Transcript Understanding History*s Most Evil Villain: Adolf

Understanding History’s
Most Evil Villain:
Adolf Hitler
Marc Copani
EDU 505 – Multimedia & the Internet
01/16/12
Introduction
It is September, 1917, and Germany is
in the midst of a crushing depression
brought about by the harsh conditions
of their surrender at Versailles. The
German people struggle to survive on
meager wages, welfare, and desperate
rations. To them it must have seemed
impossible that in a few short years
one man would bring their country out
of the depression and back into the
spotlight of prominence in Europe.
Introduction
That man’s name would not
soon be forgotten
Adolf Hitler
But who exactly was
Adolf Hitler?
• How did he rise to power in
Germany?
• What were his most
important relationships?
• What did he do to deserve
such a reputation?
Task
Your ultimate task will be to create a detailed
Facebook page for Adolf Hitler.
How will you do it?
You will be taken on a guided tour of Hitler’s life.
On your journey, you will:
1. Create a chart using Microsoft Word (4 X 3)
2. Organize your chart based on which website the
information was found and what kind of information you
are describing (A sample chart is on the next slide!)
3. Make note of anything interesting Hitler might want on
his page (Be sure to jot down dates and places!)
4. Be sure to save any pictures Hitler might want to post!
Task
Sample Chart:
Biography.com
Biographical
Information
Motivation
(Reasons for
Behavior)
Actions
The Telegraph
The Jewish
Virtual Library
Process & Resources
1.)
Adolf Hitler started his military career as a simple
soldier. It wasn’t until he joined the Socialist Worker’s Party
of Germany (later known as the Nazi Party) that his
charisma brought him to the world’s stage.
Read more about Hitler’s early life and career and make
note of what you think is important for your Facebook page.
Biography.com
http://www.biography.com/people/adolf-hitler-9340144?page=3
Process & Resources
2.)
Adolf Hitler planned on becoming a painter before
settling on global fascist dictator. Some believe it was his
denial to a prominent art school in Vienna, Austria that led to
his hatred of the Jews (Many of the professors were Jewish).
Read more about Hitler and his love of art, and tour some of
his pictures, making note of what might be interesting for his
new Facebook page.
The Telegraph
http://www.telegraph.co.uk/cultur
e/art/art-news/7511134/Hitlersketches-that-failed-to-secure-hisplace-at-art-academy-to-beauctioned.html
Process & Resources
3.)
Adolf Hitler believed that the mentally and physically ill,
as well as the Jews, Poles and Gypsies were unworthy of life. His
great vision of a new world did not include these people, and he
systematically began wiping them off the face of the Earth.
Read the information about the Holocaust and Hitler’s role in
initiating it. Be sure to examine the photographs and the chart
at the bottom of the page. Make note of the people and places to
help you create an accurate Facebook page.
The Jewish
Virtual Library
http://www.jewishvirtuallibrary.org/jsource/H
olocaust/history.html
Process & Resources
The Final Step:
Creating Your Facebook Page
1.
2.
3.
4.
5.
6.
7.
8.
Search the Web for “Facebook Template”
Find one that will suit your needs
Print the template you have selected
Once you know the size of your page, shrink any
pictures you may use to fit
Print all pictures that may be used on your page
Using your chart, fill in the biographical and
motivational information
Use the dialogue section of the template to describe
Hitler’s action
BE SURE TO INCLUDE SPECIFIC DATES & PEOPLE!
Evaluation
CHART (40 Points)
Chart
Grading
Process
0 – 10
Points
10 – 20
Points
20-30
Points
30 – 40
Points
Student has
missing
elements from
the task page
and minimum
information
from the
assigned
readings.
Student has
missing
elements from
the task page,
has filled in
remaining
elements with
detail and care,
but does have a
few
inaccuracies.
Student has no
missing
elements from
the task page
and the
information
provided is
detailed, clear
and accurate.
Student has
completed the
chart in an
exceptional
manner,
providing
information for
all elements that
is accurate and
extensive,
demonstrating
mastery of the
task.
Evaluation
Facebook Page (60 Points)
Facebook
Page
Grading
Process
0 – 15 Points
15 – 30 Points
30 – 45 Points
45 – 60 Points
Student did not
complete or
minimally
completed the
assignment,
leaving large
gaps on the
template with
little and failed
to include
photographs.
Student has
missing elements
and sections
from the reading,
has blatant
inaccuracies, or
did not elaborate
on any details
and included
little or no
photographs.
Student has
satisfactorily
completed all
elements of the
task with
creativity, but
has a few
inaccuracies or
lacks detail or
photographs.
Students has
completed all
elements of the
task with clear
and accurate
detail, enriched
information,
creativity and
photographs.
Conclusion
It’s easy to say that Adolf Hitler was a monster,
but discovering what made him tick gives us a
better understanding of how he was able to
come to power and coerce so many people
into doing these horrific deeds.
Conclusion
Under Hitler, the Nazi Party and Germany would
rise to power and begin their planned invasion of
Europe. The events they put into motion would
later cause World War II, and once again Germany
would be in the middle of a global conflict.
Conclusion
Arrogance and fatal flaws in
Hitler’s battle strategy would
force Germany to fight a two
front war they would eventually
lose. With Hitler’s suicide and
the death of the Nazi party in
Germany, the world would soon
find out just how horrific the
Holocaust really was.
Teacher’s Page
This WebQuest is intended for use in a New York State Global Studies class.
This WebQuest was designed to be used in a computer laboratory, so the teacher is
available to help student's navigate through the content, and so all of the programs
needed are available.
This assignment should be given as an introduction to World War II.
Standards
This WebQuest conforms to the following New York State Social Studies Standards.
Standard 2:
World History
use a variety of intellectual skills to demonstrate their understanding of major ideas,
eras, themes, developments, and turning points in world history and examine the broad
sweep of history from a variety of perspectives.