Autumn in Krakow has its own special atmosphere: shorter days, soft light and fewer tourists than in summer make memorial sites and historic districts resonate more emotionally. For school classes it’s a good time: the weather is usually still mild, and lower pedestrian traffic makes it easier to focus and manage a group. A walk in the footsteps of World War II lets students see the city as a living document of history — buildings, gates, plaques and cemeteries tell the story of what happened here before and after 1939. This helps connect facts with empathy and reflection, which is especially important in history education. CDU (goal, evidence, feeling) — plan short activities that combine these three elements: a fact, a place as a source, and the students’ emotional response.
Below you’ll find suggested 60- and 120-minute routes, educational modules for teachers, tips for working with younger and older groups, plus practical logistics advice and ideas for breaks.
Organizational note: if you plan to visit a synagogue, museum or other memorial site, reserve entry in advance — during the school season morning time slots are often the most convenient.
Krakow tells the story of the war on several levels and in several places — not everything happened in one spot. The main narrative areas are: the Old Town and the Royal Route (changes to city life in general), Kazimierz (the prewar Jewish quarter with preserved synagogues and signs of postwar changes) and Podgórze (the area of the former ghetto and sites connected to Schindler’s Factory). An educational walk should connect both banks of the Vistula: Kazimierz to understand life before the war, and Podgórze to show the realities of occupation and forced relocations. Within a single district, focus on details — building entrances, inscriptions on gravestones, fragments of plaster and memorial plaques. These “small traces” help build a fuller picture of history.
When planning the route keep the students’ pace in mind: short segments, clear tasks and moments of silence help absorb difficult content without overwhelming them.
Prepare a simple map with stopping points and short tasks for the class (for example: “one sentence describing the building”, “find a symbol on a gravestone”, “one question I want to ask the guide”).
This version is ideal for classes with limited time or when the walk is a module within a city day. Start on Szeroka Street and finish near Miodowa / the Remuh area — the route is compact and content-rich.
Suggested stops and short objectives:
- Szeroka — set the context: what the district looked like before 1939 and what it meant to the Jewish community.
- Old Synagogue — introduce religious functions, the role of the synagogue in daily life and its fate during the war.
- Remuh and the cemetery — reading gravestone symbols, silence and respect; a short exercise interpreting inscriptions.
- Miodowa / Tempel — architectural comparison and traces of postwar repairs.
Time at each stop: 10–20 minutes; goals: understanding, empathy, three short notes for later. Ending: a brief summary and one homework task — a series of questions to discuss in class afterwards.
This version is recommended for older classes and groups spending a full day in the city. You can add more content, moments for reflection, breaks and short research tasks.
Stops extended to include:
- Izaak Synagogue and Wysoka Street — exchange observations about façade details and postwar repairs.
- Plac Nowy — a short discussion of the square’s social and commercial role before the war and postwar changes; break for a quick snack (famous zapiekanki at the Okrąglak are a popular, quick option).
- Further parts of Szeroka and the courtyards on Józefa Street — hands-on work with materials: compare a prewar photo with the contemporary view (bring a photocopy or printout if possible).
- Optionally a short transfer or walk to Podgórze and the Ghetto Heroes’ Square / Schindler’s Factory area — if time and logistics allow — to show where the ghetto operated and how deportations took place.
In the 120-minute version plan 2–3 short exercises for groups of 3–5 students: a mini photography project (three frames: wide, medium, detail), a list of questions for further homework, and notes on “what surprised me” and “one question I want answered.”
With children use the rule “short, specific, clear ending”. For the youngest (for example years 4–6) propose 10–12 minute modules: street — symbol — photo. This helps keep attention and provides a safe rhythm for engaging with historical content.
For families — encourage simple but important conversations: “Who lived here before? What did the war change?” End the walk with something clear and gentle — for example a shared photo of hands on a brick or a short moment of remembrance (lighting a symbolic candle if allowed and safe).
Etiquette when visiting memorial sites: silence, covered shoulders and appropriate behavior in synagogues and cemeteries. Ask participants not to walk on gravestones and to keep a respectful distance from informational and commemorative plaques.
Clothing: in autumn layers are best — a light rain jacket, comfortable shoes, a hat or hood for windy moments. Autumn weather can change quickly, so a compact umbrella or foldable raincoat is useful.
Timing: mornings (9:00–11:00) and early afternoons (13:00–15:00) provide good light for reading details and taking photographs. Avoid peak tourist hours so the group has more space and quiet.
Safety and route planning: choose routes that minimize crossing busy streets; plan short breaks every 30–45 minutes; have a contact list with school and guardian phone numbers. For larger groups it’s helpful to have two adult chaperones per 15–20 children.
Restrooms and breaks: plan stops near squares with cafés or public toilets; Plac Nowy and its surroundings offer places to grab a quick bite or use facilities.
Accessibility: if you have participants with limited mobility, choose routes without steep stairs and with shorter standing segments. Contact the guide in advance if you need to adapt pace or interpretation.
The simplest and most universal option for classes is Plac Nowy with its Okrąglak — the famous zapiekanki (open-faced baguette sandwiches) are quick, filling and popular with young people. Around Kazimierz there are also many cafés and small bars where you can organize a short break for hot tea or a sandwich.
If you prefer something more organized — reserve a simple meal at one of the restaurants by the square or choose a kitchen experienced in serving school groups. Remember allergies and ask students to bring a water bottle.
Tip for teachers: instead of a long lunch, plan a 20–30 minute break on the square followed by a short reflection module — this balances learning and rest.
Short tasks work best:
- Mini-essay (about 150 words): “What surprised me most and why?”
- Photographic triptych: wide shot, medium shot, detail — short caption for each photo.
- Memory map: students draw the route and mark three places they think are most important — justify one choice.
Back at school run a short wrap-up lesson using materials collected on the route. Ask students to prepare questions that can be used in further history lessons or in museum workshops.
Is this route suitable for every class? - Yes, but adjust the pace and length of stops for the students’ age. Choose the shorter version for younger pupils and the longer, more analytical version for older students.
Do we need to buy tickets in advance? - For some sites (museums, certain synagogues) yes, especially during busy periods. Street walks do not require tickets, but if you plan indoor visits reserve ahead.
Is the walk emotionally safe for students? - War-related topics are difficult; prepare students beforehand, set a moment for silence and end the walk on a positive note. For younger groups limit graphic details and focus on memory and empathy.
How long are stops? - Usually 10–25 minutes depending on the class age and the number of questions. Plan breaks every 30–45 minutes.
Is it worth combining the walk with a visit to Schindler’s Factory or Podgórze? - Yes, that is a natural extension of the story. If time allows, a short visit to Oskar Schindler’s Enamel Factory (Schindler’s Factory Museum) helps provide context about the ghetto and the occupation.
Set clear educational goals before the trip — short, simple questions for students to ask during the walk greatly improve learning outcomes.
Give students roles — photographer, note-taker, questioner — this increases engagement and focus.
Remember respect — memorial sites require quiet and composure. Remind the group of rules before entering a synagogue or cemetery.
Finally: end the walk with something that helps process emotions — a short conversation, a drawing or a group photo with a small symbolic gesture of remembrance. This helps students organize their impressions and return to school with clearer reflections.
This article is prepared for zwiedzaniekrakowa.com and is based on the practice of tour guide Małgorzata Kasprowicz (Margaret Kasprowicz).
