LESSONS

SECTION 1: TEACHER SUPPORT NOTES

• 8 GENERAL GUIDELINES FOR TEACHERS
• 9 APPLYING ICT TO OTHER CURRICULUM AREAS
• 10 USING THE INTERNET IN CLASS
• 11 POTENTIAL PROBLEMS OF APPLYING ICT
• 12 GUIDELINES FOR WEB-BASED HOMEWORK
• 13 GENERAL WEBSITES FOR HISTORY
• 14 ICT PROGRAMMES OF STUDY
• 15 HISTORY PROGRAMMES OF STUDY

SECTION 2: WORKSHEETS TO AID COMPUTER-BASED RESEARCH

• 21 RESEARCH 1: WHAT'S ON THE NET? Students become acquainted with the main Internet applications.
• 23 RESEARCH 2: SEARCH ME! This page aims to provide students with an introduction to using search engines, focusing on the different techniques available and on how search engines compare with CD-ROM.
• 25 RESEARCH 3: INTERNET AND CD-ROM Students make a systematic comparison between information gathering on CD-ROM and Internet, and thereby make their own assessments of each.

SECTION 3: WORKSHEETS APPLYING ICT TO HISTORY

Key Stage 3

• 31 THE MORE THINGS CHANGE Students use database and DTP applications to compare life in the 16th and 17th centuries.
• 33 KING OR PARLIAMENT? Students consider the two sides in the English Civil War and use DTP to design a recruitment poster for one of the sides.
• 35 NORMAN TIMES Students produce a front page article on the Battle of Hastings using DTP.
• 37 WATT'S NEW? Students use a CAD package to draw Newcomen's original steam engine and Watt's later modifications.
• 39 ENGLISH SPOKEN HERE 1 Students examine the one-time extent of the British Empire through researching where English is spoken in the world via CD-ROM and/or the Internet.
• 41 ENGLISH SPOKEN HERE 2 Using the results of their research in the previous worksheet, students produce and interpret spreadsheets and graphs.
• 43 ASKING THE QUESTIONS Considers how to evaluate primary and secondary historical sources.Students produce a questionnaire.
• 45 THE FEW Students look at the effect that presentation can have on a message, examining Churchill's 'The Few'.
• 47 DARK, SATANIC MILLS Students create a database to record and evaluate textile inventions in the 18th century.
• 49 THE COST OF WAR Data on World War I casualties is entered into a spreadsheet and the results interpreted.

Key Stage 4

• 51 HIDDEN TRUTH Students consider the extent and effect of censorship through a wordprocessing activity.
• 53 THE TREATY OF VERSAILLES Students use a draw program to reshape the map of Europe according to the different points of view of the victorious allies after WWI.
• 55 READY TO REVOLT? Students examine how the Bolsheviks tried to recruit people to the revloution, and create a DTP poster.
• 57 A REAL RED MENACE? Students study the events of 1917 and use a wordprocessor/DTP package to write and design an article.
• 59 ALL CHANGE Examines the problems of political instability and hyperinflation through analysis of data on German Prime Ministers and inflation after the First World War.
• 61 RACE FOR THE REICHSTAG Students input data from four 1930s German elections into a spreadsheet and interpret the results.
• 63 OPERATION MONGOOSE Students consider how political options and their consequences can be presented to a decision-maker.
• 65 FOUR-MINUTE WARNING Students consider and map the potential devastation of a nuclear bomb.
• 67 CUSTER'S LAST STAND Students use CD-ROM to research the history of the Indian Wars, and a DTP package to produce a time-line of their results.
• 69 A LOT IN COMMON? Students create and use a database to compare Communism, Fascism and Democracy.
• 70 APPENDIX 1
• 71 APPENDIX 2

73-95 SECTION 4: SHEETS PROVIDING GENERAL ICT SUPPORT