World Connections
Review Guide
Imagine engaging your students in lessons that inspire them and make them excited to learn. That’s the power of TCI’s programs. This booklet provides a quick overview of one program so you can begin to see how our lessons, assessments, challenges, and tools are different from other programs. Login to your online TCI account to see even more.
Log in at www.teachtci.com for more resources.
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T A B L E
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C O N T E N T S
History Alive! World Connections What makes TCI unique?........................................................2 Program Components.............................................................3 Universal Access....................................................................4 Unit Structure.........................................................................6 Assessments..........................................................................8 Program Contents.................................................................10 Unit Opener
Lesson Guide.................................................................14
Student Text..................................................................16 Handout.........................................................................20 Toolkit............................................................................21 Lesson
Lesson Guide.................................................................22
Differentiating Instruction.............................................39
Student Text..................................................................40
Investigating Primary Sources.......................................58
Interactive Student Notebook........................................62 Handouts.......................................................................65 Placards.........................................................................77 Toolkit............................................................................85 Unit Closer
Lesson Guide.................................................................86
Interactive Student Notebook........................................88 Toolkit............................................................................90 Summative Assessment.......................................................92 Credits.................................................................................93
Imagine engaging your students in lessons that inspire them and make them excited to learn. That’s the power of TCI’s programs. This booklet provides a quick overview of one program so you can begin to see how our lessons, assessments, challenges, and tools are different from other programs. Login to your online TCI account to see even more.
What makes TCI unique? History Alive! World Connections
Approach history from a global perspective.
Investigating Primary Sources sections engage students with engaging documents and ask them to build arguments.
Begin with key concepts about the study of history, then dive into memorable, impactful case studies. View world history through the lens of these global themes: • Cultural interaction • Political structures • Economic structures • Social structures • Human-environmental interaction
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Program Components I N T E R A C T I V E
S T U D E N T
P L A C A R D
N O T E B O O K
A
Italy: Mussolini
The Rise of Fascism and Totalitarian States What accounted for the rise of totalitarian states after World War I? P R E V I E W
Answer the following questions: What is art? How would you describe a “good” piece of art? In this lesson, you will examine two sets of art. After viewing the first set of art, answer these questions: Are these examples of “good” art? Why or why not? After viewing the second set of art, answer these questions: Are these examples of “good” art? Why or why not? Why might the leaders of Nazi Germany prefer this type of art over the “degenerate art” seen earlier? R E A D I N G
N O T E S
Vocabulary Terms
As you complete the Reading Notes, use these terms in your answers. fascism
totalitarian
corporatism
coup d’etat
republican
Section 1
1. What was the Great Depression? 2. How did protectionist policies imposed during the Great Depression only worsen economic instability? Sections 2 to 5
Italian poster, 1938
In your notebook, answer the following questions for each section in the Student Text (Italy Under Mussolini, Hitler and Nazi Germany, The Spanish Civil War, and Stalin and the Soviet Union):
About the Poster A smiling Mussolini greets an adoring crowd upon his return from an international conference in Munich in 1938. The conference resulted in an agreement between Great Britain, France, Germany, and Italy. The agreement preserved peace in Europe by appeasing Hitler’s demands for territory in Czechoslovakia. Mussolini was welcomed back to Italy as a salvatore della pace (savior of the peace) who had saved Italy from impending war.
1. What factors encouraged the development of a totalitarian government in this country? 2. Who was the primary leader who took power and what was the name of his political party? 3. What methods did the leader use to take power? 4. In what ways, if any, did the leader appeal to the people? 5. What actions did the leader take to control the country? The Rise of Fascism and Totalitarian States 1
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Notebook Guides Students engage with their learning by expressing their ideas, completing graphically organized notes, and developing personalized responses in their Interactive Student Notebooks.
The Rise of Fascism and Totalitarian States
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Placards
Student Edition
Students analyze graphs, data sets, powerful images, and engaging primary sources printed on reusable placards.
The Student Text provides a rich knowledge base of historical concepts and guides students through their learning.
Identifying Frame of Reference and Point of View What is it? Someone’s frame of reference includes all the things that influence how that
person thinks and the way that person sees the world. Point of view is a person’s individual opinion or perspective. How to do it. First, identify everything you know about the writer of the passage. Consider
background, age, culture, the historical period in which he or she lived, and beliefs. Next, look for expressions of the person’s perspective. They may be stated directly—“I believe that….” Or they may be expressed in value judgments, such as “the worst ever….” How do you think this person’s frame of reference might have influenced his or her point of view? Try it. During the Civil War, the Union at first refused to enlist African American soldiers.
Consider these two quotes from that time. Do you know that this is a white man’s government; that the white men are able to defend and protect it; and that to enlist a Negro soldier would be to drive every white man out of the service? — Ohio Governor David Todd, in response to a group of African Americans who asked to form a regiment Why does the government reject the Negro? Is he not a man? Can he not wield a sword, fire a gun, march and countermarch, and obey orders like any other? . . . Men in earnest don’t fight with one hand, when they might fight with two, and a man drowning would not refuse to be saved even by a colored hand. — African American anti-slavery leader Frederick Douglass Identify the point of view and frame of reference of each man. How do you think frame of reference might have shaped each man’s perspective? David Todd
Frederick Douglass
Point of view Frame of reference
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History and Social Science Toolkit The History and Social Science Toolkit offers flexible, easy-to-use resources that will help your students practice the skills and develop the confidence that they need to become active, engaged, and informed citizens. www.teachtci.com
Online Resources Lesson Guides, customizable assessments, video quizzes, lesson games, and more are at your fingertips.
History Alive! World Connections Review Guide 3
Universal Access TCI is designed to reach all of your learners. Here are some resources you can use in your classroom.
Reading Tools Digital text-to-audio, main ideas, and note taking tools support reading.
ELA/ELD Connections ELA/ELD Connections provide graphic organizers and worksheets to support learners who need additional guidance with reading and writing.
Differentiating Instruction Each lesson comes with modifications for English learners, learners reading and writing below grade level, learners with special education needs, and advanced learners.
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Multimedia (Video with Closed Captioning) Rich videos and compelling images engage learners and help improve their understanding of content.
Lesson Outlines Short on time? These lecture slides summarize the main ideas of the lesson. Or print the outline guide to provide support for English Learners.
Vocabulary Cards Students review important social studies terms with vocabulary flip cards.
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History Alive! World Connections Review Guide  5
Unit Structure As you go through the units in this program, you’ll come to understand how historical events are connected and impact the world today. The structure of a unit takes you through an entire inquiry, from asking and investigating questions to reporting findings and taking informed action. To get digital access, visit www.teachtci.com.
1
2
Exploring Themes Start with an exploration of themes within the unit. You will list what you know and ask questions you have about topics in the unit.
TCI’s Lesson Cycle Each lesson in the unit begins with a Preview to spark interest and inspire questions. The lesson progresses to an interactive Activity, which engages and connects you to your reading. You will also investigate the questions you asked at the start of the unit. Throughout the lesson, you will engage in a variety of assessments, including Lesson Games, Processing assignments, and Summative Assessments.
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Unit Inquiry Project Each unit concludes with an inquiry project wherein you select a historical event that interests you and connect it to the unit’s themes. You will plan an inquiry about how the event affects the world today by developing questions, conducting research, evaluating sources, creating and argument, and reporting your findings.
Thinking Like a Historian
3
You will have opportunities to examine maps, investigate primary sources, and compose arguments throughout the unit. In the Investigating Primary Sources section, you will explore a compelling question through primary sources. You will find evidence, evaluate sources, and build an argument about the time period.
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Assessments TCI offers a variety of formative and summative assessments so you can gauge student progress through each lesson.
Lesson Game In a Lesson Game, students answer selected-response questions about the lesson. Results are automatically tracked in your gradebook.
Notebook Monitor students’ progress in their notebooks as they go through the lesson and investigations.
Self-Assessment A self-assessment asks students to gauge their understanding of key concepts at the beginning and end of a unit.
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Processing An end-of-lesson processing assignment challenges students to synthesize and apply the information they have learned in a variety of creative ways.
Summative Assessment TCI’s customizable assessments include a variety of question and response formats to gauge student progress.
Unit Pre- and Post- Test Each unit has a pre- and post-test for you to check student progress.
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History Alive! World Connections Review Guide  9
Program Contents Unit 1 Foundations of World History 1
The Study of History What is history, and why should we study it?
2
Themes of World History How can a thematic approach help us make sense of world history?
3
Early Humanity How did humans progress from bands of hunter-gatherers to developing the great civilizations of the ancient world? Investigating Primary Sources: What Can Artifacts Tell Us About Social Structure in Mohenjo-daro?
4
World Religions How have religions influenced human society?
Inquiry: Foundations of World History
Unit 2 The World Before 1750 5
Expanding Interactions Why did the first empires decline, and how did new empires rise to take their place?
6
The Decline of Feudalism How did events in Europe contribute to the decline of feudalism and the rise of democratic thought?
7
The Byzantine Empire How did the Byzantine Empire develop and form its own distinctive church?
8
The Political Development of Imperial China Which method of selecting officials led to the best leaders for China? Investigating Primary Sources: What Was It Like to Take a Civil Service Examination?
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Ghana: A West African Trading Empire To what extent did trans-Saharan trade lead to Ghana’s wealth and success?
10 Achievements of the Maya, Aztecs, and Incas What were the significant achievements of the Maya, Aztecs, and Incas?
Inquiry: The World Before 1750
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Unit 3 The First Global Age 11 The Gunpowder Empires How did gunpowder play a role in the development of empires?
12 Expansion and Isolationism in Eurasia What made empires in Eurasia rise and decline? Investigating Primary Sources: How Did the Policies of the Tokugawa Change Life in Feudal Japan?
13 Transformations in Europe What ideas transformed Europe in the early modern era?
14 Toward a Global Economy What factors led to European dominance in the emergence of the first global age?
Inquiry: The First Global Age
Unit 4 The Age of Revolutions 15 Political Revolutions and Their Legacies How were political revolutions during the 1700s and 1800s similar and different?
16 The Industrial Revolution What was so revolutionary about the Industrial Revolution?
17 Consequences of Industrialization What impacts did the Industrial Revolution have on society and the environment?
18 The Impact of Industrialization on Global Revolutions How did the Industrial Revolution create the conditions for global revolutions? Investigating Primary Sources: Why Did Mexico Move Toward Revolution in the 1900s?
19 Imperialism Throughout the World How did a few nations come to control so much of the globe?
Inquiry: The Age of Revolutions
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History Alive! World Connections Review Guide  11
Sample Included p. 14
Unit 5 A World in Crisis 20 World War I Why did the Great War last so long and bring about so much change?
21 The Russian Revolution What changes did the Russian Revolution bring about within Russia and in world affairs?
22 Foreign Influences and Political Revolutions in the Americas What were the causes and effects of political unrest in Latin America in the 19th and 20th centuries?
23 North Africa and the Middle East How did European colonialism lay the groundwork for the emergence of the modern Middle East?
24 Revolution and War in Asia How did popular movements and nationalist ideas shape Asia in the 19th and 20th centuries?
25 The Rise of Fascism and Totalitarian States What accounted for the rise of totalitarian states after World War I? Investigating Primary Sources: How Did “The Cult of Personality” Shape Politics in Russia?
26 World War II Why was there another global conflict so soon after World War I?
Inquiry: A World in Crisis
Unit 6 The Cold War 27 Cooperation in a Post-War Europe What challenges did Europe face following the end of World War II?
28 The Cold War Begins How did the United States and the Soviet Union become Cold War adversaries? Investigating Primary Sources: How Was the Cold War Waged All over the World?
29 Conflicts of the Cold War How did the Cold War affect Third World nations?
30 The End of the Cold War What led to the end of the Cold War?
31 Shifts of Power in the Middle East Why is the Middle East a flashpoint in world affairs?
Inquiry: The Cold War 12 History Alive! World Connections Review Guide
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Unit 7 The Contemporary World 32 Movements Toward Independence and Democracy How have emerging nations fared in their quest for political stability, economic growth, and democracy?
33 The New Geopolitics How did the terrorist attacks on September 11, 2001 affect global politics?
34 The Impact of Globalization What have been the costs and benefits of globalization?
35 Rights, Religion, and Identity How have views about human rights, religion, and identity changed in the modern world? Investigating Primary Sources: How Has the International Community Responded to Genocides?
36 A New Role for the West Has the West entered a phase of historical decline?
Inquiry: The Contemporary World
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History Alive! World Connections Review Guide  13
Unit Opener
A
Unit: Unit 5 Lesson: A World in Crisis W ORL I5N C R I S I S : Unit: Unit Title: ADWorld in Crisis Lesson: A World in Crisis Unit: Unit 5 Title: A World in Crisis Lesson: A World in Crisis Title: A World in CrisisList Complete Materials
LESSON
GUIDE
For more detailed information on materials needed for this lesson log in to your subscription ( )
Complete Materials List
Lesson For more detailed information on materials needed for this lesson log in to your Teacher Account.(
Complete Materials List
)
Handout: KWL Chart Lesson For more detailed information on materials needed for this lesson log in to your subscription ( ) Spanish Handout: KWL Chart Handout: KWL Chart
Lesson Spanish Handout: KWL Chart Handout: KWL Chart Spanish Handout: KWL Chart
SLIDE 1 A World in Crisis
SLIDE 1
Support Buttons: A World in Crisis N/A
SLIDE 1
Support Buttons:
A World N/A in Crisis
Support Buttons:
SLIDE 2 N/A
In this unit, you will learn about the events of the two world wars, the effects of revolution, SLIDE 2 and the systems of power in various countries. You will learn about events during period, including: In this unit, you will learn about thethis events of the two world wars, the effects of revolution, SLIDE 2 Warand World I the systems of power in various countries. will learn about events during this period, In You this unit, you will learn about the events of theincluding: two world wars, the effects political revolutions and lasting effects of revolution, and the systems of power in various countries. World War I changing politics You will learn about during this period, including: political revolutions and lasting effects World War II events World War Ipolitics changing Support Buttons: political and lasting effects Worldrevolutions War II changing politics Suggested Reading
Support Buttons: World War II
Lesson Support Suggested Reading
If you wish to pre-teach the vocabulary in this unit, have students use the Vocabulary Cards in the Student Account. Support Buttons:
Lesson Support Suggested Reading
If you wish SLIDE 3 to pre-teach the vocabulary in this unit, have students use the Vocabulary Cards in the Student Subscription.
Lesson ThinkSupport about these guiding questions: If you wish to pre-teach the vocabulary in this unit, have students use the Vocabulary Cards in the Student Subscription.
Why did the Great War become a World War? How was World War I a total war?
What were the consequences of World War I for nations and people? Why did the Russian Revolution develop, and how did it become popular? How did World War I end? What were the consequences of the postwar agreement? How did agreements dating from the World War I and postwar periods impact the map of the Middle East?
Support Buttons: Lesson Support 14  History Alive! World Connections Review Guide Guiding questions continue on the next slide.
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What were the consequences of World War I for nations and people? Why did the Russian Revolution develop, and how did it become popular?
Unit Opener
How did World War I end? What were the consequences of the postwar agreement? A WORLD IN CRISIS: LESSON GUIDE How did agreements dating from the World War I and postwar periods impact the map of the Middle East?
Support Buttons: Lesson Support Guiding questions continue on the next slide.
SLIDE 4 What were the effects of World War I on ordinary people? Why does the term “lost generation” refer to those who lived through or came of age during these years? How did the post-World War I world order contribute to the collapse of the worldwide economy? Why did communism and fascism appeal to Europeans in the 1930s? What were key ideas of communism? How were the ideas translated on the ground? What was totalitarianism, and how was it implemented in similar and different ways in Japan, Germany, Italy, and the Soviet Union?
Support Buttons: Lesson Support Guiding questions continue on the next slide.
SLIDE 5 How did Nazis come to power? Why did ordinary people support them? Why was the death toll so high during World War II? What were the key goals of the Axis and Allied powers? How was the war mobilized on different fronts? How did technology affect World War II? How was World War II a total war? How did World War II’s actors, goals, and strategies compare with those of World War I? How was the Holocaust carried out? Go to your Interactive Student Notebook. What other questions do you have about this unit? We'll explore these questions through the unit.
Support Buttons: Materials Handout: KWL Chart Spanish Handout: KWL Chart
Lesson Support Students can complete the KWL chart in print or digital formats. The printed KWL chart is this Lesson's Handout, and the digital KWL chart is in the online student notebook. Use student responses to gauge how much additional background information they will need as you progress through the unit. Have students return to the KWL chart at the end of the unit and add the key information they learned.
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History Alive! World Connections Review Guide 15
U N IT 5
A World in Crisis
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Unit: Introducing the Era 20 World War I 21 The Russian Revolution 22 Unrest in the Americas 23 North Africa and the Middle East 24 Revolution and War in Asia 25 The Rise of Facism and Totalitarian States Investigating Primary Sources: How Did “The Cult of Personality” Shape Politics in Russia?
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History Alive! World Connections Review Guide 17
UNIT 5
Introducing the Era The crowd lined the route of the motorcade, eager for a glimpse of their next emperor as he passed by. Archduke Franz Ferdinand, heir to the throne of the Austro-Hungarian Empire, was visiting Sarajevo in Bosnia-Herzegovina, a province in the empire with a large Serbian population. But not everyone gathered that morning of June 28, 1914 had come to cheer the archduke. Seven young men spread along the route had come to assassinate him. Among them was 19-year-old Gavrilo Princip. Princip viewed the archduke’s death as key to freeing the province from Austria-Hungry and joining the neighboring nation of Serbia. The assassination of Archduke Franz Ferdinand, pictured here, ignited tensions in Europe that started World War I.
With a pistol hidden in his coat, Princip stood at the curb and waited for his chance. He heard a loud boom a short distance away. Another of the assassins had thrown a grenade, but it had bounced off of the archduke’s car and exploded in the street. The car sped past Princip’s position, headed to safety at Sarajevo’s city hall. Believing the mission had failed, Princip walked to a nearby deli to buy lunch. When he left the deli, incredibly, he saw the archduke’s car directly in front of him. Ferdinand was headed to the hospital to visit those wounded in the grenade attack. The driver had taken a wrong turn and had stopped to turn around. Princip ran forward, pulled out his gun, and started firing. Both the archduke and his wife Sophie were hit. “It is nothing. It is nothing,” Archduke Ferdinand insisted when asked if he was hurt. But it was not nothing. Within minutes, both the archduke and Sophie were dead. Within weeks, their deaths plunged Europe into war.
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Unit 5
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In this unit, you will learn about how imperialist and nationalist competition among nations led to two devastating World Wars in the first half of the 20th century.
Cultural Interaction Revolutions during World War I installed communism in Russia, and communism’s supporters attempted to spread it to other parts of the world. An extreme form of nationalism arose in Europe between the world wars, resulting in authoritarian governments, suppression of human rights, and threats to world peace.
Political Structures Competition for colonies among the world powers was an underlying cause of World War I. Nationalism within the Austro-Hungarian Empire was the immediate cause of the war. Nationalism after the war soon led to World War II. This war sparked nationalism within the Allies’ empires as colonial peoples who fought against the Axis Powers demanded their freedom.
The United States ended World War II fighting with Japan in 1945 by dropping two atomic bombs, instantly killing over 100,000 people. This photo was taken from the plane that dropped an atomic bomb on the city of Nagasaki.
Economic Structures European nations and Japan sought control over areas that could provide raw materials for their industries and markets for their goods. These efforts caused competition among the imperial powers. Additionally, they caused aggression, expansion, and conflict in Africa and Asia that were contributing factors to World Wars I and II. Social Structures In the first half of the 20th century, specific racial groups faced extreme persecution at the hands of political regimes. The internment and mass genocide of these groups led to the deaths of millions of people during this period.
Human-Environment Interaction The fighting in World War I, from 1914 to 1918, and World War II, from 1939 to 1945, caused massive destruction in Europe and Asia. Cities were destroyed, millions of people were killed, and millions more were displaced from their lands. www.teachtci.com
History Alive! World Connections Review Guide 19 A Wo r l d i n C r i s i s
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Unit Opener
A
WORLD
IN
CRISIS:
HANDOUT
KWL Chart Before you begin this unit, fill out the first two columns by listing things you already know, and things you want to find out, about this topic. Throughout the unit, add details to the last column to show what you have learned. Topic: Know
Want to Know
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Learned
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WORLD
IN
CRISIS:
TOOLKIT Unit Opener
A
Vocabulary Development Chapter ______
Illustrated Dictionary
Follow these steps to create an Illustrated Dictionary for your Key Content Terms. Step 1: Choose a Key Content Term. Step 2: Draw a diagram, word map, or other graphic organizer that shows how the term relates to something you already know or to another key term in this chapter or in a previous chapter. Write the term in bigger or darker letters than you use for any other words. Step 3: Find the definition of each term and summarize its meaning in your own words. Step 4: Write a sentence that uses the term. Step 5: Repeat for all the other Key Content Terms. Sketch/Diagram
In Your Own Words
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In a Sentence
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History Alive! World Connections Review Guide 21
T H E R I S E O F FA S C I S M A N D T O TA L I TA R I A N S TAT E S : L E S S O N G U I D E
Unit: Unit 5 Lesson: The Rise of Fascism and Totalitarian States Title: Complete Lesson Guide
Lesson
Investigation Planning Preview Estimated Time: 30 mins Overview: Students discuss what makes "good" art and compare totalitarian and "degenerate" art. Teacher Prep: N/A Materials: None
Activity Estimated Time: 60 mins Overview: Students play the role of journalists attending an art exhibition and analyze government propaganda posters. Teacher Prep: Set up the "International Fascist Art Exhibition." Place two sets of Placards A-H along classroom walls as shown here.
If your class has fewer than 16 students, use only Placards and Handouts A, C, E, and G during the activity. Materials: See Complete Materials List for materials needed for this module.
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T H E R I S E O F FA S C I S M A N D T O TA L I TA R I A N S TAT E S : L E S S O N G U I D E
Wrap-Up Estimated Time: 30 mins Overview: Students review the information they discovered during the gallery walk. Teacher Prep: N/A Materials: See Complete Materials List for materials needed for this module.
Lesson
Vocabulary Estimated Time: 10 mins Overview: Students complete an interactive vocabulary activity. Teacher Prep: N/A Materials: None
Processing Estimated Time: 30 mins Overview: Students write an article about life under totalitarian rule in Europe during the period between World War I and World War II. Teacher Prep: N/A Materials: None
Investigating Primary Sources Estimated Time: 30 mins Overview: Students create an argument about the role of the "cult of personality" in shaping Russian politics based on primary source documents. Teacher Prep: N/A Materials: None
Complete Materials List For more detailed information on materials needed for this lesson log in to your Teacher Account.(
)
Lesson Handout A-H: Obtaining Information About Totalitarian States in Europe Handout I: Notes on Totalitarian States in Europe Handout J: Completed Notes on Totalitarian States in Europe Interactive Student Notebook Notebook Answer Key Placards A-H: Fascist and Totalitarian Posters
Preview None
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History Alive! World Connections Review Guide  23
T H E R I S E O F FA S C I S M A N D T O TA L I TA R I A N S TAT E S : L E S S O N G U I D E
Activity
Lesson
Handout A-H: Obtaining Information About Totalitarian States in Europe Handout I: Notes on Totalitarian States in Europe Handout J: Completed Notes on Totalitarian States in Europe Placards A-H: Fascist and Totalitarian Posters
Wrap-Up Placards A-H: Fascist and Totalitarian Posters
Vocabulary None
Processing None
Investigating Primary Sources None
SLIDE 1 The Rise of Fascism and Totalitarian States What accounted for the rise of totalitarian states after World War I?
Support Buttons: N/A
SLIDE 2 Allow approximately 190 minutes to complete this lesson. Preview: Students discuss what makes "good" art and compare totalitarian and "degenerate" art. [30 min] Suggested Reading: Introduction–Section 1 Activity: In a Writing for Understanding activity, students play the role of American journalists attending a simulated "International Fascist Art Exhibition" in 1939. Students analyze government propaganda posters and acquire "secret" information from their classmates to learn about fascist and totalitarian states in the interwar period. [60 min] Suggested Reading: Sections 2–5 Wrap-Up: Students review the information they discovered during the gallery walk. [30 min] Suggested Reading: None Vocabulary: Students complete an interactive vocabulary activity. [10 min]
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T H E R I S E O F FA S C I S M A N D T O TA L I TA R I A N S TAT E S : L E S S O N G U I D E Suggested Reading: None Processing: Students write an article about life under totalitarian rule in Europe during the period between World War I and World War II. [30 min] Suggested Reading: Summary Investigating Primary Sources: Students create an argument about the role of the "cult of personality" in shaping Russian politics based on primary source documents. [30 min]
Lesson
Suggested Reading: Investigating Primary Sources
Support Buttons: Differentiating Instruction English Learners Modify the Placards: Consider simplifying the information on the placards or highlighting a few key phrases and sentences so students can focus on the most important facts. Thoroughly explain the role of the teacher as "government leader” before the activity to these particular learners. This will allow students to understand the intent of the activity without being overly confused or frightened by the harsh role of the teacher. If necessary, omit the role-playing completely. Learners Reading and Writing Below Grade Level Print out “Secret” Information: Instead of having students teach each other the “secret” information and record notes on their own, provide copies of the "secret" information on slips of paper. Place stacks of “secret” information below each placard. After students finish taking their notes, they should pick up one of the slips of paper, read it, and then tape or glue it to the back of Student Handout I. You may wish to explicitly model these procedures with students before taking on your role as a “government leader.” Learners with Special Education Needs Modify the Activity: Use the suggestions for Quicker Coverage and for Learners Reading and Writing Below Grade Level to simplify the activity. Before analyzing the art, review the elements of Fascist and Totalitarian Art as a class and identify the one most important word from each characteristic (such as “war” from “glorifies war and military values”). Only require that students write this single word on Student Handout I when they analyze the posters. Advanced Learners Include “Secret Police”: Before class, secretly assign one or two students to act as “secret police” during the activity. Announce to the class that your loyal police will be on the lookout for anyone who shares “unofficial“ or “negative” information during the activity (i.e., the “secret” information on the Student Handouts). Tell your “secret police” to write down the names of the first two students who provide them with “secret” information and give you their names on a slip of paper. Then loudly proclaim that you have discovered “illegal activity.” Call up the “perpetrators” and announce who they are. The result should be an increased tension and level of secrecy during the activity. Continue to check answers and warn students about sharing information, but do not “punish” any other students. Make sure to debrief how students felt during the activity before having students read the Student Text or conducting the Wrap-Up. Be sure to adapt this suggestion for your own classroom, using your own best judgment or school or district guidelines.
Materials Handout A-H: Obtaining Information About Totalitarian States in Europe Handout I: Notes on Totalitarian States in Europe Handout J: Completed Notes on Totalitarian States in Europe Interactive Student Notebook Notebook Answer Key Placards A-H: Fascist and Totalitarian Posters
Objectives In the course of reading this lesson and participating in the classroom activity, students will describe the emergence and characteristics of fascism and totalitarianism. analyze changes in the global balance of military, political, and economic power between World War I and World War II. examine the responses of governments in Nazi Germany and the Soviet Union to the global depression in the 1930s. compare the ideologies, policies, and governing methods of 20th century dictatorial regimes in Nazi Germany, Italy, Spain, and the Soviet Union. explain the roles of Benito Mussolini, Adolf Hitler, Francisco Franco, and Joseph Stalin prior to World War II. www.teachtci.com
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T H E R I S E O F FA S C I S M A N D T O TA L I TA R I A N S TAT E S : L E S S O N G U I D E analyze how art reflects the culture in which it is created.
Enhancing Learning Using Film Please follow school and district guidelines for showing films in the classroom.
Lesson
Triumph of the Will (NR) Leni Riefenstahl directed this Nazi propaganda film, which records the huge 1934 Nazi Party rally at Nuremberg. Clips from this fascinating film can be used to show students what a fascist rally was like and help them understand the mass enthusiasm which fascism generated. Cabaret (PG) This groundbreaking musical created in 1972 is set in 1931 Berlin, during the final years of Germany’s Weimar Republic. The rise of National Socialism and its increasing influence in German society is shown throughout the film. Using Technology Have students use Glogster or other free online software to create a “digital poster” describing one of the totalitarian governments in this lesson. Their digital poster should include: the name of the country and a map of its boundaries after World War I. the name and political party of the country’s leader. images from the country that show the leader and evidence of his policies. a video or audio clip from the Internet. a written answer to the Essential Question:What accounted for the rise of totalitarian states after World War I? For Further Reading The following books offer opportunities to extend the content in this lesson.Fascist Spectacle: The Aesthetics of Power in Mussolini's Italy by Simonetta Falasca-Zamponi (University of California Press, 2000)The Coming of the Third Reichby Richard J. Evans (Penguin Books, 2005)Stalin by Leon Trotsky (Haymarket Books, 2019) Stanford History: Nazi Propaganda http://sheg.stanford.edu/nazi-propaganda From the Stanford History Education Group.On March 12, 1938, the German army moved into Austria to annex the country. To justify the annexation, Hitler called for a public vote on whether the unification should stand. On April 10, 1938, Germans and Austrians voted overwhelmingly in favor of the Anschluss. In this lesson students analyze and compare three different forms of propaganda that influenced the vote – a speech delivered by Hitler, a campaign poster, and a voting ballot.
PREVIEW SLIDE 3 PREVIEW
Support Buttons: Overview Students discuss what makes "good" art and compare totalitarian and "degenerate" art.
SLIDE 4 Get into pairs. In your Interactive Student Notebook, answer the following questions: What is art? How would you describe a "good" piece of art?
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SLIDE 5 Examine these images. Then, discuss the following questions with your partner and answer them your notebook: Are these examples of "good" art? Why or why not?
Lesson Support Click on each image to enlarge it, and give students a few minutes to examine and discuss each one.
SLIDE 6 "Degenerate Art" The artwork you just examined would have been called "degenerate art" by the leaders of Nazi Germany. They were against any art that did not support the ideals of National Socialism. Abstract modern art was seen a sign of the decay of Western civilization.
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SLIDE 7 The Degenerate Art Exhibition shown here was an art show organized by Joseph Goebbels, the Nazi minister of propaganda. It was first held in Munich in 1937, and later in cities throughout Germany. The purpose of the exhibit was to ridicule modern art. The works of major modern artists such as Pablo Picasso and Wassily Kandinsky were exhibited next to the works of institutionalized mental patients to show the Nazi view that modern art was "insane." Many of the works were later destroyed.
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SLIDE 8 Examine these images. Then, discuss the questions with your partner and answer them in your notebook: Are these examples of "good" art? Why or why not? Why might the leaders of Nazi Germany prefer this type of art to the socalled "degenerate art" shown earlier?
Support Buttons: Lesson Support Click on each image to enlarge it, and give students a few minutes to examine and discuss each one.
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SLIDE 9 Fascist and Totalitarian Art Fascism and totalitarianism were mass movements. They attempted to mobilize all citizens in a country to support a political philosophy, such as fascism or socialism, and a government led by an all-powerful dictator.
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Fascist and totalitarian leaders realized that art could be a powerful tool to shape and control citizens' opinions. Because this art had to be distributed to a large number of people, it often appeared in the form of propaganda posters, which could be quickly reproduced in mass quantities.
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SLIDE 10 Propaganda posters were produced in a style that could be easily understood. They were usually designed to appeal to the emotions of the viewer. The common motifs of the posters reflected the values of totalitarian states. These values included the glorification of war, the cult of the absolute ruler, and the celebration of the common people. The ultimate goal of fascist and totalitarian propaganda art was to win the loyalty of the citizenry. In the eyes of these regimes, the value of a work of art lay not in its beauty, but in its ideological correctness.
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SLIDE 11 Read the Introduction in the Student Text. Then, propose some possible answers to the Essential Question for this lesson: What accounted for the rise of totalitarian states after World War I?
Support Buttons: Suggested Reading During Introduction Section 1 - Economic Collapse Leads to Totalitarianism
SLIDE 12 Read Section 1, Economic Collapse Leads to Totalitarianism, in the Student Text. Then, answer the questions in your notebook.
Support Buttons: Suggested Reading During Introduction Section 1 - Economic Collapse Leads to Totalitarianism
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ACTIVITY SLIDE 13 ACTIVITY
Support Buttons: Materials Lesson
Handout A-H: Obtaining Information About Totalitarian States in Europe Handout I: Notes on Totalitarian States in Europe Handout J: Completed Notes on Totalitarian States in Europe Placards A-H: Fascist and Totalitarian Posters
Teacher Prep Set up the "International Fascist Art Exhibition." Place two sets of Placards A-H along classroom walls as shown here. To view this image in more detail, log in to your Teacher Account.
If your class has fewer than 16 students, use only Placards and Handouts A, C, E, and G during the activity.
Overview Students play the role of American journalists attending a simulated "International Fascist Art Exhibition" in 1939. Students analyze government propaganda posters and acquire "secret" information from their classmates to learn about fascist and totalitarian states in the interwar period.
SLIDE 14 During this activity, you will play the role of an American journalist who has been given special permission to attend the "International Fascist Art Exhibition" in 1939. Your goal is to learn about the fascist and totalitarian states in Europe between World War I and World War II. You will use what you learn to write a fascinating article for a news magazine. As an American, you are excited about the opportunity to learn about a different way of life. It is potentially dangerous, however, so you must use discretion while at the exhibit.
Support Buttons: Teacher Prep Planning Tip If you have not done so already, open and print a copy of Handouts A and I. It will help immensely to have those handouts in front of you (or on your computer screen) while planning.
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SLIDE 15 By reviewing official pieces of government art—also known as propaganda— you will learn about the politics, economy, and culture of four European nations during the interwar period: Italy, Germany, Spain, and the Soviet Union.
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You will also talk to your classmates to learn "secret" information about these societies. This information is not approved by the governments of the four countries.
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SLIDE 16 Before viewing the exhibit, you must understand typical elements of propaganda posters used by fascist and totalitarian regimes. This artwork often: celebrates a single, all-powerful leader of the one, ruling party emphasizes the strength of "the people," especially workers and farmers glorifies war and military values such as physical strength, courage, and obedience to authority is representative art, which shows its subject in a way most people can understand uses patriotic and nationalistic themes to rally popular support for the ruling party shows utopian, ideal societies, which were the ultimate goal of European fascist and totalitarian states Let's practice analyzing a propaganda poster from Nazi Germany in the 1930s.
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SLIDE 17 What elements of fascist and totalitarian art do you see in this poster? Celebrates a single, all-powerful leader + Hitler was the sole leader of the Nazi party. Glorifies war and military values + Everyone in the image is in military dress. Hitler clutches his fist in a sign of aggression. Uses patriotic and nationalistic themes + The poster contains flags and swastika armbands, symbols of Nazi Germany. Emphasizes the strength of "the people" + The rows of soldiers represent the strength of the German people. Is representative art + The centrality of Hitler is easily recognizable. Shows utopian, ideal societies + Hitler is bathed in holy light and portrayed as a Christ-like savior figure.
Support Buttons: Lesson Support Modeling How to Analyze a Propaganda Poster
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T H E R I S E O F FA S C I S M A N D T O TA L I TA R I A N S TAT E S : L E S S O N G U I D E Have students brainstorm how all six elements of fascist art could be connected to this poster. Then, click the +/- buttons to reveal the suggested answers. (It is acceptable if students come up with different answers as long as they can justify them.)
SLIDE 18 one page from Handouts A–H: Obtaining Information About Totalitarian States in Europe two copies of Handout I: Notes on Totalitarian States in Europe With your partner, carefully read the steps for the activity explained on your handout. Make sure you read the "secret" information below the line. Do NOT talk about this information right now! What questions do you have about the activity steps?
Support Buttons: Materials Handout A-H: Obtaining Information About Totalitarian States in Europe Handout I: Notes on Totalitarian States in Europe Handout J: Completed Notes on Totalitarian States in Europe Placards A-H: Fascist and Totalitarian Posters
Lesson Support Distributing Handouts Give each pair a copy of one page from Handouts A–H. Give every student a copy of Handout I to take notes on. The letter of each handout corresponds to a placard (A–H). Therefore, each pair will know "secret" information about one of the placards.
SLIDE 19 During this activity, you may only discuss the information that is officially sanctioned by the government— that is, the image and writing on the placards. Any negative information about the government, or other such "subversive nonsense," will not be tolerated!
Support Buttons: Lesson Support Playing Your Role During this activity, play the role of the "government leader." Check student answers but also create an atmosphere of secrecy by chastising students when you hear them sharing the "secret" information on Handouts A–H or saying anything else negative about the pre-World War II governments of Italy, Germany, Spain, or the Soviet Union. Doing this will help students understand the one-sided nature of art and information in totalitarian states. Governments did not tolerate dissent or deviation from party values, and citizens either believed the government or were too scared to say otherwise.
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Get into pairs. Each pair will need:
T H E R I S E O F FA S C I S M A N D T O TA L I TA R I A N S TAT E S : L E S S O N G U I D E
SLIDE 20 Follow these directions to conduct the Gallery Walk: 1. Go to a placard. Analyze the approved government art and information. 2. Identify the country the poster was created in.
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3. Identify two elements of fascist or totalitarian art you see. 4. Explain the message you think the poster is trying to convey. 5. Have your work corrected by your teacher and continue analyzing the remaining posters.
Support Buttons: Materials Handout A-H: Obtaining Information About Totalitarian States in Europe Handout I: Notes on Totalitarian States in Europe Handout J: Completed Notes on Totalitarian States in Europe Placards A-H: Fascist and Totalitarian Posters
SLIDE 21 While you are working, you will hear a speech by Benito Mussolini. It was delivered at a Fascist rally and was broadcast on the radio throughout Italy. Many Italians were inspired by Mussolini's dramatic and emotional speaking style.
Support Buttons: Lesson Support Be sure to play the audio track in the background. (The audio is available on the next slide.) It will create an atmosphere in the classroom in which students can imagine they are living in a repressive totalitarian state. It will also create background noise so students will be able to more easily share their secret information confidentially.The recording (in Italian) is of a speech Mussolini gave on May 14, 1938, in Genoa. The speech is notable in part because it introduced what would become a Fascist slogan: "He who hesitates is lost."
SLIDE 22 Begin your gallery walk. As you examine the posters, keep in mind the following elements of fascist and totalitarian art: Single, all-powerful leader War and military Strength of "the people" Patriotic and nationalistic Utopian and ideal society Representative art
Support Buttons: Lesson Support Conducting the Gallery Walk Allow the speech to play as students move around the "art gallery." PrintHandout J: Completed Notes on Totalitarian
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T H E R I S E O F FA S C I S M A N D T O TA L I TA R I A N S TAT E S : L E S S O N G U I D E States in Europe and check student answers on Handout I as pairs work. Play your role of a "government leader" as described on previous slides. Conducting a "Forced March" For a more structured activity, assign each pair to a starting placard. Then, on your signal, have students rotate to the next placard. Allow students to analyze most of the placards. It is not necessary that every student view every placard because you will debrief all of the placards during the Wrap-Up. If a few students finish particularly early, have them begin reading and taking notes on Sections 2-5.
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SLIDE 23 Read Section 2, Italy Under Mussolini, in the Student Text. Then, answer the questions in your notebook.
Support Buttons: Suggested Reading During Section 2 - Italy Under Mussolini Section 3 - Hitler and Nazi Germany Section 4 - The Spanish Civil War Section 5 - Stalin and the Soviet Union
SLIDE 24 Read Section 3, Hitler and Nazi Germany, in the Student Text. Then, answer the questions in your notebook.
Support Buttons: Suggested Reading During Section 2 - Italy Under Mussolini Section 3 - Hitler and Nazi Germany Section 4 - The Spanish Civil War Section 5 - Stalin and the Soviet Union
SLIDE 25 Read Section 4, The Spanish Civil War, in the Student Text. Then, answer the questions in your notebook.
Support Buttons: Lesson Support Advise students using the print version of the Interactive Student Notebook to skip question 4 in this section. There are only four questions in the online version.
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Stopping the Activity
T H E R I S E O F FA S C I S M A N D T O TA L I TA R I A N S TAT E S : L E S S O N G U I D E Section 3 - Hitler and Nazi Germany Section 4 - The Spanish Civil War Section 5 - Stalin and the Soviet Union
SLIDE 26 Read Section 5, Stalin and the Soviet Union, in the Student Text. Lesson
Then, answer the questions in your notebook.
Support Buttons: Lesson Support Advise students using the print version of the Interactive Student Notebook to skip question 4 in this section. There are only four questions in the online version.
Suggested Reading During Section 2 - Italy Under Mussolini Section 3 - Hitler and Nazi Germany Section 4 - The Spanish Civil War Section 5 - Stalin and the Soviet Union
WRAP-UP SLIDE 27 WRAP-UP
Support Buttons: Overview Students review the information they discovered during the gallery walk.
SLIDE 28 Each pair will now be assigned to one of the propaganda posters from the activity. Review your notes. When your assigned poster appears, explain what you learned—first from the government message in the poster and then from the "secret" information shared by your classmates.
Support Buttons: Materials Placards A-H: Fascist and Totalitarian Posters
SLIDE 29 Placard A: Italy Government Message Secret Information About the Poster
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S u p p o rt B u t t o n s: L esso n Su p p o rt C onducting the W rap-Up When pairs are finished presenting, you may want to have them click the orange buttons next to "Government Message" and "Secret Information" to view some suggested answers. (These answers are also on Handout J.) Alternatively, you can use these slides to quickly debrief all of the content yourself. Lesson
To see the caption for the image, click the button next to "About the Poster."
SLIDE 30 Placard B: Italy Government Message Secret Information About the Poster
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SLIDE 31 Placard C: Nazi Germany Government Message Secret Information About the Poster
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SLIDE 32 Placard D: Nazi Germany Government Message Secret Information About the Poster
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SLIDE 33 Placard E: Spain Government Message Secret Information About the Poster
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SLIDE 34 Placard F: Spain Government Message Secret Information About the Poster
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SLIDE 35 Placard G: Soviet Union Government Message Secret Information About the Poster
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SLIDE 36 Placard H: Soviet Union Government Message Secret Information About the Poster
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SLIDE 37 Discuss these questions as a class: What accounted for the rise of totalitarian states after World War I? How were these totalitarian states similar to and different from one another? What might have been the effect of these totalitarian states on world politics?
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VOCABULARY SLIDE 38 VOCABULARY
Support Buttons: Overview Students complete an interactive vocabulary activity.
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SLIDE 39 Drag each term to its correct definition. Word Bank fascism corporatism propaganda Lesson
coup d'etat totalitarian
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PROCESSING SLIDE 40 PROCESSING
Support Buttons: Overview Students write an article about life under totalitarian rule in Europe during the period between World War I and World War II.
SLIDE 41 Turn to the Processing activity in your Interactive Student Text. Write an article for a news magazine aimed at Americans who are unfamiliar with the details of life in Europe during the period between World War I and World War II. Use your Reading Notes, the information you gathered on Handout I, and the "secret" information you learned from your classmates.
Support Buttons: Suggested Reading During Summary
INVESTIGATING PRIMARY SOURCES SLIDE 42 INVESTIGATING PRIMARY SOURCES "THE CULT OF PERSONALITY" AND POLITICS IN RUSSIA
Support Buttons: Overview Students create an argument about the role of the "cult of personality" in shaping Russian politics based on primary source documents.
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SLIDE 43 What do you know about the "cult of personality" phenomenon? Let’s use primary sources to further explore the effect of the cult of personality on Russian politics. Read Investigating Primary Sources, How Did the "Cult of Personality" Shape Politics in Russia?, in the Student Text. Lesson
Support Buttons: Suggested Reading During Investigating Primary Sources - How Did the “Cult of Personality” Shape Politics in Russia?
SLIDE 44 Go to the Investigating Primary Sources assignment in your notebook. Examine the four primary source documents in the reading. Consider the perspective of each source. What is the view of the creator of each source? How does the creator try to persuade the audience? Write down evidence from each source that helps answer this question: How did the "cult of personality" shape politics in Russia? Use evidence from the primary source documents to make a claim to the above question. Then create an argument that clearly states your claim, includes evidence, and provides explanations to support the claim.
Support Buttons: Suggested Reading During Investigating Primary Sources - How Did the “Cult of Personality” Shape Politics in Russia?
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T H E R I S E O F FA S C I S M A N D TOTA L I TA R I A N S TAT ES: D I F F ER EN T I AT I NG I N S T RU C T I O N
Differentiating Instruction Modify the Placards Consider simplifying the information on the placards or highlighting a few key phrases and sentences so students can focus on the most important facts. Thoroughly explain the role of the teacher as “government leader” before the activity to these particular learners. This will allow students to understand the intent of the activity without being overly confused or frightened by the harsh role of the teacher. If necessary, omit the role-playing completely. Learners Reading and Writing Below Grade Level Print out “Secret” Information Instead of having students teach each other the “secret” information and record notes on their own, provide copies of the “secret” information on slips of paper. Place stacks of “secret” information below each placard. After students finish taking their notes, they should pick up one of the slips of paper, read it, and then tape or glue it to the back of Student Handout I. You may wish to explicitly model these procedures with students before taking on your role as a “government leader.” Learners with Special Education Needs Modify the Activity Use the suggestions for Quicker Coverage and for Learners Reading and Writing Below Grade Level to simplify the activity. Before analyzing the art, review the elements of Fascist and Totalitarian Art as a class and identify the one most important word from each characteristic (such as “war” from “glorifies war and military values”). Only require that students write this single word on Student Handout I when they analyze the posters. Advanced Learners Include “Secret Police” Before class, secretly assign one or two students to act as “secret police” during the activity. Announce to the class that your loyal police will be on the lookout for anyone who shares “unofficial“ or “negative” information during the activity (i.e., the “secret” information on the Student Handouts). Tell your “secret police” to write down the names of the first two students who provide them with “secret” information and give you their names on a slip of paper. Then loudly proclaim that you have discovered “illegal activity.” Call up the “perpetrators” and announce who they are. The result should be an increased tension and level of secrecy during the activity. Continue to check answers and warn students about sharing information, but do not “punish” any other students. Make sure to debrief how students felt during the activity before having students read the Student Text or conducting the Wrap-Up. Be sure to adapt this suggestion for your own classroom, using your own best judgment or school or district guidelines.
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English Learners
LESSON 25 12
Large images capture students’ attention. 40 History Alive! World Connections Review Guide
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Lesson 25
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The Rise of Fascism and Totalitarian States
Vocabulary
What accounted for the rise of totalitarian states after World War I? Essential
Introduction
questions support reading for meaning.
When the United States entered World War I in 1917, President Woodrow Wilson declared, “The world must be made safe for democracy.” However, the end of the war did not bring about this result. The fragile peace that ensued following the war did not engender an environment suitable for democracy. Tensions and resentment lingered among both the war’s winning and losing sides. This resentment was strongest among the Germans, who suffered under the harsh terms set by the Treaty of Versailles. As bitterness continued to fester, nations also struggled to rebuild war-torn economies. As a result, the peace of the 1920s was a troubled one, marked by instability within and between nations. Unrest intensified in the 1930s, as the Great Depression that began in the United States spread around the world. The economic challenges sparked by the Great Depression intensified existing tensions, catalyzing a great call for change. Modeling the rise of communism in the Soviet Union, some European countries formed communist and socialist parties of their own. In response, some countries strengthened their conservative political parties. The increasing turmoil between these emerging political parties led some people to support autocratic leaders who promised order, prosperity, and a better future. To many, the sacrifice of freedom demanded by these leaders seemed a fair price to pay for the seeming stability their control offered. Dictatorships thus developed in countries including Germany, Italy, the Soviet Union, Hungary, Portugal, Poland, and Romania. The Introduction is designed to build background knowledge and prepare readers for Crowds of facist Italians, known as Blackshirts, gather to celebrate the seventh the rest of the lesson. anniversary of Facism in Italy.
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Vocabulary terms are previewed to help students predict and develop understanding of the terms.
facism a political philosophy or totalitarian system marked by strong central authority that places the nation, and often a race, above individual rights and freedoms republican a person who believes in a system of government in which the people exercise power through elected representatives totalitarian a governing system in which a ruling elite holds all power and controls all aspects of society, allowing no opposition and often maintaining power with the use of terror and secret police corporatism the organization of a society into industrial and professional corporations that exercise control over individuals subject to them and serve as units of political representation coup d’etat a sudden, violent overthrow of an existing government by a small group
Online: Reading support is built into the Student Text online. Students can use the text-to-audio tool, highlight the main ideas, and add notes to the text.
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1. Economic Collapse Leads to Totalitarianism The lesson is divided into clearly defined sections to make the content easier to understand.
The Great Depression began in the United States in 1929, but it quickly spread to nations around the world. By 1930, nearly every country in the world was feeling its impact, although some regions of the world were affected more than others. The economic downturn in each country could be measured by many factors, such as unemployment and low production rates. As the demand for goods dropped, production slowed and factories shut down, leaving many people without jobs. In the United States, industrial production dropped by 47 percent at the peak of the Depression. Wholesale prices also deflated, or dropped, by 33 percent. Production rates in Germany, France, the United Kingdom, Poland, and Canada dropped by as much as 46 percent. As economic collapses rippled throughout the world, global trade suffered greatly. Total world import and export volume decreased by 30 percent.
Representative Willis Hawley (left) and Senator Reed Smoot (right) cosponsored the Smoot-Hawley Tariff Act, formally the United States Tariff Act of 1930. This act would prompt other governments to adopt similar tariff policies, leading to a decrease in overall global trade.
Nation States React to the Great Depression Some nations tried to strengthen their own economies by restricting free and open trade with other countries. Many did this by raising tariffs. In the United States, the Smoot-Hawley Act Tariff imposed import duties on agricultural products that were meant to protect U.S. farmers from international competition. Other countries, such as Canada, imposed similar restrictions in retaliation, and the result was decreased trade among nations. Nations that depended on these agricultural products were most deeply affected by these tariffs. Other countries also enacted tariffs that closed them off to international trade. This sparked more tariffs by other countries. Although nations were attempting to protect the resources that they had, as well as domestic product sales and the the number of available jobs, they ultimately increased the severeness of the Great Depression. The capitalist market system that had caused the Great Depression was now collapsing, leaving people to question their current form of government and its ability to protect its economy and citizens. Labor union memberships more than doubled during this time. Marxism increased in popularity as people became more and more disillusioned. Some countries looked to a strong, autocratic leader to solve their problems.
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Lesson 25
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2. Italy Under Mussolini Italy took a position of neutrality when World War I began. However, secret and sometimes vague offers of territory in Europe, Africa, and Asia Minor lured Italy to join the Allies against the Central Powers in 1915. The war proved highly unpopular among Italian troops, who were mostly peasants forced to fight for a cause they did not understand. Thousands of factory workers at home, compelled to work under military discipline, also opposed the war. By war’s end, bread riots, strikes, and other antiwar protests required troops to restore order. In addition, the peace settlement gave Italy less territory than Italian leaders expected. Post-War Problems and Unrest Italy’s small gains from the war came at great cost. Some 600,000 Italians were killed and another 950,000 were wounded. Money the government had printed to pay for the war caused disastrous inflation. By 1920, the lira, then Italy’s unit of currency, was worth only one-sixth as much as its value before the war. As a result, prices soared and peoples’ savings lost value. Meanwhile, unemployment rose as the government cancelled orders for wartime goods. Adding to the economic crisis, jobless workers had to compete with returning soldiers for available work. Strikes became widespread as unions demanded higher wages. Food shortages developed as farm workers went on strike. Other strikes paralyzed railroads and mail delivery. Massive rioting and industrial strikes plagued many of Italy’s urban regions. In rural areas, peasants seized land from large landowners. Socialists and radical Catholic reformers led much of this unrest, even though the two groups opposed and distrusted each other. By 1920, the Socialist Party held the largest number of seats in Italy’s parliament. Catholic reformers had also formed a political party, known as the Popular Party. Together, the two parties controlled the national government and almost half of Italy’s city governments. In response, some socialists called for a revolution like the 1917 Bolshevik Revolution in Russia. In 1921, radical members of the Italian Socialist Party formed the Italian Communist Party.
In this 1918 Italian poster, a woman representing Italy guides a returning soldier toward the factories. The slogan on the poster states, “Work, the new duty.” However, the prospects for employment after the war were dismal for both unemployed workers and war veterans.
Diagrams, graphs, and visuals embedded throughout the lesson allow students to visualize and understand concepts.
Many Italians were greatly alarmed by these developments. Groups of war veterans, nationalists, students, and others attacked socialist reformers, destroyed socialist newspapers and labor union offices, and broke up strikes. Wealthy landowners and industrialists, who opposed socialism, gave money to help these groups operate. A war veteran and former socialist named Benito Mussolini led one of these right-wing antisocialist groups. www.teachtci.com
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The Rise of Mussolini After holding various jobs, including two as a schoolteacher, Mussolini became the editor of Italy’s leading socialist newspaper in 1912. However, he resigned from this job after deciding to support Italy’s entrance into World War I. He was then expelled from the Socialist Party. Others who supported his pro-war views gave him the money to start a newspaper, Il Popolo d’Italia, “The People of Italy”. After he was wounded in the war, Mussolini returned to his newspaper. Claiming to speak for soldiers and workers, he used the newspaper to attack socialists as unpatriotic traitors. He suggested that a dictator would manage Italy’s social and economic problems effectively. In early 1919, Mussolini organized a new political movement. At first, his followers numbered fewer than 200. They were a mix of war veterans, former socialists, revolutionaries, and other discontented persons. Mussolini called them the fascio di combattimento, the “fighting band.” The name arose from the fasces—bundles of birch rods bound with strips of leather—that were symbols of authority in ancient Rome. These symbols illustrated the idea of strength through unity and gave the term fascism its name.
Benito Mussolini ruled Italy as Prime Minister from 1922 to 1943. He was able to garner and maintain support through his passionate—albeit factually inaccurate—speeches and dramatic gesticulations.
Subsection titles help break up the text, allowing students to focus on one topic at a time.
Mussolini’s group was based in Milan, a city in northern Italy. Similar groups arose in other cities. These groups operated independently, but they took their inspiration from the ideas, words, and actions of Benito Mussolini. Each group included “action squads” that patrolled their cities, attacking organizations of socialists, communists, republicans, Catholics, and trade unionists. These armed bands soon controlled many rural areas as well. They were named the Blackshirts after the distinctive shirts they wore as part of their uniform. Mussolini organized his followers into a formal political party in 1921. Surrounded by black-shirted supporters, he inspired crowds at fascist rallies with his grand gestures and dramatic speaking style. His facts were often wrong and his attacks often misdirected, but crowds became caught up in the anger, strength, and resolve he projected. Backed by industrialists, large landowners, shopkeepers, and other members of the urban middle class, the number of fascists grew from less than 1,000 in 1920 to more than 250,000 by mid-1922. Fascists captured 35 seats in Italy’s parliament in the 1921 elections and became part of the ruling coalition. Mussolini Takes Power Mussolini had little respect for Italy’s democratic government, which he regarded as weak and ineffective. When remaining members of the trade-union movement called for a general strike in the summer of 1922, Mussolini announced that if the government didn’t stop the strike, he would. Mussolini’s party mobilized and ended the strike, granting them more power in the government. At a rally of 40,000 party members in October 1922, he declared, “Either the government will be given to us, or we will seize it by marching on Rome.”
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A few days later, as 25,000 Blackshirts marched toward Rome, Italy’s prime minister prepared to call out the army to crush them. However, the king, fearing an army revolt or civil war, appointed Mussolini prime minister and asked him to form a new government. For the next 18 months, Mussolini headed a coalition government while he gradually concentrated power in his own hands. He made the Blackshirts Italy’s national militia, and pushed a law through the legislature that allowed the Fascists to secure a parliament majority in 1924. When the leader of the Socialist Party declared that the elections were a fraud, he was murdered by a fascist with connections to Mussolini’s government. The opposition parties quit parliament in protest. With the opposition gone, Mussolini began reshaping Italy into a totalitarian state. A law passed by the Fascist parliament in December 1925 effectively made him a dictator, and he took the title of Il Duce, “the Leader”.
Social studies and academic vocabulary terms are bolded in blue and black.
Only the Catholic Church, headquartered at the Vatican in Rome, remained free of Fascist rule. Mussolini cleverly gained the Church’s cooperation in 1929 by signing a treaty with the Pope. The treaty made Vatican City an independent state. It also recognized marriage laws of the Catholic Church as Italian state law and allowed the Church to provide religious education in Italian schools. Catholic officials were persuaded to accept Fascist rule in order to preserve these benefits. Life Under Fascist Rule “Fascism denies that the majority, by the simple fact that it is a majority, can direct human society,” Mussolini declared. “[I]t denies that numbers alone can govern by means of a periodical consultation”—that is, elections. Thus, elections were abolished. Local mayors and town councils were replaced by appointed officials. Opposition parties and labor unions were dissolved, and fascists killed some of their leaders.
This image depicts the signing of the Lateran Treaty in 1929. This treaty, signed by Cardinal Gasparri and Mussolini, declared Vatican City as an independent state and compelled the Pope to align with fascism.
“[A]ll individuals or groups are relative, only to be conceived of in their relation to the State,” Mussolini wrote to explain fascism in 1932. This part of fascist philosophy meant an end to basic individual rights and freedoms. Freedom of speech and the right to assemble disappeared. The press was tightly censored, as were two new forms of media—motion pictures and radio. Slogans such as “Mussolini is always right” and “Believe! Obey! Fight!” covered public buildings and schools. New textbooks reflecting fascism appeared in classrooms. Parents were strongly pressured to enroll their children in fascist youth groups. Control was carried out by the army and police—and through a huge network of spies and secret police. Special courts were set up to try anyone who opposed fascism or Il Duce. Thousands of Italians were imprisoned or sent to live on remote islands. www.teachtci.com
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Mussolini also sought to control many aspects of day-to-day life, including education and religion. He dictated what was taught in schools. He wanted to create a new generation of strong combat soldiers, so schools taught youth that men should become fierce soldiers while women should get married and have children. Mussolini also created after-school youth programs for boys which taught the overall message that fighting and combat were natural for boys.
Narrative style keeps students engaged throughout the reading.
When it came to religion, Mussolini worked with the Catholic Church rather than against it. He made the Catholic faith the state religion and encouraged Catholic Church policies that suited his own personal beliefs, such as traditional gender roles and the rejection of contraception and divorce. Mussolini also became increasingly antiSemitic, largely due to Hitler’s influence. In the late 1930s, he banned Jews from performing certain occupations, and when Germany later occupied parts of Italy, Mussolini allowed them to deport about 20 percent of Italy’s Jewish population. Mussolini’s influence extended into all aspects of life in Italy. His desire to control the culture and thought of Italians, especially during World War II, led to the creation of the Ministry of Press and Propaganda, headed by Dino Alfieri. The ministry chose which books could be published, which articles could appear in newspapers, and what films could be shown. Artists and intellectuals were not able to express themselves freely. Mussolini’s influence also affected the architecture of the time. Wanting to modernize the country, Mussolini’s desire was for modern structures of steel, concrete, and glass. This architecture became known as the Rational Architecture Movement. Many Italians, especially among the middle class, accepted these changes. Tired of strikes, riots, and other chaos, they were willing to submit to dictatorship if Mussolini could restore order and economic prosperity in Italy.
Mussolini’s government dictated what students were taught. Often these messages were attempts to reinforce traditional gender roles. In this photo, third grade students in Italy are dressed in fascist uniforms.
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The Corporate State In 1926, Mussolini began to manage Italy’s economy according to a principle called corporatism. The workers in an industry became part of a governmentsupervised organization called a corporation. The industry’s employers also had a corporation. In 1934, a government decree joined these groups to create corporations of both workers and owners for 22 major industries. The businesses in these corporations remained privately owned. However, within each corporation, representatives of workers, owners, and the government set prices, wages, and work hours. This program helped Italy develop modern and efficient steel, power, chemical, and other industries, which helped the nation weather the Great Depression. The huge public works programs Mussolini launched in the 1930s also helped Italy combat the Depression. Thousands of unemployed workers found jobs building roads, draining swamps, and building new towns on the reclaimed land.
Here, Adolf Hitler and Mussolini inspect the Blackshirts. Both men presided over fascist governments, and both resented other European countries. This led the two dictators to form an alliance under the Pact of Steel in 1939.
Mussolini’s social and economic programs won him the admiration of those who had become disappointed in liberalism and democracy. Many hailed him as a genius for his success in transforming his divided and demoralized nation. By the late 1930s, however, his foreign policy was causing many people in Italy and elsewhere to change these glowing opinions. Mussolini’s Foreign Policy Mussolini was among those who felt betrayed by the Allies when they divided the German and Ottoman empires after World War I. Italy was largely denied any new territories in Africa and the Middle East. Mussolini told Italians that he would rectify this disappointment and restore Italy to the glory days of the ancient Roman Empire. He began to fulfill this pledge by invading the East African nation of Ethiopia in 1935. In Ethiopia, the Italian army acted with great brutality. They carried out massacres and used poison gas, which horrified the rest of Europe. Mussolini’s aid to fascist forces in Spain’s civil war cost him even more international support and began to spark opposition at home. As other European leaders turned on Mussolini, he drew closer to another fascist dictator—Germany’s Adolf Hitler. In 1939, Mussolini allied Italy with Germany in a treaty called the Pact of Steel—an alliance that led to Italy’s disastrous involvement in World War II. Military disaster in World War II eventually led to Mussolini’s overthrow in 1943 and his death at the hands of the Italian people in 1945. www.teachtci.com
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3. Hitler and Nazi Germany As Italy moved toward fascism after World War I, Germany moved toward democracy—at first. In November 1918, two days before Germany’s surrender in World War I, the German emperor fled the country and German leaders formed a republic. A National Assembly met in early 1919 in the city of Weimar to write a new constitution. The constitution that emerged was remarkably democratic. The head of government would not be a monarch, but a president elected by the people. Women gained the right to vote—a right that did not yet exist in the United States. Finally, the constitution granted everyone, including radicals who opposed democracy, the right to spread their views. The new government of Germany was called the Weimar Republic, after the city where the new constitution had been written. Even after the government relocated to Germany’s capital, Berlin, in the spring of 1920, the name stuck.
Increasing discontent among the Germans led to instability in the Weimar Republic and inspired the formation of radical groups such as the Freikorps. This German poster asks men with weapons to join the Freikorps in order to protect the “Fatherland,” or Germany.
Instability and Unrest The Weimar Republic faced difficulties from the outset. One great problem it faced resulted from some of the Republic’s leaders signing the despised Treaty of Versailles in June 1919. The treaty stripped Germany of its overseas empire and took territory from Germany itself. It forced Germany to sign a “war guilt” clause, in which Germany had to accept responsibility for starting the war. It also required Germany to pay billions of dollars in reparations for the harm the war had caused. Many Germans viewed the leaders who signed the treaty as traitors. Some began to question if the leaders of the Weimar Republic were responsible for Germany’s defeat on the battlefield as well. These attitudes undermined the political legitimacy of the Weimar Republic. In addition to facing enormous payments for war damages, Germany suffered other hardships after the war. Peace did not bring a return to economic prosperity. Food shortages continued and unemployment rates remained high. The country was racked by strikes, street violence, and threats of revolution. Organized armed groups known as Freikorps were formed. Led by former army officers, these groups included ex-soldiers, unemployed workers, and general malcontents. Most were intensely nationalistic and radically right-wing. In March 1920, one of these bands briefly seized control of the government, hoping to restore the monarchy. This coup d’etat collapsed when communists and socialists called a general strike that paralyzed Berlin. German discontent with the Weimar Republic was demonstrated when in the first elections, held in June 1920, the Weimar government lost its majority. More than 25 percent of the members elected to the Reichstag, Germany’s parliament, wanted to abolish the constitution. No group held a majority of the seats in the Reichstag again.
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A series of unstable political coalitions attempted to rule. More than a dozen coalition governments were formed by 1930. However, none of them were able to take effective action on major problems. Trying to stimulate the economy, win public support, and manage Germany’s massive war debt, the German government printed huge amounts of money. Runaway inflation resulted. In 1920, a U.S. dollar was worth 40 German marks. Two years later, it was equal to 18,000 marks. By mid-1923, the mark was losing value with astonishing speed. By the end of 1923, inflation had spiraled so out of control that one U.S. dollar equaled 4.2 trillion German marks. Wheelbarrows were needed to carry enough money to pay for daily purchases. A lifetime’s worth of savings could no longer even buy the most basic necessities. The finances of people living on fixed incomes were utterly devastated. The chaos caused by out of control inflation inspired radicalism in various political groups. Communists saw the opportunity for a Bolshevik-style revolution. Freikorps forces put down left-wing revolts throughout Germany. In Munich, Adolf Hitler, the leader of the rightwing National Socialist German Workers’ Party, also saw opportunity in the unrest caused by the economic crisis. Hitler and the Nazis Like Mussolini, Hitler served in World War I. He was born and raised in Austria but moved to Munich, Germany, in 1913. After the war broke out, he volunteered for the German army. He was wounded in 1918, and was recovering in a hospital when Germany surrendered. Hitler was disappointed and enraged over the war’s outcome. He viewed the German leaders who signed the surrender and the Treaty of Versailles as criminals.
In an attempt to boost the German economy, the government began printing more money. However, the excessive amount of bills made the German mark practically worthless. Instead of spending money on necessities, this woman finds the paper currency more useful as fuel for a stove.
After his discharge from the hospital, Hitler returned to Munich in 1919. He soon joined the small, right-wing German Workers’ Party, which had been founded in the city earlier that year. In 1920, the party changed its name to the National Socialist German Workers’ Party, also known as the Nazi Party. The word Nazi was derived from the German words for National Socialist, National-Sozialistische. Hitler worked to increase party membership. Munich was home to large numbers of unhappy war veterans and people who opposed the Weimar Republic. Some 30,000 Freikorps members lived in the region. Hitler brought many of them into the party. The Nazis rewarded his efforts by making him their leader in 1921. One of his first acts was to form the party’s Freikorps members into a private army. They became known as the SA, from the German term Sturmabteilung, which means “Assault Division.” They were also called Sturmtruppen, “Storm Troopers,” or Braunhemden, “Brownshirts,” for the uniform they wore. Like Mussolini’s Blackshirts, they provided security at rallies, marched in parades, and terrorized communists and other enemies of the party. www.teachtci.com
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Hitler also created a 25-point platform for the Nazi Party. It called for Germany’s rejection of the Treaty of Versailles and the expansion of German territory to include all German-speaking peoples. Other goals included the denial of citizenship and political power to those who the Nazis did not consider ethnically German—especially Jews. Hitler proclaimed that Germans were superior to all other people and that Germany’s problems were the fault of its two greatest enemies: communists and Jews. He condemned the Weimar government for failing to solve Germany’s problems and pledged to restore Germany to greatness by creating a Third Reich— a third German Empire to replace the one stripped by the Allies. This message appealed to many unemployed ex-soldiers, small farmers, and members of the lower middle class. By 1923, the Nazi Party had about 55,000 members. Hitler decided that it was time to take action. In November 1923, a force of Brownshirts and other Nazi supporters tried to seize the Bavarian state government in Munich. Hitler expected that other groups also agitating against the Weimar government would support him. They did not, and the coup failed following a gun battle with police. Hitler was arrested and jailed for nine months. He used this time to write a book, Mein Kampf, “My Struggle,” which outlined his plans for restoring Germany to greatness.
Hitler’s promise to restore Germany’s greatness and his claim that Germans were superior to all other people appealed to discontented citizens. By 1923, Hitler felt confident enough to stage a coup against the Weimar government. The coup was unsuccessful and resulted in Hitler’s arrest.
Hitler’s Rise to Power After his release from prison in 1924, Hitler worked to rebuild the Nazi Party. He decided to take power through legal means. He organized a national party able to gain power through elections and used propaganda to attract mass support. Nazi groups soon sprang up throughout Germany. By 1928, party membership exceeded 100,000. However, in that year’s Reichstag elections, only 12 Nazis were elected to the 463-member parliament. Four years later, the Great Depression changed the landscape of German politics. After the American stock market crashed in late 1929, American loans that Germany depended upon stopped coming. Unemployment rose from 8.5 percent in 1929 to 30 percent by 1932. Industrial production was cut nearly in half and German exports fell by two-thirds. Banks failed and credit dried up. As farmers went bankrupt, food shortages reappeared. The Nazis launched an intense propaganda campaign. The campaign emphasized a message that would appeal to unemployed workers, farmers, and young people eager to support the ideals of German nationalism. The Nazis said that the Treaty of Versailles, the Weimar government, communists, and Jews were responsible for the economic crisis. They promised to restore order, prosperity, and national pride to Germany. The Nazi message also appealed to middle-class Germans who were affected by the Depression or had lost status during the 1920s. By the end of 1932, the party had more than 1.4 million members.
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The desperate times made voters more willing to accept the Nazis’ extreme views. In the 1930 elections, the number of Nazis in the Reichstag jumped from 12 to 107. In 1932, the number reached 230. Although not a majority, the Nazis were by far the largest party in parliament. In January 1933, the republic’s president, Paul von Hindenburg, reluctantly appointed Hitler as chancellor—the top position in the cabinet. Hitler in Control Once in power, Hitler moved quickly to end the republic and create a fascist totalitarian state. In March 1933, the Reichstag building was destroyed by fire. Hitler blamed the Communists and convinced President Hindenburg to authorize the Brownshirts to crush them. He also convinced the Reichstag to pass a law that gave him control over emergency powers. Hitler used this law to bring Germany totally under Nazi control. All other political parties were banned. Nazis were appointed to head all state and local governments. Labor unions were dissolved and replaced with Nazi organizations. After Hindenburg died in August 1934, Hitler combined the offices of president and chancellor and took the title of Führer, “Leader.” Hitler also crushed all possible rivals, even those within the Nazi Party. During one night in June 1934, he had the head of the SA and many other SA commanders killed. Political opponents outside the party were also murdered. Hitler turned to the SS, short for “Schutzstaffel,” or “Protective Echelon”—elite troops who pledged personal loyalty to the Fuhrer—to be his private army. The SS was responsible for Germany’s internal security. Some units acted as police and rounded up people who the Nazis considered to be enemies of the state. Arrests, which at first focused on communists and socialists, soon extended to other groups, including Jews. The SS was aided by the Gestapo, Nazi Germany’s secret police. Gestapo officers used torture, terror, and other brutal methods to gain information.
Many early members of the Nazi party were former soldiers who had served in World War I, so the Nazi movement was militaristic in style. This Nazi campaign poster from 1932 makes an appeal for votes using the imagery of war, although Germany was at peace. It states, “We are making sacrifices for the new Germany.”
The Nazis gradually took control of all phases of German life. Most Germans supported Nazi rule, or at least accepted it. They were tired of the instability and unrest that characterized the Weimar Republic. Many welcomed the strong and seemingly effective government the Nazis provided. Unemployment fell as jobless Germans went to work on huge public-works projects. Many found work in weapons factories as Hitler prepared to restore Germany’s military power. Many Germans who opposed Nazi rule fled the country. Most of the rest were frightened into silence, hoping that Hitler would eventually be overthrown. The Campaign Against Jews and Other Populations Hitler outlined his intensely anti-Semitic views in Mein Kampf. He wrote that Jews were “a parasite within the nation” and “a menace.” Within days of taking control, Hitler began his campaign against German Jews. www.teachtci.com
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This campaign started with Brownshirt attacks on Jewish communities across Germany. The police did not stop the attacks. Violence against Jewish businesses and their employees caused many of them to close down. SA and SS members put up signs warning the public not to enter stores owned by Jews. Eventually, all Jewish businesses had to display signs indicating their Jewish ownership.
During the Kristallnacht attacks, Nazis destroyed Jewish businesses, burned down synagogues, and subjected Jews to public shaming. In this photo, three Jewish women are forced to sit before a crowd wearing signs that read, “I have been excluded from the national community.” Nazis believed JewishGerman citizens could never be true “Germans.”
After Hitler came to power, he passed laws that increasingly persecuted Jewish-German citizens and stripped them of their rights. The Nazis tried to eliminate Jews from Germany’s economy by limiting their ability to work. In April 1933, all Jews in government jobs were forced to resign. In January 1934, they were banned from working for any non-Jewish business. They were also banned from farming. Their land was seized and turned over to nonJewish farmers. Limits were set on the number of Jews who could teach in schools or practice medicine or law. Jewish communities set up organizations to help the unemployed. In 1935, the Nazis passed the Nuremberg Laws, a series of laws that made Jewish persecution in Nazi Germany official. These laws, which were based on flawed, pseudoscientific theories about race, defined who would be considered a German citizen and stripped all Jews of their citizenship rights, including the right to hold a German passport and vote. They also made it illegal for German citizens to marry Jews. The Nazis passed more than 400 decrees and regulations designed to remove Jews from Germany’s political, economic, and cultural life. The increasing persecution of Jews turned violent on November 9-10, 1938, in an event known as Kristallnacht, or the “night of broken glass.” On this night, Nazis set fire to over 267 synagogues, vandalized and destroyed Jewish properties, including their homes, schools, and businesses, and murdered almost 100 Jews. In the aftermath of Kristallnacht, Nazis arrested approximately 30,000 Jewish men and sent them to concentration camps. Thousands of Jews fled Germany after Hitler came to power, even though they were required to leave all of their money behind. Legal emigration stopped in October 1938 when all Jews were forced to turn in their passports. In early 1939, Hitler stated that war would mean the “extermination of the Jewish race in Europe.” The outbreak of World War II in September 1939 set Hitler’s genocidal plan into motion.
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4. The Spanish Civil War Despite Spain being neutral in World War I, the early decades of the 20th century were marked by war. As a result, Spain suffered from much of the same unrest that plagued Italy and Germany in the post-war years. Morocco became a French and Spanish protectorate in 1912. Moroccan tribes, collectively known as the Rif, resisted Spanish rule. Spain sent troops to conquer the Rif, but after six years of war, only one-fourth of the Spanish protectorate had been brought under Spanish control. Meanwhile, in Spain, the war grew increasingly unpopular. Strikes and political unrest spread disorder throughout Spain. Spain’s king, Alfonso XIII, and parliament seemed incapable of either restoring order or winning the war. In 1919, the Spanish government authorized the protectorate’s high commissioner to step up efforts to bring more of the protectorate under Spanish control. The offensive led to a series of guerrilla attacks. One general decided to abandon the frontline, and the evacuation of panicked Spanish troops resulted in a military disaster. Between 8,000 and 10,000 Spanish soldiers were killed. Taking advantage of the ongoing political unrest, General Miguel Primo de Rivera led a coup that toppled the government in 1923. Although the king remained on the throne, Primo de Rivera dissolved the parliament and ruled as a dictator. The army, with support from conservatives wanting social order, kept him in power. Primo de Rivera brought the Moroccan War to a successful end in 1926. Primo de Rivera’s economic policies and public works programs benefitted Spain and reduced unemployment. By 1930, however, he had lost the support of the army and was forced to resign. King Alfonso XIII’s years of cooperation with a dictator had also cost him public support. A year later, he, too, stepped down, and Spain became a republic. The Spanish Republic A left-wing government was elected in 1931. Its main support came from the working class. Government leaders pledged to convert Spain to socialism through the democratic process. They began a series of land and labor reforms and weakened the power of the Catholic Church by putting education under state control. However, the left became divided over the rate of change. This split allowed a rightwing government supported by wealthy Spaniards and the Church to be elected in 1933. The new government reversed the reforms. Revolts broke out across Spain, which authorities quickly suppressed.
General Miguel Primo de Rivera (front left) toppled the Spanish government in 1923 and ruled as a dictator. He was supported by the army and the Spanish King Alfonso XIII (front right), who remained on the throne.
The left-wing parties united into a coalition called the Popular Front, hoping to regain control of the government. The other parties formed an opposing coalition called the National Bloc. One of its members was the Falange, a new party inspired by Italian fascism. When the Popular Front won the 1936 elections, riots and other unrest followed. The National Bloc begged the army to save Spain from socialism and communism. www.teachtci.com
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Civil War and the End of the Republic In July 1936, army units in Spain rose in revolt. They were joined by General Francisco Franco, commander of the Spanish army in Morocco. Franco moved troops across the Strait of Gibraltar and invaded southeastern Spain. Another rebel general seized parts of the north. The rebels chose Franco, a hero of the Moroccan War, as their leader. Backed by the Falange, he set up a government in the northern city of Burgos. It was a fascist military dictatorship in which Franco assumed the title of El Caudillo, “The Leader.” The rebel government ruled only part of the country. The Popular Front remained in power in other regions, including many of Spain’s cities. In some places, militias of workers armed by the Popular Front helped army troops overthrow their upper-class officers. These troops remained loyal to the left-wing government. A bloody, three-year civil war followed as each government tried to win control over Spain. Supporters of the Popular Front, the republic’s elected government, took the name Republicans. The rebels called themselves Nationalists. Captions reinforce main ideas and provide further context for the images.
Pablo Picasso created his 1937 painting, Guernica, in response to the brutal destruction of the Spanish town of Guernica by the Nationalist forces. The Nationalists were aided by fellow fascists Hitler and Mussolini, and Guernica was bombed by Italian and German warplanes. The painting has become a symbol of the violence and tragedy of war.
Because the Nationalists included members of the fascist Falange party, the Nationalists received aid from Hitler and Mussolini. Italy sent 75,000 troops while Hitler provided warplanes and pilots. Both also supplied tanks and artillery, as well as soldiers to operate them. The Republicans were aided by some 60,000 anti-fascists, republicans, communists, and other volunteers from foreign nations. About 40,000 of these foreigners fought in what were called the International Brigades, largely under communist commanders. The Soviet Union supplied the Republicans with tanks and aircraft. Both sides used harsh methods to control unrest in the regions they ruled. However, the Nationalists were especially brutal. They pursued a deliberate policy of terror. Franco used his German air force to bomb Madrid and other population centers. In the end, his army’s superiority exhausted the Republican forces. In March 1939, the Nationalists finally seized Madrid. By that time, the Republican government and some 500,000 soldiers and civilians had fled across the border into France. Franco’s Spain Peace did not end the Nationalist terror. For years afterward, Franco continued to rule using the emergency powers he gained during the war. After World War II, world opinion labeled him the “last surviving fascist dictator” and Spain remained largely isolated by the world community. Although he loosened his hold on power slightly in his final years, his dictatorship continued until his death in 1975.
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5. Stalin and the Soviet Union Vladimir Lenin’s death in 1924 set off a power struggle for leadership of the Soviet Union. Joseph Stalin eventually won this struggle. By 1929, he had gained control of both the Communist Party and the Soviet state. Stalin’s Rise to Power Unlike most Communist leaders, Stalin was not a Russian. He was born Ioseb Dzhugashvili and raised in Georgia, a region north of Turkey on the Black Sea that Russia had long controlled. He learned Russian in school and always spoke it with a distinct Georgian accent. After being expelled from school in 1899, he got involved with radicals who were working to overthrow Russia’s czar. He joined the Social Democrats. When they split in 1903, he sided with the Bolsheviks and became a devoted follower of Lenin. By 1912, Stalin had been arrested six times for revolutionary activity. He had also changed his surname to Stalin—derived from stal, the Russian word for “steel.” In 1912, Lenin appointed him to a leadership position on the Bolshevik Party’s Central Committee. Stalin was arrested again in 1913 and exiled to Siberia. When he was allowed to return in 1917, he did not go back to Georgia. Instead, he went to Petrograd, Russia’s capital, where Czar Nicholas II had just been overthrown. Stalin played a major part in the October Revolution later that year that finally brought the Bolsheviks to power, and in the civil war that followed.
Joseph Stalin (right) was a devoted follower of Lenin (left). In 1922, when this picture was taken, he became the secretary general of the Central Committee of the Bolshevik Party. He used this position to outmaneuver his rivals and establish totalitarian rule in the Soviet Union.
In 1922, Stalin became the Central Committee’s secretary general— the head of the branch that handled the party’s daily operations. Other top Communists thought his job, with all its paperwork, was routine and boring. However, Stalin used it to influence the membership of important committees and appointments to key party positions. These tactics allowed him to build support in the party while weakening Lenin’s expected successor, Leon Trotsky. After Lenin’s death, Stalin allied with two other top Communists to remove Trotsky from party leadership in 1925. He then formed another alliance to oust these allies. When he was strong enough, he used his position as secretary general to remove this second set of allies as well. Trotsky went into exile in Mexico in 1929, where Stalin had him murdered in 1940. The Soviet Economy Stalin continued to support the Comintern, the organization Lenin created to encourage communist revolutions around the world. However, Stalin’s main goal was to make the Soviet Union a strong, modern, industrial nation. He replaced Lenin’s New Economic Policy (NEP) with another approach to the economy. He set production goals for a five-year period. This policy meant a return to war communism—the command economy that had followed the 1917 revolution. www.teachtci.com
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The First Five-Year Plan focused on industry and agriculture. The authorities seized the small businesses that Lenin had allowed under the NEP. Rural peasants were forced to merge their lands to create large, state-owned farms called “collectives.” Those who resisted faced attack by Russian troops. Thousands of peasants were arrested by Stalin’s “political police” and executed or worked to death in concentration camps in Siberia. By 1932, Soviet society and the economy were under great strain. Most industries were failing to meet their goals. Agricultural production was down, and production quotas were set unrealistically high. In the Ukraine, foodstuffs were taken by government agents to meet the quotas, leaving too little food to support the population. More than six million Ukrainians died from starvation between 1932 and 1933.
Stalin’s First Five-Year Plan focused on modernizing and industrializing agriculture. This 1932 propaganda poster shows a farmer with a brandnew tractor and asks, “Are you ready for the spring sowing?” Despite lofty goals, Soviet agricultural production failed to meet the basic needs of the population, creating famine in the Ukraine.
Online: Review terms and definitions with the Online Tutorial, Vocabulary Cards, or the Student Text. Then, as a class, complete the Vocabulary activity in the Lesson Guide.
Nevertheless, Stalin announced that the First Five-Year Plan had met its goals and ended it a year early. He launched the Second Five-Year Plan in 1933. That plan focused on producing goods for the people. Its goals were more realistic and industrial output increased. In 1938, the Third Five-Year Plan shifted emphasis to weapons production, as Hitler pushed Europe closer to war. Stalin’s economic policies succeeded in creating an industrial economy. However, Soviet agriculture did not recover under these policies. Stalin’s Reign of Terror The failure of the First Five-Year Plan caused opposition to Stalin to grow. In 1934, he launched a terror campaign to eliminate this opposition and gain total control of the government. The assassination of a key Communist official—a rival whose death Stalin himself probably ordered—provided the excuse for the crackdown. Stalin had almost all the party’s Central Committee members arrested. The arrests marked the start of what became known as the Great Purge—an effort to eliminate anyone and everyone who might be “enemies of the people.” Dozens of top Communist leaders were dragged to Moscow and placed on trial during what became known as the Purge trials, or Moscow trials. At these very public “show trials,” people were tortured or intimidated into confessing to fictitious crimes against the Soviet Union and were sentenced to death. Stalin’s former allies in the power struggle of the late 1920s were among those executed. He also executed much of his military leadership. Meanwhile, Stalin’s secret police quietly rounded up thousands of lower-level Communists. They included local party officials, factory managers, military officers, and government office holders suspected of being disloyal. The police also arrested ordinary citizens— wealthier peasants, non-Russians, Jews, engineers, lawyers, teachers, writers, artists, and many others. Some of them were shot and killed. Others were sent to concentration camps.
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Just a year after the Great Purge began, more than 2 million people were being held in concentration camps. Most of these camps were part of the gulag system located in far northern Siberia, near the Arctic Circle, and were intended to house opposition to Stalin’s government. In 1937 and 1938, the secret police set up special courts that tried and sentenced people to death before their arrest. Hundreds of thousands were executed in this manner and were buried in secret mass graves. By the time the Great Purge ended around 1938, more than 750,000 people had been executed. Millions were sent to gulags, and many of them died there. However, since many trials and executions occurred in secret, the true numbers are not known. Many supporters of communism put their faith in the Soviet experiment. However, Stalin’s rule proved that communism was far from an ideal solution to the problems of capitalist society. When Stalin destroyed economic and personal rights and freedoms to meet the needs of the state, communism became just another type of totalitarianism. Today, the term “Stalinism” is still used to describe regimes of terror and brutal totalitarian rule.
Lesson Summary
The victims of Stalin’s Great Purge were often sent to concentration camps in Siberia, where they were required to perform unending forced labor. These concentration camps were known as gulags.
A summary is provided at the end of every lesson to ensure students understand the main ideas.
In this lesson, you learned about the rise of totalitarian governments in the 1920s and 1930s. The years between World War I and World War II were marked by fascist and totalitarian government on an unprecedented scale. Cultural Interaction Mussolini, Hitler, Franco, and Stalin all promised to restore order to their nations and return them to greatness. None had any respect for democracy or individual freedoms. Many citizens came to agree that a strong nation was more important than individual rights. Political Systems In Spain, Italy, and Germany, democratic governments were unable to restore stability or prosperity after chaos caused by war. In Italy, Mussolini overthrew the government by threatening to use force. Hitler used Germany’s democratic system to take power. In Spain, Franco gained power by defeating the elected government in a civil war. All three leaders used violence and terror against their people to secure their hold on power. Democracy never existed in the Soviet Union, but Stalin used similar brutality to gain total control of the ruling Communist Party and the nation. Economic Systems Under both Mussolini and Stalin, government was involved in managing the nation’s economy. Mussolini created corporations in which workers and owners were forced to cooperate in setting wage, price, and production levels that the government had to approve. In Stalin’s communist state, the government owned all means of production and determined what and how much would be produced. Nazi Germany exercised less direct economic control. Both Hitler and Mussolini launched large public works programs to ease unemployment that resulted from the Great Depression. Hitler also used economic weapons and tools in his campaign to persecute Germany’s Jews.
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Investigating Primary Sources How Did “The Cult of Personality” Shape Politics in Russia? In some nations, political leaders are viewed as perfect or untouchable, and they often have complete or almost complete control over the government. Political scientists describe this phenomenon as a “cult of personality.” Cults of personality are frequently associated with fascist or totalitarian regimes, such as the regime of Joseph Stalin. However, the groundwork for Stalin’s cult of personality began years before, during the Russian Revolution.
In November 1917, Vladimir Lenin led other members of the Bolshevik Party to overthrow the provisional government that was established after the Russian monarchy was overthrown. Read the following excerpt of a proclamation from Lenin and the Bolsheviks after they revolted against the provisional government. What do you think about the language that Lenin is using? How might this language promote a cult of personality?
Lenin’s Proclamation of November 7th, 1917 We have deposed the Government of Kerenski, which rose against the revolution and the people. The change which resulted in the deposition of the Provisional Government was accomplished without bloodshed… The Petrograd Council of Workmen’s and Soldiers’ Delegates considers this to be the program of the new authority: First - The offer of an immediate democratic peace. Second - The immediate handing over of large proprietarial lands to the peasants. Third - The transmission of all authority to the Council of Workmen’s and Soldiers’ Delegates. Fourth - The honest convocation of a Constitutional Assembly… The present order must be read immediately to all military detachments in all arms. The suppression of this order from the rank and file by army organizations is equivalent to a great crime against the revolution and will be punished by all the strength of the revolutionary law. Soldiers! For peace, for bread, for land, and for the power of the people! 58 History Alive! World Connections Review Guide
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Lenin’s philosophy became known as Marxism-Leninism. He drew upon Karl Marx’s theories of communism, but made several adjustments. The most notable difference was in the foundation of a socialist state. While Marx theorized that the working-class proletariat would be moved to revolution solely by the conditions in which they lived, Lenin believed that people needed to be guided by a communist elite to establish a socialist order. Lenin died in 1924, leaving several people in charge of the Communist Party. One of these people was Joseph Stalin, who assumed leadership shortly after Lenin’s death. Stalin consolidated power and ruled the Soviet Union as a dictator. During his dictatorship, he prioritized industrialization and military growth. The following text is part of Stalin’s 1928 speech on the importance of industrialization. As you read, consider the reasons that Stalin gives to explain why Russia needs to industrialize. How does he compare the Soviet Union to other countries? How does Stalin approach the needs of the proletariat and revolution in his speech? Is his approach similar or different to Lenin’s?
Joseph Stalin’s Industrialization Speech, 1928 The question of a fast rate of development of industry would not face us so acutely as it does now if we had such a highly developed industry and such a highly developed technology as Germany, say, and if the relative importance of industry in the entire national economy were as high in our country as it is in Germany, for example. If that were the case, we could develop our industry at a slower rate without fearing to fall behind the capitalist countries and knowing that we could out-strip them at one stroke. But then we should not be so seriously backward technically and economically as we are now. The whole point is that we are behind Germany in this respect and are still far from having overtaken her technically and economically… …But you know very well that that is not yet the case and that we are still the only country of the proletarian dictatorship and are surrounded by capitalist countries, many of which are far in advance of us technically and economically. That is why Lenin raised the question of overtaking and outstripping the economically advanced countries as one of life and death for our development. Such are the external conditions dictating a fast rate of development of our industry. www.teachtci.com
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Drawing upon Lenin’s work, Stalin cemented his image as a great man leading the Soviet proletariat towards socialism. He pushed for rapid industrialization through a lens of self-protection from outside threats, or the “capitalist encirclement.” He also focused on increasing agricultural output, although this was not as successful. As Stalin’s power grew, a cult of personality also developed around him. He became revered as a wise leader who would bring the Soviet Union to greatness. Artists created paintings, statues, and literature dedicated to Stalin and his work. Examine this poster that features Stalin working late at night. The caption at the bottom reads in Russian, “Stalin in the Kremlin Cares for All of Us.” Describe how Stalin is depicted. What role is he taking on? In what ways does this poster demonstrate Stalin’s cult of personality?
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Lev Kopelev’s The Education of a True Believer We were raised as the fanatical adepts of a new creed, the only true religion of scientific socialism. The party became our church militant, bequeathing to all mankind eternal salvation, eternal peace and the bliss of an earthly paradise. It victoriously surmounted all other churches, schisms and heres. The works of Marx, Engels and Lenin were accepted as holy writ, and Stalin was the infallible high priest… …Stalin was the most perspicacious, the most wise (at that time they hadn’t yet started calling him “great” and “brilliant”). He said: “The struggle for grain is the struggle for socialism.” And we believed him unconditionally. And later we believed that unconditional collectivization was unavoidable if we were to overcome the capriciousness and uncertainty of the market and the backwardness of individual farming, to guarantee a steady supply of grain, milk and meat to the cities… … But in 1931 they collected only 434 million [grain stores] in the Ukraine – 30 million less than the preceding year. Some attributed this to a drought; others to the poor work of the collectors; still others to the poor work of the kolkhozes. Almost everyone spoke of wrecking… …And so we continued to believe our rulers and our newspapers. We believed, despite what we ourselves had seen, learned, experienced. Despite the vocal support for Stalin’s policies and leadership, there were also people who opposed him. Stalin characterized these people as enemies of socialism, and sent millions to forced labor camps, called gulags. By doing so, Stalin was able to quiet dissenters and maintain support. One of Stalin’s critics was author Lev Kopelev. Originally a staunch communist supporter, Kopelev was expelled from the party after protesting the persecution of dissidents. In 1980, he published The Education of a True Believer, a memoir about his experiences. Read this excerpt from The Education of a True Believer and compare Kopelev’s perspective of Stalin to the image you saw on the propaganda poster. How does Kopelev characterize the cult of personality? What are his critiques of Stalin’s regime? Consider the primary sources you have just examined and what you have learned about cults of personality. How did the cult of personality affect revolutionary efforts? Make an argument about the impact of cults of personality using these primary resources and your own research. www.teachtci.com
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T H E R I S E O F FA S C I SM A N D TOTA L I TA R I A N S TAT ES: N OT EBO O K
The Rise of Fascism and Totalitarian States What accounted for the rise of totalitarian states after World War I?
Notebook
P R E V I E W
Answer the following questions: What is art? How would you describe a “good” piece of art? In this lesson, you will examine two sets of art. After viewing the first set of art, answer these questions: Are these examples of “good” art? Why or why not? After viewing the second set of art, answer these questions: Are these examples of “good” art? Why or why not? Why might the leaders of Nazi Germany prefer this type of art over the “degenerate art” seen earlier? R E A D I N G
N O T E S
Vocabulary Terms
As you complete the Reading Notes, use these terms in your answers. fascism
totalitarian
corporatism
coup d’etat
republican
Section 1
1. What was the Great Depression?
2. How did protectionist policies imposed during the Great Depression only worsen economic instability? Sections 2 to 5
In your notebook, answer the following questions for each section in the Student Text (Italy Under Mussolini, Hitler and Nazi Germany, The Spanish Civil War, and Stalin and the Soviet Union): 1. What factors encouraged the development of a totalitarian government in this country?
2. Who was the primary leader who took power and what was the name of his political party? 3. What methods did the leader use to take power?
4. In what ways, if any, did the leader appeal to the people? 5. What actions did the leader take to control the country?
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T H E R I S E O F FA S C I SM A N D TOTA L I TA R I A N S TAT ES: N OT EBO O K
P R O C E S S I N G
Suppose you are an American journalist in 1939. You have been exposed to both government propaganda and unofficial information about the reality of life under the totalitarian governments of Italy, Nazi Germany, Spain, and the Soviet Union during the period between World War I and World War II.
Follow these guidelines:
a. Give your article a title that will grab your audience’s attention. b. Structure your article this way:
Introduction: Provide a brief introduction to your experience attending the “International Fascist Art Exhibition.” Body Paragraph 1: Explain what totalitarian governments in Europe want their citizens and foreigners to believe about their leaders and policies.
Body Paragraph 2: Describe what life is really like under these totalitarian governments.
Body Paragraph 3: Explain what you think accounted for the rise of totalitarian states after World War I, including how the leaders of these states gained and kept their power. Conclusion: Evaluate the rise of totalitarian states and predict the impact you think their existence will have on world affairs.
c. Create a drawing or cartoon that illustrates one of the main ideas of your article.
d. Include references to and examples from all four countries studied in this lesson: Italy, Nazi Germany, Spain, and the Soviet Union.
e. Make your article about two pages in length. Type or write your final draft neatly in ink.
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Notebook
Write an article for a news magazine aimed at Americans who are unfamiliar with the details of life in Europe. Use your Reading Notes, the information you gathered on Handout I: Notes on Totalitarian States in Europe, and the “secret” information you learned from your classmates.
T H E R I S E O F FA S C I SM A N D TOTA L I TA R I A N S TAT ES: N OT EBO O K
I N V E S T I G A T I N G
P R I M A R Y
S O U R C E S
Identifying Evidence Consider this question: How did the “cult of personality” shape politics in Russia? Examine the four primary sources in the reading, and write down evidence from each source that helps answer this question. Evidence
Notebook
Primary Source 1
Primary Source 2
Primary Source 3
Primary Source 4
Use the evidence you gathered to make a claim to the question: How did the “cult of personality” shape politics in Russia? Claim:
Constructing an Argument Create an argument to answer the question: How did the “cult of personality” shape politics in Russia? • Clearly state your claim. • Include evidence from multiple sources. • Provide explanation for how the sources support the claim.
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T H E R I S E O F FA S C I SM A N D TOTA L I TA R I A N S TAT ES: H A N D OU T A
Obtaining Information About Totalitarian States in Europe You are an American journalist who has been given special permission to attend the “International Fascist Art Exhibition” in 1939. By reviewing officially sanctioned government art, you will learn about the politics, economy, and culture of four European nations: Italy, Nazi Germany, Spain, and the Soviet Union. You will also learn “secret” information about these societies by talking to your classmates to find out what additional knowledge—not approved by the government—they have. Later, you will write an article revealing what you have learned about totalitarian states in Europe. Follow these steps:
2. When instructed, choose one of the placards hanging on the walls of the “International Fascist Art Exhibition.” On the appropriate row of Handout I: Notes on Totalitarian States in Europe, record the country the art was created in, two elements of fascist art you see, and the message the government is trying to convey with this poster. 3. Then, secretly find a pair of students in the class that has information related to the placard you just analyzed. Find out what they know about it. Record this “secret” information on the back of your matrix or on a separate piece of paper. Remember that your teacher should not see these notes or know that you are discussing “unsanctioned” information. 4. Show your teacher your completed row on Handout I, but not the “secret” information you recorded. If approved, choose another placard. Repeat this process for the remaining placards until the activity is stopped.
“Secret” Information for Placard A Fascist philosophy held that because Mussolini himself was the embodiment of the will of the people, individual rights and freedoms were no longer necessary. Under fascism, individuals were valued only as members of the state. Following this philosophy, Mussolini created a police state. He outlawed freedom of speech and the right to assemble, and tightly censored the media. He publicized slogans such as “Mussolini is always right!” and “Believe! Obey! Fight!” throughout Italy.
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Student Handout
1. Carefully read the “secret” information below. It relates to Placard A in the exhibit. During the activity, other pairs will come to you and ask if you have additional knowledge about Placard A. Say “yes” and secretly give them the information below without letting the “government” (your teacher) see you. Whether you share the information by showing it, passing notes, or explaining it in a whisper, you must maintain secrecy. If pairs ask for information about any of the other placards, you must look down, shake your head and say, “I know nothing!”
T H E R I S E O F FA S C I SM A N D TOTA L I TA R I A N S TAT ES: H A N D OU T B
Obtaining Information About Totalitarian States in Europe You are an American journalist who has been given special permission to attend the “International Fascist Art Exhibition” in 1939. By reviewing officially sanctioned government art, you will learn about the politics, economy, and culture of four European nations: Italy, Nazi Germany, Spain, and the Soviet Union. You will also learn “secret” information about these societies by talking to your classmates to find out what additional knowledge—not approved by the government—they have. Later, you will write an article revealing what you have learned about totalitarian states in Europe. Follow these steps:
Student Handout
1. Carefully read the “secret” information below. It relates to Placard B in the exhibit. During the activity, other pairs will come to you and ask if you have additional knowledge about Placard B. Say “yes” and secretly give them the information below without letting the “government” (your teacher) see you. Whether you share the information by showing it, passing notes, or explaining it in a whisper, you must maintain secrecy. If pairs ask for information about any of the other placards, you must look down, shake your head and say, “I know nothing!” 2. When instructed, choose one of the placards hanging on the walls of the “International Fascist Art Exhibition.” On the appropriate row of Handout I: Notes on Totalitarian States in Europe, record the country the art was created in, two elements of fascist art you see, and the message the government is trying to convey with this poster. 3. Then, secretly find a pair of students in the class that has information related to the placard you just analyzed. Find out what they know about it. Record this “secret” information on the back of your matrix or on a separate piece of paper. Remember that your teacher should not see these notes or know that you are discussing “unsanctioned” information. 4. Show your teacher your completed row on Handout I, but not the “secret” information you recorded. If approved, choose another placard. Repeat this process for the remaining placards until the activity is stopped.
“Secret” Information for Placard B During Italy’s invasion of Ethiopia, a country with a poorly trained and poorly equipped army, the Italian army acted with great brutality. The army used poison gas, despite the fact that Italy has signed the 1925 Geneva Conventions which outlawed its use. Italy tried to keep its use of mustard gas a secret, but it was exposed by members of the Red Cross and other international observers. Italy’s actions in Ethiopia horrified the rest of Europe.
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T H E R I S E O F FA S C I SM A N D TOTA L I TA R I A N S TAT ES: H A N D OU T C
Obtaining Information About Totalitarian States in Europe You are an American journalist who has been given special permission to attend the “International Fascist Art Exhibition” in 1939. By reviewing officially sanctioned government art, you will learn about the politics, economy, and culture of four European nations: Italy, Nazi Germany, Spain, and the Soviet Union. You will also learn “secret” information about these societies by talking to your classmates to find out what additional knowledge—not approved by the government—they have. Later, you will write an article revealing what you have learned about totalitarian states in Europe. Follow these steps:
2. When instructed, choose one of the placards hanging on the walls of the “International Fascist Art Exhibition.” On the appropriate row of Handout I: Notes on Totalitarian States in Europe, record the country the art was created in, two elements of fascist art you see, and the message the government is trying to convey with this poster. 3. Then, secretly find a pair of students in the class that has information related to the placard you just analyzed. Find out what they know about it. Record this “secret” information on the back of your matrix or on a separate piece of paper. Remember that your teacher should not see these notes or know that you are discussing “unsanctioned” information. 4. Show your teacher your completed row on Handout I, but not the “secret” information you recorded. If approved, choose another placard. Repeat this process for the remaining placards until the activity is stopped.
“Secret” Information for Placard C Hitler and the Nazis established absolute power over Nazi Germany through terror, torture, and brutality. Upon taking office in 1933, Hitler quickly outlawed all political parties except the National Socialists, or Nazis. Hitler developed his own private army to terrorize and murder his political opponents. In 1934, during what became known as the “Night of the Long Knives,” Hitler had several Nazi leaders murdered to purge the party of all members who disagreed with him.
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Student Handout
1. Carefully read the “secret” information below. It relates to Placard C in the exhibit. During the activity, other pairs will come to you and ask if you have additional knowledge about Placard C. Say “yes” and secretly give them the information below without letting the “government” (your teacher) see you. Whether you share the information by showing it, passing notes, or explaining it in a whisper, you must maintain secrecy. If pairs ask for information about any of the other placards, you must look down, shake your head and say, “I know nothing!”
T H E R I S E O F FA S C I SM A N D TOTA L I TA R I A N S TAT ES: H A N D OU T D
Obtaining Information About Totalitarian States in Europe You are an American journalist who has been given special permission to attend the “International Fascist Art Exhibition” in 1939. By reviewing officially sanctioned government art, you will learn about the politics, economy, and culture of four European nations: Italy, Nazi Germany, Spain, and the Soviet Union. You will also learn “secret” information about these societies by talking to your classmates to find out what additional knowledge—not approved by the government—they have. Later, you will write an article revealing what you have learned about totalitarian states in Europe. Follow these steps:
Student Handout
1. Carefully read the “secret” information below. It relates to Placard D in the exhibit. During the activity, other pairs will come to you and ask if you have additional knowledge about Placard D. Say “yes” and secretly give them the information below without letting the “government” (your teacher) see you. Whether you share the information by showing it, passing notes, or explaining it in a whisper, you must maintain secrecy. If pairs ask for information about any of the other placards, you must look down, shake your head and say, “I know nothing!” 2. When instructed, choose one of the placards hanging on the walls of the “International Fascist Art Exhibition.” On the appropriate row of Handout I: Notes on Totalitarian States in Europe, record the country the art was created in, two elements of fascist art you see, and the message the government is trying to convey with this poster. 3. Then, secretly find a pair of students in the class that has information related to the placard you just analyzed. Find out what they know about it. Record this “secret” information on the back of your matrix or on a separate piece of paper. Remember that your teacher should not see these notes or know that you are discussing “unsanctioned” information. 4. Show your teacher your completed row on Handout I, but not the “secret” information you recorded. If approved, choose another placard. Repeat this process for the remaining placards until the activity is stopped.
“Secret” Information for Placard D The Nazis pursued a program of “racial hygiene,” based on the pseudoscientific movement known as eugenics. They sought to “purify” the so-called “German race” through selective breeding. They forcibly sterilized as many as 2 million people they deemed “unfit to reproduce.” The groups targeted included the mentally and physically disabled, Jews, Gypsies, and homosexuals. The Nazi sterilization campaign began as soon as the Nazis took power in 1933. The Nazis went further by carrying out a systematic plan to persecute and murder Jews. They murdered 6 million Jews in what became known as the Holocaust.
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T H E R I S E O F FA S C I SM A N D TOTA L I TA R I A N S TAT ES: H A N D OU T E
Obtaining Information About Totalitarian States in Europe You are an American journalist who has been given special permission to attend the “International Fascist Art Exhibition” in 1939. By reviewing officially sanctioned government art, you will learn about the politics, economy, and culture of four European nations: Italy, Nazi Germany, Spain, and the Soviet Union. You will also learn “secret” information about these societies by talking to your classmates to find out what additional knowledge—not approved by the government—they have. Later, you will write an article revealing what you have learned about totalitarian states in Europe. Follow these steps:
2. When instructed, choose one of the placards hanging on the walls of the “International Fascist Art Exhibition.” On the appropriate row of Handout I: Notes on Totalitarian States in Europe, record the country the art was created in, two elements of fascist art you see, and the message the government is trying to convey with this poster. 3. Then, secretly find a pair of students in the class that has information related to the placard you just analyzed. Find out what they know about it. Record this “secret” information on the back of your matrix or on a separate piece of paper. Remember that your teacher should not see these notes or know that you are discussing “unsanctioned” information. 4. Show your teacher your completed row on Handout I, but not the “secret” information you recorded. If approved, choose another placard. Repeat this process for the remaining placards until the activity is stopped.
“Secret” Information for Placard E Spanish Nationalist forces targeted population centers and terrorized and killed innocent Spanish civilians. The most infamous incident occurred on April 26, 1937, when 48 German bombers under the command of the Spanish general Francisco Franco attacked the Spanish city of Guernica. They destroyed the city and killed hundreds of civilians. People around the world were shocked by the senseless killing. Franco also used the German air force to bomb Madrid, Spain’s capital and largest city.
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Student Handout
1. Carefully read the “secret” information below. It relates to Placard E in the exhibit. During the activity, other pairs will come to you and ask if you have additional knowledge about Placard E. Say “yes” and secretly give them the information below without letting the “government” (your teacher) see you. Whether you share the information by showing it, passing notes, or explaining it in a whisper, you must maintain secrecy. If pairs ask for information about any of the other placards, you must look down, shake your head and say, “I know nothing!”
T H E R I S E O F FA S C I SM A N D TOTA L I TA R I A N S TAT ES: H A N D OU T F
Obtaining Information About Totalitarian States in Europe You are an American journalist who has been given special permission to attend the “International Fascist Art Exhibition” in 1939. By reviewing officially sanctioned government art, you will learn about the politics, economy, and culture of four European nations: Italy, Nazi Germany, Spain, and the Soviet Union. You will also learn “secret” information about these societies by talking to your classmates to find out what additional knowledge—not approved by the government—they have. Later, you will write an article revealing what you have learned about totalitarian states in Europe. Follow these steps:
Student Handout
1. Carefully read the “secret” information below. It relates to Placard F in the exhibit. During the activity, other pairs will come to you and ask if you have additional knowledge about Placard F. Say “yes” and secretly give them the information below without letting the “government” (your teacher) see you. Whether you share the information by showing it, passing notes, or explaining it in a whisper, you must maintain secrecy. If pairs ask for information about any of the other placards, you must look down, shake your head and say, “I know nothing!” 2. When instructed, choose one of the placards hanging on the walls of the “International Fascist Art Exhibition.” On the appropriate row of Handout I: Notes on Totalitarian States in Europe, record the country the art was created in, two elements of fascist art you see, and the message the government is trying to convey with this poster. 3. Then, secretly find a pair of students in the class that has information related to the placard you just analyzed. Find out what they know about it. Record this “secret” information on the back of your matrix or on a separate piece of paper. Remember that your teacher should not see these notes or know that you are discussing “unsanctioned” information. 4. Show your teacher your completed row on Handout I, but not the “secret” information you recorded. If approved, choose another placard. Repeat this process for the remaining placards until the activity is stopped
“Secret” Information for Placard F Franco saved Spain from political chaos, but only by establishing a brutal dictatorship. Franco’s peacetime government continued the terrorist tactics the Nationalists had used during the Civil War, and executed thousands of political enemies. Franco did not return Spain to normal peacetime government, and continued to rule like a wartime military commander.
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T H E R I S E O F FA S C I SM A N D TOTA L I TA R I A N S TAT ES: H A N D OU T G
Obtaining Information About Totalitarian States in Europe You are an American journalist who has been given special permission to attend the “International Fascist Art Exhibition” in 1939. By reviewing officially sanctioned government art, you will learn about the politics, economy, and culture of four European nations: Italy, Nazi Germany, Spain, and the Soviet Union. You will also learn “secret” information about these societies by talking to your classmates to find out what additional knowledge—not approved by the government—they have. Later, you will write an article revealing what you have learned about totalitarian states in Europe. Follow these steps:
2. When instructed, choose one of the placards hanging on the walls of the “International Fascist Art Exhibition.” On the appropriate row of Handout I: Notes on Totalitarian States in Europe, record the country the art was created in, two elements of fascist art you see, and the message the government is trying to convey with this poster. 3. Then, secretly find a pair of students in the class that has information related to the placard you just analyzed. Find out what they know about it. Record this “secret” information on the back of your matrix or on a separate piece of paper. Remember that your teacher should not see these notes or know that you are discussing “unsanctioned” information. 4. Show your teacher your completed row on Handout I, but not the “secret” information you recorded. If approved, choose another placard. Repeat this process for the remaining placards until the activity is stopped
“Secret” Information for Placard G Soviet agriculture was collectivized by force. If rural peasants resisted merging their lands into state-owned collective farms, they could be assaulted by Russian troops. Although Stalin declared his Five-Year Plan a success, in reality, agricultural production went down over those years. In the Ukraine, government agents seized farmers’ crops to meet unrealistic government quotas. The result was tragic mass starvation. Five million Ukrainians died of starvation between 1932 and 1933.
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Student Handout
1. Carefully read the “secret” information below. It relates to Placard G in the exhibit. During the activity, other pairs will come to you and ask if you have additional knowledge about Placard G. Say “yes” and secretly give them the information below without letting the “government” (your teacher) see you. Whether you share the information by showing it, passing notes, or explaining it in a whisper, you must maintain secrecy. If pairs ask for information about any of the other placards, you must look down, shake your head and say, “I know nothing!”
T H E R I S E O F FA S C I SM A N D TOTA L I TA R I A N S TAT ES: H A N D OU T H
Obtaining Information About Totalitarian States in Europe You are an American journalist who has been given special permission to attend the “International Fascist Art Exhibition” in 1939. By reviewing officially sanctioned government art, you will learn about the politics, economy, and culture of four European nations: Italy, Nazi Germany, Spain, and the Soviet Union. You will also learn “secret” information about these societies by talking to your classmates to find out what additional knowledge—not approved by the government—they have. Later, you will write an article revealing what you have learned about totalitarian states in Europe. Follow these steps:
Student Handout
1. Carefully read the “secret” information below. It relates to Placard H in the exhibit. During the activity, other pairs will come to you and ask if you have additional knowledge about Placard H. Say “yes” and secretly give them the information below without letting the “government” (your teacher) see you. Whether you share the information by showing it, passing notes, or explaining it in a whisper, you must maintain secrecy. If pairs ask for information about any of the other placards, you must look down, shake your head and say, “I know nothing!” 2. When instructed, choose one of the placards hanging on the walls of the “International Fascist Art Exhibition.” On the appropriate row of Handout I: Notes on Totalitarian States in Europe, record the country the art was created in, two elements of fascist art you see, and the message the government is trying to convey with this poster. 3. Then, secretly find a pair of students in the class that has information related to the placard you just analyzed. Find out what they know about it. Record this “secret” information on the back of your matrix or on a separate piece of paper. Remember that your teacher should not see these notes or know that you are discussing “unsanctioned” information. 4. Show your teacher your completed row on Handout I, but not the “secret” information you recorded. If approved, choose another placard. Repeat this process for the remaining placards until the activity is stopped
“Secret” Information for Placard H After Stalin took control of the government in 1928, women’s rights were slowly taken away. Divorces were made much harder to obtain and were subject to a high tax. Official party publications said collective farms would provide equal rights for women in rural areas. In fact, when collectivization began in 1930 and 1931, the number of women in leadership positions declined. Female participation in the party and rural soviets (councils) continued to be low, partly due to the heavy amount of household work for which the women alone were responsible.
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D
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Student Handout
Identify two elements of fascist or totalitarian art that you see in the poster.
What message is the poster trying to convey?
Carefully follow the instructions on the handout entitled “Obtaining Information About Totalitarian States in Europe” to complete the matrix. Write the “secret” information that you obtain from other pairs on the back of this page or on a separate sheet of paper.
Notes on Totalitarian States in Europe T H E R I S E O F FA S C I SM A N D TOTA L I TA R I A N S TAT ES: H A N D OU T I
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H
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Propaganda Poster
Country
Identify two elements of fascist or totalitarian art that you see in the poster.
Student Handout
What message is the poster trying to convey?
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• It idealizes the “German people” (volk), showing them as unrealistically good-looking and happy. • It presents a utopian vision of what the German family will be like under fascism.
Nazi Germany
Student Handout
• It glorifies a single ruler. • It has patriotic themes, conveyed through the Nazi flags and armbands.
• Glorifies war-like violence. The farmer with the hammer is an image of colonial domination. • Celebrates the strength and importance of the Italian farmer in Italy’s imperial project • Nationalistic elements, symbolized by the Italian flag in the farmer’s hat
• Glorification of a single absolute ruler • Appeals to nationalism, through the presence of the Italian flag, which helps to identify Mussolini the man with Italy as a whole • It is representative and easy for people to understand (this can be said for most images)
Identify two elements of fascist or totalitarian art that you see in the poster.
Nazi Germany
Italy
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• According to the government, the ideal German family was happy, large, and healthy. • The government held that motherhood and family were important for the strength of the German nation. • The Nazi government expressed concern for the health of everyday people.
• Nazi Germany portrayed fascism as friendly and caring. • Hitler was portrayed as the father of the nation. • The Nazis portrayed Hitler as a strong but caring leader who had the best interests of Germany in mind.
• Italy’s fascist government saw Italy as once more a great imperial power, restoring the glory of ancient Rome. • The government called citizens to work for the colonization of Ethiopia to ensure the success of Italy’s new imperial venture.
• The government portrayed Mussolini as a man of peace who has saved Italy from war. • According to the government, Mussolini was a ruler who was adored by the people of Italy. • Mussolini was seen as the father of the Italian people, concerned with the best interests of Italy.
What message is the poster trying to convey?
Carefully follow the instructions on the handout entitled “Obtaining Information About Totalitarian States in Europe”, to complete the matrix. Write the “secret” information that you obtain from other pairs on the back of this page or on a separate sheet of paper.
Completed Notes on Totalitarian States in Europe T H E R I S E O F FA S C I SM A N D TOTA L I TA R I A N S TAT ES: H A N D OU T J
Spain
Spain
Russia
Russia
F
G
H
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Propaganda Poster
76 History Alive! World Connections Review Guide • Glorification of the workers and women of the Soviet Union • Nationalistic themes emphasize the benefits of the triumph of socialism, thereby lending support to the ruling regime.
• It celebrates the strength and importance of farmers and workers. • It presents a utopian version of collective farming, thereby implying that Soviet agricultural policies have been a success.
• Utopian imagery depicts a bright, peaceful future ahead if the people of Spain are able to unite around the Nationalist (fascist) cause • Glorifies the people of Spain, emphasizing that people of all walks of life are important to the Nationalist cause
• Glorification of war • References patriotic and nationalistic themes by calling for a Spanish national “resurrection” and return to national glory
Identify two elements of fascist or totalitarian art that you see in the poster.
Student Handout
• After Stalin took control of the government in 1928, women’s rights were slowly taken away. Divorces were made much harder to obtain and were subject to a high tax. Female participation in the party and rural soviets (councils) continued to be low, partly due to the heavy amount of household work for which the women alone were responsible.
• According to Soviet communism, the Soviet farmer is taking his rightful place as a hero of Russian society. • The government message is that the collectivization of farming is a success and that Soviet agriculture is more productive than ever. • According the government view, Russian agriculture was industrialized, giving every farmer a new tractor to use.
• The poster showed the Nationalist Bloc marching to victory against the Republicans. • The Nationalists aimed to unite all workers and people of Spain under one cause. • According to the Nationalists, their goal for Spain was peace and a more glorious future.
• The Spanish Nationalists viewed themselves as militarily strong and victorious in the Spanish Civil War. • The Nationalist mission was to make Spain a stronger, more glorious nation through war.
What message is the poster trying to convey?
T H E R I S E O F FA S C I SM A N D TOTA L I TA R I A N S TAT ES: H A N D OU T J
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Italy: Mussolini
Italian Poster, 1938 About the Poster A smiling Mussolini greets an adoring crowd upon his return from an international conference in Munich in 1938. The conference resulted in the Munich Agreement between Great Britain, France, Germany, and Italy. The agreement preserved peace in Europe by appeasing Hitler’s demands for territory in Czechoslovakia. Mussolini was welcomed back to Italy as a salvatore della pace (savior of the peace) who had saved Italy from impending war.
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Italy: Mussolini
Poster from the Fascist Confederation of Agricultural Laborers, 1938 About the Poster In 1935, Italy invaded the East African nation of Ethiopia. Acquiring colonies was part of Mussolini’s promise to restore Italy to the power and glory of the ancient Roman Empire. Here, an Italian farmer is shown inscribing an outline of fasces (the symbol of fascism) as well as the letters “SPQR” (initials that refer to the ancient Roman Republic) on top of the word Ethiopia. This poster sought to recruit Italian farmers into the colonial project in Ethiopia. 78 History Alive! World Connections Review Guide
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Nazi Germany: Hitler
“Children, what do you know about our leader?” Nazi poster from 1934 About the Poster The slogan reads, “Children, what do you know about our leader?” Hitler (the Fuhrer, which means “leader”) is shown caringly lifting a young girl. He is surrounded by Nazi flags and young supporters, probably members of the Hitler Youth. Hitler inspired mass personal loyalty throughout Germany. Many families hung portraits of him in their homes. www.teachtci.com
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“Healthy Parents, Healthy Children,” German public health brochure, 1934 About the Poster The slogan of this 1934 German public health brochure is “Healthy Parents, Healthy Children.” The Nazi regime saw the family as fundamental to the strength of the German state. They also idealized individual fitness and good health. Women were encouraged to have as many children as possible. These children would serve as future loyal German citizens and soldiers. Women who had four or more children were awarded a Mother’s Cross of Honor medal. 80 History Alive! World Connections Review Guide
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“Spain Resurrected,” Nationalist poster from the Spanish Civil War, about 1936 About the Poster The poster shows Nationalist planes, tanks, and soldiers roaring to victory, accompanied by an angel of war. Many fascists, including the Spanish fascists affiliated with the Nationalist forces in the Spanish Civil War, believed in the power of warfare to bring about national rebirth. Fascism glorified violence and warfare as forces that strengthened individuals and nations. www.teachtci.com
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Spain: Franco
Nationalist poster from the Spanish Civil War, about 1936 About the Poster Spanish men, women, and children march forward in unity under the banner of the fascist-inspired Spanish Falange party, as white doves of peace fly overhead. The Falangists were one component of the right-wing National Bloc that formed in Spain to oppose the leftist Popular Front. The right-wing Nationalists looked to the army and General Francisco Franco to bring order to Spain, a country that had suffered from years of political chaos and uncertainty. The Nationalists also hoped to unite all right-wing interests to save Spain from the dangers of socialism and communism. 82  History Alive! World Connections Review Guide
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“Are you ready for the spring sowing?” Soviet Poster from 1932 About the Poster A Soviet farmer is shown with a new tractor, the latest in farming technology, below the slogan, “Are you ready for the spring sowing?” This poster was created during Stalin’s First Five-Year Plan, which focused on the collectivization of agriculture through the creation of large state-owned farms. Another goal of the Five-Year Plan was the introduction of modern, efficient farming machinery. Scenes of life on a collective farm are shown behind the farmer. www.teachtci.com
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Soviet Union: Stalin
Soviet poster celebrating women’s emancipation, 1920 About the Poster A Soviet woman proudly holds the red banner of socialism. She is dressed as a factory worker and stands in front of a factory, a place where she likely would not have worked in pre-revolutionary times. The Soviets held that the socialist revolution had “emancipated” women from their inferior status under capitalism. The 1936 Soviet Constitution declared women’s rights to vote, to work, to attain an education, and to be given equal legal status with men. 84 History Alive! World Connections Review Guide
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TOOLKIT
Identifying Frame of Reference and Point of View What is it? Someone’s frame of reference includes all the things that influence how that
person thinks and the way that person sees the world. Point of view is a person’s individual opinion or perspective. How to do it. First, identify everything you know about the writer of the passage. Consider
background, age, culture, the historical period in which he or she lived, and beliefs. Next, look for expressions of the person’s perspective. They may be stated directly—“I believe that….” Or they may be expressed in value judgments, such as “the worst ever….” How do you think this person’s frame of reference might have influenced his or her point of view? Try it. During the Civil War, the Union at first refused to enlist African American soldiers.
Consider these two quotes from that time. Do you know that this is a white man’s government; that the white men are able to defend and protect it; and that to enlist a Negro soldier would be to drive every white man out of the service? — Ohio Governor David Todd, in response to a group of African Americans who asked to form a regiment Why does the government reject the Negro? Is he not a man? Can he not wield a sword, fire a gun, march and countermarch, and obey orders like any other? . . . Men in earnest don’t fight with one hand, when they might fight with two, and a man drowning would not refuse to be saved even by a colored hand. — African American anti-slavery leader Frederick Douglass
David Todd
Toolkit
Identify the point of view and frame of reference of each man. How do you think frame of reference might have shaped each man’s perspective? Frederick Douglass
Point of view Frame of reference
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INQUIRY:
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Unit: Unit 5 Lesson: Inquiry: A World in Crisis Title: Inquiry: A World in Crisis
Complete Materials List For more detailed information on materials needed for this lesson log in to your Teacher Account. (
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Lesson Interactive Student Notebook
SLIDE 1 A WORLD IN CRISIS INQUIRY ACTIVITY
Support Buttons: N/A
SLIDE 2 Consider these themes of world history: Cultural Interaction Political Structures Economic Structures Social Structures Human-Environment Interaction What is one thing from the unit that connects to each theme? What events did you enjoy learning about in this unit? Complete questions 1-3 in your notebook.
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SLIDE 3
Unit Closer
Now, let's connect the events and themes from this unit to current events. Discuss these tasks and complete questions 4-7 in your notebook. Brainstorm questions about this time period. Which question is the most compelling? Come up with supporting questions that can help you answer your
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compelling question. What sources can you use to answer these questions? Use the questions and possible sources to guide your research. How can you know if a source is reliable? Create an argument to answer your compelling question. What evidence can you use to support your claim? How can you use reasoning to strengthen your argument?
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SLIDE 4 Write an argumentative essay to communicate your findings.
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INQUIRY: A WORLD CRISIS: INTERACTIVE STUDENT NOTEBOOK
Inquiry: A World Crisis
R E A D I N G
N O T E S
1. Describe at least one thing that you learned in this unit that connects to each theme. Theme
Evidence in This Unit
Cultural Interaction Political Structures Economic Structures Social Structures Human-Environment Interaction 2. Choose a historical event you enjoyed learning about in this unit.
3. Which themes can you find within that historical event? List at least three.
Unit Closer
4. Let’s connect the event and themes to current events. What questions do you have about how imperialism, nationalism, and both World Wars affect the world today? Write your most compelling question.
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INQUIRY: A WORLD CRISIS: INTERACTIVE STUDENT NOTEBOOK
5. What are some supporting questions that can help you answer your compelling question? List one source where you might find the answer. Consider using books, encyclopedias, library databases, interviews, biographies, photographs, or newspaper stories. You should use a mix of primary and secondary sources. Supporting Question
Source
6. Use the questions and possible sources to guide your research. Record information in a chart. Source
Why is this source reliable?
7. Create an argument to answer your compelling question. Outline your ideas to prepare to write an argumentative essay. Cite at least three pieces of evidence from your research. Make sure to use reasoning to support your argument. 8. Write an argumentative essay to communicate your findings.
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Unit Closer
Information
INQUIRY: A WORLD CRISIS: TOOLKIT
Selecting Useful Information What is it? When you research a topic, you need to determine which information is useful and which isn’t. Useful information is relevant, essential, and verifiable. Information is relevant if it is connected to your topic. Information is essential if you cannot answer your research question without it. Information is verifiable if you can find it in other reliable sources. How to do it. Examine each piece of information in your reading. Does it help define, explain,
or give details about your topic? Can you verify the information?
Try it. Suppose that you are researching this question: What was daily life like for a Civil War soldier? You have found firsthand information in letters from a Union soldier to his mother. In a table, list information from the reading. Decide whether it is relevant, essential, and verifiable for your topic. An example has been done for you.
For a few days . . . both armies are on very friendly terms. Well today I was out on the line and there was a lot of Rebs there and one of them invited me to go with him . . . Had a great chat . . . Desertions from their army are quite numerous . . . I had on a pair of fine Gaiters and one of them asked me the price. I told him and he said they would cost in Petersburg $150. Common shoes cost 60 & 70 Dolls. Common letter paper 50 cts per sheet & mighty hard to get at that. They say themselves that they have had no coffee or sugar for 4 weeks. You need not be alarmed about my health for I have good heavy blanket and warm clothes. My boots was not very good but we have all drawed a good pair of government shoes . . . There is about half a dozen men in our regiment that are sick.
Unit Closer
—Papers of Tilton C. Reynolds, 1851–1963. Library of Congress: Manuscript Division.
Information
Relevant?
Essential?
Verifiable?
Union soldier reports many desertions from the Confederate army.
yes, part of soldier’s daily life
maybe not, for this topic
probably
For students who need more support with researching relevant information, provide this resource © Teachers’ to guide them.Curriculum Institute
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History and Social Science Analysis Skills Toolkit
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Providing Supporting Evidence In each body paragraph, you must present evidence to support your main point. Such evidence may include facts, statistics, examples, quotations, eyewitness accounts, and expert opinions. In a persuasive essay, supporting evidence is crucial. If you can’t prove your arguments with solid evidence, you won’t convince anyone. In a single body paragraph, one or two types of evidence may be enough to support your main idea. But in your essay as a whole, you will be more persuasive if you present a variety of evidence. For example: Fact: Each state gets as many electors as it has representatives in Congress, plus two.
Statistic: Wyoming (population 0.5 million) got three electors in 2004. California (population 35.5 million) got 55. Example: . . . it has happened three other times, in 1824, 1876, and 1888.
Expert opinion: According to George C. Edwards III, professor of political science at Texas A&M University, “The choice of the chief executive must be the people’s, and it should rest with none other than them.” Quotation: As The New York Times pointed out in 2004, the Electoral College “makes Republicans in New York, and Democrats in Utah, superfluous.”
Provide this page to show examples of ways to use evidence in student presentations. © Teachers’ Curriculum Institute
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Unit Closer
Use this checklist when presenting your supporting evidence: • Do I provide evidence to support all my arguments? • Is my supporting evidence clear and convincing? • Does my essay contain different kinds of evidence?
T H E R I S E O F FA S C I SM A N D TOTA L I TA R I A N S TAT ES: A S S ES SM EN T
Summative Assessment The TCI-created Assessment for this and every lesson in this program is comprised of selected-response and critical thinking questions to fully assess student mastery of content and skills. The test is ready to take, but you can edit and customize the test to meet the needs of your classroom. Below are samples of questions you will encounter in the assessment. Mastering the Content: These questions are selected-response questions designed to check students’ understanding of the lesson’s content. Mussolini believed Italy’s social and economic problems could only be managed effectively by A. a dictator. B. the Nazi Party. C. a parliamentary democracy. D. the restoration of the Italian monarchy.
Applying Social Studies Skills: These are short answer questions that allow students to demonstrate knowledge of skill through close examination of a rich stimulus or primary source. Read the excerpt below from the encyclopedia entry on “Fascism” that Benito Mussolini wrote in 1932. Use this excerpt and what you have learned in Lesson 25 to answer the questions that follow. 3. Above all, Fascism. . . believes neither in the possibility nor in the utility of perpetual peace. It thus repudiates the doctrine of Pacifism – born of a renunciation of the struggle and an act of cowardice in the face of sacrifice. War alone brings up to their highest tension all human energies and puts the stamp of nobility upon the peoples who have the courage to meet it. All other trials are substitutes, which never really put a man in front of himself in the alternative of life and death. . . . According to point 3, what is the fascist attitude toward war? Cite a specific quote from the text. Exploring the Essential Question: What accounted for the rise of totalitarian states after World War I?: These questions challenge students to use their critical thinking skills to create a final product. In point 9 of Mussolini’s article defining fascism, he argues that the rise of authoritarian states in Europe in the 20th century was inevitable: “It is to be expected that this century may be a century of authority, a century of the ‘Right,’ a Fascist century. If the nineteenth was the century of the individual it may be expected that this one may be the century of “collectivism” and therefore the century of the State.” Using what you have learned in this lesson, write a short essay in which you agree or disagree with this argument. In your essay, • begin by clearly stating your position. • identify the factors that led to the rise of fascism and totalitarianism in Europe in the years after World War I. Cite specific historical examples from at least two European countries. • indicate whether the rise of fascist and totalitarian governments in Europe was inevitable and explain your reasoning.
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C R E D I T S Cover: iStockphoto 6C: monkeybusinessimages 7T: Steve Debenport 7C: Django 16: GRANGER / GRANGER 18: Art Archive, The / SuperStock 19: Library of Congress 40: Hulton Archive / Stringer 42: Everett Collection Inc / Alamy Stock Photo 43: Library of Congress 44: Library of Congress, Prints & Photographs Division, FSA/OWI Collection 45: DE AGOSTINI PICTURE LIBRARY / Contributor 46: colaimages / Alamy Stock Photo 47: Everett Collection Inc / Alamy Stock Photo 48: Library of Congress 49: World History Archive / Alamy Stock Photo 50: Library of Congress 51: Library of Congress 52: Hulton Archive/Getty Images 53: Topical Press Agency/ Getty Images 54: ullstein bild / The Granger Collection, NYC 55: Everett Collection Inc / Alamy 56: World History Archive / Alamy 57: Rue des Archives / The Granger Collection, NYC 60: CPA Media - Pictures from History / GRANGER 77: Chronicle/ Alamy Stock Photo 78: Mary Evans Picture Library/Alamy 79: war posters/Alamy Stock Photo 80: Shawshots/Alamy Stock Photo 81: Private Collection/Peter Newark Military Pictures/ The Bridgeman Art Library 82: Chronicle/Alamy Stock Photo 83: World History Archive/Alamy 84: Photo 12/Alamy Stock Photo
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