Program de finanțare pentru proiecte implementate de participanții la cursul

Holocaustul – o lecție despre trecut pentru generațiile prezente și viitoare

Ca urmare a participă rii dumneavoastră la seminarul Holocaustul – o lecție despre

trecut pentru generațiile prezente și viitoare aveți oportunitatea de a aplica
pentru o bursă de 1500 de lei pentru a implementa proiecte educaționale pe tema
Holocaustului și a drepturilor omului. Bursa este oferită de Institutul Olga Lengyel
(www.tolinstitute.org) profesorilor de gimnaziu și liceu care au participat la
seminar.

Această bursă are ca scop să sprijine eforturile profesorilor de a aplica la clasă ceea
ce au învă țat la seminar și de a crea rețele de profesori și studenți dedicați educației
despre Holocaust și educației pentru drepturile omului. Activită țile realizate în
cadrul proiectelor pot fi activită ți la clasă , activită ți extra-curriculare, crearea de
parteneriate cu școli și instituții etc. Ele trebuie să implice în primul râ nd elevii și
opțional întreaga școală , pă rinții sau alți membri ai comunită ții. Profesorii care au
obținut finanțare în anii anteriori pot aplica din nou pentru un grant.

Vă invită m să dezvoltați proiecte inovative, participative, care să respecte principiile

de bază ale educației despre Holocaust și ale educației pentru drepturile omului.
Proiectele trebuie să țină cont de realită țile actuale și să folosească lecțiile
Holocaustului pentru a-i motiva pe elevi să acționeze împotriva stereotipurilor,
prejudecă ților și discrimină rii în mediul în care tră iesc. Vă încurajă m să fiți câ t mai
creativi posibil.

Aplicațiile se trimit folosind formularul de mai jos. Aplicația dumneavoastră va fi

revizuită inițial de echipa TOLI, care poate sugera modifică ri și vă poate ajuta în
ajustarea aplicației înainte de a fi trimisă consiliului director. Mai jos veți gă si
formularul în limba engleză . Dacă aveți posibilitatea să completați formularul în
limba engleză vă încurajă m să faceți acest lucru, lucrâ nd împreună cu elevii și/sau
cu profesorii de limba engleză . Pentru noi este important să avem formularul în
engleză pentru a-l putea evalua. Dacă nu puteți realiza aplicația în limba engleză vă
rugă m să ne comunicați în avans și vom gă si o modalitate de a lucra cu aplicația în
limba româ nă .

Dacă proiectul dumneavoastră este aprobat, finanțarea va fi acordată prin

intermediul școlii sau a unei organizații neguvernamentale cu care colaborați.
Dumneavoastră și școala în care lucrați veți fi responsabili de implementarea
proiectului și transmiterea raportului final la maximum două să ptă mâ ni de la
finalizarea proiectului.

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 Vă invită m să trimiteți aplicațiile pâ nă cel tâ rziu la data de 15 octombrie 2022 la
adresa: obajka@tolinstitute.org. La aceeași adresă puteți trimite întrebă ri legate de
acest program. Aplicația dumneavoastră va fi evaluată în momentul în care este
primită . Nu trebuie să așteptați pâ nă în 15 octombrie 2022 pentru a o trimite. Din
contră , vă încurajă m să trimiteți aplicațiile câ t mai curâ nd posibil. Procesul de
evaluare a proiectului dumneavoastră poate dura între 2 să ptă mâ ni și o lună .
Asigurați-vă că trimiteți aplicațiile în timp util, pentru a putea fi aprobate înainte de
data planificată pentru începerea proiectului.

APPLICATION FORM

Name(s) of the teacher(s) leading this LOGOFĂ TU CRISTINA

project:
Year of your participation in the 2022 YAD VASHEM
Seminar organized by The Olga
Lengyel Institute:
Email: logofatu_cristina@yahoo.com
School: ȘCOALA GIMNAZIALĂ VIȘ INA
Project Title:
THREE STEPS TO DISCOVER
A COMMUNITY/MINORITY

Project duration (beginning and OCTOBER 2022 – MAY 2023

ending dates):
Estimated number of students your 30
project will reach:
Estimated number of educators, 3 teachers, 50 parents and grandparents
community members, or other adults
your project will reach:
Budget 1500 RON
If you are planning to do this project in PETRESCU VIORICA,
collaboration with another TOLI ELEMENTARY SCHOOL 78 BUCHAREST
teacher, please write here the name
and country of the teacher with whom
you will collaborate
A. Short description:
Please describe your project activities in a summary of no more than 100 words. Explain in
this paragraph what you want to achieve with the project and what are the main activities
you will carry on.
Our school is a small school in a village in a less attractive area of our country. The main
activity here is the agriculture. Some of the parents go to work abroad a few months everu

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year, some have small income so many kids don’t travel, don’t discover the country, not
even the county. So I want to help and guide them to discover new, interesting things. One
of those things is the jewish history and some facts about their community. I think I will let
them discover first, like small journalist or investigators. This is the step number 1. Google,
maybe books will help them. The step number 2 is to discuss online with kids living in
Bucharest who have just discovered the things my students were reading about a week ago.
The third step is a trip in Bucharest to see with their own eyes.
The objectives discovered in these three steps in Bucharest will be the Great Synagogue,
the Choral Temple or the Museum of Jewish History. Their visit will be guided by the
students from Bucharest who described them these objectives in their online meetings.
I also want to visit the nearby towns Caracal and Corabia who had jewish communities and
to see the ruins, remains of the cemeteries, the only signs of the communities which used to
be in those towns.

B. Project Narrative
Please describe your project in detail in no more than three pages. Include the following in
your proposal narrative:
1. The main objectives of your project;
- Educating students in the spirit of the values of active citizenship, tolerance,
mutual respect, appreciation of local, national and universal culture
- Familiarizing the students with elements from the history, religion and culture of
the Jews
- To see, to visit a synagogue, a Jewish history museum, a direct contact with this
culture
- Problematizing he issue of the Holocaust to avoid the mistakes of the past
- Collaboration with students of the same age, but from another part of the
country
- To travel and to discover in this situation differently, not in the classroom
context

2. The competences you expect your students to develop once they have gone through this
learning process;
At the end of the project, the students would strengthen their basic skills, such as those
related to documentation, writing, presenting ideas and materials, using multimedia
resources for the purpose of learning, etc.
But I hope they will also obtain skills that are harder to quantify, but very valuable for their
further development. In the school documents, there is a main competence that sounds like
this: Manifestation of civic behavior by capitalizing on historical experience and cultural
diversity, divided, depending on the class level, by other derived competences. I think this
is where my expectations should be written.
My students would appreciate values more (architectural, cultural, spiritual), could use

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intercultural dialogue by appreciating the contribution of different civilities to the
development of the common cultural heritage, and could critically assume a set of socially
recognized values, but which would make they are active and involved citizens.
They will understand that every community has its contribution to the diversity and
richness of our nation and that towns which lost their Jewish community had a great loss.

3. A detailed description of the project and your implementation plans:

- What you intend to do and why? Describe the activities and make sure that the
activities you are planning will help you reach the objectives of the project. You
do not have to create a logo of the project or a social media page (unless you
think this will really help your project). For each activity, please specify the exact
dates if you know them. If not, specify the month or the week.
- What will the collaboration consist of? If you plan to do this project in
collaboration with another TOLI teacher, please describe how the students in the
two schools will collaborate in this project.

I will guide my students to discover things about this people, the Jews. I am sure
they don’t know too much. We watched a few movies and read 2-3 novels about
Holocaust, or heard the stories of those novels retold by their classmates. But they
don’t have many ideas that their own areas had powerful Jewish communities before.
They didn’t see a synagogue or a Jewish museum (many of them didn’t visit any
museum or this happened just once or twice in their life).
I decided on three representatives Jewish objectives in Bucharest:
1. the Choral Temple
2. the Great Synagogue
3. the Museum of Jewish History
4. The Holocaust Memorial in Bucharest
My kids will discover them in three steps. The way they will do it will be the
same for each of them.
STEP 1
First of all they will try to discover themselves about an objective. They will
show in the classroom the result of their documentation and we will try to write a short
text or data file for each of them.
STEP 2
A few days after that moment we will have online meeting with our colleagues in
Bucharest. Those colleagues will be after a direct contact. They will present us their
experience visiting those monuments. I think they will be impressed and will make my
kids willing to visit them too.
STEP 3
We will have a 2 days trip in Bucharest to discover ourselves those monuments. I
am a little ashamed to say that I don’t know them and I like travelling and visiting. My
experience this summer at Yad Vashem determined me to find out more on this topic

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(Jews, Holocaust) and to discover what our country offers so that I could organize trips
and visits to these objectives.
Coming back to step number 3…my kids will spend two days in Bucharest. They
will visit those four monuments named before and discovered on internet and through
the eyes of their collegues. This time it will be their own direct discovery…They will see,
they will touch, they will listen carefully to the staff of those institutions, they will take
photos…all these with their colleagues from Bucharest next to them. They will
communicate directly and know each other.

It must be said at the beginning that it is an interdisciplinary project because I

will use the opportunity to be a teacher of history and social education, as well as a
guide to travel and visit the main objectives of the Jewish community in Bucharest and
also small trips to see the death of the nearby Jewish communities .
I will use the main contents of the programs from these disciplines, which are
related to the history of the Jews, and I will transform them into discovery projects and
applications on the ground.
For example, in the 5th grade, in the history discipline, for the topic Peoples and
Civilizations on the Map of the Ancient Orient, we have the discussion about the Jews -
geographical location, historical beginnings, monotheistic religion. As an activity, I
propose visiting the Coral Temple, with explanations from the guide about the ritual
elements. At the end of the activity, the students will complete a worksheet and create a
photo album, with required elements (this is step number 3 ) But this will be at the end.
Through an online session, our partners in the project, the students in Bucharest, will
show us their photo albums accompanied by explanations (the step number 2 of the
project). The first step is kids’ own documentation.
Also in the 5th grade, in the discipline Social Education - Critical Thinking and
Children's Rights, the discussion will begin about stereotypes and prejudices (Jewish
case study), about rights and responsibilities, what they are and how to protect them.
In the 6th grade, in the discipline Social Education - Intercultural Education,
there are topics offered in which we can introduce the situation of the Jews as a case
study. For example, the topic Identity and cultural diversity allows discussions about
the contribution of Jews to the development of Romanian culture and the Bucharest
heritage, and the topic Principles and values of the intercultural society includes the
discussion about deviations from these values through forms of intolerance
(discrimination, segregation, racism, xenophobia) and manifestations and effects of the
lack of solidarity (marginalization, exclusion, isolation), where you can even do a case
study with the situation of the Jews in the Second World War.
As an extracurricular activity, I propose visiting the cemeteries in Corabia and
Caracal, to see their situation, that they are abandoned, that there aren’t descendants to
take care of them, that our country wasn’t at a moment a good environment for this
community and that determined only losses and sufferance.
The 7th grade, in history, has as content related to Jews, Nazism, the Second

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 World War and the Holocaust. The discussion started here can be continued at Social
Education - Education for a Democratic Citizenship, where we have a chapter on the
Rule of Law and the power of citizens. The proposed activity is visiting the Holocaust
Memorial in Bucharest. The task is to create an artistic work that captures, through
specific symbols discovered within the Monument, the trauma of the Holocaust.
In the 8th grade, the history curriculum has as content where we can continue
the discussion, National Minorities in interwar Romania and Romania in the Second
World War with the case study of the Holocaust in Romania.
The proposed activity is to visit the Holocaust Museum in the Great Synagogue,
on Vasile Adamache Street in Bucharest. The task for the students is to tell their parents
what they saw and understood in this museum, then make a short film with the parents'
impressions after learning what was said. The videos will be sent by email to colleagues
from Bucharest. This will be an answer to the same activity done by the kids in
Bucharest.
Towards the end of the school year we will visit Bucharest and then the students
from Bucharest will become guides on the ground of the main historical-cultural
objectives with specific Jewishness in Bucharest.
In conclusion, the activities will involve all the classes from the partner schools,
either through online sessions or through meetings and excursions, and the resulting
materials at the end of the activities will be multiple, from photo albums, to power point
presentations, small films or artistic works.
4. The approximate number of students, teachers, or community members involved;
From Bucharest
The 5th grade – 18 students
The 6th grade -35 students
The 7th grade – 52 students
The 8th grade – 40 students
Total 145 students
2 teachers
Indirectly 100 parents and grandparents
From Visina, Olt
The 5th grade – 3 students
The 6th grade - 3 students
The 7th grade – 3 students
The 8th grade – 7 students
Total students - 16 students

2 teachers

5. The intended outcomes of your project: what is the anticipated benefit to your students,
your school, your community;
The benefits are countless, from the creation of various educational materials made by

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 students, to the strengthening of students' abilities for information, documentation,
presentation, selection, critical thinking, etc. The context of collaboration with other
students from a school in the capital allows the broadening of the cultural horizon, the
development of communication skills, teamwork. The fact that students from Bucharest
will be guides to the Bucharest heritage for students from outside the city will bring
them closer to the community where they were born and live and this will make us feel
comfortable and welcome and live. Our visit in Bucharest and in the cemeteries in
Caracal and Corabia will develop feelings of respect and appreciation for what we
inherited and the regret for what happened in many communities.
6. How the reflection process will be done. We encourage you to plan some time to discuss
with your students at the end of the project and find out what they think about the project,
what were the best parts, what were the difficulties they faced, what they learned and what
impact did the project have on them, what competences they developed. If you think it is
helpful you can prepare a short questionnaire to help students’ reflection process.
The reflection process will be permanent, throughout the project. Each stage will be
completed with discussions, evaluations and changes where appropriate. A questionnaire
will also be applied at the end of the activity.
C. Project Budget
Please detail the budget categories and amounts you intend to spend for each of
them. You can use the money for books, field trips, visits to museum, stationery etc.
The grant does not cover costs for salaries and electronic equipment.

The budget will help the participation of disadvantaged children, quite numerous in
our school, in the project. Transport cards, entrance tickets to the objectives will be
purchased and the accommodation for one night in Bucharest for the kids
participating at the trip of discovering the four objectives in step number 3.

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ȘCOALA GIMNAZIALA 78 ȘCOALA GIMNAZIALĂ
VISINA
Sector 3, București Județul Olt
Şos. Gării Cățelu 50
Nr. ____/_________ Nr. ____/________

PROTOCOL DE PARTENERIAT

EDUCAŢIE PENTRU HOLOCAUST SI DREPTURILE OMULUI: Evreii – o

permanență culturală a Bucureștiului

I. PĂRŢILE CONTRACTULUI:

Între ȘCOALA GIMNAZIALA 78 BUCUREȘTI și ȘCOALA GIMNAZIALĂ

VIȘINA, OLT
II.SCOPUL:
a. Realizarea în cadrul disciplinelor Educație Socială , Istorie și
Educație pentru Patrimoniu a unor vizite tematice cu elevii, la
obiective cultural-istorice din București, care să concretizeze
aspectele teoretice din programele școlare, cu referiré la evrei
b. Realizarea unor intalniri online între elevii celor două școli în
cadrul că rora să se prezinte rezultatele obținute în vizitele de pe
teren (fotografii, filmulețe, prezentă ri power-point, informații)
b. Promovarea în randul elevilor a sentimentelor de toleranță ,
unitate, pace
c. Inițierea unei colaboră ri între elevii celor două instituții
d. Promovarea reciprocă , în cadrul activită ţilor comune, a imaginii
instituţiilor partenere
e. Derularea unor proiecte comune viitoare
III.OBIECTIVE COMUNE:
1. Asigurarea resurselor în vederea realiză rii obiectivelor
comune propuse

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 2. Stabilirea strategiilor şi metodologiei comune în ceea ce
priveşte derularea activită ţilor proiectului
3. Colaborarea în privinţa monitoriză rii şi evaluă rii proiectelor
IV.ACTIVITĂŢI :
A. Semnarea protocolului de colaborare
B. Scrierea proiectelor pentru finantarea TOLI
C. Desfă șurarea vizitelor pe teren a elevilor Ș colii Gimnaziala 78
D. Desfă şurarea întîlnirilor online pentru elevii celor două școli, pentru
feedbackul în urma vizitelor
E. Vizita la București a elevilor de la Vișina cu ghidajul realizat de elevii
Ș colii Gimnaziala 78 București
f. Realizarea unui Padlet care să adune toate contribuțiile copiilor –
albume foto, filme, prezentă ri power point etc
V. DURATA PARTENERIATULUI :

Prezentul protocol este valabil începâ nd cu data semnă rii, pe o

perioada anului școlar 2022-2023, pâ nă la finalizarea activită ților
Prezentul contract poate fi modificat prin acordul reciproc al pă rţilor .
Prezentul contract încetează în urmă toarele situaţii:
- prin acordul pă rţilor;
- unileral, câ nd una din pă rţi nu-şi respectă obligaţiile.

Prezentul document a fost redactat în două exemplare, câ te unul pentru

fiecare parte.

ȘCOALA GIMNAZIALA 78 ȘCOALA GIMNAZIALA VIȘINA

Sector 3, București Județul Olt

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DIRECTOR, DIRECTOR ,
Să lă gean Lori Stă nescu Camelia

Semnătura Semnă tura

ANEXA NR. 2
PROGRAMAREA ACTIVITĂ Ț ILOR

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 TREI PAȘI PENTRU A DESCOPERI
O COMUNITATE/MINORITATE :
EVREII

GRUPUL Ț INTĂ AL PROIECTULUI - 16 elevi clasele V -VIII

DE LA ȘCOALA GIMNAZIALĂ VIȘINA, JUD. OLT

Nr.
Crt. ACTIVITATE PASUL 1 PASUL 2 PASUL 3

SĂ DESCOPERIM O DOCUMENTARE PRIN

COMUNITATE/MINORIT PROPRIE INTERMEDIUL VIZITA PE
ATE ÎN TREI PAȘI: COLEGILOR TEREN
EVREII Prezentă ri
Referate IMPRESIILE LOR
Powerpoint SI
PREZENTĂ RILE
LOR IN
INTALNIRI
ONLINE

APRILIE 2023
să ptă mâ na
1 TEMPLUL CORAL 17-21 1-2 NOIEMBRIE
OCTOMBRIE 2022
2022
2 APRILIE 2023
MUZEUL DE ISTORIE AL să ptă mâ na 23-24
COMUNITATII 14-18 noiembrie NOIEMBRIE
EVREIESTI 2022 2022

3 APRILIE 2023
MEMORIALUL să ptă mâ na 17-19
HOLOCAUSTULUI DIN 12-16 DECEMBRIE
BUCURESTI decembrie 2022
2022
4 să ptă mâ na APRILIE 2023
SINAGOGA MARE – 13-17 martie 21-22 MARTIE
MUZEUL 2023 2023
HOLOCAUSTULUI

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6 APRILIE 2023
VIZITA LA BUCUREȘTI,
CU GHIDAJUL
PARTENERILOR

Vizita la cimitirul
7 evreiesc de la Corabia și MAI 2023
la cimitirul evreiesc de
la Caracal

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