Transcript Rise_of_Fascism2009

Rise of Fascism
Please do not talk at this time
May 8
HW: Stalin’s Vision Assignment due Monday!
• Look over your notes from the block on the
Vision and reality of Stalin’s Russia. Does
everything on there make sense? Did you
get all the information you need for your
assignment?
• Work with your partners to get what you
need and make additions to your paper.
Please make a vocab word map for Fascism
Word Map For: Fascism
1. Glossary Definition
a totalitarian dictatorship, stressing
nationalism and often racism
Name:
2. Examples
Versions of the Word
fascist
4. My Definition
5. Graphic
3. Related Words
Does yours look like this?
Word Map For: Fascism
1. Glossary Definition
a totalitarian dictatorship, stressing
nationalism and often racism
Versions of the Word
fascist
4. My Definition
a type of ruler who has absolute
control and focuses his/her
country’s attention on pride for
their country and dislike of other
races.
Name:
2. Examples
 Mussolini of Italy
 Hitler of Nazi Germany
 Franco of Spain
 Peron of Argentina
5. Graphic
3. Related Words
 militarism
 coup d’état
 oppression
 ethnocentrism
 Social Darwinism
 natural rights
Totalitarianism
Fascism
Germany under
Hitler
Italy under
Mussolini
Communism
Russian under
Stalin
China under
Mao Zedong
Understanding Totalitarianism and
Fascism
• Totalitarianism, Communism and Fascism
are ALL forms of Dictatorship. But they
have other things in common too.
• Using the chart on your handout, compare
Communism, Fascism and Democracy.
• Use the two Pie Charts on pgs 441 and
477 and the chart on pg. 30 to help you.
Totalitarianism
Fascism
Communism
Democracy
Basic Principles
Police Terror,
Indoctrination,
Propaganda,
Censorship and
Religious or Ethnic
Persecution
Police Terror,
Indoctrination,
Propaganda,
Censorship and
Religious or Ethnic
Persecution
Government run by
representatives
elected by the
people; separation
of powers into 3
branches of
government
Political
Autocratic and very
nationalistic. The
leader is usually
chosen for his
charisma.
Although there may
be elections, there is
only one political
party. Focus is on
spreading the
revolution
internationally, so
not nationalistic.
Equal rights and
individual freedoms,
with multiple
political parties. The
leader is elected and
often has a limited
number of years she
or he can serve.
Add to what you have….
Totalitarianism
Fascism
Communism
Democracy
Social
Supported by middle
class, industrialists, and
military. Has rich,
middle class and lower
class people.
Supported by workers
and peasants. The idea
is that all people are
equal, but the reality is
that people who join
the Communist Party
are more powerful.
Supported by middle
class, workers and
industrialists. Has rich,
middle class and lower
class people.
Cultural
Doesn’t allow people to
be different or question
the system. Individual
rights don’t matter as
much as the collective
good.
Doesn’t allow people to
be different or question
the system. Individual
rights don’t matter as
much as the collective
good.
Freedom of speech and
press; trial by jury of
your peers. Values the
rights of the individual
over the collective
good.
Totalitarianism
Fascism
Communism
Democracy
Economic
Private property
controlled by
state
corporations or
state
Property shared
equally by all
people;
centralized state
planning
Private property
owned by
individuals
Examples
Italy, Spain,
Germany, and
Argentina in
1930s.
USSR (Russia), US, Great
China, Cuba and Britain, Canada,
North Korea
Israel
Please do not talk at this time
May 11
Comparing Totalitarian
Governments
• Use the chart on the handout and Chapter
14, Sec. 2 and Chapter 15, Sec. 3 to
compare totalitarian governments in
Russia, Germany and Italy.
Please do not talk at this time
May 12
Building Blocks of a Healthy
Democracy
• Please find a partner and get a yellow
sheet
• Look at the aspects of a healthy
Democracy. Which of these is the most
vital? Which are less important?
• Organize them into the pyramid.
Now, reread the section on Germany’s
Weimar Republic, on pg. 470 – 471
(start at Postwar Europe)
• How many of the things you need for a
successful democracy are present in
1930’s Germany?
• How does this relate to Hitler’s rise to
power in Germany in 1933?
• What is the Cause and Effect chain that
leads to a Germany with Hitler in power?
Japan
• Determined to avoid ever losing to Western powers
again, Japan modernized its entire country, industry to
military in 50 years.
• Many Japanese died in this process as the economy
was rebuilt from one of hand made goods and crafts to
a fully industrialized factory system.
• Once Japan’s army was the equal of any in Europe or
the US, they assisted the Allies in WWI and invaded
Russia and China, sometimes inventing reasons to
attack.
• Manchuria, for example, was taken by the Japanese
army without the knowledge or approval of the
Japanese government. Eventually the Japanese
military dominated the government altogether.
• Piece by piece, Japan seized islands and other territory
in Asia and created their own Japanese Imperialism.
• They were known as cruel and brutal masters, often
raping and torturing those who came into their power.
This was especially true of the Rape of Nanking, a city
in China where citizens were tortured and murdered.
To this day, although extensive evidence exists, Japan
refuses to acknowledge the Rape of Nanking ever
happened.
Japan’s Expanding Empire
The Rape Of Nanking
Between December 1937 and March 1938
at least 369,366 Chinese civilians and
prisoners of war were slaughtered by the
invading troops. An estimated 80,000
women and girls were raped; many of them
were then mutilated or murdered.
To this day the Japanese government has
refused to apologize for these and other
World War II atrocities, and a significant
sector of Japanese society denies that they
took place at all.
The Rape of NankingThese image were recorded by the Japanese
soldiers themselves and the Nazi officials attached
to the Japanese army.
At one point the Nazi General in charge of the
Europeans begged the Japanese to stop, because
he felt they had gone to far.
All images from: http://www.nanking-massacre.com/Home.html
How could THIS have
been forgotten?
Around the World 1930
• Today we will be practicing writing great
prompts. This will become important for
the final.
• To make a great prompt, choose a
directive word from Column One and a
vocab word from Column Two and use
them to write a Prompt about history.
Directive words get more challenging as
you go down the list.
Writing Great Prompts
In groups of 3:
• Find a placard on what was happening in a region
of the world we have not yet studied during the
1920’s and 1930’s
• Read the placard together (check to see if there
are two sides)
• Then on your own piece of binder paper to turn in
(you may have the same answers as your
partners, write a prompt following the model that
could be answered with info on the Placard.
• There are 6 placards in all.