Teachers’ guidance and lesson plan
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.
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.
Objective: To be able to explain how and why Hitler was able to come to power.
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.
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.
- 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.
- 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.
- 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.
- 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.
- Further reminder to move onto the next section (Why did people support Hitler?), if they haven’t already.
- 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.
- 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.
- 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.
- The lesson included two interactive quizzes to briefly test knowledge and understanding, yet the real assessment is via the students’ written conclusions.
Homework / Continuation
- 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.
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.
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 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…
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.