre-war Europe.

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En 1934, une grève a lieu contre l'embauche de Sam Rabinovitch, un docteur juif. Comment des médecins catholiques ont-ils pu décider d'arrêter d'offrir des soins pour s'opposer à l'embauche de leur collègue?

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L'Affaire Rabinovitch: une grève antisémite au Québec

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En 1934, une grève a lieu contre l'embauche de Sam Rabinovitch, un docteur juif. Comment des médecins catholiques ont-ils pu décider...

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At first it was the Jewish market; the Victorian houses became stores, butchers, tailors, bakeries. Soon other immigrants came to this community.…

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Margita Schwalbová

Language: Slovak

Margita Schwalbová sa narodila roku 1915 v Liptovskom Mikuláši. V piatom ročníku štúdia na Lekárskej fakulte UK v Bratislave bola z fakulty vylúčená kvôli svojmu židovskému pôvodu, nakoľko začal platiť numerus clausus. Počas Slovenského štátu bola deportovaná prvým transportom Židov z Bratislavy, a zvyšok vojny prežila v koncentračných táboroch Osvienčim, Neustadt-Glewe a Ravensbrück. Po skončení vojny dokončila štúdium medicíny na Karlovej univerzite v Prahe, pracovala v Detskej fakultnej nemocnici UK v Bratislave, a začiatkom šesťdesiatych rokov sa stala docentkou v obore pediatrie.

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Margita Schwalbová sa narodila roku 1915 v Liptovskom Mikuláši. V piatom ročníku štúdia na Lekárskej fakulte UK v Bratislave bola z fakulty vylúčená kvôli svojmu židovskému pôvodu, nakoľko začal platiť numerus clausus. Počas Slovenského štátu bola deportovaná prvým transportom Židov z Bratislavy, a zvyšok vojny prežila v koncentračných táboroch Osvienčim, Neustadt-Glewe a Ravensbrück.

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Be careful with the Case Study videos. #1 references Israel, so I would advise not to use it. #2 uses some antisemitic language so teachers should prepare their students if they are going to use it. #3 is a really good one to use with educators and students. There is also a teacher guide available on their website to accompany each video.

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Unlearn It provides parents with videos and discussion guides to frame constructive conversations with their children about antisemitism and online hate. These tools can be used proactively when talking about anti-racism and online safety as well as reactively when an incident occurs in your community.

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Unlearn It provides parents with videos and discussion guides to frame constructive conversations with their children about antisemitism and online hate. These tools can be used proactively when talking about anti-racism and online safety as well as reactively when an incident occurs in your community.

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This column is an opinion by Jody Spiegel and Naomi Azrieli. Spiegel is director of the Holocaust Survivor Memoirs Program at the Azrieli Foundation, incoming chair of the Education Working Group to the International Holocaust Remembrance Alliance (IHRA), and a member of the IHRA Canadian delegation. Azrieli is the Chair and CEO of the Azrieli Foundation. For more information about CBC's Opinion section, please see the FAQ.
In the first month of 2021, there have been references to the Holocaust from the most unlikely places.

They've been on t-shirts worn by right-wing extremists while storming the U.S. Capitol. They've been uttered by Arnold Schwarzenegger, who used Kristallnacht as an allegory of the insurrection, and by media commentator Glenn Beck, who likened social media de-platforming to the hardships faced by the Jews of Europe being moved into Nazi ghettos.

Jan. 27 marks 76 years since the liberation of Auschwitz-Birkenau and is recognized as UN International Holocaust Remembrance Day. However, more than three-quarters of a century after the war, what was once living memory is moving into inaccurate understandings of history.

Two years ago, the Azrieli Foundation released a study on knowledge of the Holocaust in Canada. The results of the survey exposed critical gaps in Holocaust awareness and knowledge among Canadian adults. We learned that shockingly, 62 per cent of millennials didn't have basic knowledge surrounding this historic event: that six million Jews were killed during the Holocaust.

If we are to ensure that people know the most fundamental facts, we must start by changing the way we teach the Holocaust in schools across the country.

A recent follow-up survey of Canadian teachers found that the primary learning objectives of 80 per cent of those teaching about the Holocaust are to develop social and moral values, and reinforce principles of human rights and genocide prevention. It also found that more than half of these teachers have less than three hours to focus on the topic. Whether because of time constraints, lack of historical knowledge or wanting to provide the information in a way that students can relate to, teachers are jumping to lessons that can be drawn from the Holocaust before explaining what the Holocaust was.

Key lessons we learn from the Holocaust are the importance of democracy, how choices matter and how not to be a bystander.

Lessons about the Holocaust set the event firmly in its historical context and teach about the precursors that led to the destruction of European Jewry.

When we discuss the Holocaust only through the lessons that it can teach us, we turn it into a metaphor. The Holocaust should be taught as a specific event - understood within political, geographical and sociological contexts.

It can be a challenge for teachers to connect students to the topic, but in trying to make this historical event meaningful, it's a mistake to draw direct lines from past actions to choices students currently face in their own lives. For example, the Holocaust was not an extreme form of bullying. It was a genocide, and likening it to bullying trivializes a horrific period in world history.

Standing up to bullies is an important lesson for students, but it's not a lesson to be drawn from the Holocaust. Survivor and author Pinchas Gutter describes his time in the Warsaw Ghetto as an apocalyptic hell. "People were dying in the streets. German officers were hunting Jews like animals. Men with wheelbarrows collected bodies, dumping them into a pit in a cemetery. I saw scenes which no one could describe. If the world existed for a trillion years, there wouldn't be enough words to describe the horrors I saw."

Likewise, American political commentator Glenn Beck was wrong. Being removed from a social media platform is absolutely nothing like the experience the Jews faced being forced from their homes into ghettos in the 1940s. The vast majority of ghetto inhabitants died from disease, starvation, shooting or deportation to killing centres.

This type of thinking catastrophizes something small, and simultaneously reduces an event that, as historian Yehuda Bauer said, "was unprecedented and set the precedent for how all future genocides can be understood."

By oversimplifying the past without taking the time to learn about the actual and complex events of the Holocaust, this tragedy is stripped of its content and watered down to sound bites and "teachable moments."

Students must be equipped with the knowledge to recognize inaccurate and inappropriate comparisons.

They also need the time and space to reflect on the history of the Holocaust in order to make it meaningful in their own lives. Effective Holocaust education fosters empathy for those who experienced the events. When young people face difficulties in fully appreciating the circumstances of the Holocaust, focusing on the experiences of individuals can be a powerful means of engagement.

We must begin with the story of Jewish life before we can draw lessons from Jewish death.

The victims of the Holocaust deserve respect, and that begins with gaining an understanding of the culturally rich community that faced genocide. When the most common image students have of the Jews of Europe is that of a downtrodden person being driven into a cattle car, with the Jews as victims, we give credence to the perpetrators' narrative.

The Holocaust isn't a metaphor or cautionary tale that can be used to warn young people of the dangers of bullying or of society failing its citizens. It was the destruction and attempted eradication of thousands of years of European Jewish life. It was the denial of the inalienable human rights of people simply for being born Jewish.

While we would like to draw moral conclusions from this - in the classroom and in the world - we first must learn about it and understand how the Holocaust was even possible.

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OPINION | Holocaust education needs to begin with story of Jewish life before drawing lessons from Jewish death | CBC News

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When we discuss Holocaust only through lessons that it can teach us, we turn it into a metaphor rather than an event to be understood, write Jody Spiegel and Naomi Azrieli.

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The Age Appropriate Approach

GUIDELINES FOR EFFECTIVE HOLOCAUST INSTRUCTION

Ensure a secure and supportive learning environmentcontent

Teach through storytelling, where the story is true

Create and encourage empathy

Keep parents and administrators informed

Use primary source materials and a variety of authentic resources

Focus on "Light in the Darkness"

Resources by Grade Level

The protagonist is a child who survived

There are "emotional anchors", scenes/elements which build resilience. These work against distress and instability.

Throughout the story there should be safe places, not just at the end

The protagonist is helped by others, showing the importance of mutual assistance and kindness: positive human values even during atrocity

There is no detailed description of trauma

The message is one of survival and continuation of life

The message is one of respect, fairness and kindness - the story should raise awareness of what is "just" and "unjust"

One way to create empathy is to consider Jewish life before the Holocaust, which reveals the protagonists of the story you are telling as human beings, with families and lives. If your students have never met any Jews, other than those who were victims of the Holocaust, the misperception that all Jews are victims or that all Jews are passive may feed into misguided antisemitic stereotypes.

Mazeikiai, Lithuania, Prewar, The "Maccabi" soccer team

Berlin, Germany, Children of the Ryke St. School in a Hanukkah play, 1935

Be aware and mindful of the social and emotional needs of individual children. But in addition to this, take the time and the care to create a culture of openness and support within the classroom.

Use age-appropriate materials.

Refrain from using simulations or role-playing activities.

Consider your goals in teaching young children about the Holocaust.

Focus on topics that demonstrate mental fortitude and moral resilience, such as mutual help, creativity, the concept of rescue, including Righteous Among the Nations, etc.

I would like to tell Aharon...

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Yad Vashem - The Age Appropriate Approach

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The Age Appropriate Approach GUIDELINES FOR EFFECTIVE HOLOCAUST INSTRUCTION Ensure a secure and supportive learning environmentcontent Teach through storytelling, where the story is true Create and encourage empathy Keep parents and administrators informed Use primary source materials and a variety of authentic resources Focus on "Light in the Darkness" Resources by Grade Level The protagonist is a child who survived There are "emotional anchors", scenes/elements which build resilience.

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Education

Antisemitism Classroom Toolkit

The Antisemitism Classroom Toolkit (ACT) resource guide has been made possible through financial support provided by Ontario's Ministry of Education and has been carefully designed to provide parents and educators the content and learning strategies necessary to guide young learners through a curriculum-compatible introduction to the complex and difficult topic of antisemitism.

PROFESSIONAL DEVELOPMENT: INTEGRATING ACT INTO YOUR ELEMENTARY CLASSROOM

The Antisemitism Classroom Toolkit (ACT) is one tool in expanding the equity, diversity, and inclusion lessons in your classroom. Teaching and learning about antisemitism is necessary in understanding the landscape of hate and intolerance in our world today. Most importantly, learning about antisemitism is necessary in helping our youth develop strategies and skills that counter hate and intolerance, and build more inclusive and respectful communities both around the world and, more specifically, here in Canada. This 90-minute workshop will provide a hands-on opportunity for you to familiarize yourself with the resource, interact with the content, and begin to plan on how to integrate the program into your classroom curriculum.

‍For more information contact education@fswc.ca.

Human Rights Story Corner

Since the 1990s, children's books have embraced a broad spectrum of human rights topics, allowing young people to learn about and explore complex issues and ideas.

Literature is a powerful way to begin important conversations about racism and intolerance, and counter hateful messaging to develop a more inclusive mindset. The FSWC Education team regularly selects and records new picture book stories for teachers to share with students in Grades 3 to 5 along with related activities to support classroom learning.

In Conversation with a Survivor series

FSWC proudly partners with the Montrealbased Raoul Wallenberg Centre for Human Rights to present an engaging bi-weekly online speaker series called In Conversation with a Survivor.

Featuring individuals who, against all odds, lived through mass atrocities such as the Holocaust; the program gives them an opportunity to share their harrowing stories and offer important lessons to be learned. Launched in 2020, the series provides compelling real-life testimony of survival from a variety of human rights abuses, and helps empower people of all ages to stand up and speak out in the face of hate and injustice.

Jewish Heritage Month

Every May, Jewish Heritage Month provides Canadians of all ages and backgrounds an opportunity to learn about the country's Jewish community and significant Jewish contributions to Canada's social, economic, political and cultural fabric.

In 2018, Parliament officially approved the bill establishing the annual event. Sponsored by former Senator Linda Frum and former MP Michael Levitt, (now the President and CEO of FSWC), its groundwork was laid in 2015 when former MP Irwin Cotler introduced the substance of the bill.

To enhance participation in Jewish Heritage Month, FSWC has produced a resource guidebook for community groups and school boards across the country which we are pleased to share with you. It includes a wealth of information and resources about the Jewish community to assist you in presenting engaging and meaningful learning opportunities for your audience.

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Holocaust And Genocide Education Resources

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Friends of Simon Wiesenthal Center (FSWC) is a Holocaust Education Center that provides antisemitism programs, Holocaust studies, and human rights education.

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POSSIBLE SUBTASK IDEA: All about food in Cameroon.

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POSSIBLE SUBTASK IDEA: Learning about other cultures- focus on pluricultururism.

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https://view.genial.ly/639dbbb31748970018c89cab/interactive-image-interactive-image

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Genially, the platform for interactive animated content

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Engage your audience with clickable, gamified, media-rich experiences. Create your interactive content now!

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Ma rentrée Francosphère

Par où commencer? Utilisez cette trousse clés en main déclinée selon 11 thèmes. Vous créerez une ambiance propice à l'épanouissement francophone de vos élèves... et à votre enseignement! Pour ce faire, découvrez notre sélection d'activités stimulantes et faciles à réaliser, spécialisées en construction identitaire.

Une rentrée Francosphère, c'est une rentrée scolaire qui stimulera l'identité francophone de vos élèves, dès les premiers jours d'école. Votre classe s'affichera comme un lieu où il fait bon vivre en français et où la francophonie s'enrichit!

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Ma rentrée Francosphère - trousse pour le primaire/élémentaire (M-6)

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Découvrez notre planification clés en main pour la rentrée. Favorisez dès le départ la construction identitaire francophone de vos élèves de 5 à 12 ans.

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Webinar recordings - 5-part series
https://www.youtube.com/@omltaaoplv7140/videos

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OMLTA/AOPLV is the leader in professional learning and advocacy, inspiring and connecting Ontario's French and International Languages educators. La AOPLV/OMLTA est le chef de file de l'apprentissage professionnel et dans la promotion du français langue seconde et des langues internationales auprès des éducatrices et des éducateurs de l'Ontario.

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https://transformingfsl.ca/en/event/early-immersion-reading-intervention/

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How do we start off students in French Immersion on the right foot? In this webinar, Angeline Humber (Teaching Consultant, Greater Essex County District School Board) identifies the challenges unique to reading in French Immersion and shares possible strategies for overcoming them.

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Early Immersion Reading Intervention - FSL

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How do we start off students in French Immersion on the right foot? In this webinar, Angeline Humber (Teaching Consultant, Greater Essex County District School Board) identifies the challenges unique to reading in French Immersion and shares possible strategies for overcoming them.

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Building Competent and Engaged Readers in FSL 

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Building Competent and Engaged Readers in FSL 

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https://transformingfsl.ca/en/resources/building-competent-and-engaged-readers-in-french-immersion/

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Building Competent and Engaged Readers in French Immersion - FSL

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The Building Competent and Engaged Readers in French Immersion resource presents educators with supports to provide an equitable, inclusive, responsive and comprehensive literacy program, based on the Science of Reading, that utilizes assessments and instructional practices to ensure every student has the fundamental right to learn to read.

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Might be interesting to see the descriptors for the Pre-A1 levels that they created

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Linguistic Integration of Adult Migrants (LIAM)

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Reference guide on Literacy and Second Language Learning for the Linguistic Integration of Adult Migrants (LASLLIAM) - Linguistic Integration of Adult Migrants (LIAM) - www.coe.int

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The reference guide was developed by a group of experts and the Council of Europe Education Department to support high-quality learning environments for non- and low-literate migrants. Research has shown that when it comes to language or knowledge of society courses, the needs of this group of migrants are rarely taken into consideration, and they are rarely offered a sufficient number of hours of teaching to reach the language level required.

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Available in French

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Protéger les faits contre la déformation de l’Holocauste

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Il est de la responsabilité de chacun de prendre des mesures pour contrer la déformation de l’Holocauste. Rejoignez la campagne pour vous y opposer.

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Trousse Secondaire (7-12)

Pourquoi prendre le temps de laisser libre cours à la parole spontanée?

Le français, ça s'apprend. Mais surtout, ça se vit. En créant des occasions qui valorisent la communication orale spontanée, vous aiderez vos élèves à vivre tout simplement la francophonie. Vous les inciterez à s'exprimer en français, avec confiance. Il ne s'agit pas ici de les reprendre, mais plutôt de les écouter. Créez des occasions de discussions. Donnez libre cours au langage intuitif.

Quels sont les objectifs?

Que vos élèves aient l'occasion de discuter en français lors d'échanges informels et authentiques.

Que vos jeunes puissent exprimer leurs opinions et leurs émotions... en français.

Vos activités et interventions clés en main

Dialogues rigolos

Misez sur le sens de l'humour de vos élèves! Cette activité originale de création de dialogues, dans le style des bandes dessinées, favorisera la communication dans votre groupe.

Durée: 15 minutes

Ce que ça fera vivre à vos élèves: une francophonie innovante

Source: Banque d'activités pédagogiques (BAP)
Découvrir l'activité

Chasse aux mots

Invitez vos élèves à énoncer spontanément des mots qui commencent par une lettre de l'alphabet sélectionnée. Cette divertissante activité leur permettra d'enrichir leur vocabulaire.

Durée: 15 minutes

Ce que ça fera vivre à vos élèves: une francophonie confiante

Source: REDO
Découvrir l'activité

La pyramide

Misez sur la communication et la collaboration entre vos élèves dans ce jeu de devinettes. Cette activité ludique les aidera à prendre confiance en leur capacité à s'exprimer.

Durée: 15 minutes

Ce que ça fera vivre à vos élèves: une francophonie confiante

Source: REDO
Découvrir l'activité

Pour aller plus loin...

Avec vos élèves

Dans votre réflexion sur ce thème

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Ma rentrée Francosphère: secondaire - Communication orale spontanée

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Découvrez des activités qui permettront de valoriser la communication orale spontanée auprès de vos élèves du secondaire.