Understanding Historys Most Evil Villain Adolf Hitler Marc

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-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 Web. Quest is intended for use in a New York State Global Studies class. This Web. Quest 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 Web. Quest 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.