Overview
This
lesson has been designed to allow Year 9 students to use ICT in
their study of the Rise of Hitler. It covers three separate
areas, leading to students reaching their own conclusion as to how
Hitler came to power. The lesson is based around the key
objective:
To be able to explain how and why Hitler was able to come to power.
The
lesson could be used to introduce the topic to students or as a
summary recap exercise. Each section of the lesson can be used
independently of the rest of the lesson, although the best use of
the materials is as an entire lesson.
It
has been designed to be used in a ICT networked classroom, but with
teacher guidance, the information could be used in a whole-class
environment via a digital projector or whiteboard.
Lesson index page
Lesson Plan
The
lesson has been designed to last for one hour, but different ability
groups will complete the tasks at different rates. The
extension section has been provided to offer some differentiation by
task. The follow lesson plan is thus one suggested outline of
how the lesson can work.
| Date:
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Class:
Year 9 |
Roll: |
Duration:
1 hour |
| Topic:
The Rise of Hitler |
| Key
Elements: |
Chronology |
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Historical
Knowledge and Understanding |
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Interpretations |
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Historical
Inquiry |
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Organization
& Communication |
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Objective:
To be able to explain how and why Hitler was able to come to power. |
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| Aims:
Through the use of ICT, pupils should investigate the Rise of Adolf
Hitler. Initially examining the chronology of his life, they
consider they events that led him to come to power, and then, crucially,
why people supported him. |
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| Equipment
/ Resources: Suite of Internet connected computers, around one per
two pupils. Website address:
www.schoolhistory.co.uk/hitler.
No books are required as all work is done using ICT - yet students
will need to print their work out, so paper is required for this. |
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| Lesson
Development |
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| Time: |
Introduction: |
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5 |
Register,
settle class. Go over rules for computer room.
Explain today's task: investigate how and why Hitler came to
power. Get pupils to log onto computer network and access
the lesson. |
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Activities: |
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| 5 |
Explain that
students need to complete each section in order. They need
to read instructions carefully and complete their notes as well
as possible, to help their later work. |
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10 |
Students start
working through the 'profile of Hitler' section. Should be
instructed to continue onto next section as soon as they've
completed the current one. |
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15 |
Reminder to move
onto the next section (How did Hitler come to power?), if they
haven't already done so. Opportunity for brief teacher Q&A
to test knowledge and understanding. |
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| 10 |
Further reminder
to move onto the next section (Why did people support Hitler?),
if they haven't already. |
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| 10 |
Stop all work.
No matter where the students have reached, instruct them to
click on the 'Rise of Hitler' logo at the top of the screen.
Lead students onto the 'Conclusions' section. Using all
their previous work, complete the key question. Once
complete, print work out. |
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Conclusion: |
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5 |
Get students to
log off computers and set homework (if appropriate). Link
lesson back to the key objective and ask students to explain
their conclusions. |
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| Differentiation: |
Special
Needs: |
 By
task using ICT activity. Pupils who finish quickly can go on to
use extensive extension section to research further information.
For those
who need additional assistance, 'help buttons' can be used for hints. |
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| Assessment: |
Homework
/ Continuation: |
The lesson
included two interactive quizzes to briefly test knowledge and
understanding, yet the real assessment is via the students' written
conclusions.
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Using
printed notes from the lesson, write a contemporary newspaper article
with your own explanation of why Hitler came to power in 1933.
This work
can then lead to a source analysis lesson helping students understand
the conditions that led to Hitler's Rise to Power. |
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Lesson index page
ICT within History
This
lesson has been created to allow all students to use ICT to study
the Rise of Hitler. This is the second version of the
extremely popular lesson, developed to make greater and more
effective use of ICT within history.
The old
version had four sections - offering a Profile, analysis of how
Hitler came to power, an examination of why people supported Hitler
together with a source analysis exercise. Despite the lesson being very
popular, it consisted of some very basic ICT-based quizzes.
These were multiple-choice questions with drop-down answers.
It was possible for a student just to continually guess the answers
until they were allowed to proceed. This new version has moved
on from this to encourage students to develop their own written
answers, as explained below.
New version
The
new version is still split into four different sections and much of
the information is similar, but the tasks have been completely
redeveloped.
Each
section can be tackled independently or as part of the whole lesson.
Students are required to read the information and make their own
notes online. Each screen contains a
Macromedia
Flash-based activity. These encourage students to type
their own answers and offer additional help should it be needed.
The example below illustrates this:
Here the
student uses the on screen information to complete the visual image
of Hindenburg's thoughts. Should help be needed, the student
can hover over the 'help' icon and suggestions appear.
Students can only progress on when an appropriate level of detail
has been covered. [The submit button has
been disabled for this example.]
Stored data
The
lesson index screen records a student's progress through the
lesson - as each section is completed, a green tick appears over
that section. The section can still be visited and existing
answers can be loaded and developed further, but this allows a student to track their progress.
As
students work though the lesson, the notes they develop are
temporarily stored in the computer's memory. This storage is
via Flash MX Shared Objects. These are very similar to
harmless 'cookies' that temporarily store data on the computer.
A student can complete one section on the lesson on one day, and
then return to the same computer at a later date to complete their
work. Only one set of information can be stored on one
computer at any time. This is
exactly the same as the
Interactive Diagrams on this site.
The data
remains on the computer until the 'delete all data' option is
selected from the front page, or the 'delete data' option is chosen
on printing (this is the default option).
However,
the data is not saved on the computer in the same way
programs like Word or Excel save data. Currently, Flash is not
able to save work in this way. This is why the final
conclusions section has been carefully constructed...
Developed conclusions
Teachers' may be lucky enough to have access to a network room for
more than one lesson, but general experience in school shows that
this isn't usually the case. The conclusions section has thus
been developed to allow a variety of different uses.
If a
student has worked through the entire lesson, all their notes are
stored in this conclusions section, ready to print out. If a
section is incomplete, the lesson questions can still be printed out
to complete offline. For example, should the student only have
time to complete one section, this will still be printed out,
together with gaps from other sections to complete at a later date.
Although
not advisable, a student could simply jump to the conclusions
section without completing any of the lesson. The concluding
question could be completed and printed out, requiring them to
complete earlier areas as a research or homework task.
If the
entire lesson is completed a student will create a two page printout
summarising in their own words how and why Hitler came to power in
1933.
Lesson index page
