DOCUMENT RESUME ED 083 099 SO 006 327 TITLE the U.S.S.R

DOCUMENT RESUME

ED 083 099 SO 006 327

TITLE The U.S.S.R.: The Totalitarian State. Grade Eleven. [Resource Unit II, Sub Unit 3.] Project Social Studies. INSTITUTION Minnesota Univ., Minneapolis. Project Social Studies Curriculum Center. SPONS AGENCY Office of Education (DHEW), Washington, D.C. BUREAU NO HS-045 PUB DATE 67 NOTE 101p.

EDRS PRICE MF-$0.65 HC-$6.58 DESCRIPTORS *Area Studies; *Authoritarianism; Course Content; Curriculum Guides; Democratic Values; Economic Education; Educational Objectives; Governmental Structure; Grade 11; Instructional Materials; *Political Attitudes; *Political Science; Resource Units; *Social Studies Units; Social Systems; Units of Study (Subject Fields) IDENTIFIERS Project Social Studics; *Union of Soviet Socialist Republics; USSR

ABSTRACT This subunit on totalitarianism in the USSR is part of an eleventh grade course on area studies. Following an introduction with suggested teaching strategies, the objectives for the subunit are listed as to generalizations, skills, and attitudes. A double-page format relates objectives with pertinent content, teaching procedures, and instructional materials. The political, economic, and social systems which are studied in this subunit are designed to help pupils understand the relationships among them and the extent to which the government influences all aspects of life. The materials promote an understanding that the system is not static and that to label countries totalitarian or democratic really involves the use of ideal types. Students decide where they would place the USSR and the United States in terms of a continuum from democracy to totalitarianism. A teacher's guide to the entire course is SO 006 320. A teacher's supplement to the USSR unit is SO 006 324; other subunits on the USSR are SO 006 325; SO 006 326, and SO 006 328. (Author/KSM) Gracie E lever' Unit lift lot;:ilitarian State

U.S:DEPARTMENT OF HEALTH,.' EDUCATION R:WELFARE NATIONAL INSTITUTE OF DocumEENDTUCHAATSIDNEE SOCIJ THIS.. BEENREPRO. I..,DUCED EXACTLY AS RECEIVED FROM THE PERSON OR ORGANIZATION ORIGIN EF ATING IT. POINTS OF VIEW OR OPINIONS STATED DO NOT. NECESSARILY. REPRE SIlt OFFICIAL NATIONAL INSTITUTE OF EDUCATION 'POSITION DR POLICY..

RESOUR.CE

These materials were developed by the Project Social Studies Curriculum Center of the University of Min-. nesota ulgjer a'special grant from the U.S. Office of Educat ion .(Project HS--045).

1967

FILMED FROM BEST AVAILABLE COPY leven the lotalitarian State

U S DEPARTMENTOF HEALTH, EDUCATION & WELFARE NATIONAL INSTITUTE OF EDUCATION THIS DOCUMENT HAS BEEN REPRO DUCED EXACTLY AS RECEIVED FROM THE PERSON OR ORGANIZATION ORIGIN ATING IT POINTS OF VIEW OR OPINIONS STATED DO NOT NECESSARILY REPRE SENT OFFICIAL NATIONAL INSTITUTE OF EDUCATION POSITION OR POLICY

RUSOURrE UNIT

These materials were developed by the Project Social Studies Curriculum Center of the University of Min- nesota unuj a special grant from the U.S. Office of Education (Project HS-045).

1967

FILMED FROM BEST AVAILABLECOPY -204a- SUB-UNIT ON THE U.S.S.R.: A TOTALITARIAN STATE

This sub-unit is divided into three parts dealing with the political system, system and other aspects of the social system. They are combined in one part more clearly how a totalitarian government affects all aspects of life.

It should be noted that the flow within the political section calls for pupils (1) generalize from a comparison of accounts by refugees, visitors, and those not visited the U.S.S.R.; (2) check these generalizations against Soviet sour statements by Soviet leaders and excerpts from the criminal code, and (3) dra conclusions from all of this data.

This sub-unit calls for the use of a wide reading program. No one text is us many reasons. First, one of the goals is to help pupils learn to evaluate so information and to compare sources. Second, text accounts provide only the b. :of the political system; the materials suggested for reading should help pupil impact of the totalitarian system upon the individual and should provide the generalizing. Third, these accounts are more interesting than text accounts.

Part of the work in this unit calls for group or individual reports based upo ferent reading done by students. However, much of the unit is developed thro sion based upon the wide reading. Even though pupils have read different acc have focused upon the same questions as they read and can discuss these questi change irformation using concrete examples from their reading. Differences w the discussion will lead pupils to an analysis of sources of information and for comparing accounts.

Different discussion strategies are called for during the course of this sub- quently the suggestion is made that the teacher begin a discussion with a bro versial question and ask pupils to back up their arguments with factual inform. This strategy is highly useful at times whether pupils have read the same or ferent accounts. Itis used in a number of places in this sub-unit.

A second strategy is frequently useful when pupils have read a variety of sou tihich there are differences in the presentation of facts and in interpretatio oneaim of the activity is to have pupils generalize from facts and evaluate s i This strategy is used at several places in the sub-unit. lt calls for having -204a-

SUB-UNIT ON THE U.S.S.R.: A TOTALITARIAN STATE

s divided into three parts dealing with the political system, the economic r aspects of the social system. They are combined in one part to show a totalitarian government affects all aspects of life.

ted that the flow within the political section calls for pupils to; from a comparison of accounts by refugees, visitors, and those who have U.S.S.R.; (2) check these generalizations against Sovietsources such as soviet leaders and excerpts from the criminal code, and (3) draw theirown m all of chis data.

ails for the use of a wide reading program. No one text is used, for First, one of the goals is to help pupils learn to evaluate sources of to compare sources. Second, text accounts provide only the bare bones I system; the materials suggested for reading should help pupils see the otalitarian system upon the individual and should provide the raw data for Third, these accounts are more interesting than text accounts. rk in this unit calls for group or individual reports based upon the dif- done by students. However, much of the unit is developed through discus- the wide reading. Even though pupils have read different accounts, they )on the same questions as they read and can discuss these questions and ex- ion using concrete examples from their reading. Differences which arise in will lead pupils to an-analysis of sources of information and the need accounts. assion strategies are called for during the course of this sub-unit. Fre- cjgestion is made that the teacher begin a discussion with a broad, contro- )n and ask pupils to back up their arguments with factual information. is highly useful at times, whether pupils have read the same or several dif- Itis used in a number of places in this sub-unit. egy is frequently useful when pupils have read a variety of sources in r.3 differences in the presentation of facts and in interpretations and where activity is to have pupils generalize from facts and evaluate sources. s used at several places in 'the sub-unit. It calls for having pupils answer -204b-

acn (e, go What have their books indicated were reasons foi Jleir in,,!icated about the use of trials?) As pupils suggest con amples from theii boots, the class can note points of aveement, points of disag facts suggested in some books which are neither contradicted nor giuPPorted by of and possible reasons for differences in data. They can classify data, decide wh seem to be supported and which are doubtful, and generalize tentatively on the,b

all of the data presented. Such a discussion strategy doesnot,start with the i arousing controversial question. However, it does stimulate interest because pu sent interesting concrete data and examples which the other pupils have not come in their books and they are on the alert to compare the examples with whatthey. Unfortuantely, a number of the best accounts for the study of the Stalin period longer available in print. They are not excluded here since many of thern,,will b in school ci.d public libraries. if schools are unable to obtain access -to the m counts suggeSted fur the study of the politiCal system, the teacher may do one o things, First, he may find that he has enough books so that at least some of the can read such books while others read textual accounts. He can st i l 1conduct a using those who have read these accounts as resource persons and asking other cla bers to compare what is presented with what they _have read in texts and PamPhlet he may obtain permission to mimeograph sections of some of the books- from ,the St and also some of the shorter articles which have appeared in news magazines. He some pupils use these whi leothers read the more current accounts which are still and can be purchased by the school. Eventually, itis hoped that abridged accou be made available in the form of published collections of readings. -204b-

rirct. (e.g. What have their books indicated werereasons for arrest? in:icated about the use of trials?) As pupils suggest concrete ex- Loo'b, the class can note points of agreement, points of disagreement, in some books which are neiaer contradicted nor supported by other books, ,3sons for differences in data. They can classify data, decide what facts orted and which are doubtful, and generalize tentatively on the basis of presented. Such a discussion strategy does not start wit'i the interest- versial question. However, it does stimulate interest because pupils pre- 0 concrete data and examples which the other pupils have not come across and they are on the alert to compare the examples with what they have read. a number of the best accounts for the study of the Stalin period are no e in print. They are not excluded here since many of them will be found ublic libraries. If schools are unable to obtain access to the many ac- d fur the study of the political system, the teacher may do one of several he may find that he has enough books so that at least some of the pupils ooks while others read textual accounts. He can still conduct a discussion have read these accounts as resource persons and asking other class mem- what is presented with what they have read in texts and pamphlets. Second, emission to mimeograph sections of some of the books from the Stalin period f the shorter articles which have appeared in news magazines. He can have these whileothers read the more current accounts which are still in print hased by the school. Eventually, itis hoped that abridged accounts will le in the form of published collections of readings. 204c-

.OBJLCTIVES S!Ji.l.:UNIT,ON A TOTALIRIAN SYSTEM

This- ub- i,rii t (Afoul d make. p rogr es's 'toward dove 1 op i fo 1 lowing; GENERALIZATIONS

* 1 . The contrast between democratic and non- Ideologyis 6sspciatQ democrat i c pol i t ice] systems may be piein the political lookod at es a conflict in basic under- greatet.pollt 1 y I ng va 1 UC5 ; ment and :information.

The commonity demands order and stn. ideologies are Import bility -- goals which may be incom- turethevgive to.. : the patible with the, demands Ind iv i ... nom ic,..00d1sec duals, In totalitarian countries the they giVe to aMbi:guop individual rights are sacrif iced for the cues for response the good of the state. . No.:Society liVeS Freedoms' relationship to democracy ideology, is a close and obvious one-; the organization of majorities, the compe- ,Total i tar i an isms `extend tition in goals, and the ability to itics farA, beyond the us oppose which democracypreSupposes most al 1 aspects of life all depend on a high degree of personal freedom. The 'unity and 'homogen total itarianism deman Ideology represents a set of values in the plural isfn of1 ibe which thore is be 1 ief and ego- invol merit and which are, therefore,difficult Totalltacianlsm, ca to surrender. existence of grodp which may be the ;s People wi th djfferent fdeologies may which, comOete w i tit perce.ive. the 'same .Scene and thei rid, to the state. eo 1 og ies wi.11 give i t. sharplyd ent meaning and significance b. total i tariani-siffinds evendifferent :perception of the facts . coerce large popula part. of the Unit :on. the WrEis a j ec U yv has been .taught in an'earl ler -OBJECTIVES.FOR.SUP,-11NJT ON A TOTALM-ARIANSYSTEM

should progress developing the following:

raSt' between demOcratic and non-. Ideology is asociated with thosepeo- c _poflt i cal :systems.--...may be ple in the pol i t ica 1system with the ,( as .a conflict in basic unde:r greatest pol itical awareness, involvement and information.

oromnity demands order and sta. c. Ideologies- important feythe struc y goals which may be incom- ture they give to the political, eco- le witil the demands of indivi- nomic and social system, theanswers I n total i tar i an countries the they giVe to ambiguous situatio.), and idual rights are sacrificed for the cues for response they suggest. ood of the state, No society1 ives up completely to its 1 OM I relationship to democracy ideology. close and obvious one; theor

ation of majorities, the compe- . Total itarianisms extend the scope of pol- )n in goals , and the abl 1i ty to itics farbeyond the usual to include al-

e which democracy preSupposes most al lospects of l fe. lePend on a high degree of per- freedom. Aa. The unity and homegenity of life which totalitarianism demands is contrary to represents a setof values in the pluralism of liberal' democracy. ) , re ;i s belief and ego- invol ye `which are, therefore, difficult 1) Total itarinnism cannot to the existence of groups or ins t i tut ions which may be the source of loyalties ic with different ideologies may which compete with or diminish those ive the same scene and their id- to tne state. ics will give it Oiarply differ- peening and significance-- maybe b. Totalitarianism findsit impossible to different perception of the facts, coerce a-large population constantlyj oject ive has been taught in an earl ierpart of the Unit on the Soviet Union, ..;.teadit coerces reci. ly by c )n- i cal ski i Is and trr)Iling wills, fears, etc. through the population. the us of symbc.;s and mass media.

3 ) Total i tar i an isn. may 1) Since democracy is the chief po- the content of the litical expectation of the times, for. the propagflndis of have had to accept purposes of the to the symbols and forms of democracy ical system. if not its substance. 4) Agencies of pol i tl a) Oligarchies maintain themsel\,cs include those with within the forms ofdemocracy system as wel 1as by control of resources, infor- as mass media, sot mation, attention, and exper- in fact, total itari t i se. tems are marked by inance of this pro ) Control df pol itical communication is effective-control of political a) Freedom is cults

behav or ! the individual I what the option a) Individuals know the political about exercisin system as a set of images, and should exercise pictures created for them by commdnicators; they react to Pol i t i Ca l poWer is unevei those images rather then to the throunh a Population. real world and real people. *5. Itis unl that,one Most polit ical communication genuille 'autocracies ,( rul depends on the use of symbols, Alex Modern governments; negative and positive stero- 1 ike 1 Y real ly pl igarch i types, and other communicatidn government and the var ie shortcuts; effective communica- demand variety of ski

tion depends on the of does not.:. possess. manipulation of these symbolic tools. 8. EYery decision-maker vice, .knowledge, info c)Effective, p o li t i c a l communica- icalIntel 1\icleke as tion depends both on techno109- advisors who can Prov teadit coerces indirectly by (on- ical skills and on the skills of:'' ,lling wills, fears, etc, through the population. us of symbo:s and mass media.

3) Totalitarianism may. seek z alter Since democracy is the chief po- the content of the arts co use then litical expeGtation of the times, for the propagandist*: and symbolic oligarchies _have had to accept purposes of the vcolitarian pont- the symbols and forms of democracy system. if not its substance. Agencies of political Socialization a) Oligarchies maintain themseLcs include those within thd political within the forms of democracy system as well as those,mjthout (suoh by control' of resources, infor- as niass media, social grOOps, etc,); mati'orr, attention, and exper- in fact, totalitarian Politii7a1 sys tise.' tems are marked by government,a3 dom inance of this process. Con_ trel of pelitital commUnicatioi is ef.feclAve'contrel of ',political a) Freedom is culturally determined; behaVibr. the.individual has to :_ be taught what the options are, how one a) individuals know the political about exercising them, why he system as a,spt of images and should exercise.them. pictures created for them by communicators; they react to Political power is unevenly, distributed those images rather than to the through a population, real world and real people. *5. It is unlikely that one could -find many b) Most political communication genuine autocracies (rule by one) in com- depends on the use of symbols, plex modern governments; they are very negative and positive stero- likely really oligarchies. The scope of types, and othercommunication government and the variety of clicnteles shortcuts; effective communica- demand a variety of skills that one man tion.depends on the effcctiVe does not possess, manipulation, of these symbo)ic tools. *a.,Every deeisionmaker Is Aependent on c,:.;.. vice knowledge, informatiOn, , c) Effective political ica+. vnteliAgence;. . as a-:result, those tion depends both on technolbg-: advisors who can. proVide :himwith them- have arr imporimt na,.c for excrtincj 'c. There arc strains betweer power and in;luence on the official. ideal of dictatorship an zational denir'nd5 of mode society.

106. Decision-making in a democr by several groups and is su ing influences.

*7. Any decision isin part a p internalized values, the pc the experiences of the pers decis ion.

. Political decision-making many factors: permissabili resources, available time, formation, and previous com

1) The relative centralization or *a. The institutions of gove decentralization of power with- tute the arenas or the s in political parties isrel-cted in which the authoritati to the centralization or decen- of the political process tralization of authority within tual institutions may no the politiral system as a whole. those in constitutional

2) One-party systems tend to devel- b. The decision-maker react op a competitiveness within the from other decision make dominant party, but this fac- lic opinion; however, th tional competitiveness lacks these factors influence the steoility and predictabil- ing differs in democrat' ity or inter -party competition. ian societies.

Oligarchies have had persistent trou- 9. The leadership of any group ble in solving the problem of succes- maintain group cohesion an' sion, especially where it has abandon- its strategies and provide -d the succession by birth. leadership. impoc_ant n,sc for e.,:crting ,e. There arc strains between the political id inHuenec on the official. ideal ofdietritorship and the cirgarpi zatIonal dennds of modern industrft1 society.

116. Decision-making in a democracy isr.lit-EJ by several groups and is subject tc, vory ing influences.

*7. Any decision isin part a product of th.: internalized values, the perceptions, and the experiences of the persons making tlic. decision.

. Political decision-making islimiter' by many factors: permissability, availAle resources, available time, available information, and previous commitments,

he relative centralization or *a. The institutions of government consti- fecentralization of power with- tute the arenas or the stucture with- n political parties is related in which the authoritative decisi o the centralization or decen- of the political process are made; ac- ralization of authority within tual institutions may not conform with he political system as a whole. those in constitutional documents.

ne-party systems tend to devel- b. The decision-maker reacts to pressures p a competitiveness within the from other decision makers and to pub- ominant party, but this fac- lic opinion; however, the way in which ional competitiveness lacks ese factors influence decisiou-mak- he stability and predictabil- ing differsin democratic and totalitar- ty of int-Pr-party competition. ian societies.

hies have had persistent trou- 9. The leadership of any group must try to solving the problem of succes- maintain group cohesion and also organize specially where it has abandon- its strategies and provide intellectual succession by birth. leadership. -204f- 10. The type of loader differs in diff(T- tolerate more than limit ent fituations. from group unity.

a. The requirement:, for leadership 14. Compromise is easier where change; cs an organization or gov- an ideological perception ernment develops, the need for that is, where the issues leaders with administrative skills and not seen as related to tends to replace the need for charismatic leaders. a. Individuals tend to mor cologies into right-wro IL. Recent totalitarianisms have often true-false, black and w been symbolized and epitomized by the which make compromise d political leader. Instead of demand- immoral. ing the full and total loyalty to the abstraction of the state, the totali- *15. Industrial capacity and en tarian regime personalizes that loyalty important bases for nation in the leader. *16. The world is a community o 12. Political activity, by which the indiv- countries, (Important pol idAal seeks his goals and interests ingsin one part of the wor through the political system, takes any parts.) number of forms, depending on the na- ture of the system and varies greatly 17. Every economic system face in incidence. lack of enough productive satisfy all human wants. U. In political conflict there is a struggle over scarce values or goals. a.If resources are used t want, they cannot be us a. Conflict servesto establish and another. Only when res maintain boundary lines of societies employed, will more exp and groups. (In one-party countries one thing, lead to the itis necessary to identify the party more of something else. with the country or invent an "en- emy" to hold the party together.) b.If productive resources ployed; investment in lb. Groups engaged in continued struggle future production requi with the outside tend to be intoler- fice in current produc' ent within. They are unlikely to -204f- of leader differs in diff(T- tolerate more than limited departures ations. from group unity.

equirements for leadership 14. Ucmpromise is easier where there isnot e; as an organization or gov- an ideological perception of the issues, n t develops, the need for that is, where the issues are not moralized rs with administrative skills and not seen as related to other issues. to replace the need for char- ic leaders. a. Individuals tend to moralize their ideologies into right-wrong, good-bad, otalitarianisms have often true-false, black and white dichotomies, lbolized and epitomized by the which make compromise difficult if not 1 leader. Instead of demand- immoral, full and total loyalty to the .ion of the state, the totali- *15. Industrial capacity and energy sources are egime personalizes that loyalty important bases for national power. eader. *16. The world is a community of interdependent 1 activity, by which the indiv- countries. (Important political happen- eks his goals and interests ingsin one part of the world affect other the political system, takes any parts.) )f forms, depending on the na- the system and varies greatly 147. Every economic system faces scarcity or a Jence. lack of enough productive resources to satisfy all human wants. ical conflict there is a strug- e scarce values or goals. a.If resources are used to satisfy one want, they cannot be used to satisfy lict serves to establish and another. Only when resources are un- ain boundary lines of societies employed, will more expenditures on groups. (In one-party countries one thing, lead to the production of s necessary to identify tile party more of something else. the country or invent an "en- to hold the party together.) b. If productive resources are fully employed, investment in capital goods for ps engaged in continued struggle future production requires some sacri- the outside tend to be intoler- fice in current production. 4ithin. They are unlikely to 20497- 1) The.larger the productive- capac- . Capital formation throughs ity in relationship to the popu- a major means of increesing lation, the less.-the-,hardship in- total output over time bece volved to conSumers.in making the creases productive capacity- sayings' Und-iinvestments)needed

to achieve...egiven gTowth rate, , The organizational structur total economy or of any la c'e Misallocation of resources costs.con- of it (such as agriculture sUmers What they.could-otherWise -have.. efficiency or production at had just -as does the organizati Lure within a single firm. 10. At any specific time, the totaleconom- ic output is affected by the quantity e.The rational use of resour and quality of productive resources the use of more of those r (natural resources, labor, and capital large supply as a subtitu goods), by the levels of technology, and in short supply, even if a by the efficiency of the organizational balance might increase out structure. - hour.

a. EconomiC output is affected by the f. Differences in productivit quality of labor or labor skills as of living may result fran We11 as by. the quantity of labor. the stage of development r the type of economic syste 1) The quality of labor:is:usually increased by education and train- The fundamental difference be ing. systems isin how and by whom economic decisions over alloc ) Labor productivity may rise both sources are made rather than from the activities of workers the resources. themselves and from the accumulation of capital and technological The power to allocate reso and managerial advance. portent to the power to co and how much will be produ Output can be increased by technological progress in the development of Ecoewmic systems are usual tools and machines and power to re- both pub/ic and private o place manpower,, with decisions made both b ment and by consumers. -204g- argr the productive capac- *c. Capital formation through saving is n relationship to the popu- a major means of increasing an econcely's the less the hardship in- total output over time because it in- to consumeis in making the creases productive capacity. ,gs (and investments) needed .hievc a given growth rate, d. The organizational structure of the total economy or of any large sect,0 at iron of resources costs con - of it (such as agriculture) affeti', hat they could otherwise have efficiency or pioduction and output, just as does the organizational structure within a single firm. ific time, the total econom- .s effected by the quantity e. The rational use of resources calls for of productive rc.sources the use of more of those resources in -soorces, labor, and capitol large supply as a substitute for those the levels of technology, and in short supply, even if a different ciency of the organizational balance might increase output per man hour.

output is affected by the f. Differences in productivity and in levels of labor or labor skills as of living may result frail differences in by the quantity of labor. the stage of development rather than the type of economic system per se. luality of labor:is;.usually rased by education and train- 19. The fundamental difference between economic systems isin how and by whom the basic economic decisions over allocation of re- productivity may rise both sources are made rather than in who owns the activities of workers the resources. wives and from the accumula- Hf capital and technological a. The power to allocate resources isim- lanagerial advance. portant to the power to control what and how much will be produced. an be increased by technolog- oress in the development of b. Ecomimic ,ystems are usually mixed, with Hid machines and power to re- both public and private ownership and ,inpower. with decisions made both by the government and by consumers. -204h-

c. In practice in communist countries cult to determine the flit the means of production are alr.ost use of capital investmer all owned by the government. goals and to decide whe or more economic to bui d. In command economics most of the ies or buy new machines basic economic decisions are made repair old ones. by the government. b. The lack of a free mark 1) The allocation of resources in it difficult to evaluat a command economy is determir,:d of managers of plants. basically by the central planners, not by free comsumer de- c. Both centralized and dc' mand. economic planning ha disadvantages in terms 2) Centrally planned economies find use of resources to ach it easier tc divert resources to goals of planning for e certain goals than do governments in economies based upon a market 21. By its taxation policies, system. fluence who shall get what certain kinds of output of 3) Even in a centrally planned econ- system. omy, economic planners cannot

make all of the decisions as to a. Indirect taxes take a 1 all of the details of what, how the income of those in much, and how things shall be levels than of those in nroduced. levels if both groups b which the taxes are pla e. Most economic systems are in the process of constant change. 22. Levels of living are affec of goods and services mone :O. As economic systems become more mature not just by changes in mon and complex, centralized plann:ng be- may be affected by changes comes more difficult, although modern computers facilitate the detailed plann- 23. It is difficult to compare ing needed. tween countries because of the importance of differen a. The lack of techniques for measuring for consumers, because of the value oF capital makes it diffi- assessing the comparative -204h- ractice.in communist countries cult to determine the most efficient means of product ion' are almost use of capital investment'in achievimg Owned. by the*governnent. goals and to decioe when itis cheaper or more economic to build new factor- ommand economies- most of'the.-- ies or buy new machines rather than to c-ecOnOMic.deCisiOns are made repair old ones. :he goVornment. b. The lack of a free market system makes Che a i l oca t i ota of resources in it difficult to evaluate the efficiency' command .economy --is determined. of managers of plants. asicallyAby.the-:Centralplan-

ers; not iby- free consumer de- c. Both centralized and decentralized and.- economic planning have advantages and disadvantages in terms of the rational ventrally planned economies find use of resources to achieve the major it easier to divert resources to \goals of planning for an, entire economy, ,ertain goals than do governments. In economies based upon a market 21. s 7 its taxation policies governments in- ystem, Iluence who shall.get what proportion of Pertain kinds of output of the economic. ven in a centrally planned econ-: system.N. 3rny,. economic planners cannot ake all of the decisions as to Indirect taxes take a larger part of 311 of the details of .what:; how the income of those in dower income nuch, and how .things-.shall be levels than of those in upper income lroduced., levels if both groups buy the goods on which the taxes are placed. t economic systems,are in the_ :ess of constant change. 22. Levels of living.are affected by the amount of goods and services money incomes can buy, non-11c systems become more mature not just by changes in money incomes which nplex, centralized plann:ng be- ;may be affected by changes ib prices. lore difficult, although modern ers facilitate the detailed plant).- 23. it is difficult to compare real wages be- ded. 'tween countries because of differences in the importance of different types of goods lack":of techniques formeaSuring. for consumers, because of difficulties of value of capital-,makes it diffi- assessing the comparative purchasing power, 20i

of different monetary sys+s, because re,:uciion in inequ':litic of difficulties of estimathng co,t of opportunity or inc.offle. living (because of different prices fotsiimilar goods), because of the dif- b. Pcopic diffcr in the dec ference in quality of goods, and be- they desire freedom of cause of differences in the amount of (of occupation and disp socialized benefits provided by lie dif- as a goal of their econ ferent countries. c. People usually would People tend to work hardest at those economic system provide

jobs for which they receive tali- great- growth (and so higher 1 est incentives (monetary and non -mone- and sti,thility (and so e tary) however, the emphasis o differ,

. in practice economic incentives in comunist,cuontries do not differ 11 People's ideaS.of:wh greatly from those in mature capi an adequate level of talist countries. as average Tivi'ng le

?5. Industrial conflict does nut occur in *28. Whenever, things. Valued by_ all societies;it dues not occur in a scarce,there wili be Jiff dictatorship which uses force to sup- cess to and control .of the press internal conflict. Scarce things by sub-group Society. 26.If purchasing pol-aer increases without some corresponding increase of-avail- ,Control Of one or. a few ahle materials, there is an upward mayenablethe group.-to pressure on prices. Other-scaTee things and their control of power,' 27, In all societies people have certain oconomic goals. Although some goals Societies differ in-the ore very much alike, different socie- Of.-ascri.bed and achieve ties place diifc-ring emphasis upon provide and,the relativ them. .each.

People differ in the degree to_which . The amount of class confli thP, 'de-sire economic iustite or the degree of difference .. nt mcmetaiy systu6s, beeaktse rciu,:tion in ineolities of economic lties of estimating cost_ of oppmtimity or iw,ome. MISC.of different prices r goods), because of the dif- b. People diffetin the degree to which quality of goods, and.be- they desire f)ec.dom of economic choice ifforences in the amount of (of occupation and disposal of incoule) benefits provided by lie dif- as a goal of their economic ntries. c. Peeple usually would like to see their )d tp work hardest at those economic system provide both ecunomic :Jich..theyreceive the great- growth (and so higher levels of living) ives (mcinetary, and non-mone- and stakility (and so economic security

. howevei, the emphsis on each goal may differ, tiee economic incentives in s't countries do not differ 1) People's `ideas of what constitutes frem those in mature capi an adequate level of living changes countries, as average living levels change.

1 conflict does not occur in *28. Whenever things valued by a society are ties;it does not occur in a scarce, there will be differentiated ac- kip which uses force to sup- cess to and control of these valued and =rhal conflict. scarce things by' sub-groups within the society. ;ing power increases without ssponding increase Or avail- *a. Control 'of one' or a few scarce things rials, there is an upvtard may enable the group to get control of Dn prices. other scarce things and thus pyramid their control of power. rJeLies people have certain goals. Although some goals *b. Societies differ in the relative number wch alike, different socie- of ascribed and achieved statuses they e diii(-1ing emphasis upon provide and the relative emphasis upon each.

differ in the degree to which 29. The amount of class confliCt is relate-to ,:,;sire economic iOstice or a the degree of difference among classes. 7204j-

the d:'1ree of vertical mobility possi- *37. The degree of;:horjzonta. ble, an:' the degree to which prcreanda a society (Incluang.TM is used to arouse class criflict. from rural to urban are portant.effects upc,n

. Those who benclit most from the strat ification system are most likely to .*38.. Although culture is aim accept it and most likely to oppose tain parts OT change. long. periods of tjme: a. Culture may-.cha -A 1 . The more industrialized and urbanized the society, the greater the mobility 'OffuSion.- bcitwcen clsscs. People do not lw more widespread the system of edu- less they feel .a iICA;( cat ion,tiro greater the vertical mobility. *C. Even when a majnr re, society takes piece Families in different cultures have dif- tion), not all of a ferent functions. Family functions may ly modified. vary over tLie and from group to group within a society. d. Changes in one, aspect have effects on othe

* 3 . The structure of the family varies from will ramify whether society.to:society. and from one group ical,in social organ to another ,within any society, ogy, or whatever els cultural, system. *35. In.different societies or in different groups in any one society, some emo- e. All the institutions tions and sentiments are strongly re- related; beCause or pressed; others are encouraged. As a ship, a change in on result any. one group has a-modal per- likely to affect o.th sonality or personalities among its (Changes in the fami adults. other institutions a institutions are ref 36. Members of any group may join it for varying reasons-, some of.Whi.ch.have . Family structure may nothing to dO'wjth the .goals of the cult. :organization. -204j-

:Jrce of vertical mobility possi'- *37. The degree of horizohtal Mobility.with"in an the degree to which prera,..;anda a:soletyAincluding shifts of population- to arouse class conflict.' from'rural to urban areas) can have. im7 portant effects upcm a society. who benefit most from the strat tion system are most likely to *38. Although culture is always. changing,cer- t: it and most likely to oppose. tain.parts or eeents may persistover long periods. of time.

)re industrialized and urbanized Culture may, .ha:!:;e i.hrou gh a process of .)ciety, the greater the mobility diffusion. -n classes. People do not the.ir behavior un- dre widespread the system of edu- less they feel an..,ed to change. the (..9-cE;ler the vertical mobil- *c. Even when a,majnr reorganizaLion of 'a society takes place. (such as a-revolu- les in different cultures have dif- tion), not all of a culture is complete- functions. Family functions may ly modified. ver time and from group to group

a soeiety, . Changes in one aspect of a culture will have effects on other aspects; changes ructure of the family varies from will ramify whether they are technolog- y to society and from one group. ical,in social organization,in ideol- ther within any society, ogy, or whatever else is a part of the cultural system. ferent societies or in different in any one society, some emo- e. All the institutions in a society are and sentiments are strongly-re- related; beCause of this interrelation-

(:1; others are encouraged. As a ship, a change in one institution is any .one group has a modal per- likely to affect other institutions. ty or personalities among its (Changes in the family are reflected in other institutions and changes in other institutions are reflected in the family s of any group may- join itJor g reasons, some.of-which,have . Family structure may make change diffi- g:Tto do with .:the :goals of the cult. zation. 7-2.0.1;1.

?,9, 'the :1y it difficult to *c. Draws infeiences from tal achieve the stor-o?.; (wit; or goals. d. hiterprvts cartoons, 1;0, Social scientists set up classifications tk, suit their purposes; the use of dif- 4. lia,s a well-deve122ed sens7:o forLni criteri,7:.re,,,ult in different class- Looks for relationships amon in one country and within a t ittie, f ramewor

The 1:?roz-_,ii t...ioard which teoching Is 5 Evaluates information. -ultip:iately:direGt-cdis underlined:. A

.spec.ific aspcct of a. ski i i is in plain a. Detects irrelevancies.

1) Detects persuasion. de 1. A ttac.:1<:-.> in e r. Checks on thepcRyrac;_y_ Sets up hypotheses. *1)Checks facts against Deddcespossible consequences from. of information. hypotheses (i 17-then statements) .to guide 'collection of data, Checks.on the bias an authors,.. Locates information. Looks fo;7 points of a a.. Uses references to locate informatjon disagreement among- Wi about living authors, authors and other sou: matIon. Compares' dat 3.:Gathe-rs ulformatIon. Recognizes ah&examin 1. interprets. graphs to deci cIP whether or cept them. *1) Draws inferences from graphS:_ Differentiates betwee *2) Looks for graphic devices which, pnces and value judgm may be Misleadihg. Recognjzes difference Draws inferences frem charts of prOVing Statements If i

i,..f l' ,.'y m;:.c it difficult to *c. Drws inferences from tables. staLnd cud:, or goals. -d. Interprets cartoons, Itists set up classifications r purposes; the use of dir- Has a wellidevelciped senK:of time i.r, rer,iiii in diffcrc.nt class- Looks for relationhips among events within one country and:Or/101in a worldwide time framework,

to-%;brd-wfiich teuching is 5 EValUates information.

i s wider: 1i nod. ,11. of a skill is in pibln a,' Detects irrelcVancies.

1). Tietects_persuasion devices. a rational manner, . -o.' Checks on the accuracy. Of. informatibu. . ../.PoLhcses: /...... r. 1Y- Checks -facts against own background possible coaequences from of information. es (if.then statements) to liection of data, *2) Checks On.the bias and competency authors.. ormation. *3)Looks for points of agreement and crences to locate information disagreement among witnesses and vincj (*hors, authors and other sou:ces of information. Compares data. ormation.' *4) Recognizes and examines assumptions graphs. to decide whether or not he can EX.- cept them. inferences from.graphs. 5) Differentiates between facts, infer- for graphic devices which: ences and value judgments. e misleading. *6) Recognizes differences in difficulty ferences from charts, of proving statements. 72041 =.

) Col l ects addit lona) i nformat i on grITups. when needed to check the facts, *1 is curious BbOut social data, Checks on completenes ofHdata-. and A is wary of general) Zati onS baSed 2 Values the scientific method and or, i ns.uff icl cnt ev idence. thought

.1 ) ExaM tilts sample used -.see If it *3. Values. objectivity and desires to is represen tat,' vtThf the populb values from affecting hisi ntrprfi! L ion for .which .genera) ion are i'denCe. Le! :444 Respects evidence even wheni t con 2) Identifies card-Stacking. prej ud ices and preconceptions

1c3) Rejectspost .116c .arguments; looks 5, sceptical: of.:"conVenL i 600 trut for :other 'factors- which may .haVe demantis that popular notions be j y caused the later event. accordance Wjth s tandards, ofHemp"i...t= idat *d', Detects. inCons1Sten-c.jes, 6.5.valuates information and sources.., . -Ana I yresand Cordon izes nformat To) and mation before accepting evidence a 66nETTsiOns ' 7 al izat ions.

* a- App) ies previously - learned concepts: *7, Is committed to the free exatninati and genera l tzat ionsions to new Oata....-. cial attitudes and data,

b. Uses statistical devicesfor ;analyz-143;1s- sceptical ' of single-Jactor the,. ng data.. causation in theHSodial sciences., equally sceptcali of .1panateas.

. Tes ts hyPothescs aga n5 cia.ta. Feel s a sense Tespons ib i 1i y d. General izes from (ITIta, informed about current probleMs

aties ideas to ideas acquired :.f ram *10. Supports f reedoM of thought and other sources of inforMatibn, .ganizes ovin structure for topic., Values procedural safeguards fOr cased of crimes. t-, additional information __.ATTITUDES cried to check the facts. *1. Is curious about social datab tht corlipleteness of deter y of generalizations based 2.Values the scientific method and rdtional eicnt evidenoe. thought. s sample used to see if it *3.Values objectivity and deires to keep his .esentative of the popula values from affecting his interpretation of which generaljzation5 are evidence.

- yd; Respects evidence even when itcontradicts [es: card-stacking. prejudices and preconc(ptions.

post hoc arguments; looks 5. Is sceptical of "conventional truths' and a:r factors which'may'.have demands that popular notions be judged in the latorevent.' accordance with standards of empirical validation. consistencies. 6. 5valuates information and sources of infor- 9q."._TIesjt:lf0..01atjoi-Lan4 mation before accepting evidence and generalizations. cvlousiy-learned concepts *7. Is committed to the free examination of so- lIzations to new .data cial attitudes and data, stical devices for analyz-..*8. Is sceptical .of single-factor theories of causation in the social sciences and is equally sceptical of panaceas. thesesagainst data,, 9. Feels a sense, of responsibility for keeping s from informed about current proble,ns, eas'toideas acquiTedfrom -kW. Supports freedom of thought_a;kj expression. ces of information, and or- n structure for topic. *11, Values procedural safeguards fur those accused of crimes, 12. Evaluates proposals, events, and programs on the basis of the effects upon individuals as human beings.

13. Has a reasoned loyalty to the U.S. -205-

The U.S.S.R.is a totalitarian

A. The political system is an o controls all aspects of the

A. FEELS A SENSE OF RESPONSIBILITY FOR KEEPING INFORMED ABOUT CUR- RENT PROBIEMS.

S. A lies previoullyzlea!ned_conceRts 212_2212q5lizptIono new-Uata,

A. IS CURIOUS ABOUT SOCIAL DATA. -205-

IV.. The U.S.S.R.is a totalitarian society.

A. The political system is an oligarchy which controls all aspects of the society.

SENSE OF RESPONSIBILITY ING INFORMED ABOUT CUR - )BI EMS.

previously- ,learned concepts 1716.1121.on to new data. iUS ABOUT SOCIAL DATA. -206-

1. Remind pupils that the Russian Civil War ended in 1920. Stalin had consolidz)(ed h: power by 1929. Point out that they will now study the way in which the Sovietpo- litical system has operated under Stalin and others following his death. They will then examine the economic system and the social system as a whole before they turn to Soviet foreign relations. As they study life in the Soviet Union, they should look for whys in which the political, economic and social systems are related as well as fo.- possible changes from one period to another.

2. Appoint committees to follow the newspapers and magazines for news items about Soviet life. One committee mIght focus upon political items, one on economicitems, one on items related to the social system, and one on items related to foreign relations. These committees should make collections of notes and clippin_sfor use at the appropriate time. They should also be prepared to tell the class more about what has happened.

3. Read aloud or have pupils read sections from the 1936 So- For the constt viet Constitution which deal with civil liberties. Ask: clauses, see What is the purpose of our federal constitution? What Readings on So would you expect the purpose of the Soviet constitution For the quotat to be?Who decides in our country if the constitution "Teacher's Sup has been violated? How can our constitution be amended? Unit on U.S.S.

Read aloud a few brief quotations from people who claim that the U.S.S.R. constitutional guarantees have been violated repeatedly. Tell pupils that they are going to decide for themselves whether or not these critics are correct. They should decide whether or not they think the class is right about the purpose of the constitution in the Soviet Union. They should also try to find out who is the final interpreter of the Soviet Constitution and how it is amended. -206-

pits that the Russian Civil War ended in 1920. d consolidated h'f power by 1929. Point out will now study the way in which the Soviet po- ystem has operated under Stalin and othcrs fol- s death. They will then examine the economic dthe social system as a whole before they turn foreign relations. As they study life in the on, they should look for ways in which the po- economic and social systems are related as well ssible changes from one period to another.

ommittees to follow the newspapers and magazines items about Soviet life. One committee might n political items, one on economicitems, one on ated to the social system, and one on items re- foreign relations. These committees should ections of notes and clippin_ sfor use at the to time. They should also be prepared to tell more about what has happened.

or have pupils read sections from the 1936 So- For the constitutional titution which deal with civil liberties. Ask: claus 3, see "Selected he purpose of our federal constitution?What Readi gs on Soviet Society." expect the purpose of the Soviet constitution For the quotations, see qho decides in our country if the constitution "Teacher's Supplement to violated?How can our constitution be amended? Unit on U.S.S.R."

d a few brief quotations from people who claim U.S.S.R. constitutional guarantees have been repeatedly. Tell pupils that they are going too 3r themselves whether or not these critics are They should decide whether or not they think 3 is right about the purpose of the constitution pviet Union. They should also try to find out he final interpreter of the Soviet Constitution it Is amended. -207-

Drav!!-: inferences from c

A. IS CURIOUS ABOUT SOCIAL DATA,

S. Looks for relationshipsmon9e- vents within one country yand. within a7;i6Fia-wrge time"Framework.

A. IS CURIOUS ABOUT SOCIAL DATA. 1. In spite of constitutional guara the U.S.S.R. lacks basic politic S. Checkson the bias and competency. religious liberties. The indivi a aufho. ists for the state rather than t for the people. S. Uses references to locate informa- Ilor5BOTA-117ng authors.

A. EVALUATES INFORMATION AND SOURCES OF INFORMATION BEFORE ACCEPTING EVIDENCE AND GENERALIZATIONS. -207-

ces from c

)UT SOCIAL DATA,

)tionstlPs_arn19e- )ne, country andwith-

JUT SOCIAL DATA. 1. In spite of constitutional guarantees, the U.S.S.R. lacks basic political and bias and coTpetma religious liberties. The individual exists for the state rather than the state for the people. to locate informa- ving authors.

1RMATION AND SOURCES N BEFORE ACCEPTING "..;ENERALIZATIONS. -208-

Show pupils o chart of th (theoretier11) s-tructure of For chart sec C tho Soviet sWen, of govcr,80ynt. U!,c arrows to shc, Gov't, or thc S the way in which the :.y:.teri of electionsis supposed p, 38 or Carter to opo.;.te in choosing roc,c!rs of thez,c difFcrent 1. MaiOrjoreign2 ies. Also give pupils a brief description of hog Ln:3 For quotations systrm is supposed to work. Supplement to U Now read aloud brief quotations which claim that this structure does not give a correct picture of how the system operates and which claim that Soviet elections are a fraud. Tell pupils that they should try to decide for themselves as they read whether or not these critics are right.

5. Have a pupil prepare a timeline of events in the U.S.S.R. from 1917 to the present, He should begin b7 placing on it the events up to Stalin's ouster of Trotsky. He should also add the dates for Stalin's death and for Khrushchev's dismissal, As pupils discuss other events durin the course of this unit, he should add them to the timeline. Remind pupils to look at the timeline to see what periods they are studying about as they read books about Soviet life,

6.. Display many books which deal with the Soviet political See bibliograp system and with the treatment of the individual under this system. Include accounts by refugees, by visitors during different periods, and by social scientists who have not visited the Soviet, Union. Give pupils dittoed bibliographies with brief annotations of these books. Tell pupils a' little more about some of the books in order to arouse their interest in them. Then give, pupils a browsing period in which they can select a book which they wish to read. s chart of the (theoreticl) structure of For chart sec. Cartr, The swem of goy(' tflt, t15.0 arrool, to sho,J S.:9,v't, oftr.hc Soy. .which the t.y....tom of electionsis supposed p. 38 or Carter 67Zff6ri, h) choosing nr.-...ers of thcc difForewc '- porels19 Powers,' pi 256. give pupils a brief description of ho;) Lo.3 For c-laCfiSTI oni-TE-671TTeachor 's supposed to work, Supplement to Unit on U,S.Ro" ,loud brief quotations which claim that this does not give a correct picture of how the rates and which claim that Soviet elections d. Tell pupils that they should try to de- hemselves as they read whether or not these e right.

il prepare a timeline of events in the U.S.S.R. to the present. He should begin b7 placing on -nts up to Stalin's ouster of Trotsky. He should :he dates for Stalin's death and for Khrushchev's As pupils discuss -other events durin9 the this unit, he should add them to the timeline. )ils to look at the timeline to see what periods ,tudying about as they read books about Soviet

any books which deal with the Soviet political See bibliography. with the treatment of the individual under =.m. Include accounts by refugees, by visitors :ferent periods, and by social scientists who /kited the Soviet Union. Give pupils dittoed phies with brief annotations of these books. Is a little more about some of the books in lrouse their interest in them. Then give pupils j period in which they can select a book which to read: -2U9- .

EfIEOOM OF EX- TRISSION.

VAIUES PROCEDURAL SAFE..,, FOR 10SE ACCUSED. OF CRIMES.

A. WS A REASOMED LOYALTY 'TiT_ U.S.

G The contrast between democratic and non-democratic political 5-pit.E,fls my be looked at as a conflict in basic underlying values.

G. Freedom's relationship to democracy is a close and obvious one; the organization of majorities, the competition in goals, and the ability to oppose which democracy presupposes all depend on a high degree of personal freedom.

S. Checks on the bias_ andcompesec at.TiN6rs -210-

Tell students that they are to try to decide whether or not the civil liberty guarantees in the Constitution are carried out in practice and whether the government works as its formai structure indicates.

Point out that there are many different kinds of books here and some will differ. They should try to decide how much faith they can put in each book as a source of information. Ask pupils to list some of the questions which they should keep in mind as they examine the books for bias and competency.

Show pupils some of the reference works they can use to find out more about American authors, and discuss ways in which such knowledge might help them evaluate the books as sources of information. Tell pupils that they are to turn in a paper evaluating the book which they read.

Now give pupils time to begin reading these books in class. Give them three or four days:to read, with time off for some of the activities below. (Some pupils will read more than one book -- see'activity #7.) Each day during this reading period do one of the following. a. Give pupils an exercise in which they are to place See "Teacher' crosses before the two best sources of information to Unit on t on civil liberties in the Soviet Union and explain why they chose these and not others listed. Discuss the exercise in class. b. After pupils have read for a day, go over the questions they raised earlier on bias and competency and have them mention some of the Indications they are finding in their books. This discussion should serve to help pupils evaluate their books more carefully. Be sure to ask pupils to note the period about which their book is written. -210- dents that they are to try to decide whether or civil liberty guarantees in the Constitution ied out in practice and whether the government its formal structure indicates. t that there are many different kinds of books some will differ. They should try to decide faith they can put in each book as a source of ion. Ask pupils to list some of the questions ey should keep in mind as they examine the books and competency. ils some of the reference works they can use to more about American authors, and discuss ways such knowledge might help them evaluate the sources of information. Tell pupils.that they urn in a paper evaluating the book which they

pupils time to begin reading these books-in Give them three or four days; to read, with time some of the activities below. (Some pupils will e than one book -- see activity #7.) Each day his reading period do one of the following. pupils an exercise in which they are to place See "Teacher's Supplement es before the two best sources of Information to Unit on the U.S.S.R.° vil liberties in the Soviet Union and explain hey chose these and not others listed. Discuss xercise in class.

pupils have read for a day, go over the ques- they raised earlier on bias and competency and them mention some of the indications they are ng in their books. This discussion should serve 1p pupils evaluate their books more carefully. re to ask pupils to note the period about which book is written. - 2 1

Ir(!li vr.,:(r, v : * .

(t.

t; i t I iCti (AI 1 Lore. i 11:3, tit tti (11-(' I S r ti;;,:;., (.11 thc:: and 0 t10 1.1 1. c ( < \Tr< I,

,jih f if ii vitt,

zr, E if' is811 infcrulcc, o'nj with a V if 1i is vi;lk In(lndu state ;.nts takfil floh; of the hooH, pup 1:arcreaditi, poHis to bp cinciul to difietentiate between infei.ences and value judgolents as they reed, to note wh,:ihcr or' not the ,f acts support the infelcnces drawn, ctRto note whether the authoris presenting facts kilich he hinit,elf ohseiv('! or whether he is reporting facts oerved by otherb,

Discuss: Is a primary source always better than a secondary account?Why or why not?

. Give pupils an exercise on distinguishing the' difficulty of proving statements. Include a series of statements from, some of the books which they are _read- ing. Perhaps include statements about the motives of members of the secret police and Stalin's motives, etc. Discuss the exercise in class and point up the need for identifying statements which would be difficult to prove.

Some pupils.will read several books while others read only one. After giving pupi's time in class to read for several days, have them complete the reading outside of class. Those who read rapidly might do one of the following as a special acitity:

A pupil might compare two,books by the same author See books by L. o about two different visits to the Soviet Union, He Fischer and by S should write a report noting similarities and differences and any change in attitude on the part of the author, -21,-

, 11 1:iit.h 11,(')

%,ith an F if it 1 a ith ii is an ihfelLnc,., aj with a Vif it is (.-1 ud9,,,ent. Inc.inde siatc,,nts tak:(n ,,cKl!=.-7. pupil re readiwi,

, upi,f, to b(e,ncful Lu diffelentiair heween .vc; and value judgrdents as they reads to note or not.thr; facts support the inferences drawn, note wheLher the author is presenting facts himself ohsei or whether he is reporting ,served by others.

is a primary source always better than a ry account? Why or why not? oils an exercise on distinguishing thediffi- F proving statements. Include a series of nts from some of the books which they are reFId- 3rhaps include statements about the motives of of the secret police and Stalin's motives, iscuss the exercise in class and point up the r identifying statements which would be diffi- prove,

will read several books while others read After giving pupils time in class, to read for is, have them complete the reading outside of se who read rapidly might do one of the follow- )ecial acitivty:

might compare two books by the same author See books by L. or M. qo diFferent visits, to the Soviet Union, He Fischer and by Salisbury. /rite a report noting similarities and differ- ld any change in attitude on the part of the -2.13-

(j.0.1: C..

u ih

fr.

. ;:"; WO.

The :ee.b01)E.- o -thc eryl 1 11t1 of civi i j t enfor-cesome.of -.guat:*a.ritoes., ; i

1. iI; l'; i. *.

1 Ii

1:1.1i.L.

The rear;ohf.. foarre:yts of peoit1( the leejalcode,:.. bothi liuf;trale the of civiliii...)crties and the failuru to enforce some of the cunstitutional gw.--)rantee:;, -214-

b. A pupil rlight wiitu a report comparing the literry See bibliography treatment 01 life in F ison camp or attempts to get a confession with ccount of the sane kind of

things by a refugee. ., the refugee account provide supporting evidence for the novel?

c. A pupil might prepare a paper comparing two or more eyewitness accounts during the same period of Soviet rule. He should select books which deal with the same things (e.g. two refugee accounts of life in prison camps and if possible the same prison camp or ones in the same region; or two accounts by visitors of what they saw cf the court system and other aspects of political life; or a refugee account and a visitor's account of the same things; or a book by the Harvard Russian Study Center which was based on information from many refugees and an account by one refugee).

The paper should discuss points upon which the books agree, points of disagreement, and points which each makes which are not supported or contradicted by the other.

3. Have a class discussion on civil liberties in the Soviet Union. Begin by having those who have read refugee accounts or accounts by visitors give reasons why people in the books were arrested. They should cite the general period of these arrests as well as tell about them. 1? t C', III('(2,;!-F1.1 it= i it o), ('W:i!<)e, i 11 I( L.: bt.lool;c 1 C.) t. C011F 1i I i Of )(;C:r 1 y i II e-;yc,111;;f;

t4 isr ; ii t ()

I c z.,), ! i On CI!11!:;.I ()II( tI '.): ;CI; I1: CI. I t I 0 01te,..);-., I i; y al 1(1)...;); ;::; c;it c)i- ;!1',!.

1 IIC(...j.W.r 1 \; (1 1;:-L.or ; lc, :!!) . 141t1 Cur 1,.:y 11,7 tj..; 1 t 0-1 s i II:1 I V idliDis

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f.1 \tc it;S iit 1.1 t;:s. I {ti!;:party c*,:)i;.rt ,, y theft.:A k.,!1I. it-k c)r 1 :)); ht.11I1!

Cl ();;I:,;- i) ;11)i-;, C;1 "1,..) L11/4, 1 1()1C-1..oil 1.-!iiii, 0:11 I. t()1 c t:t0.) it t 1 I1-1)111 y ) 1.411; 1.Y...

t k:; on tile F) anci 10 rs, I -?1b-

Have pupils classify these reasons uncle; such topics as action, talk, tispicion, excuse rather than real motive. Have pupils co,pare these classifications with reac,ons for arrest in this country.

Discuss: Would it be easier to got someone arrested for these reasons in a country in which witnesses must tes- tify and be cross-examined in court or in a country in which witnesses do not have to appear or even be named? Why?

Have pupils note the number of times which different reasons are given. Do they think the evidence is sufficient to conclude that people were arrested in these periods for such reasons or do they doubt the credibil- ity of the accounts? (Discuss bias and accuracy of books and importance of similar reports by different witnesses. ) S. Looks for points of agreement and daa2LetEpntamong witnesses a authors.

A. SUPPORTS FREEDOM OF THOUGHT 140 EX- PRESSION.

A. VALUES PROCEDURAL SAFEGUARDS FOR THOSE ACCUSED OF CRIMES.

A. EVALUATES ACTS ON THE BASIS OF THEIR EFFECTS UPON INDIVIDUALS AS HUMAN BEINGS.

P., HAS A REASONED LOYALTY TO THE U.S.

Checks facts against own background of inf,3rmation.

S. Collects additional information when needed to check FR S. Lookssdisaireementand for points of agreement and authors and other sources of 1n- T6FFIRTEIT:

G. Although culture is always changing, certain parts or elements may persist over long periods of time. -218-

D. Read aloud a quotation from Stalin on the voluntary way "Selected Aeadin4 in which collective farms were set up. Ask: On the viet Society." basis of what you have read thus far, do you think that Stalin's statement was accurate?

10. Give pupils excerpts from the soviet civil codes during "Selected Reading Stalin's rule. Do the codes indicate that people could viet Society." be arrested for the reasors found in the books?

Now give pupils excerpts from or summaries of some of the legal codes from the period after Stalin's death. Were all of the changes in the direction of greater leniency? (Include here just items on kinds of crime which can be punished and the extent of punishment.) -218-

a quotation from Stalin on the voluntary way "Selected Readings on So- llective farms were set up. Ask: On the viet Society." at you have read thus far, do you think that atement was accurate?

excerpts from the soviet civil codes during "Selected Readings on So-. le. Do the codes indicate that people could viet Society." for the reasons found in the books? oils excerpts from or summaries Of sun of the from the period after Stalin's death. Were changes in the direction of greater leniency? re just items on kinds of crime which can be d the extent of punishment.) -219-

Gencralftes from data.

C. Tht cont rat betwe..en democratic and non-democratic political skis- tms may bc.loo's:ed at eon ilict in bac-ic underlyip9

FrPedom's rclaii,)P',hip to (;, racy isa- (10%c apd OhVICAY. thu orgaP17,ntion of nojorit:cq,

comp,:tition in cr)als, a( ! the ahility to opno...F.c jilLh cir.'cracy pm,uppo,..er, drpend on a high dcgrec c pc1:-..onal fre(2011,

codim,lnity thwpds ordi:' and stubility ljdlls which may be irn:.od.tpatiblc with the demands of individuals.

SUPPORTS FREEDOM OF THOUGHT AND EX- PRESSION

VALUE::: PM.,;.01iRAL SAFEGUARDS FOR Tf.fciSf: ACCW,I 0 OF CRIMES. OAcUATECTS ON THE BASIS OF *U-W111 EFFEen IODIVIDUALS

A 1MYAITY TO THE rMs

(.71,,..:(sier. where ap 1,71ye_,Iogical the '..H that is, r(c.,,t moralized and rated to other LsSfies. -220 -.

11. Have pupils use the reasons for arl::st (found- in books andcriminal. code.s:Ao_discuss thi; following questions:

a. Were any of the constitutional guarantees violated by these arrests and laws? if so, which ones?

b. What do you think your life would be like if you could be arresteOron suspicion? If you could be punished under the law of analogy which existed in Stalin's day?

c. What effect did the heavy emphasis upon ideology have upon compromise between conflicting points of. view in the,Soviet Union? ,., -727-

12. Quote Ulam to the effect that in 1936-1938 "Party and security officials set themselves regular quotas of 'enemies of the people' and 'wreckers' they 'had' to discover and liquidate to gain the approval of their superiors." (See Beers and Ulam, ed., Patfernc_ of anv- ernment, p. 670.) Be sure to define the term quota as used here. Discuss: What effect would such an inform- al quota system have upon civil liberties?

13. There will undoubtedly have been some mention during the Fitzsimmons, previous discussion of arrests because of membership or pp. 126-28, participation in church activities or because of member- Hendel, Sov. ship in certain nationality groups. Have a pupil report 326-27; further on what has happendd under Stalin and also since Stavrianos, Stalin's death. His report should include a discussion History, pp. both of the treatment of Jews and the treatment of those Brumberg, Ru in the Orthodox Church. Then have a class discussion in shechev, pp. which pupils compare religious freedom in the U.S.S.R. USITTFT Chan and in the U.S. Soviet Russ! esp. po 271 Schwartz Ma munism, pp. -227-

lam to the effect that in 1936-1938 "Party and y ofFicials set themselves regular quotas of s of the people' and 'wreckers' they 'had' to r and liquidate to gain the approval of their rs." (See Beers and Ulam, ed., Patterncpf anv- , p. 670.) Be sure to define the term quota as re. Discuss: What effect would such an inform- a system have upon civil Merties? ill undoubtedly have been some mention during the Fitzsimmons, et. al., U.S.S.R., s discussion of arrests because of membership or pp. 126-28, 137-155; patios in church activities or because of member- Hendel, Sov. Crucible, pp. certain nationality groups. Have a pupil report 326-27; on what has happen td under Stalin and also since Stavrianos, Readings in World s death. His report should include a discussion History, pp. 399-404; the treatment of Jews and the treatment of those Brumberg, Russia Under Khru- Orthodox Church. Then have a class discussion in shechev, pp. 322-40; upils compare religious freedom in the U.S.S.R. Da En, Changing World of the U.S. Soviet Russia, ch. 11 (see esp. p. 271 Many Faces of Com- munism, pp. 151-152 and ch.12; 14224-

Conquest, Russia Khruslightt4 pp, .gEEWEFFE,...Red-Ph

14. A pupil might write a series of imaginal4e letters from See historical m a Jew in Soviet Russia, comparing his with that Conquest, Russia

of his father or grandfatherunder the Tsars. shchev , pp. 65- Schwartz, Many F munism, pp. 151 - Schwartz, Red Ph 50-51.

15. Have a pupil report on the treatment of nationalities Mandel, Russia R within Soviet Russia. He should compare the treatment ch. 3; with (1) the treatment under the Tsars and (2) the ideals Hendel, ed., Sov expressed in the Soviet constitution and by Soviet lead- pp. 341-356; ers. Discuss: Uhy do you think the Soviet government Inkeles and Baue was so interested in developing written languages for Citizen, ch.'15- and educating all minority groups? FITRIFinons, et. pp. 13-20; Brumberg, ed., Khrushechev-, pp.

16. Hold a class discussion based on the reading pupils have done on the procedures followed in arrest, investigation of a case, role of lawyers, and court procedures. Again have pupils cite examples from their books and note the general period of facts they are presenting.

Discuss: Do the different accounts agree?Why do some authors report trials and some report that they were sentenced without a trial? Is there any difference from one period to another as well as for differentkinds of crI Viet, ? 1.41L224-

Conquest, Russia After. Khrushchet4 pp,_65,66; Schwartz,,. Red' pp.

It write a series of imaginatlue letters from See historical material plus let Russia, comparing his-treatment with that Conquest, Russia After Khru- r or grandfather-under the Tsars. shchev 0765766; Schwartz, Many Faces of Com- munism, pp. 151-152, '234: TEFAMT-tz, Red Phoenix,pp. 50-51.

report on the treatment of nationalities Mandel, Russia Reexamined, 3t Russia. He should compare the treatment ch. 3; e treatment under the Tsars and (2) the ideals Mendel, ed., Sov. Crucible, the Soviet constitution and by Soviet lead- pp, 341-356; ss: \thy do you think the Soviet government Inkeles and Bauec, Sov. rested in developing written languages for Citizen, ch. 15; ng all minority groups? rTIR-Finons, et. al., U,S.S.R,, pp. 13-20; Brumberg, ed., Russia After Khrushechev-, pp. 300-321.

s discussion based on the reading pupils have procedures followed in arrest, investigation role of lawyers, and court procedures. Again cite examples from their books and note the iod of facts they are presenting.

Jo the different accounts agree?Why do some ort trials and same report that they were ithout a trial? Is there any difference from to another as well as for different kinds of -225-

Freedom's r,elationshi,to demrcracy it, a close and obvious one; the or- ga! at ion of majorities, the com- peiltion in goals, and the ability to ,,ose demr)crP;:y presupposes, all dcvnd on ajligh degree peran;.-1. freedom.

1... VALUES PROCEDURAL SAFEGUARDS OF )K,SE ACCUSED OF CRIMES.

A. HAS A REASONED LOYALTY TO THE U.S.

A. EVALUATES ACTS ON THE BASIS OF THEIR FFFECTS UPON INDIVIDUALS AS HUMAN BEINGS.-

S. Collects additional information when needed to check t'he !acts.

S. Looks for points of agreement and ZITAgreement amonulitnesses.,_ authors and other T6775117117

G. Idaologies are important for the structure they give to the political system, the answers they give to ambiguous situations, and' the cues for responses they suggest.

IS COMMITTED TO THE FREE EXAMINA- TION OF SOCIAL ATTITUDES AND DATA. -226- When pupils raise questions about sources others have read, discuss the bias and competency of the authors.

17. Have pupils read dittoed excerpts from Soviet legal "Selected Read codes about the secret pace courts and from Soviet viet Society," leaders such as Vishinsky (former Chief Procurator) about the procedures used and the purposes of Soviet law.

Discuss: Does this evidence support or contradict what you have found in your books?How do the leaders justify the judicial and secret police procedures used? How do they justify the laws? -226- ils raise questions about sources others have scuss the bias and competency of the authors.

ils read dittoed excerpts from Soviet legal "Selected Readings on So- out the secret pace courts and from Soviet viet Society," #ss 3-4, such as Vishinsky (former Chief Procurator) e procedures used and the purposes of Soviet

Does this evidence support or contradict what found in your books? How do the leaders just- judicial and secret police procedures used? How justify the laws? S. Re.l.tesjdeas_to idcasacquired frm b sources of_i.nformatioq, and o19.Qpizes....own_strucre for top i

S. ppplies_Eeylously:luirned_cosice and generalizatiOhs to_ new data

S. SE2q.A1F1Y.PPt..4ses. VALUES PROCEDURAL SAFEGUARDS FOR THOSE ACCUSED OF CRIMES.

G. Since democracy is the chief political expectation of the times, ol- igarchieshave had to accept the symbols and forms of democracy if not its substance.

A. VALUES PROCEDURAL SAFEGUARDS FOR THOSE ACCUSED OF CRIMES, -228-

10. Perhaps have pupils read part of the transcript from the Excerpts ma Moscow trials. Discuss: How did these trials compare Walsh, Read with trials in this country?How did they compare with History, Vo the trials which you read about in your books? How do cr in Mosse you account for the differences in these trials and other in Review, Russian trials at the time? Why do you think these people confessed? Why do you think the government bothered with the trials when they could have used the secret police courts to issue a quick sentence with far less ex- pense?

19. Have a pupil report on how Westerners have checked on McClosky an the evidence given in confessions at the Moscow trials. Dict., PP. and on various interpretations of the purposes of the 484-486; trials. Discuss: Do the findings support the guilt of Leites and these defendents? of Li uidat

20. A pupil might drew a series of cartoons illustrating different viewpoints toward the confessions at the Moscow trials or toward the arrests during the purges.

'1. Have pupils read Stalin's retroactive approval of the "Selected use of torture by the Secret police. Ask: How does Soviet Soc Stalin justify the use of torture? Do you think his justification is based upon accurate inferencesfrom facts? -228-

ve pupils read part of the transcript from the Excerpts may be found in als. Discuss: How did these trials compare Walsh, Readings in Russian s in this country?How did they compare with History, Vol. 3, pp. 763-772, which you read about in your books?How do t for the differences in these trials and other 7,1; filrelvT:Wrpre)t.441:43rope ials at the time?Why do you think these peo- sed? Why do you think the government bothered rials when they could have used the secret po- s to issue a vick sentence with far less ex-

ail report on how Westerners have checked on McClosky and Turner, Sov. to given in confessions at theMoscow trials. Dict., pp. 142-154, 4777479, ious interpretations of the purposes of the 484-486; '1scuss: Do the findings support the guilt of Leites and Bernaut, Ritual . Indents? of Liquidation. fight draw a series of cartoons illustrating viewpoints toward the confessions at the als or toward the arrests during the purges.

Is read Stalin's retroactive approval of the "Selected Readings on rture by the Secret police. Ask: How does Soviet Society." tify the use of torture? Do you think his :ion is based upon accurate inferencesfrom pistiriguishes, Of .91ars9t citjzens have bee live-under:harsh conditions i Ci, -.Thecontrast.-between dcw-yotic. camps- for: crimes. and Tion7democratic.poli0 terns may` -be:looked.at.al., o con-: flict in basic.e0derlying values.

community demands order and stohility -- goals which may by incompatible with the demands of individuals. In totalitarian countries, the individual's rights are socrificed for the good of the state.

HAS A REASONED LOYALTY TO THE U.S, '

Ihe contrast between .dcmocratic. and non-demoCrati6. politiCal sys-- tems. may be looked 'eras a-conflict in batic underlying,iialues.

The-community demands order -amt. stability goals which may.be incompatible with the demands of individuals: Freedom's relationship to democracy it a, close and obvious one; the organization of majorities, the competition in goals, and the ability to oppose which-democracy pre-supposes all depend on a his' degree of personal freedom. -229-

shes difficullty f proof. 4. MilliOns of citizens have been sentto live under harsh conditions in labor ast bo.we(n dm iatic camps for political crimes. iemocrotic sys- be looked at a!, basic underlyi/4) values, inity dmands order and -- goals which may be ble with the demands of Is. In totalitarian

, the Individual's rights ficed for the good of the

SOWED LOYALTY TO THE U.S'.

'aSt betwe en democratic emocratic sys- be looked at as a con- basic underlying values. pity demands order and -- goals which may be ible with the demands of ils. relationship to democracy e and obvious one; the or- n of majorities, the compe- goals, and the ability to rich democracy pre-supposes id on a his.:degree of per- edom. -230-

29. Several groups of pupils might role play some of the Konstantinovsky, So :uses described by the former Russian lawyer Konstantin- In Action; ovsky. or Berman, Focus, C

23, Read aloud an account of the extent of the purges under Souvarine, Stalin, Stalin in terms of numbers and kinds of people purged. McClosky and Cite the range in estimates for the numbers purged. Dict., pp. 134-39; HOFFe, Terror and P Discuss: tIlly would it be difficult to know for sure pp. 155-56; just how many people were arrested and how many were Mendel, ed., Sov. C killed? Tell pupils about ways in which western auth- pp. 378-380. orities have tried to arrive at their estimates.

Have a pupil-give a report on the history of the secret Wolin, Soy. Secret police, noting changes since Stalin's death. Discuss: Is chs. 1-7; a secret police incompatiblewith democracy? How did theMcClosky and Turner existence of the secret police help the oligarchy main- Dicta, pP. 457-65. tain control? -230- of pupils might role play some of the Konstantinovsky, Sov. Law :d by the former Russian lawyer Konstantin- In Action; 7Berman, Focus Ch.10.

account of the extent of the purges under Souvarine, Stalin, ns of numbers and kinds of people purged. McClosky anTTOTier, Sov. in estimates for thR numbers purged. Dict., pp. 134-39; REFFe, Terror and Progress, would it be difficult to know for sure pp. 155-56; people were arrested and how many were Hendel, ed., Sov. Crucible, pupils about ways in which western auth- pp. 378-380. tried to arrive at their estimates.

give a report on the history of the secret Wolin, Sov. Secret Police, changes since Stalin's death. Discuss: Is chs. 1-7; ce incompatible withdemocracy? How did theMcClosky and Turner, Sov. the secret police help the oligarchy main- Dict., pp. 457-65. -231 -

G. The means may make it difficult to achieve the stated ends or goals.

G. Members of any group may join it for varying reasons, some of which hate nothing to do with the goals of the organization.

Genrralizes from data.

S. Checks91Nni= on bias and competency of

S. Checks on the_c2mpleteness of data and is ;57ysff_generblIzonsin Barea-&Tinsulftterentere7

S. Looks forpoiptsof agreement and disagreement ..-31-12ngwitnesses aa- thb r

A. EVALUATES ACTS ON THE BASIS OF THEIR EFFECTS UPON INDIVIDUALS AS HUMAN BEINGS.

A. IS SCEPTICAL OF THEORIES OF SINGLE CAUSATION IN THE SOCIAL SCIENCES. A. EVALUATES INFORMATION AND SOURCES 01 INFORMATION BFFORE ACCEPTING EVIUNCE AHD GEWRALIZATIONS. -232-

25. Use the suggested lesson based on Darkness at Noon in Mehlinger, The Mehlinger's bulletin on teaching about tots Totalitari3nis The lesson focuses upon the question: Do the ends just- 93. ify the means?

26. A pupil might read and tell the class about the motive- Bauer, Nine So tions of the imaginary secret police agent created by traits, pp. Bauer on the basis of his study of former police agents. He should also tell the class about how Bauer developed his fictionalized portrait.

'17. Discuss: t/hat does the evidende you have collected about the police and court procedures show about the constitutional guarantees of civil liberties? (Or have each pupil write his answer to this question.)

Have pupils think back once more to the booke which they See also McC1 have read. Hold a class discussion on the conditions Sov. Dict., p under which people lived in prisons and labor camps. Do the accounts by different refugees support or contradict each other? Wly were conditions so poor?How good are these books as sources of information? What other sources of in'ormation migft we check before we accept the generalization& made by authors of these books? How did the reported conditions in the labor camps compare with the constitutional guarantees? -232-

uggested lesson based on Darkness at Noon in Mehlinger, The Study of s bulletin on teaching about totalitarianism. Totalitarianism, pp. 86'- focuses upon the question: Do the ends just- 93. ans?

ght read and tell the class about the motiva- Bauer, Nine Soviet Por- he imaginary secret police agent created by traits, pp. 140-168. he basis of his study of former police agents. also tell the class about how Bauer developed malized portrait.

',!hat does the evidence you have collected about and court procedures show about the constitu- lrantees of civil liberties? (Or have each pu- his answer to this question.)

s think back once more to the books which they See also McClosky and Turner, Hold a class discussion on the conditions Soy, Dict., PP. 486-99. :h people lived in prisons and labor camps. Do -its by different refugees support or contradict r? Ay were cond,tions so poor? How good are :s as sources of information?What other information might wo chec!: before we accept ilizations made by auhors of these books? How ::ported conditions in the labor camps compare 3onstitutional guarantees? -233- The contrast .bet,ve n democratic and non-democratic poi i sys- itemsmaybe looked at at. a conflict in basic underlying values.

. uSollects additional information aen nerend to CH-e-cF. tie racts.

S. Locks for22ints of agreenient and.djsurcemonmongt a witnesses -a-FEr 61:Vier rif

.Samoje usedto see if.. it 1g7tpreen t afryTOT.IFfe pOpTil VOTfii. iOns ...aare Eiernir:mgCrer..

Checksonthe bias and. competency '5 sour orIn'ot-roo I on

The contrast between democratic and The Soviet government has us nondemocraticpol itteal systems the secret poi ice as a"mean may be looked at.asa Conflict in inch;,citizensand maiiita?nil n basic underlying values. power -233- ast between democratic emocratic political sys- be looked at at.a con- basic underlying values.

additional information dEEFeck the facts

apints of avec!nent reementanionq witnesses sources of informntione

amoje used to see ifit eFitafiTie__,_,_...-- of tile'poii61-6T- 11-11ch generalizations are

the bicis and competency or irnorwtion.

ust between democratic and 2. The Soviet govermic!nt has used terroi and ratic political systems the secret police os a means of controll- eked at as a conflict in ing citizens and maintaining its own nrlytn9 values. power. -234-

29, Have pupils read excerpts from Soviet documents and re- Moore, Terror a ports which have been used by western experts to study U.S.S.R., pp, the labor camps. For example, have pupils read Yogada's inTeleiand Baul

report on the White Sea - Baltic Canal and the excerpt ,.Societ , 248-57 from the 1941 State Plan for the Development of the **Selected Readii National Economy. Ask: What do these figures show a- SoCiety." bout the numbers of inmates of the labor camps? Also ask: Do these sources support or contradict the reports in the books you have read?

30. Have a very good student report on the techniques used Bauer, Inkeles, by the Harvard Russian Study Center to obtain data on Kohn, How The Sc Soviet Russia. He should explain the general procedures tern Works, chs. as well as the specific techniques for trying to assess and take account of bias among refugees. The student should also tell the class about the extent to which these refugees reported arrests and imprisonment in , their families and the reasons they gave for these arrests. (IF you have no student capable of handling this report, summarize the material For the class your- self. Or with the help of several other social studies teachers, role-play a discussion of the Harvard staff on how to obtain date and check on bias. Tape your discussion For use in ciass.)

31. Have a panel on "Terror as an Instrument of the Stalin McClosky and_Turl Regime," The pupils should analyze the special techni- Dict., ques of the terror, possible reasons for the purges and 154, 446-448, 4Y terror, possible reasons for calling a halt to the purges, -2314-

ad excerpts from Soviet documents and re- Moore, Terror and Progress, ye been used by western experts to study U.S.S.R. pp. 154-155; s. For example, have pupils read Yogada's 157 e7e7SLnd Bauer, Soviet White Sea - Baltic Canal and the excerpt ',Society, 248-57; State Plan for the Development of the 'nSelected Reading:, on Soy. my. Ask: What do these figures show a- SoCiety." rs of inmates of the labor camps? i.',1so sources support or contradict the reports ou have read? od student report on the techniques used Bauer, Inkeles, and Kluck- Russian Study Center to obtain data on hohn, How The Soviet Sys- He should explain the general procedures tem Works, chs. 1, 7. specific techniques for trying to assess nt of bias among refugees. The student 11 the class about the extent to which reported arrests and imprisonment in and the reasons they gave for these ar- u have no student capable of handling ummarize the material For the class your- the help of several other social studies -play a discussion of the Harvardstaff in data and check on bias. Tape your dic- e in class.) n "Terror as an Instrument of the Stalin McClosky and Turner, Soy. pupils should analyze the special techni- Dict., f.p..139-142, 152 - error, possible reasons for the purges and 154, 446-448, 4)9-500; le reasons for calling a halt to the purges, -235- G Freedr.m's relationship to dcrrocracy isa elr ,e and obvious one; the or- ,ations of mtjorities, the com- wiltion in goals, and the ab4lity ,'tip opilo,,n which democracy presuppo5cs, all dcp,.nd on a high degtec of por- sonril freedom.

G. loti.iliarianisms extend tbscope of politic, far beyond the usunl to'in- elude !most all aspects of life.

lh., unity and homogeniety of lile which totalitarianisni dcPe is con- y to the pluralism of liberal cl: ,K.ti-Jcy.

G. Changes in one aspect of a culture will have effects on other aspects; changes will ramify whether they are technological, in social organizo- tion, in ideology, or whatever else Is a part of the cultural system,

G. Thc:re are strains between the political ideal of dictatorship and the organizational demand;of modern industrial society.

(,j Totalitarianism finds it Impossible to coerce a large population constantly; instead, it coerces indirectly by controlling wills, fears, etc.., through the use of symbols and ma,s media. -236 - and the disadvantages of terror to the rulers. Moore, Terror U.S.S.R., pp. Read aloud a quotation from Ulam to the effect that Clolin, Soy. Se "the systehl often defeated itself. For an administrator pp. 180:23 endowed with the power to make a prompt decision'in an Hendel, ed., S economic or other matter would yet be so terrified of pp. 361-364, making a miscalculation...that he would refer the matter 380-383. to his superior, he to his, etc...." (In Beer and Ulam, Patterns of Government, p. 672.) Discuss: Is Ulam justified in saying that the terror deC'eated itself for this reason?

Also discuss: ould terror be as useful an instrument for the rulers today asit was for Stalin?Why or why not? Let pupils discuss this question br'efly. Post- pone final analysis of it and of reasons for changes in the civil code and use of terror after they have looked at other aspects of the political system under Stalin. -236 - advantages of terror to the rulers. Moore, Terror and Progress, U.S.S.R.., PP. 156-178; quotation from Ulam to the effect that Dolin, Sov. Secret Police, often defeated itself. For an administrator pp. 180-235; h the power to make a prompt decision'in an Hendel, ed., Sov. Crucible, other matter would yet be so terrified of pp. 361-364, 373-3747P-6T .;calculation that he would refer the matter 380-383. rior, he to his, etc...." (In Beer and Ulam, Government, p. 672.) Discuss: Is Ulam just- .ying that the terror defeated itself for this s: ould terror be as useful an instrument crs today as it was for Stalin? Why or why upils discuss this question briefly. Post- analysis of it and of reasons for changes in ode and use of terror after they have looked pccts of the political system under Stalin. -2;i- VALUES PROCEDURAL SAFEGUARDS NEEDED FOR A FAIR TWL OF THOSE ACCUSED OF CRIMES.

G. Ideologies are important for the structure they give the political system, the answers they give to ambiguous situations, and the cues for responses theysuggest.

G. Totalitarianism finds it impossible 3. The Soviet government has to coerce a large population con- erary efforts, the writing stantly; instead it coerces indirect- of social scientists, the ly by controlling wills, fears, etc. and television, education, through the use of symbols and mass even science in its effort media. the power of the oligarchy In other words, the party G. Control of political communication and education to help main is effective control of political behavior.

G. Individuals know the political system as a set of images and pictures created for them by communicators; they react to those images rather than to the real world and real people. -237- PROCEDURAL SAFEGUARDS NEEDED TwL OF THOSE ACCUSED OF

tes are important for the re the;, give the political the answers they give to .)- us situations, and the cues ponses thcysuggest.

arianism finds iti 'possible 3. The Soviet government has controlled lit- ce a large population con- erary efforts, the writings and teachings

; instead it coerces indirect- of social scientists, the press and radio, ontrolling wills, fears, etc. and television, education, the arts and tho use of symbols and mass even science in its efforts to maintain the power of the oligarchy within the party. In other words, the party uses propaganda of political communication and education to help maintain control. ctive control of political r.

uals know the political sys- a set of images and pictures for them by communicators; act to those images rather the real world and real peo- -238- 32. Have a pupil report on changes in the court system and Christophe, e Secret Police powers after Stalin's death. He should Comarative P give pupils a dittoed copy of some of the changes. He 3: -40 should also report on Soviet Courts, including "Comrade's Brumberg, ed. Courts" or assemblies, under Khrushchev. Khrushchev, p TETTer, Just' Discuss: Do all of these changes provide greater safe- especial y c guards for the citizen? During this discussion, have pupils try to think of parallels to the new use of assemblies rather then courts to punish certain kinds of action. Discuss: What Marxian idea is related to this new development? (Remind pupils of Lenin's comments about how people would be kept in order after the with- ering away of the state.)

33. Have a pupil draw several cartoons showing different reactions to the new kinds of auxiliary police, assemblies for punishing loafers, and end to secret police courts.

34. Tell pupils that they can look at other sources to find "Selected Rea out more about the freedom of speech and press and free- viet Society" dom of artists under Stalin since his time. Begin by hav- Mehlinger, Th ing pupils read quotations about Stalin which give him talitarlanism god-like qualities. Then ask: How do these comments compare with those you read about Hitler when you studied Western Europe?How do they compare with comments made in this country about our President? What do you think they show about freedom of the press and speech in Rus- sia under Stalin? -238- pupil report on changes in the courtsystem and Christophe, ed., Cases in solice powers after Stalin's death. He should Comparative PolierEi, pp. oils a dittoed copy of some of the changes. He 384-40B-: flso report on Soviet Courts, including "Ccmrade's Brumberg, ed., Russia After or assemblies, under Khrushchev, Khrushchev, pp. 462-69; Feifer, Justice in Moscow, Do all of these changes provide greater safe- especially 4 and 9. -or the citizen?During this discussion, have to think of parallels to the new use of as- rather than courts to vnish certain kinds of Discuss: What Marxian idea is related to this :lopment? (Remind pupils of Lenin's comments people would be kept in order after the with- Alay of the state.)

)upil draw several cartoons showing different re- to the new kinds of auxiliary police, assemblies fishing loafers, and end to secret police courts.

Ails that they can look at other sources to find "Selected Readings on So- e about the freedom of speech and press and free- viet Society" artists under Stalin since his time. Begin by hav- Mehlinger, The Study of To- ils read quotations about Stalin which give him talitarianism, pp. 52-54. e qualities. Then ask: How do these comments with those you read about Hitler when you studied Europe? How do they cofflare with comments made country about our President? What do you think ow about freedom of the press and speech in Rus- er Stalin? G. Recent totalitarianisms have often been symbolized and epitomized by the political leader. Instead of demanding the full and total loyalty to the abstraction of the state, the totalitarian regime personalizes that loyalty in the leader,

G. Agencies of political socialization include those within the political system as well as those without (such as mass media, social groups, etc.); in fact, totalitarian political systems are marked by governmental dominance of this process.

G. Oligarchies maintain themselves within the forms of democracy by control of resources, information, attention, and expertise.

G. Freedom's relationship to democracy is a close and obvious one; the organization of majorities, the competition in goals, and the ability to oppose which democracy presupposes all depend on a high degree of personal freedom.

SUPPORTS FREEDOM OF THOUGHT AND EX- PRESSION.

A. HAS A REASONED LOYALTv TO THE U.S.

G. Totalitarianisms may seek to alter the content of the arts to use them for the propagandistic and symbolic -240-

"Selected Readi 35, Have pupils read .the statementof the Central Committee viet Society." on magazinesand then Zhdanovls speech to theCongress of Soviet Writers, Ask: Suppose you had been a Soviet "Selected Readings on So- is read the statementof the Central Committee of viet Society." Ties and thenZhdanovis speech to the Congress Soviet iters: Ask: Suppose you had been a -2.41- purposes of the toti4litarien political systcm.

A. VAIUES PROCEDURAL SAFEGUARDS FOR MOSE ACCUSED, OF CRIMES.

G. Totalitarianisms extend the scope of politics far beyond the usual to include almost all aspects of life. -242- .writer in Crirs prioc% t effect, do you think thiS resolutIon_andspeeCh_Would have had upon youllhy?.

HaVe comments #out novels of the Stalin petiCc. Ask: Why would authors write such noVels,OVen whrl they nit have_ preferred to write about:other

36. Now have tell ±e r'.1ass fr.:,re about 'what haproned Mande ft, Enss to wit-..r's curing the Stalin period, about the thi.m ch. 12; which followed his death, and about the tightening up, of Dallin and W controls once more. icirs have several Fupils who are P.7)litits in interested in literature rz-exi somc of the poetry or nov els produced 'during the thaw period and join the first Brumberg, R studeriztln a symposium on literature in the Soviet Union. pp. They should tell the class about the ideas expressed by of thaw the authors during the thaw and about what finally hap Conquest Ru pened 'to the authors. Counts. andL

..17

On novels in

37. Another pupil might tell the class about the .fictiona- Bauer, Nine lized account of a young authot in the book by Bauer 11q4, PP. 9,1- did he trTfInally to get around party restrictions?

38. Have pupils, read excerpts from the transcript of a trial of a SciVrat author after the Thaw period. Discuss: What role did the defense lawyer play in this trial? Did he play the same kind of role that a defense lawyer plays in tlie U.S.? How does the kind of evidence admitted ,.,..x;m- 'par with the kind which can be admitted in a U.S. court? How does the role of the judge compare with the role of 51

rin t effect do you think, this ution and speech would have had upon you?. Why?. .! oupi.1,74 ecvments about novels of tal in period. :Ask: Why would authors write such' even wh2.n they miqht hove preferred:to write other.

lye a rt.:J:1tell about what ha:70ned Mandell, Russia R'-Examined, tc-:rs during the Stalin n period, about the the,4 Cr. 12; followed his death, and about the tightening up of Dell in and Westin, eds.., )1s once more, have several pupils who are Pnlits in the Soviet Union, sted in literatuve r3ad some of the poetry or nov- C, 5; -oduced during the thaw period and join the first Brumberg, Russia After 10 .t in a symposium on literature in the Soviet Union.shv, 3-344o (inc.' _des hould tell the class about the ideas expressed by g7; of thaw poetry); thors during the thaw and about what finally hap- Conquest, Russia After to the authors, Country of the Blind, chs, r Z7-77.7c1 Phoenix, pp. Also see section on novels in bibliography.

r pupil might tell the class about the fictiona - Bauer, Nine 'Soviet. Portraits, ceount of a YOung author in the book by Baser, pp; 91,176:777.7'77.7777----7 try final lyHto get around party 'restrictionsy..,

upils read excerpts from the transcript of a- trial Mehl ingar, The Study of oviet author after the Thaw period. Discuss: What Totalitarianism, pp. 68- id the defense lawyer play in this trial? Did he 78. he ,,ame kind of role that a defense lawyer plays U.S.? How does the kind of evidence admitted com- ith the kind which can be admitted in a U.S. court? es the roble of the judge compare with the role of G. The unity and homogenitv of life which totalitarianism demands is contrary to the pluralism of liberal democracy.

. . VALUES FREEDOM OF THOUGHT AND EX- PRESSION.

G. Totalitarianisms extend the scope of politics far beyond the usual to include almost all aspects of life.

A. VALUES FREEDOM OF THOUGHT AND EX- PRESSION.

G. Effective political communication d3pends bothn technological skills and on the skills of the populatton.

G. Totalitarianism finds it impossible to coerce a large population constantly;instead,it coerces indirectly by controlling wills, fears, etc. through the use of symbols and mass media and education.

G. Agencies of political socialization include those within the political systc'm as well as those without; in fact, totalitarian political systems are mArked by governmeltal domioance of this process -244- the judge in a U.S. court?Uhat does this trial show about the freedom of the press in 1964? (Also discuss the other questions suggested by Mehlinger in his booklet.)

39. Have pupils read quotations which illustrate changes "Selected Read forced upon historians, economists, and other social viet Society." scientists such as psychologists. Discuss: Why do you think the Soviet leaders insisted upon these changes?

1.0. Have a pupil report on the way in which schools are Schlesinger an used as a means of maintaining control over the people. Communism, pp. He should gi,e examples of the kinds of propaganda pre- 148-149; sented in the schools. Perhaps he might ditto up ex- Stavrianos, Re cerpts from some of the textbooks For pupils to read. World History, Counts and Lod Discuss: Are the schools ever used in this country to of the Blind, indoctrinate pupils?How does the government's use of UOVR75177-if schools compare in the two countries? Born in Russia 0- E3TTW:743 Bereday and Pe itics of Sovic c s, 5; Schwartz, Man munism, pp. 9 146-149, 152-1 -244- in a U.S. court?What does this trial show freedom of the press in 1964? (Also discuss questions suggested by Mehlinger in his bock-

is read quotations which illustrate changes "selected Readings on So- )on historians, economists, and other social viet Society." s such as psychologists. Discuss: Why do you Soviet leaders insisted upon these changes?

)upil report on the way in which schools are Schlesinger and Blustain, means of maintaining control over the people. Communism, pp. 139-144, give examples of the kinds of propaganda pre- 1-48-145;

) the schools. Perhaps he might ditto up ex- Stavrianos, Readings in -om some of the textbooks for pupils to read. World History, pp. 390-391; Counts and-Lodge, Country. Are the schools ever used in this country to of the Blind, ch. 77 late pupils? How does the government's use of Goodfriend,If You Were .ompare in the two countries? Born in Russia, pp:TE739, 0g-6771-48749; Bereday and Penner, The Pol- itics of Soviet Educat on, chs. 3, 5; Schwartz, Many Faces of Com- munism, pp, 997109, 139-144, TW149, 152-154, A. VALUES FREEDOM OF THOUGHT AND EX- PRESSION.

A. HAS A REASONED LOYAt.TY TO THE U.S.

G. Freedom's relationship to democracy is a close and obvious one; the oi, ganization of majorities, the cone petition in goals, and the ability to oppose which democracy presupposes all depend on a. high degree of personal freedom,

G. Control of political communication is effective corrol of political bvhavior.

G. Totalitarianism f:-.ds it impossible to coerce a large population constantly; instead, it coerces indirect- -246- 41, Have pupils read the selection from Ilin's New Russia's "Selected Reading Primer. Ask: How did the author make use of economic viet Society." Tepressions in the U.S.?How did he misinterpret some of the facts coming from the U.S.? Perhaps have a pupil check on Chase's book to see how accurately it was quoted. Also discuss: !that other devices did the author use to nersuade Soviet school children of the wisdom of economic planning? How does this excerpt illustrate Marxian ideology?

Perhaps show the section on Soviet schools in the film- Filmstrip: School strip: Schools and Pioneer Activities in the Soviet Picx.r.cr Activiti Union. Have pupilTanErile the material 1n terms of S. whcrt they :lave already lc:'rnrsd !)(Jut schools. They sold by Rand McN should also compare what thry with w'lat goes on in American schools.

/:3. Discuss: What is the role of the press (newspaper, mag- Mandel, Russia R azine, etc.) in our country?How important do you think pp.169- 7 such freedom of the press is to maintaining democracy and Goodfrierld, If Yo riyhts of the people? in Russia, pp. 9 17-1706 Public N' have a pupil report on the use othe press by the gov- Soviet Russia, c erniheot to maintain control in the Soviet Union. Schwartz, Man F munism, pp. 0- I

-246 - read the selection from Illn's New Russia's "Selected Readings on So-

: How did the author make use of economic viet Society." in the U.S.? How did he misinterpret some coming from the U.S.?Perhaps have a pupil ,SC's book to see how accurately it was quoted. fliat other devices did the author use to ,iet school children of the wisdom of economic JOW does this excerpt illustrate Marxian ide-

H: the section on Soviet schools in the film- Filmstrip: Schools and .ols and Pioneer Activities in the Soviet Picrr.cr Act-NiTTesiii the puFillianEriie the material in terms or ,ve already le;:rmnd c:)out schools. They TaTEFETAW6U McNally.) compare what they scL with what goes on in

nat is the role of the press (newspaper, mag- Mandel, Russia Re-examined, ) in our country? How important do you think pp. 169-171; m of the pressis to maintaining democracy andGoodfriend, If You Were Born he people? in Russi2.2. np. 92-97, 137 -T41; 17761eS;Public Opinion in twpil report on the use oFthe press by the Gov- Soviet Russia, chs. 9-14; aintain controlin the Soviet Union. 'Schwartz, liany Faces of Com- munism, pp-:T10-117. ly L. controlling wills, fears, ctc, ihrough the use of symbols and m,ss media and education.

L. Conirol of political communication is effective, control of political behavior.

G. Control of political communication is effective control of political behavior.

G. Since democracy is the chief political expectation of the times, oligarchy has had to accept the symbols and forms of democracy if not Its substance.

S. Interprets cartoons, 44. Have another pupil report on the role of broadcastirG in Schwartz, Man the Soviet Union. muvism, pp. ITTFETis, Publi chs. 15-1 ; Holt and Turne Ch. 6.

. Pcint out that pupils have mentioned some criticisms io "Selected Readi the press. Hive pupils read examples of such criticisms. viet Society." Discuss: Does this mean that people really have freedom inkeles and Ge

of speech in the Soviet Union? Why do you think the gov-5qc1!tY, pp. 1 ernment rulers permit such criticism? Now have a pupil TiWert, ch. 1 report on the use of self-criticism and the way in which it operates in the Soviet Union.

46.If a student can read Russian, he might go to the public library to read a recent Russian newspaper to see if he can find any examples of self- criticism. He should report to the class on the kinds he finds, if any.

47. Have a pupil give an illustrated talk on Soviet cartoons Swearingen, Wh asa means of criticism. He should project different types Comrade? of cartoons and tell the class about the limitations. MITTignd Wes (e.g. no cartoons making fun of top leaders.) Discuss: Politks in th How does the U.S. cartoonist differ from the Soviet ccr- pp. tounist in the amount of freedom he has? (As the pupil gives the report, he should point out the use of symbols.) _248_

r pupil rep,,lrt on the'" rode of broadcastinG in Sch.vartz, Many Faces of Com- Union. munism, pp. 167 -175; TTETE, Public Opinion, chs. 15-18; Holt and Turner, Soy. Union, Ch. 8.

pupils have mentioned some criticisms in "Selected Readings on So- Hive pupils read examples of such criticisms. viet Socicty." Toes this mean that people really have freedom inkeles and Geiger, Soy, in the Soviet Union? Why do you think the yow-Socy, pp. 164-166; lers permit such criticism? Now have a pupil TRDWIFFt, ch.19. the use of self-criticism and the way in which s in the Soviet Union.

nt can read Russian, he might go to the public read a recent Russian newspaper to see if he ny examples of self-criticism. He should re- e class on the kinds he finds, if any.

il give an illustrated talk on Soviet cartoons Swearingen, What's So Funny )f criticism. He should project different types Comrade? s and tell the class about the limitations. rallin and Westin, eds., artoons making fun of top leaders.) Discuss: Politics in the Sov. Union ne U.S. cartoonist differ from the Soviet car- pp. 73, 158=159, 197, 239-.--

, the amount of freedom he has? (As the pupil report, he should point out the use of symbols.) -249- G. Totalitarianisms extend the scope of nolitics far beyond the usual to include-almost all aspects of

A. SUPPORTS FREEDOM OF THOUG4 AND EX- PRESSION.

A. HAS A REASONED LOYALTY TO THE U.S.

G. Totalitarianisms may seek to alter the contents of the arts to use them for the propagandistic and syMbolic purposes of the totalitarian political system.

G. Totalitarianisms extend the scope of politics far beyond the usual to include almost all aspects of life.

G. The unity and homogeniety of life which totalitarianism demands is contrary to the pluralism of liberal democracy.

A. SUPPORTS FREEDOM OF THOUGHT AND EX- PRESSION.

A. HAS A REASONED LOYALTY to THE U.S. -250-

4C. Have a pupil %,1ho is inted in music tell the c13 .-,s "Selected Reading something about some of the famous Russian composers who viet Society." came under criticism, t-e might perhaps play snatches of some of thair mor,-,F.' nhs recordings. Then have the class read the Central Canmittee's resolution attacking these composers and tlIFir self-criticisms.

Also have pupils read the resolution of the Central Com- mittee of the Communist Party on the opera by Muradeli and then read Muradeii's self-confession of error.

Ask: Would you expect a famous composer in this country to accept such criticism in this way?Why or why n3c? How easy would it be for a composer to follow a party line on music? Why?

Have pupils read Khrushchev's statements on the arts. How do they compare with some of those made by Soviet leaders under Stalin? Have them also read the Pravda statement which appeared in 1962. That criticisms were being levied against artists? What did the leaders consider the purpose of the arts in Soviet life?

49. Tell the class briefly about Eisenstein, the movie n-.-.:-- "Selected Reading ducer. Then have them read his statement on "My 143r61.- viet Society." less and Vicious Film." Discuss: How likely would an American film producer be to make such a statement if the President or some other government leader criticized his interpretation of a past episode in American History? -250-

1 who is infted in music tell the. c15-,s "Selected Readings on So- bout some of the famous Russian composers who viet Socte'iW criticism, Fe might perhaps play snatches their recordings. Then have t.;:e. the Centro] Committee's resolution attacking secs and tbFir self-criticisms. upils read the resolution of the Central Com- he Communist Party on the opera by Muradeli ad Muradeills self-confession of error.

you expect a famous composer in this country each criticism in this way? Why or why n...)0 uld it be for a composer to follow a party ic? Why?

read Khrushchev's statements on the arts. compare with some of those made by Soviet er Stalin? Have them also read the Pravda hick appeared in 1962. That criticisms were d against artists?What did the leaders con- urpose of the arts in Soviet life? ass briefly about gisenstein, the movie pr::- "SP2P:..ted Readings in So- n have them read his statement on "My W6rch- viet Society." cious Film." Discuss: How likely would an im producer be to make such a statement i1 nt or some other goverment leader criticized etation of a past episode in American History? -251- A. VALUES THE SCIrNTIFIC METHOD AND RATIONAL THOUGHT.

1.. SUPPORTS FREEDOM OF THOUGHT AND EXPRESSION.

G. Totalitarianisms extend the scope of politics far beyond the usual to include almost all aspects of life,

G. Rt pit totalitarianisms have often been symbolized and epitomized by the political leader,

Generalizes from data. -252- 50. A pupil interested in science might tell the class about Schwartz, Man )e changes in party line related to inheritance and bi- munism, pp. 2 °logy. Counts, Count Blind, c TrEiTed, Re Sian Hist., v 720; Schwartz: Red 200-203,

Have pupils read the Presidium's order on Michurin "Selected Rea Biology, the excerpt from Lysenko's speech in praise of viet Society. Stalin and the excerpts from other letters to Stalin by members of the Academy of Science and University profes- sors. Ask: Would you expect American scientists to make such statements to our President?Why or why not? What do these statements indicate about civil liberties in the Soviet Union during the period in which they were made?

Tell the class that some Americans during this period Schwartz, Red predicted that Soviet scientists would not accomplish Mandel,-Russt much because of their lack of freedom. Remind pupils of ch. 11; some of the achievements since that time. Ask: Why do Swearer and L you think these scientists were able to make such prog- Communism, pp ress? Now quote several authors on the "relative" amountSchwartz, Man of freedom of scientists in many fields, particularly in munism,. Oh. those at all related to military force. Ask: Why do you think these men were granted more freedom than those in biology?

51. Discuss: In the light of what you have studied, what would you say was the star s of civil liberties inthe U.S.S.R. under Stalin? Today? -252 - interested in science might tell the class about Schwartz, Many Faces of Com- esin party line related to inheritance and bi- munism, pp. 202-2(6; Counts, County of the Blind, ch. Rale, ed., Readings in Rus- sian Hist., vol. 3, pp. 709- 720; Sch'ertz, Red Phoenix, pp. 200-203q

ils read the Presidium's order on Michurin "Sel,.7,cted Readings. on So- the excerpt from Lysenko's speech in praise of viet Society." id the excerpts from other letters to Stalin by f the Academy of Science and University profes- -k: Would you expect American scientists to 1 statements to our President? Why or why not? these statements indicate about civil liberties viet Union during the period in which they were

class that some Americans during this period Schwartz, Red Phoenix, pt. 5; that Soviet scientists would not accomplish Mandel,-Russia Re-examined, 3use or their lack of freedom. Remind pupils of ch. 11; the achievements since that time. Ask: Why do Swearer and Longaker, Contemp. < these scientists were able to make such prog- Communism,. pp. 137-142; )w quote several authors on the "relative" amountSchwartz, Many Faces of Com- pm of scientists in many fields, particularly in munism, ch. 10. , all related to military force. Ask: Why do you se men were granted more freedom than those in

In the light of what you havestudied, what say was the statusof civil liberties in the under Stalin?Today? 253-

G. Since democracy is the, chief polit.7 4.The government of-th ical expectation of the times, oli- operate as described garchy has had to accept the symbols and forms of democracy, if not its substance.

G. Ideologies are important for the structure they give to the political system, the answers they give to ambiguous situations, and the cues for responses they suggest.

G. People with different ideologies may perceive the same scene and their ideologies will give it sharply different meaning 'and significance -- maybe even different perception of the facts.

G. Most political communication,depends on the use of symbols, negative and' positive stereotypes, and other communication shortcuts; effective communication depends on the effective manipulation of those symbolic tools.

a. The U.S.S.R. is s through a system actually control! Party and by just orrit.;"'

-253-

ce democracy is the chief polit- 4. The goVernment of the U.S.S.R. doesnot 1 expectation of the times, oli- operate as described in the constitution. chy has had to accept the symbols forms of democracy, if not its stance.

'ologies are important for the ucture they give to the politi- system, the answers they give ambiguous situations, and the s for responses they suggest.

ple with different ideologies perceive the same scene and it ideologies will give it sharp- different meaning anti significalce maybe even different perception the facts.

t political commun i cation,depends the use of symbols, negative' and i.tive stereotypes, and other cow !cation shortcuts; effective con- ;cation depends on the effective ipulation of those symbolic tools.

a. The U.S.S.R. is supposedly governed through a system of soviets but is actually controlled by the Communist Party and by just a small handful of -254-

52. A group of students mint predkea series of bulletin board. displays on the Status of Civil Liberties in the U.S.S.R. One might focus upon speech andpressanother on rights of those accused, etc.

53. Have pupils read Stalin's comments ab,Jut the 1936 consti- "Selected R tution. Discuss: Do you agree with his statements about viet Soc- iet the constitution? What Marxian arguments is he using? How is he using symbols and stereotypes to persuade?

54. Once more show the class the chart showingthe supposed See activit structure of the Soviet government. Ask: Have you found anything in your books which throws anylight upon how this government system works? Does this chart present a realistic picture? -254 - up of students might predke a series of bulletin displays on the Status of Civil Libertiesin the .R. One might focus upon speech andpress, another ghts of those accused, etc. pupils read Stalin's comments about the 1936consti- "Selected Readings on So- n, Discuss: Do you agree with his statements about viet Society." onstitution?What Marxian arguments is he using? s he using symbols and stereotypes to persuade? r.

more show the class the chart showingthe supposed See activity #4. tune of the Soviet government. Ask: Have you anything in your books which throws any light upon his government system works? Does this chart pre- a realistic picture? -255-

men at the top of the p position party is permi

S. Sets..).4phypotheses.

S. Generalizes from data.

G. Since democracy is the chief polit- b. Elections do not provid ical expectation of the times, oli- from among opposing can garchy has had t.accept the sym- different points of vie bols and forms of democracy, if not its substance.

G. The relationship between freedom and democracy is a close and obvious one. -255-

men at the top of the party. No opposition party is permitted.

JR hypotheses.

lizes from data.

Jemocracy is the chief polit- b. Elections do not provide free choices vectation of the times, oli- from among opposing candidates with has had to accept the sym- different points of view. d forms of democracy, if not stance.

lationship between freedom ocracy is a close and ob- one. -256 - Pupils should be able to raise a number of points about the chart at this time. Do the following activities to clarify the governmental system.

Project charts and tables which show the way in which McClosky and T many party leaders also hold positions in the govern- Dict., pp. 215 ment structure. Discuss: What hypotheses might you Carter, Gov't. set up about the role of the communist party in the gov- Union, p. ernment?

56. Have pupils rcad the translation of a Soviet documenton Walsh, Readin voting on the Soviet budget in the All-Union Congress. Hist., vo Discuss: Vould you expect to find such unanimity in voting on a budget in our Congress?Why or why not?What do you think these voting results show about the power of the All-Union Congress in the Soviet government?

Tell the class that they will study more about who actually makes policy and the factors affecting decision- making after they have examined elections and the Com- munist Party,

57. Have pupils read brief accounts of elections in the So- Carter, Gov't. viet Union. Pupils should choose one of the references Union, pp. 9 in terms of its reading difficulty. Schlesinger an 'Communism, pp. Petrovich, Sov 63-64; Jacob,'Masks o pp. 117- 0; McClosky and T Dict., pp. 324 Taiies and Ge Soviet Society -256 - aldbe able to raise a number of points about t this time. Do the following activities to governmental system.

rts and tables which show the way in which McClosky and Turner., Soy. leaders also hold-positions in thegovern- Dicta, pp. 215-217; .ure. Discuss: What hypotheses might you Carter, Gov't. of the Soviet t the role of the communist party in the gov- M111Union, p. 64.

read the translation of a Soviet documenton Walsh, Readings in Russian he Soviet budget in the All-Union Congress. Hist., vol. 3, p. 791. 'ould you expect to find such unanimity invot- dget in our Congress?Why or why not?What k these voting results show about thepower Union Congress in the Soviet government? ass that they will study more about whoac- s policy and the factors affecting decision- r they have examined elections and the Com- Y.

read brief accounts of elections in the So- Carter, Gov't. of the Soy. Pupils should choose one of the references Union, pp. 59-60; its reading difficulty. TEEM-singer and Blustain, .Communism, pp. 120-121; Petrovich, Sov. Union, pp. 63-64; Jacob,'Masks of Communism, pp. 117-120; McClosky and Turner, Soy. Dict., PP. 324-332; Miles and Geiger, eds., Soviet Society, pp. 184-185; -257-

G. f it.ic ;.' Ecti vi , by which the individual seeks his goals and intexesi.s through the political SyE, any..number of fOrmS, depending on the hetyreThf the and Varies' greatly in .cidence,

. People with different ideolOgies may perceive the same scene and, their ideologies will give it sharply different meaning and. Significance --- maybe even differ, ent perception of the facts.

Mos t. poi tt i cal commun ;cat ion de pends on the use :of symbols, negative' and pos it stereotypes , and other :cOmmUnieetion shOrtcuts4: effective, communication depends on the effect iveman pu Tat ion ofthose'. symbolic -258-

Discuss: How do Soviet elections compare with those in Mandell, Russ! the U.S.? you were a Soviet citizen, would you go pp. 149-5 into the booth to vote? Why or why not?Would you be Swearer and Lo likely to cross off the name of the candidate?Why or Contem.orar C why not?Why do you think the Soviet government bothers with holding elections since they are fairly expensive? Mehlinger What does this kind of election system mean about who in Theor controls the government? pp. 79-: Stavrianos, ed World Hist. p Hendel, ed., S pp. 323-325; Carter and Her eign Powers, p Braham, ed., S and Gov't., pp

53. Have all pupils read Khrushchev's comments on elections, "Selected Read bourgeois democracy and one-party systems. Have pupils viet Society." analyze his comments in terms of Marxian doctrines and use of symbols and stereotypes to persuade.

Discuss: Does Khrushchev agree with or deny the information you have read in these American accounts of elections? Do you agree with Khrushchev's agruments?Why or why not?

Read aloud the quotation about Sasha the eleven-year-old Soviet child who talked with the Azraels, an American couple. When he was told that during election campaigns Americans wear pins for their favorite candidates, he replied: "I see. It's true, your elections aren't free. You can't keep your choice a secret." (Quoted in Schwartz, Man Faces of Com nism, p. 101.) Discuss: How has the attempt o- t e oviet government to indoctrinate children affected this child's perceptions? -258- iss: How do.Soviet elections compare with those in Mandell, Russia Re-examined, .1,S.? IF you were a Soviet citizen, would you go pp. 149-51; the booth to vote? Why or why not?Would you be Swearer and Longaker, eds., ly to cross off the name of the candidate?Why or Contemporary Communism, pp. lot? Why do you think the Soviet government bothers 83-86; holding elections since they are fairly expensive? Mehlinger, ed., Communism

does this kind of election system mean about who in Theory and Practice, . ols the government? pp. 79-81; Stavrianos, ed., Readinoin World Hist. PP. 359-360; Hendel, ed., Sov. Crucible, pp. 323-325; Carter and Herz, Ma'or For-

eign Powers, pp. 277-27 ; Braham, ed., Sov. Politics and Gov't., pp. 408-416.

all pupils read Khrushchev's comments on elections, "Selected Readings on So- eois democracy and one-party systems. Have pupils viet Society." ze his comments in terms of Marxian doctrines and )f symbols and stereotypes to persuade.

ss: Does Khrushchev agree with or deny the infor- )n you have read in these American accounts of elec- ? Do you agree with Khrushchev's agruments?Why y not?

aloud the quotation about Sasha the eleven-year-old * child who talked with the Azraels, an American le. When he was told that during election campaigns (cans wear pins for their favorite candidates, he ied: "I see. it's true, your elections aren't free. an't keep your choice a secret." (Quoted in Schwartz, Faces of Com nism, P. 101.) Discuss: How has the pt oit e oviet government to indoctrinate children :ted this child's perceptions? -259- G. Since democracy is the chief political expectation of the times, oligarchy has had to accept the symbols and forms of democracy, if not its substance.

G. The political importance of the judiciary depends largely on whether or not it has responsibility for de- claring acts of the other two branches unconstitutional.

c. The government is fede but is actually doming central government;-

S. Detects inconsistencies.

S. Draws inferences from charts. 4. The Communist Party is co men at the top of the par CheckisotillAaSi<- party members for a numbe sromnoLnormation.

Sets up hypotheses. a. The party recruits the cal and economic elite

b. The party interprets a ficial ideology. -259- democracy is the chief polit- Bxpectation of the times, oil- / has had to accept the symbols )rms of democracy, if not its ante. hlitical importance of the ju7 ry depends largely on whether t it has responsibility for de- ig acts of the other two branches titutional.

c. The government is federal in theory, but is actually dominated by the cPnt!.al government.

:s inconsistencies.

inferences from charts. 4. The Communist Party is controlled by the men at the top of the party; they use the party members for a number of purposes:

LI:2, hypotheses. a. The party recruits the Soviet political and economic elite and trains them.

b. The party interprets and guards the official ideology. -260-

59. Have several pupils work as a committee to compare the 1936 constitu 1936 constitution with the constitution as amended in and Kozera, M 1962. They should tell the class about changes which the Study of were made and how they were made. Discuss: What does tem, pp, 242 the method of change show about the kind of governmen- Constitution tal system in the Soviet Union? Do the revisions change 1962 in Cartel fundamental characte'r of the political system in the the Sov. Unim U.S.S.R.?Why do the Soviet leaders bother with a con- or in Braham, stitution when they can change it at will? How does Politics and ( this system of changing and interpreting the constitu- A. tion affect the power of the Judiciary?

60. Hive a pupil report to the class on the following topic: Mendel, Sov. Does the U.S.S.R. really have a federal system of gov- 321-22; ernment? Beer And UlamJ terns` of Gov't

61. Give ipupils a quotation from the 1961 Communist Party "Selected Read Program as it deals with national sovereignty.Have pu- viet Society." pils analyze the statement for consistency and in terms of Marxian principles.

G2. Show pupils a chart illustrating the supposed structure Carter, Gov't. of the communist party in the U.S.S.R. Discuss: From Union, p. 51.0 what you have read so far, how well do you think this 3647Rett4 MajO chart shows clearly how the power is distributed in the. ers, p. 269For Party? 'Fag:, Patterns p. 7.24.

63. Have a group of students put on the script of a meeting of Mehlinger, The the executive committee of a 1,,cal communist party group TotalitarianTsr in the U.S.S.R. Then follow the suggested procedure in 49. the booklet by Mehlinger on having pupils su9gest characteristics of the party which are shown by this script. -260-

ral pupils work as a committee to compare the 1936 constitution in Meisel titution with the constitution as amended in and Kozera, Materials for ey should tell the class about changes which the Study of the gi7i-if-Tys- and how they were made. Discuss: What does tem, pp. 242 ff; d of change show about the kind of governmen- Constitution as amended in m in the Soviet Union? Do the revisions change 1962 in Carter, Gov't. of mental character of the political system in the the Sov. Union, pp. 133-147 Why do the Soviet leaders bother with a con- or in Braham, ed., Sov. when they can change it at will? How does Politics and Gov't, appendix em of changing and interpreting the constitu- A. ct the power of the Judiciary? pil report to the class on the following topic: Mendel, Soy. Crucible, pp. U.S.S.R. really have a federal system of goy- 321-22; Beer .and Ulm. eds., Pat- ternsof Gov't;.pp. 607667,

Is a quotation from the 1961 Communist Party "Selected Readings on So- it deals with national sovereignty. Have pu- viet Society." ze the statement for consistency and in terms 1 principles.

Is a chart illuitrating the supposed structure Carter, Gov't. of Lne Soy. unist party in the U.S.S.R. Discuss: From 5j.or Carter lave read so far, how well do you think this .:57711tetv, MaideForeign Pow- s clearly how the power is distributed in the...ers, p. 20 or Beer am7UTilm ZaF'. Patterns of Government, p.724.

up of students put on the script of a meeting of Mehlinger, The Study of ive committee of a kcal communist party group Totalitarianism, pp. 37- .S.R. Then follow the suggested kocedure in 49. t by Mehlinger on having pupils suggest charac- of the party which are shown by this script. -26i- c. The party coordinater, all nomic, social, and pol iti tions of the society in the goals of the dictator

d. The party carries out th42 the leadrs.

e. The party serve-, a a lin toLors and the mossez,; it mass demonstration,i, stag .and many propaganda co,va party leaders inforvIJ, at) reactions to different po

S. Appliesioreviou.sly.71e9yned concept and general i zatIons-_ to_ nevi ja41

G. Political power is unevenly distributed through a population.

G. Ideology is associated with those people in the political system with the greatest political awareness, involvement, and information.

G. One-party systems tend to develop a competitiveness within the dominant party, but this factional compctive- ness lacks the stability and predict- ability of inter-party competition.

G. The relative centralization or decentralization of power within political parties is related to the centralization or decentralization of authority, within the political system as a whole. c, The party coordinateall of thoeco- nomici:social.and political institutions of the:soclety in order to achieve

. the goals of -the. dictatorship,

d. The party. carries-ootthe decisior; of the leads?rs..'

.e. The party serves a betwo;,:t.-1 totorsand,the massesLit'engi.ne rags demonstrations, staged .end many 'propaganda caoipaign,-.'a0 Mrty leaders informd ahout-.Public reactions to differe,nCpplicies

.previ9usly.:learned concopt e ra i zai ions .65 nevi al power is uneveniy distrib rough a population. y is associated with those in the political system with atest political awareness, neat, and information. ty systems tend to develop a tiveness within the dominant but this factional compotive- As the stability and predict- of inter-party competition. ative centralization ordccen- tion of power within political is related to the centraliza- decentralization of authority. the political system as a who Make sure pu:711s 7-2 that thse Ideas ere: only hypoth to at greater length by sources of ilfor,;lation,

pupilrc...t on' of the bil ),Lcounts of the LS.e.hlesinger

party stroci..uic aftdf,o_Lioos, 1 PaFovich,..Soy. Discw:s1 How do,-4, 11,7:1,%5 -hip i the party compare with pp, 55760; the wov people beco.,.: ir',ersin the U.S,? On the basis Jacobs, Masks of of yc_)ue reading, 11::..; control over party affairs -pp.. 120- ; "!,Y1Dr12. with ccntrol c,v,i party affairs in this country? Salisbury,. Soy. pp. 22 -23; SchWart*',_.Red Ph -2627

thbt-thc,.s2 ideas ere at grease .length by o::..3rsoures of Infer;lation,

t papil. ,oc_couptsofthe Schlesinger and Blustain, prty.strucLuri::ane. 713eIFovich", Soy.. Unlon, HOw does r:4-fihjp ii thsi%. party compare with.. pp.55 -60; 42-;;.roers in the U4S,?..0n the basis Jacobs, Masks of Commuillsm, readi.nu, cont-rol over party -affairs pp, 120-126;- 1th control civi party pffbirs in this country? ,Salisbury; PP. 22 -23; Schwartz, ,Red.Phoenix,- PP. 445-48. throuEjln-

-peOple. in the...po1tl cal sys with the t.pal iti dal 1nvOlvement, and i n One..Tarty systems -tehd"-to yop a compet withinthc

Jatks thL-s t416:1 11 .ar,d ct- ef., tYof lbc; leudihlp of any group try to maint,'Jin group cohesion. Itis unlikely that one could find many genuine autocracies (rule by of in complex modern governments; they are very1 ikely real i y of i gar- ch i es. The scope of governmertt and they variety of its client-tins demand -a .variety of skills that onf: man doer, not possess, 1.-vs;:ry decision-maker is dependent on advice, knowledge, information, and political intelligence; as a result, those advisors who',can provide him ih ti-rdm. have an imPortant base for exerting .power and influence on the official, In 'contemporary oligarchies,' the political:party becomes the instrument by.Which the few govern in the name of::, the many. -264- 65. Have a group of students present a panel discussionon McClosky and "The Communist Party in the U.S.S.R.: Internal Control Dictatorship and Functions." The pupils shouldprepare a chart to Inkeles and illustrate the lines of control withinthe party. They Society, pp. should also analyze some of the problemsof maintaining Mandel, Rus high morale among party members. ch. 9 an'pp. Beer and Ula Discuss: Is the U.S.S.R. an autocracyor an oligarchy? terns of Gov' Why? Why Is the problem of moraleso important? -264- oup of students present a panel discussion on McClosky and Turner, Sov. unist Party in the U.S.S.R.; Internal Control Dictatorship, ch. 8; ions." The pupils should prepare a chart to Inkeles and Geiger, Sov. e the lines of control within the party. They Society, PP. 126 -137; so analyze some of the problems of maintaining Mandel, Russ. Re-examined, le among party members. ch. 9 and pp. T39-148; Beer and Ulam, eds., Pat- Is the U.S.S.R. an autocracy or an oligarchy? terns of Gov't., pp. 257- is the problem of morale_so important? 744. -265-

G. Members of any group may join it for varying reasons sore of which have nothing to do with the goals of the organization.

G. Totalitarianisms extend the scopr.! of politics far beyond the usual to include almost all aspects of life.

G. In comtemporary oligarchies, the political party becomes the instru ment by which the few govern in the name of the many,

S. Draws inferences from tables.

G. The requirements for leadership change; as an cJ,Aanization or government develops the need for leaders with administrative skills tends to replace the need for charismatic leaders. -266- 66. Have a pupil prepare a bulletin board displayon "The Functions of the Communist Party in Russia."

A pupil might read and report on the Bauer fictionalized Bauer, Nine Sovie account of the local party secretary and his fears. Dis- pp. 60- cuss in terms of control and functions.

63. Project a table showing changes in the number of fac- lnkeles and Geige tory directors who were communist party members in Rus- Society, p.128. sia. Discuss: Uhat does this chart show you about the role of the party in economic affairs? About membership as a means of access to good industrial jobs?

Now have a pupil report on how different authors have McClosky and Turn analyzed the importance of Communist party membership Dict., P. 266; for advancement in the U.S.S.R. TWEles and Bauer Citizen, p. 326;

Franke , "The 8, Elite of Russia, Times Magazine, pp. 9, 48, 49.

69. A pupil might prepare.a bulletin board on the topic: For example of c Soviet Government: Myths and Reality. He should in- Editors of Schol clude a chart showing how the party actually controls Services, Soy. Uni the government.

70. Have pupils analyze changes in membership in the party McClosky and Tur by age, social origin and occupation, national origin, Dict., (age ,p 2 educational level, and sex. Show pupils tables present- 3FigIns and occu ing this data and give them exercises on reading the 251; educational tables. 261-62; women de p. 256); -266-

1 prepare a bulletin board display on "The the Communist Party in Russia."

ht read and report on the Bauer fictionalized Bauer, Nine Soviet Portraits, the local party secretary and his fears. Dis- pp. 60-75. ms of control.and functions.

able showing changes in the number of fac- Inkeles and Geiger, Sov. ors who were communist party members in Rus- Society, p. 128. ss: What does this chart show you about the party in economic affairs?About member- eans of access to good industrial jobs?

pupil report on how different authors have McClosky and Turner, Sov. le importance of Communist party membership Dict., p. 266; lnent in the U.S.S.R. Trgeles and Bauer, Soy. Citizens p. 326;

Franke , "The 8,708,000 Elite of Russia," New York Times Magazine, May 29, 1960, pp. 9, 48, 49. iht prepare a bulletin board on the topic: For example of chart see arnment: Myths and Reality. He should in- Editors of Scholastic Book art showing how the party actually controls Services, Sov. Union, p. 73. ent.

analyze changes in membership in the party McClosky and Turner, Soy. ial origin and occupation, national origin, Diet., (age,p 260; social

1 level, and sex. Show pupils tables present- 17ins and occup. p. 249- ta and give them exercises on reading the 251; educational level, pp. 261-62; women delegates, p. 256); G. Any decision is, in part, a product of the internalized values, the perceptions, and the'experiences of the persons making the decision.

G. The agencies of political social'- zation incluJe Those within the political system as well as those- without; in fact, totalitarian political systems marked by gov-. ernmental dominance of *.:ha process.

Members of any group my join it for varying reasons, of which have nothing to do withhe goals of the organization° -268- Discuss: What changes do you note in party membership? brzezinsid What implications do you think these changes might have Political P for the party and for Soviet government? Do you think these tables bear out the contention that women are Uo'iTgI7n17,;Pp. treated equally with men in the Soviet Union? Do you See also In think that this data helps prove the contention that Soy. Societ the party is the party representing the proletariat? 137-147. What light do they throw on the treatment of minority nationalities in the U.S.S.R.?

71. Have a group of pupils prepare and show the class a dit- Obtain dat toed sheet outlining briefly the social origins, educa- and from t tional level, and training of Soviet leaders such as In Brzezin Lenin, Trotsky, Stalin, Khrushchev, Brezhnev, and Kosy- Ilint!ca! gin. Discuss: What changes do you see in the kind of leader who comes to the top of the party? How might P157179714 these changes be explained? What effect might the background of the present leaders have upon Soviet policy? Upon their political behavior in general? Quote Brze- zinski and Huntington on the effects of social origin on political style.

72.. Have a pupil give an illustrated oral report on the tnkeles an. Konsomol and the Young Pioneers. He should show the way Soviet Soc in which the party leaders use these groups as a means tchwartz, .of control. munism, pp Wri-61'ee F and Pionee the Soviet (Also sold -268- What changes do you note in party membership? braezinskl and Huntington, lications do you think these changes might have Political Power: U.S.A./ party and for Soviet government? Do you think T..§.3707, p.132 (nationaT tiles bear out the contention that women are origini, p. 169 (education). equally with men in the Soviet Union?Do you See also Inkeles and Geiger, at this data helps prove the contention that Sov. Society, pp. 127, 128, yis the party representing the proletariat? 137-147. ht do they throw on the treatment of minority ities in the U.S.S.R.?

roup of pupils prepare and show the class a dit- Obtain data from biographies et outlining briefly the social origins, educe- and from the following tables Jevel, and training of Soviet leaders such as In Brzezinski and Huntington, rotsky, Stalin, Khrushchev, Brezhnev, and Kosy- Political Power: U.S.A./ iscuss: What changes do you see in the kind of ho comes to the top of the party? How might pp. 139-140 (quotation). lenges be explained?What effect might the back- )F. the present leaders have upon Soviet policy? eir political behavior in general? Quote Brze. and Huntington on the effects of social origin tical style.

pupil give an illustrated oral report on the Inkeles and Geiger, land the Young Pioneers. He should show the way Soviet Society, pp. 147-164. h the party leaders use these groups as a means Schwartz, Many Faces of Com- munism, pp. T47-150. riiiiFee Filmstrip: Schools and Pioneer Activities in the Soviet Union, S.V.E. TUFFMTATITrand McNaltY.) -269- G. Totalitarianisms find it impossi- )lc to coerce a large population onstantly; instead, it coerces i.idlrectly by controlling the wills, foils, etc. through the use of symbols and mass media, etc.

G. Oligarch'es have had persistent 6. The Soviet Union has had trouble .n solving the problem of in solving the problem of succession, especially where it garchies lack a regular n has abandoned the succession by new leadership; frequent birth. unclear and lacks legitin' number of the public. G. Changes in one aspect of a culture will have effects on other aspects; chohges will ramify whether they are echnologicat, in s rc.iai organization, in ideology, o,whatever else is a part of the cultural system.

S. Looks fur...290as of agreement and 'OfFaci&emen 466h q )Wi t n e a*G-Wifh- br SPrORt5ef,..,PPI of tnfornip.- Lion.

S. Detects persuasion devices.

S. Detects inconsistencies

S. looks of a9roemenS and t ors andsot' i t i rZij 6 r- f t oar. -269- tarianisms find it impossi- coerce a large population ntly; instead, it coerces cily by controlling the wills, etc. through the use of sym- id mess media, etc. clues have had persistent 6. The Soviet Union has had repeatedtrouble e in solving the problem of in solving the problem of succession. 011 sion, especially where it garchies lack a regular means of selecting andoned the succession by new leadership; frequently the process is unclear and lacks legitimacy for the grvol number of the- public. s in one aspect of a culture ave effects on other aspects; s w;11 ramify whether they chnological, in f-lcial organ- n, in ideology, o.whatever s a: port of the cultural sys-

6f qf6rn-lq":

persuasion devices. inconsistencies. f9r.POPt.cif PLI!:0"(!e9S....a0d. ecifien aMn,g:Wiicices,aYth- nd-OtfiCrsotiref-frifoF61572- 73. Have a pupil prepare a bulletin board dlspalyon "Tech- niques of Controlin the Soviet Union."

74. Have a panel discussion on the problem of succession in McClosky and Soviet Russia. The panel should compare what happened act., pp. 2 after Lenin's death with what happened after Stalin's Swearer and

death And with the way the present leaders come to power. Contem . Com

It should also discuss the problems facing the present Hence , e . government and some of the predictions about what will pp. 416-440; happen in the next few years. It should emphasize the Conquest, Ru kind of tactics used in the power struggle. It might shchev; point out the way in which some authorities see recent VE7Tifoph, e tactics as leading to further unrest and perhaps even Comarative greater democracy in the Soviet Union.

75. Perhaps show the film The Rise of Khrushchev. Have,pu- Film: pils compare the informTIOTWIFFERW-11777with that sham, mccra presented by the panel (activity #4). Or use this film without the panel and have students compare the rise, of Khrushchev with what they know about the rise of Stalin.

76. Have pupils read Khrushchev's attack on Stalin. Discuss: "Selt,,cd R Does Khrushchev support or contradict your earlier find- Society." ings about the extent of civil liberties in the U.S.S.R. under Stalin? That persuasion devices did Khrushchev use in this speech?How did he try to protect himself? What Marxian arguments does he use? ;-low consistent is his blaming Stalin's cult of personality and his role in what happened in the U.S.S.R. with the Marxian ideas of what influences the course of events in history? - -/0- pupil prepare a bulletin board dispalyon "Tech- of Control in the Soviet Union."

panel discussion on the problem of succession in McClosky and Turner, Sov. Russia. The panel should compare what happened pp. 293-383; Lenin's death with what happened after Stalin's 3Zarer and Longaker, eds., and with the way the present leaders come to power. Contemp. Communism, pp. 92- uld also discuss the problems facing the present ed.,-Sov. Crucible, ment and some of the predictions about what will pp. 416-440; in the next few years. It should emphasize the Conquest, Russia After Khru f tactics used in the power struggle. It might shchev; out the way in which some authorities see recent MITtoph, ed., Cases in s as leading to further unrest and perhaps even Comparative Polit cs, pp. 2 r democracy in the Soviet Union. 383.

ps show the film The Rise of Khrushchev. Have;pu- Film: Ihg,Rise of Orgsh- :ompare the inform57bn presentecrUTTrwith that ShU, McCraw -Hill; ited by the panel (activity #74). Or use this film At the panel and have students compare the rise of ichev with what they know about the rise of Stalin. pupils read Khrushchev's attack on Stalin. Discuss: "Selb,eo Readings on Sovle Khrushchev support or contradict your earlier find- Society." about the extent of civil liberties in the U.S.S.R. Stalin?What persuasion devices did Khrushchev n this speech?How did he try to protect himself? Marxian arguments does he use? Now consistent is laming Stalin's cult of personality and his role in happened in the U.S.S.R. with the Marxian ideas of influences the course of events in history? S. Detects inconsistencies.

G. Individuals know the political system as a set of images and pictures related for them by communicators;they react to theseimages rather than to the real world and real people.

G. Changes in one aspect of a culture will have effects on other aspects; changes will ramify whether they are technological, in social organization, in Ideology, or whatever else is a part of the cultural system.

G. The decision-maker reacts to pressures from other decision-makers and to public opinion.

S. Distinguishes between difficulty. 7.:FoviuLstatements.

G. Changes in one aspect of a culture will have effects on other aspects; changes will ramify whether they -272-

77. Now have pupils read en e'tcerpt from the 1961 party pro- "Selected Rea gram of the Soviet Communist Party dealing with the class Society." struggle. Ask: When Khrushchev attacked Stalin, what did he say about Stalin's interpretation of the intensi- fication of the class struggle?This party program was written with Khrushchev's consent. How consistent isit with what Khrushchev said about Stalin's comments on the class struggle?

78. A pupil might write an imaginary interview which a correspondent might have had secretly with a communist .dal- egate who had just heard the Khrushchev speech attacking Stalin.

79. Have a pupil give a report on some of the theories as.! to Dallin.and Wes why Khrushchev made this attack upon Stalin and ways in itics in the which he hedged later on In his piblic attitude toward c . Stalin. Discuss: What dangers Lad the Soviet leaders Salisbury, So

, run in making this attack? Why did they modify the eart,.;-._:ipktz29-321.:.... ly attack somewhat later on? What were the motives be-- 13-eer and Ulam hind the amnesties'and change in terroristic policies? Gov't., pp. 71 Why is it difficult to llidge the accuracy of the theories about Khrushchevls'motives?

CO. Have a group of students prepare an imaginary U.S newspaper which might have appreared after Khrushchev's-downfall from power. The paper should include editorials, -272 -

pupils read cr e%cerpt fro:. the 1961party pro- "Selected Readings on Soviet he Soviet Communist Party dealingwith the class Society." Ask: When Khrushchev attacked Stalin,what y about Stalin's interpretation of the intensi- of the class struggle? This party program was iith Khrushchev's consent. How consistent is it Khrushchev said about Stalin'scomments on the -uggle?

fight write an imaginary interview whicha tor- t might have had secretly with a communist .01:1- had just heard the Khrushchev speech attacking

pil give a report on some of the theoriesas. to Dailin.and Westin, eds., Poi- hchev made this attack upon Stalin andways in itics in the Soviet Union, hedged later on in his public attitude toward ch. 3. Discuss: What dangers did the Soviet leaders Salisbury, Soviet Union, king this attack?Why did they modify the ear,,:pp2.,29-32; . somewhat later on ? What were the motives be- "'weer and Ulam,Patterns of amnesties"and, change in terroristic policies? Gov't., pp. 718=721. difficult toludge the accuracy of the theories ushchev's motives?

oup of students prepare an imaginary U.S. news- ich might have appreared after Khrushchev's 'down-

power. The paper should include editorials, . -273- are technolOgical, in social organization, in ideology, or whatever else is a part of the cultural syste

G. The v. is a community of interdependent countries. (Important political happenings in one part of the world affect other parts.)

G. Ih leadership of any group must try to maintain group cohesion and also organize its strategies and provide intellectual leadership.

In 1,olitical conflict there is a struggle over scarce values or goals,

S. Ide:ntifies Oslo essumEtions. 7. Although Soviet leaders have reinterpreted Marxian theori though some may not believe ologies as strongly as they ian ideology continues to ha, upon the Soviet political an system.

G: Ideologies are important for the structure they give to the political system, the answers they give to ambiguous situations, and the k.ues for responses they suggest. -273- ological, in social organ- in ideology, or whatever part of the cultural sys-

is a community of inter- countries. (Important happenings in one part rid affect other parts.)

rsip of any group must intain group cohesion organize its strategies de intellectual leader- cal conflict there is a over scarce values or

s basic assumptions. 7. Although Soviet leaders have'modified and reinterpreted Marxian theories, and although some may not believe in these ide- ok)gies as strongly as they profess, Marx- ian ideology continues to have an impact upon the Soviet political and economic system.

s are important for the they give to the politi- m, the answers they give ous situations, and the responses they suggest. -274-

reactions from different capitals of theworld, articles presenting a background of thenews, and articles by Sovietologists on what the downfall mightmean and what caused

01. A pupil might write imaginary interviewswith one of the present Soviet leaders and with Khrushchevon why Khrushchev lost power in the Soviet Union.

82. Ask: if you were a Soviet leader how wouldyou try to "Selected Readi explain why it has not withered away so far? Now read Society." to the class Stalin's explanation'. Also read them Khru- shchev's prediction about when it would wither away.

Discuss: Do you think Khrushchev's prediction is likely to come true? Why or why not?What assumptions would he have had to accept to argue logically that his predictions would come true? u3, Tell pupils that you are going to have them reada state- Mehlinpr, Stu ment by an American which shows how his ideology affects tarianismi,pp. his actions'. They should try to decide what his ideology is and how it does affect his actions. Now give pupils the materials (with blanks which they should try to -274-

s from different capitals of the world,a les ng a background of the news, and articles °gists on what the downfall mightmean and what 4.

might write imaginary interviews withone of ent Soviet leaders and with Khrushchev on why ev lost power in the Soviet Union.

you were a Soviet leader how would you try to "Selected Readings on Soviet why it has not withered away so far?Now read Society." lass Stalin's explanation'. Also read them Khru- prediction about when it would wither away.

Do you think Khrushchev's prediction is like- me true? Why or why not?What assumptions have had to accept to argue logically that his ons would come true?

ils that you are going to have them read a state- Mehlinger; Study of Totali- an American which shows how his ideology affects tarianism,,pp. -51+-9. ions. They should try to decide what his ideol- nd how it does affect his actions. Now give pu- materials (with blanks which they should try to .-275-

G. People with different ideologies may perceive the same scene and their ideologies will give it sharply - different meanin9 and significance -- maybe even different perception of the facts.

G. Decision-making in a democracy is 8. Policy-making in the Sov shared by several groups and is from political decision- subject to varying influences, even though some of the fect and limit decision- political systems.

G. In a totalitarian systecn'there is no separation of powers between those who make and those who carry out policy.

G. Any decision isin part a product of the internalized values, the perceptions, and the experiences of the persons making the decisions.

G. The decision-maker re,tcts to pressures from other decision-makers and to public opinion; however, the way in which these factors influence decision making differs in democra- with different ideologies rceive the same scene and ideologies will give it - different meaning and icance -- maybe even differ- rception of the facts.

pn-making in a democracy is 8. Policy-making in the Soviet Union differs by several groups and is from political decision-making in the U.S. t to varying influences, even though some of the same factors affect and limit decision-making in both political systems.

otalitarian systee'there is aration of powers between who make and those who carry %to licy. cis ion isin part a product internalized values, the tions, and the experiences persons making the decisions. cision-maker reacts to pres . from other decision-makers public opinion; however, the which these factors influence on making differs in democra- -276 -

fill in)as suggested in the Mehlinger bookleton totalitarianism: Discuss the implications of ideology for actions. How does Marxian ideology affect Soviet actions?

84. Have a pupil tell the class about what the Harvard Study Bauer et. al. found about Marxian reasoning even when refugees claimed System Works., to have given up Marxian ideology: He might also ooint 194-196, rW out some of the conclusions which social scientists have Brzenski, Sov reached about the implications of ideology for Soviet 388-393. leaders even when they may not be such true believers as some of the earlier leaders.

05. Review what pupils have learned in earlier grades (par- "Sele6ted Rea ticularly in the Center's eighth grade course) about viet Society. factors affecting and limiting political decision-making in the U.S. Now tell the class that they will be reading about decision-making in the Soviet Union, They are to try to decide whether or not the same factors affect and limit decision-making, Among other things, for example, they are to decide whether policy-making is limited by permissability in a totalitarian country. They are also to compare the degree of centralization of decision- making and the carrying out of policies.

Now have pupils read the Carnegie institute Project Social Studies readings on policy-making in the Soviet. Union. Afterwards, have the class compare political deciskn-making in the U.S. and in the Soviet Union. -276- s suggested in the Mehlinger booklet on total-

. Discuss the implications. of ideology for How does Marxian ideology affect Soviet actions?

)ii tell the class about'what the Harvard Study Bauer .et. al., How the Soviet t Marxian reasoning even when refugees claimed cliff. an ven up Marxian ideology. He might also point 194-196, 199;-, f the, conclusions which social scientists have Brzenski,.Soviet.Bloc,PP. out the implications of ideology for Soviet 388-393. en when they may not be such true believers as )e earlier leaders,

t pupils have learned in earlier grades (par- "SeleCted Readings on S in the Center's eighth grade course) about vier Society." Ffecting and limiting political decision-making ). Now tell the class that they will be read- decision-making in the Soviet Union. They are decide whether or not the same factors affect decision-making, Among other thin9s, for ex- 2y are to decide whether policy-making is limft- issability in a totalitarian country. They are compare the degree of centralization of decision- J the carrying out of policies. pupils read the Carnegie Institute Project Social sadings on policy-making in the Soviet.Union.

, have the class compare political decisenn-mak-' e U.S. and in the Soviet Union. -277- tic and totalitarian societies.

G. The institutions of government constitute the arenas or the structure in which the authoritative decisions of the political process are made; actual institutions may not conform with those in constitutional documents.

G. Political decision-makins is limit- er; by many factors; permissability, available resources, available time, available information, and previous committments.

People with different ideologies may perceive the same scene and their ideologies will give it sharply different meaning and significance -- maybe even different perceptions of the facts.

A. IS SCEPTICAL OF CONVENTIONAL TRUTHS AND DEMANDS THAT WIDELY-HELD AND POPULAR NOTIONS. BE JUDGED IN ACCOR- DANCE WITH STANDARDS OF EMPIRICAL VALIDATION.

S. Generalizes from data.

G. Freedom is culturally determined; the individual has to be taught what the options are, how one goes about exercising them, why he should exercise them, etc. -278-

06. Have two pupils role-play a discussion between a Soviet citizen and an Asoricsn on which country is more democratic.

87. Read aloud a quotation from someone predicting revolu-' Inkeies and tion In the U.S.S.R. because of popular dissatisfar. Society, pp, tions. Then have a pupil report on the findings of the,. of the 4etai Harvard Center about the degree of political alienation . arefound in under stalin. What did the Center find out about sources Bauer, Sovie of support for the regime, about loyalty to the Soviet 10-12, '4 or Union, and about sources of dissatisfaction? How the Sov. 'us. Discuss: Given these attitudes of refugees, what do'you think were the chances of a revolution against the So-' viet leaders even under Stalin? Given changes which have taken place in Russia since Stalin's death do you think the sources of dissatisfaction have been increased or de- i

-278-

pupils role-play a discussion between a Soviet and an atworican on which country is more demo-

oud a quotation from someone predicting revolu- lnkeles and Geiger, Soy. the U.S.S.R. because of popular dissatisferip §9S.11, PP. 228-2387-14ore Then have a pupil report on the findin of the bffhidetails of the study Center about the degree of political alienation . arefound in inkeles and talin. What did the Center find out about sources Bauer, Soviet Citizen. chs. rt for the regime, about loyalty to the Soviet 10-12, 14 or Auer, et. al., and about sources of dissatisfaction? How the SovS stem Works, HS. 411 Given these attitudes of refugees, what do `you ere the chances of a revolution against the So-' ceders even under Stalin?Given changes which have lace in Russia since Stalin's death do you think rtes of dissatisfaction have been increased or de- -279-

A. HAS A RLASONED LOYALTY TO THE U.S.

G. Although culture is always changing, certain parts or elements persispcover long periods of time: .1 e- G. Evenlaben a major reorganization of iksoCiety takes place (such as a revolution), not all of a culture is completely modified. 280 creased?Do you think the evidence available should lead us to any prediction of a revolution withip Rus- sia in the forseeable future?

88. Hold a summarizing discussion on the Soviet political system. Ask: How does the Soviet system differ from ours? (Be sure that pupils' analyze differences in who holds power, in degree of control by the government of people's lives, attitudes toward individuals, role of politica! parties, civil liberties, etc.)

Say: Now that you have studied further data about the Beer and Ulam Soviet political system, let's go back to a question we Government, p raised earlier. Why do you think the Soviet leaders spend time, effort, and money on setting up democratic forms such as a constitution, civil liberties, elections, a legislative system of soviets, etc.? (After pupils have discussed this question, quote Ulam's interpretation of some of the reasons which go beyond sheer propaganda purposes,)

39. (Note Salisbury on the possible effects of scientific Salisbury, Th training upon political affairs in the U.S.S.R. pp. 29, 35.

90. Have pupils write a paper in which they compare the So- viet government with that under the Tsars. They should compare the status of civil liberties, the degree of

autocracy, and who holds the power: ' -280 - Do you think the evidence available should any prediction of a revolution within Rus- forseeable future?

arizing discussion on the Soviet political sk: How does the Soviet system differ from sure that pupils analyze differences in who r, in degree of control by the government of ives, attitudes toward individuals, role of parties, civil liberties, etc.) that you have studied further data about the Beer and Ulam, Patterns of itical system, let's go back to a question we Government, pp. 51, 651off. lier. Why do you think the Soviet leaders effort, and money on setting up democratic as a constitution, civet liberties, elections, ive system of soviets, etc.? (After pupils ssed this question, quote Ulam's interpreta- me of the reasons which go beyond sheer grope- oses.) sbury on the possible effects of scientific Salisbury, The Soviet Union, oon political affairs in the U.S.S.R. pp. 29, 35. s write a paper in which they compare the So- nment with that under the Tsars. They should e status of civil liberties, the degree of and who holds the power. -281- Sets...IT...hypotheses. B. The Soviet government controls system:

S. Check facts against own background. of information. :r! G. Industrial capacity and energy sources are important bases for national power.

A. IS tURIOUS' ABOUT SOCIAL DATA AND HUMAN BEHAVIOR AND WISHES TO READ AND STUDY FURTHER IN THE SOCIAL SCIENCES.

G. Economic systems are usually mixed, 1. The government owns almost a with both public and private owner- of production, although indi ship and with decisions made both own private property of cert by the government and-by consumers. a. The government owns the f G. In practice, in communist countries mines, although a few peo the means of production are almost gage in handicraft work a al' owned by the government. own products. No one can -281- )otheses B. The Soviet government controls the economic system.

:s against own background :Ion. capacity and energy important bases for wirer,

ABOUT SOCIAL DATA AND /10R AND WISHES TO READ 'URTHER IN THE SOCIAL

;stems are usually mixed, 1. The government owns almost all the means )ublic and private -owner- of production, although individuals can ith decisions made both own private property of certainkinds. arnment and by consumers; a. The government owns thefactories and Bp in communist countries mines, although a few people still en- ,f production are almost gage in-handicraft work and sell their )y the government. own products. No one can employ another -282- 1. Ask: Given what you have learned about the Soviet government, what would you expect to find true about its role in the Soviet economic system?Have pupils set up hypoth-, eses with a series of if-then statements bearing upon ownership of resources of production; who makes decisions about what should be produced, .how much should be produced, how it shall be produced, who will get what; what controls labor unions, etc. After a brief discussion, tell pupils they can check their guesses as they study the next part of the unit.

Some pupils will already know something about the economic system or will at least think they do. These ideas should be listed on the board for checking during the next few days.

2, Read aloud excerpts from one of Khrushchev's speeches in "Teacher's Su which he announced that the U.S.S.R. would overtece and Unit on UsS.S far surpass the U.S. in output within a few years.

Discuss: On the basis of what you know already, do you think this prospect likely?Why or why not?Why would you question his prediction? If he were right, do you think it would be any cause for concern? Why or why not?

Tell pupils that they will find out more about this economic race as they study the next part of the unit.

3. Have all pupils read one of a number of brief accounts Lengyel, Sov of how property is owned, the way in. which the Soviet 57 and Lovens economic s,,,stem was controlled under Stalin, and the ism Communis way in which the planning was done and enforced under pp. Stalin. They should also read very brief'descriptions;_:. planning. . of the changes made by Khrushchev. S'y.A.J., Ebristein, -282- ren what you have learned about the Soviet-govern- let would you expect to find true about its role ;oviet economic system? Have pupils set up hypoth :h a series of if-then statements bearingupon ,p oF resources of production; who makes decisions at should be produced; how much should be pro- ow it shall be produced, who will get what; what labor unions, etc. After a brief discussion, ils they can check their guesses as they study part of the unit.

ils will already know something about theeco- 'stem or will at least think they do. These ould be listed on the board for checking during few days.

UcFexcOe'ptsjrom One: of-Khrushchev s.speeches "Teacher's Supplement announcedthat'the woulcLoVertakeand, Unit on U.S.S.R." ass-:the U.S.: in output within a fewyeart,

On the !petit of what you know already, do you pis prospect likely?Why or why not? :Why would. tionhit.prediction? if he .were. ido 'you would:..be*-anY cautfor-concern? Why or why not?

ils that they will find out more abOut thrt:eco- ce-as they study the next: part :of the unit.

pupils read one of a nUmber:of.beief accounts Lengyel, Sovi:UniOnpp.-56- roperty.itoWned,:theT,Way. in which the SoViet 57 and LovenseFTF7Ca ital- . ssteMwascontrollecLunder Stalin, and the ism, Communism, .Soc a ism, hith7the planning:mat-doneand enforCedundet PP.. 70-80's :082-95 discuss They should also read very brief.desCrIptiOns . plannkng. _ Flanges made by Khrushchev. Ebenstein.Communitm -283- G. In command economies most of the and sell the products basic economic decisions are made produces, although he by the government. one to provide him wit vices. S. Sets up_ hypotheses. b. The government owns th thou0 it permits coil farms to assign certai farmers for their own ers can sell the produ, the open market after specified amounts to t

c. People can own persona various kinds, includi if they can afford to ever, most homes are n ly. People can also p vate property to other! inheritance taxes as c in the U.S.

A. RESPECTS EVIDENCE EVEN WHEN IT CON- d. People can own savings TRADICTS PREJUDICES AND PRECONCEP- banks. TIONS. -283- and economies most of the and sell the pr:oducts the employee economic decisions are made produces, although he can employ some- e government. one to provide him-with personal services. h otheses. b. The government owns the farm land, al- thou0 it permits collectives and state farms to assign certain small lots to farmers for their own use. These farmers can sell the produce left over on the open market after selling certain specified amounts to the government.

c. People can own personal property of various kinds, including their own homes r: they can afford to build them. How- ever, most homes are not owned private- ly. People can also pass on their private property to others with very small inheritance taxes as compared to those in the U.S.*

TS EVIDENCE EVEN WHEN IT CON- d. People can own savings accounts in TS PREJUDICES AND PRECONCEP- banks. -284-

Discuss: '.'!hat is the difference between the kinds of 1A2-1-atecii property which people in the U.S. and the U.S.S.R. can discusses ow' own?What does the fact that people can owe some pri -. ferences bets vate property indicate about the kinds of economic de- and communist cisions consumers can make? (Have pupils set up hypoth- pamphlet (Sos eses here to test later.) cusses botTfl 26, 28) and 33). Mehl inc in Theory anc reading by a ing (pp 47-5 World of Coffin

f ownership (pc ing (pp. 78 -i Soviet Unions both topics Chapter 4 in should prove difficult trE found in many Turner and Mc pp. 518-519.

_. gat, p. 27 (c Loucks, Compa pp. 544-54d. collectives c Swearingen, IA Edit?rs of Sc Services, Sm. 91; and Mani

amined, pp. 1 tives and sta

Have a pupil report on the use of savings banks and Norton, Only lotteries in savings banks.;, 127-129; Stavrianos, World Hist., -284-

':!hat is the difference between the kinds of TheorPractice, p56 41lich people in the U.S. and the'U.S.S.R. can drii---151WFEFiFili and dif- t does the fact that people can own some pri- ferences between socialism erty indicate about the kinds of economic de- and communism. The Schwartz onsumers can make? (Have pupils set up hypoth- pamphlet (Sov. Union) dis- to test later.) cusses both ownership (pp. 25- 26, 28) and planning (pp. 29- 33). Mehlinger's Communism in Theory and PreenFe7RM reading by a Russian on planning (pp. 47-52). Swearingen, World of Communism, discusses ownership W71786) and planning (pp. 78-80). Petrovich, Soviet Union, pp. 70-71, treats both topics very briefly. Chapter 4 in Thayer, Russia should prove useful. --li3TE difficult treatment can be found in many books, such as Turner and McClosky, Soy. Dict., pp. 518-519. Move, Sov. con- cyra, p. 27 (on owneMTWT--- -CoUcks, Comparative Ec. Systems, Pp. 544-54d. Easy accounts of collectives can be found in

i Swearingen, World of Communism; Editprs of Scholastic Book Sirvices, Sov. Union, pp. 88- 91; and Mandel, Russia Re-examined, pp. 118-111 (Collec- tives and state farms).

11 report on the use of savings banks and Norton, Only in Russ. pp. in savings banks., 127-129;

Stavrianos, . Readings ini World Hist., pp. 37445. -285-

G. Totalitarianisms extend the scope 2. The government (under t of politics far beyo id the usual top leaders of the Commu to include almost all aspects of controlled production t ceniel planning and thr niques for enforcing th S. Applies previously- learned andgeneralizations to new data. a. The tr..p leaders in t up the goals for the G. Every economic system faces scarci- They have decided in ty or a lack of enough productive the emphasis should b resources to satisfy all human wants. tion of consumers' g producers' goods, in G. If productive resources are fully against farm products employed, investment in capital goods as against non-milita for future production requires some rate of investment ne sacrifice in current comsumption. the goal of economic that the economic sys SessupI-jeses. political leaders for

G. In practice, in communist countries, b. Until 1964 the govern the means of production are almost what should be produc all owned by the government. each item should be p terials should be all G. In command economies most of the labor and managers, a basic economic decisions are made goods to be sold to by the government. 1) The power to contr . G. The power to allocate resources cations is importa is important to the power to con to control what sh trol what and how much will be pro- When shortages sho duced. carrying out of 1 -285- itarianisms extend the scope 2. The government (under the control of the ;lidos far beyond the usual top leaders of the Communist Party) has .clude almost all aspects of controlled production through a system of cen;.;..el planning and through various techniques for enforcing these plans. es previously-learned concepts eneralizations to new data. a. The tr..1) leaders in the government set up the goals for the economic system. economic system faces scarci- They have decided in general terms what a lack of enough productive the emphasis should be on the produc- rtes to satisfy all human wants. tion of consumers' goods, as against producers' goods, industrial goods as 120ductive resources are fully against farm products, military goods led, investment in capital goods as against non-military goods, and the uture production requires some rate of investment needed in terms of fice in current comsumption. the goal of economic growth. This means that the economic system an be used by up hypotheses. political leaders for political ends.

actice, in communist countries, b. Until 1964 the government determined leans of production are almost what should be produced, how much of med by the government. each item should be produced, how materials should be allocated, wages of mmand economies most of the labor and managers, and prices for economic decisions are made goods to be sold to consumers. e government. 1) The power to control material allo -. ower to allocate resources cations isimportant to the power portant to the power to con- to control what shall be produced. what and how much Will be pro When shortages showed'up_during the carrying out of long-term plans, the -286- 5. Discuss: That did you learn from your reading about how the communist leaders control the plans? Is this system of planning democratic? Why or why not? What kinds of, overall decisions do the communist leaders make?Why do leaders have to make choices between producers' andcon- sumers' goods and between military and non-militarypro- duction? How does this controlover production jibe with what you guessed about the role of the government ina totalitarian system?.

Also ask: What problems do you think the Sovietgovern- menCmight encounter in tryingto develop plans for all of the country's economic output?

6. Give pupils a summary of the Seven Year Plan (or some For such a su other plan) to illustrate the kinds of goals set up in seven year .p1 these plans. Use both written descriptions and tables. Sov--CrUcible

7. Tell pupils that they will find out more about allocation of materials to plants later when they study the way In which managers of plants operate. Meanwhile, just tell them that each manager or collective farm chairman is given quotas of the materials and tools and machines which he can get during each year of the plan.

Discuss: How can these materials quotas help ensure the carrying out of the overall production quotas?Suppose that the leaders find that production of many products,- particularly some they consider most essential, is falling .. behind. Hem can they use the Olocation of materials to -286- What did you learn from your reading about how unist leaders control the plans? Is this system ing democratic?Why or why not?What kinds of decisions do the communist leaders make? Why do have to make choices between producers' andcon- goods and between military and non-military pro- How does this control over production jibe with ?uessed about the role of the government in a nen system?.

What problems do you think the Soviet govern- ht encounter in trying to develop plans for all ountry's economic output?

Is a summary of the Seven Year Plan (or some For such a summary of the an) to illustrate the kinds of goals set up in seven year .plan, see Hendel lens. Use both written descriptions and tables, SevC ruc I b le, pp I ils that they will find out more about allocation rials to plants later when they study the way In nagers of plants operate. Meanwhile, just tell t each manager or collective farm chairman is otas of the materials and tools and machines which et during each year of the plan.

How can these materials quotas help ensure the g out of the overall production quotas?Suppose e leaders find that production of many products,- larly some they consider most essential, is falling .: , How can they use the allocation of materials to -287- Sets up hypotheses. leaders decided on fulfillment of the The allocation of resources in a materials to make command economy is determined bas- parts of the plan ically by the central planners, even though other not by free consumer demands. filled.

S. Sets up hypotheses. 2) The setting of wag used to attract wo S. Deduces ossible conseuences from industries which a y?ot eses -t en statements to essential or into guide collection of data. dustries and places and living conditi

Draws. Inferences from .tables.

S. 'CFie`cks hypotheses againstdata.

S. Draws inferences from tables. 3) The government sets sumer goods so as t G. indirect taxes take a larger proportion o the income of those in tion when workers g lower income levels than of those without an equal in er goods. in upper income levels if both It also tax (which is added groups buy the goods on which the price when consumer taxes are placed. -287- hpotheses. leaders decided on priorities in fulfillment of the plan and allocated ration of resources in a materials to make sure that these economy is determined bas- parts of the plan could be completed y the central planners, even though other parts were not ful- ree consumer demands. filled. hypotheses. 2) The setting of wage rates has been used to attract workers into certain possible consequences from industries which are considered most es (if-then statements) to essential or into unattractive in- TWETIOT767-aata. dustries and places where working and living conditions are poor.

ferences from. tables.

Z°°-.aa9tirstc---Iata

ferences from tables. 3) The government sets prices on consumer goods so as to prevent infla- taxes take a larger pro- tion when workers get higher wages of the income of those in without an equal increase in consum- come levels than of those er goods. It also uses the turnover income levels'if both tax (which is added to the wholesale uy the. goods on which the price when consumer prices are set) e placed. -288- . speed production in these essential industries at theex- pense of the others? Tc11 pupils they will check their hypotheses later.

8, Point out that until 1964 all wages were set by the government and still are in many cases. Discuss: Suppose you were the government planners and wanted to attract more labor to urpleasant spots such as Siberia where the government is building an import;Int new plant. How could you adjust wages to help get the needed workers? Suppose you find that certain key plants in large cities are finding it hard to get workers because of some of the difficul- tiecz on the job. How could you adjust wages to help get more workers for these plants? Have pupils prepare if-then statements which might be used to check hypotheses about how the Soviet government might use wages in these ways. 9. Prepare a table showing wage rates in several Ifferent:;."Selected Ri-ad industries. -(At this point don't differentiate betweeri" 'viet SOCiety" piece worke'rs and other workers.) Show table to studentk,.qqmpbell, Sov. and ask: Does this data bear out or contradict' ybar*7 p. 136. potheses? Now read statement from Campbell on use of wages to attract workers to certain areas. Does this statement sup - pert or contradict hypotheses which pupils developed? ,.

10. Read aloud Lenin's comments on the ,abuses of jridirect ,For qubtat ion taxes, Then have pupils examine tables showing .kindi O'f' see "Teacher's taxes in the Soviet Union and changing turnover tax rates. to the Unit on Make sure that they understand how the turnover tax works. For tables, se Also tell the class that Khrushchev announced the end of Readings on So the income tax in 1959, Then ask: Did Soviet taxation policies during these years seem to follow Lenin's ideas -288- Juction in these essential industries at the ex- '-he others? Tell pupils they will check their later.

that until 1964 all wages were set by the gov- ld still are in many cases. Discuss: Suppose hc government planners and wanted to attract to unpleasant spots such as Siberia where the is building an import.'nt new plant. How cou'd t wages to help get the needed workers?Suppose t-hat certain key plants in large cities are find- rd to get workers because of sem of tne difficul- he job. How could you adjust wages to help get ars for these plants? Is prepare if-then statements whic might be used hypotheses about how the Soviet government might. , in these ways. table showing wage rates in several diffOrent: "Selected Readings .on So-

. (At this point don't differentiate between viet ,:idiety" (for tables). ke'rs and other workers.) Show table to studentk .C,qmpbe)1, Soy. Econ. Power,

Does this data bear out or contradict yoUr'fiV...'t4t p. 136. . , statement from Campbell on use of wage's to at- kersto certain areas. Does this statement suli- ntradict hypotheses which pupils developqd?

d Lcnin's comments on the abuses of indirect ,For quotation from Lenin, hen have pupils examine tables showing "kinds. of see "Teacher's Supplement the Soviet Union and changing turnover tax rates. to the Unit on the U.S.S.R." that they understand how the turnover tax works. For tables, see "Selected the class that Khrushchev announced the end of Readings on Soviet Society." c tax in 1959. Then ask: Did Soviet taxation during these years seem to follow Lenin's ideas -289- to pay for investment,

G. If p power increases without subL, corresponding increase of available materials, there is an upward pre3sure on prices.

G. The allocation of resources in command economies is determined basically by the central planners, not by free consumer demand.

G. By its taxation policies, governments influence who shall get what proportion of certain kinds of output of the economy. -290- or violate theml

Perhaps have some pupil prepare a similar table to show the amount raised by different federal taxes during several of these same years. After pupils have examined it, they should discuss: Which country came closerto following Lenin's advice?Which country taxes its citizens more heavily?

Now tell the clasS that Soviet leaders have usually de- nied that the turnover tax is really a tax. They have called it a "profit of the socialist economy" or spoken of the "net income" of the state from its economic enterprises. They go on to insist that most of the state's revenues come from source,. other than taxation. Have the class discuss this claim.

11. Have a good student report on the purposes of the turn- Brumberg, over tax. Be sure that pupils undersariathe grayin Khrushchev which the tax is used to boost prices to prevent infla- TZUFETiTT tion, to restrict consumption of certain goods and push consumption bf other goods, and to pay for investment. Discuss: How can governments set tax rates to affect which people get certain kinds of goods? (Have pupils compare,rates in kind as against luxury goods.)

.,Now summarize on the board the factors considered in sett- Loucks, ing prices and how these affect consumers and production. tic Sste 3 -290- olate them?

ps have some pupil prepare a similar table to show ,mount raised by different federal taxes duringsev- of these same years. After pupils have examined it, should discuss: Which country came closer to follow- enin's advice?Which country taxes its citizens heavily?

tell the class that Soviet leodors have usually de- that the turnover tax is really a tax. They have ed it a "profit of the socialist economy" or spoken he "net income" of the state From its economic en- rises. They go on to insist that most of the state's trues come from sources other than taxation. Have the s discuss this claim.

a good student report on the purposes of the turn- Brumberg, ed., Russia Under tax. Be sure that pupils undersfirirthe way in Khrushchev, pp. 177-18e h the tax is used to boost prices to prevent infla- reiTEFFITy pp. 179-180). to restrict consumption of certain goods and push -wmption of other goods, and to pay for investment. cuss: How can governments set tax rates to affect ch people get certain kinds of goods? (Have pupils pare rates in kind as against luxury goods.)

/ 'summarize on the board the factors considered in sett -.Loucks, Comparative Econom- 1 prices and how. these affect consumersand production. iic Systems, pp. 528-30, 534-37. -291-

G. By its taxation policies, govern- 4) By setting wage ments influence who shall get what income tax rote

proportion of. certain kinds o; out- kinds or go(.;5 t put of the economy. and by setting ment determinc5 of the populatic goods turnc.d ou system.

G. The fundamental difference between economic systems isin how and by whom the basic economic-decisions overallocation of resources are made rather than-in who owns the resources.

19.11.142.11Y22Its..

G. The allocation of resources in com7 c. Specific planning I. mand economies is determined basical- State Planning Cowl

ly by the. central planners, not by . suited plants and f ft.ee consumer demand. bout the detrills Fc This planning is a since a plan to inc. one type of comodi to increase the pro commodities needed changes in goals fo -291- its taxation policies', govern- By setting wages and salaries and InfluenCe whO shall get ;}ghat income tax rates, by deciding what ort ion. ofcerta n: k i ridso out- kinds of gory I:, will be produced, of the economy. and by setting prices, thegovern ment determinc,4 how different Ports ol the population will share in thc goods turned out by the economic system. fundamental difference between Dm i systems isin. how and by the basic economic decisions allocation of resources are rather than in who -Owns the irces.

3.42.1iypotheses.

11OCation of resOurces c. Specific planning hos been d9n;by a economies is determ) ned bpS ca 1- State Planning Commiss ion. has con the'centra 1plannersnot by pulted plants and form consumer demand. bout the detells For c-.ach, This planning isa compl icoted proces, since a plan to increase product ion in one type of core nod ty requ i ros a, plan to increase the production of other commod i t i es needed i n its product ion; changes in goals for these other corn- -292-

13. Now have pupils examine the table on Former income tax "Selected R rates for different groups. They should compare it with viet Soviet a table showing income tax rates in this country. Dis- cuss: What is the major difference between the way in which the incwe taxes are levied?

14. Discuss: How has the Soviet government determined who will get what part of the output of the Soviet economy? How is this kind of division determined in the U.S.? How do the two systems differ in the ways in which the basic economic questions facing any economic system are settled? (What shall be produced? How much? How shall it be produced?Who will get what? How fast should the economy grow?)

Have pupils set up hypotheses about possible effects of these two types of systems on such things as economic growth, efficient use of capital and planning of replace- ment, p)oduction of goods desired by consumers, wage differentials, etc. They should test these hypotheses against data as they study aspects of the economic system.

1 Project the input-ontput table in Soddy's article in Holt and Tur Holt and Turner. Now have pupils try to figure out Unica, pp. 7 changes which would have to be made if the Central Plann-ardritpbell,. So ing Agcn(y wished to increase metal production by ten pp. 88-89, per cent.

pupil have struggled with this problem for a while, show thea Llightly more elaborate input-output table as shown in Campbell: Have them discuss the difficulties in making adjustments in all items when they wish to increase -292- ye pupils examine the table on former income tax "Selected Readingson So- for different groups. They should compare it with viet Society." showing income tax rates in this country. Dis- What is the major difference between the way in the income taxes are levied?

How has the Soviet government determined who -!t what part of the output of the Soviet economy? this kind of division determined in the U.S.? the two systems differ in the ways in which the 'conomic questions facing any economic system are )? (What shall be produced? How much? How shall roduced? Who will get what? How fast should the grow?)

'pits set up hypotheses about possible effects of wo types of systems on such things as economic efficient use of capital and planning of replace- uduction of goods desired by consumers, wage ntials, etc. They should test these hypotheses date as thy study aspects c);: the economic sys-

the input-onpot table in Boddyts article in Holt and Turner, 12m, .d Turner. Now have pupils try to figure out UR10.1 PP. 77-79; which would have to be made if the Central Plann-'Campbell, Sov. Ec. Power, ncy wished to increase metal production by ten pp. 88-89, 98. ft.

0,pilr, have struggled with this problem for a while, a slightly more elaborate input-output table as Cmpl)ell. Have them discuss the difficultic.s in adjustments in allitems when they wish to increase mod i t i es requi, re -change.c., h of thei hPu ts: nec:dd to

. As econOm terns beCome. more I ) The problem of set t i no ( mature and comp 1 cx-,, centralized goods became mov planning b.ecomes more difficult, of the gretei* rjty although modern -computers faci 1- The p 1 anners had to' pay 1-tate the :deta i 1 &1,.p 1 ann i ng rieeded much wider varl e y ,cbfg(

2) The prohl 04 of mak -ti mates was eased -sor'ocwhbi puters-, a1 thou9h- the So\

not . kept pace wi th thc:

. ing. corvuters

Bbth central izat ion and decent ra 1 - . The Soviets have faced pro i zat ion- of economic planning ., have ccn t ray 1 .i:ed con tt. H.D1cO d ' advantages and crisadvantages in gional .terms 'of the rational use of resources. to6.ch eve themajorgba 1 s ofplanningfor. an economy. .EVenin 'a- centrally planned economyl econom i c planners :cannot. make'al of .`the decisions as,to all of the details. of whet, how much, and how' things shay' be produced. mod i tJes require changc: in thc!..prodijc4ibH Of the inputs needed to produce the..: pprilic _systems become more 1.) The problco of sotlingquotas fo all and:complex, centralized goods became plofc. difficult because g beCoMes-ri-oredifficult, of the greater p:',iwity of the syste6., h modern computers The planners to 11'..)Y attuntion to o he detailed plahning-neede& much wider varicly of goods,

2) The prohlem of making the e%ii mate5 Was eased sowwhot by en .. puters, althcuLjh the Soviet tinin,. not kept pace with the U.S,in Or\i:lod, ing computers.

entraliiation and decentral- . The S6viets p'roblems both with of ecanomic.planning have. centroll.i.:ed'Controlriv:d ult;1 qrf:ater re ages and disadvantages in gional ts.);-,trot, . of- the rational use of re7., s to acblevethe'majOr- nning for an entire economy. n a eentrallyiiianhed economy, is planners cannot makeall of cisjons as to all,Of the details t,kot;/ rriuCh,..and how.thingS be produced. -294 - the output c) just one of them. Quote Roddy and Camp- bell about the number of adjustments which would have to be made.

Discuss: Would it be easier or more difficult to handle central planning as the economy grows and becomes more mature?Why? What min. : ,t be ere way in which the Soviets could try to reduce some of the problems?

Have pupils look at a table showing use of data process- "Selected R ing equipment in the U.S.S.R in 1962 and in the U.S.in viet Societ 1963. Ask: Why do you think the compiler of this table Mosely, Soy used different years rather than the same year for both Khrushche7, countries?(lack of comparable data gathered for same year). How should we interpret this data diven the difference?Despite this difference, what light does this data throw on the degree to which Soviet planners and managers could use data processing equipment in 1962?

Now quote Mosely on the push which is being made to use computers in panning.

16. Read aloud Novels comment on the myth that everyone does Nove, Sov. exactly as he is told and that he is told all the details. Point out that this is 4'.;' ;-g-1.;:.nok account both in tke U.S.S.R, and in may simpiitied accounts in the U.S. Dis-

- cuss: Does the textbook account of capitalism always describe accurately wlv.t in the U.S.?Why or why not?Why do you think tha Scvic-ts can't plan all the details?What might happen to make the Soviet textbook account not hold true even in cases where details have been planned? -294- tput of just cne of them. quote Boddy and Camp- bout the number of adjustments which would have ade. s: i!ould it be easier or more difficult to handle 1 planning as the economy grows and becomesmore ? Uhy?!That zi4.7!t bP one way in which the Soviets try to reduce some of the problems?

upils look at a table showing use of dataprocess- "Selected Readings on So- uipment in the U.S.S.R in 1962 and in the U.S. in viet Society." Ask: '.thy da you think the compiler of this table Mosely, Sov. Union Since ifferent years rather than the same year for both Khrushcii677pp. 515:117 ies? (lack of comparable data gathered forsame. How should we interpret this data diven the dif- e?Despite this difference, what light does this hrow on the degree to which Soviet planners and rs could use data processing equipment in 1962? ote Mosely on the push which is being made to use ers in planning. loud Novels comment on the myth that everyone does Move, Sov. Economy, p. 18. y as lie is told and that he is told all the details. out that this is ;-:::.1-brlok account both In Lc., R. end in marysimpiitied accounts in the U.S. Dis- Does the textbook account of capitalism always de- accurately whet hied. in the U.S.?Why or why Why do you think tha Soviets can't planall the de- What might happen to mEike the Soviet textbook ac- not hold true even in cases %%here details have been d? i,r1,E1 1 ocat ion O'i'r£aOaro es .costf.; cuhsurners_what they cf7.1ci othor- wie have 'had,

S, Drvls infer cnces_ from tables.

-,, MI sallocac ion of resources costs consul or$ %.:ihat they could, other wise have I-v.:0-,

. :Both centralizationand decentral:-. Azation of'ecOnomic ola nning have advantages and disathiantages in termsof-the sources to achieve the major,gools of planning for an 'entire economy.

S. Draws .inferences from. tables,. , The lead6rs 'have u ment. in he industry I f product i v e Tesnurces. are ,fU fast: tconPmit' growth- Th . employed, nves tment-,An'.,cap tal atcomOlished through' fore good3,.'for futOre production,rF Seviet people and therefo 2 )cotion of re!,:oyrces cost- -s what they could other-

Iferunces from tables.

:;oLion of resources costs 7s Aot they could other- ,/e hz.d.

--J

Aralization and decentral-. of rata nninj have ges and disadvantages in f the rational use of re to achieve the major gr_w1L, )ing for an entire economy.

nferences from tables. 3. The Sn,;:t leadors hove emphaAzed invest- m,.11. in heavy industry in order to achiev,, uctive resources are fully fast. economic growth. This goal has been investment in capital accomplished through forced savings by the future production re- Soviet people and therefore low living -296-

Tell the class epel;t e::71-etes of errors in the place- Zavalini, H ment of plants during tn.., early years of planning. Dis- Russia, ?, pp. cuss: Do you think such errors are ever made in the (Or sees sumn U.S.?Who takes the lossin the U.S.in such cases? "Teachers Su Do you think that such errors are more likely to take on the U.S. place in the U.S. or in the U.S.S.R.?Why?

111. Have pupils read quoLations from Khrushchev attacking "Selected Re poor planning and attacks in the Soviet press on pocr viet Society planning. Then have them study a table showing the amount of capital tied up in unFinished projects. Dis- cuss: Was Khrushchev justified in his criticism aLout unfinished projects?Why do you think KhrwAchev and others in the press made these criticisms?Why was Khrushchev concerned about the amount of capital tix1 up in unfinished projects?Does this ever happen in the U.S.? If so, who takes thl loss?Who takes the loss in Russia when this happens?

19. Have a. group of students assume the roles of Soviet Holt and Tu leaders who are discussing the pros and cons of central- pp. 79-81, 8 ization of planning and controlling the economy (as under Brumberg, Ru Stalin) against the kind of regionalization developed for s'ichev, pp. a time under Khrushchev. 7cRIZ-Ftz, Th Since Stall LouCTF; Comp pp.486-T3'5; Union Since 9:7).

*O. Have pupils examine tables indicating the goals for con- See scattere sumer goods and producer's goods in a number of plan.;. lini under e Discuss: ;!hat do these plans show about decisions of So- Zavalini giv viet leaders on the comparative emphasis to be placed up- in the body on consumers' and producers' goods?Why do you think than n tabl -296- e class about e::77p!cs of errors in the place- Zavalini, 1:19y, plants during tn.: early years of planning. Dis PP. 17,169-7.6, jo you think such errors are ever made in the Wr see summary of ideas in 4ho takes the lossin the U.S.in such cases? "Teachers Supplement to Unit think that such errors are more likely to take on the U.S.S.R.") n the U.S. or in the U.S.S.R.?Why?

)ils read quotations from KhrOshchev attacking "Selected Readings on So- inning and attacks in the Soviet presson poor viet Society." g. Then have them study a table showing the ); capital tied up in unfinished projects. Dis- Was Khrushchev justified in his criticism aLcut nod projects?Why do you think Khrut.hchev and in the press made these criticisms? Why was icy concerned about the amount of capital 'Finished projects? Does this ever happen in .? If so, who takes the loss?Who takes the Russia when this happens? group of students assume the roles of Soviet -Holt and Turner, Sov. Union, who are discussing the pros and cons of central- Pp. 79-81, 83-851------of planning and controlling the economy (as underBrumberg, Russia Under Khru- against the kind of regionalization developed fcir shchev, pp. lurrigi- tinder Khrushchev. Since Sta17:7578779-37- 6:77::::1;:s:::7-1 pp. 436-77)6sIy, Soy. Union Since KhrOshchaL pp. Y9-30. pits examine tables indicating the goals for ccsn- See scattered pages in Zava- oods and producer's goods in a nuniber of plan-. lini under each of plans. !hat de these plans show about decisions of So- Zavalini gives many of goals aders on the comparative emphasis to be placed up-'in'the body of book rather Jmers' and producers' gonds?Uhy do you think than In tables. -297- r quires some sccr:F7...-n 1 ovc1;:. Scviet 1 consumption. &Idlers,

Capital formation thrc...s..: a 0 plans is a major means of .increasing' an for. heavy industry tha economy's total output over Elir-r.cd at prodJcinci curs bp(isse itincreases prodoccive Rts-piJrcc.stovc:becn-al co ;' ty overachieve Many, of ;.thy incinstry'and Qnderadli gOpi-s. for onsu.-no.s.':.

Draws inferchceS' from tables.

S. Uses_statistAcalAs:vicesipr.an TYgl,R9 ;97--

and.- tion.

fOreriation ha,,c y..,01(J . )ior niecin$. of 'increasing an for, heavy.Andustryjhou-for industry.. /P-stotal output. over aimcd at.prodJcinocur, un ers' goads :,. it increases productive 'Resourck--:.s. have becn.alloc,:-ILed.so:asi-to overachieveimany of the for beavy --indH.str:y "and. underachieve.any.of goc s for consu.lic:W

atistical devices fpr ana- data. -298- leaders decided to put such emphasis upon heavy indus- "Selected Rea try? If the consumers had any say in the matter, do you viet Society. think they would have made the same decision? Why or why not?

Now have pupils examine a series or tables on production "Selected Rea of consumer goods during Stalin's day. Discuss: Did viet Society. production of consumer goods come up to planned production? How did success in meeting plans for consumer goods compare with success in meeting plans for producers' goods? Can you think of any reasons to account for this differmce?What do these tables indicate about the levels of living of Soviet consumers during the period for which the tables give figures? What happened to levels of living from 1913 to 1937 (as the end of the third five year plan)?

Now quote Khrushchev on need for greater production of "Teacher's Su consumer goods and have pupils examine tables on the Unit on the U Seven Year Plan for increases in consumer goods as well "Selected Rea as tables showing actual production and planned produc- viet Society. tion of certain kinds of consumer goods under Khrushchev. table,, on comparative industrial and farm production, on ()moth rates in heavy and consumer industry. (Before pupils study tables using index numbers, review the meaning and use of indcg numbers.) Discuss: uid the Soviet leaders change the relative emphasis upon consumer goods after Stalin's death? -298- jecided to put such emphasis upon heavy indus- "Selected Readings on So-. the consumers had any sa,,,in the matter, do you vict Society." _y would have made the sEmic decision? Why or

pupils examine a series or tables on production ."Selected Readings on So- ner goods during Stalin's day. Discuss: Did viet Society." )n-of consumer goods come up to planned produc- w did success in meeting plans for consumer opare with success in meeting nlans for produc- Is? Can you think of any reasons to account for 'erence?What do these tables indicate about Is of living of Soviet consumers during the per- qhich the tables give figures?What happened to living from 1913 to 1937 (as the)pnd of the year plaa)?.

Khrushchev on need for greater production of "Teacher's Supplement to goods and have pupils examine tables on tht Unit on the U.S.S.R." 2r Plan for increases in consumer goods as well "Selected Readings on So- showing actual production and planned produc- viet Society." ,ertain kinds of consumer goods under Khrushchev, comparative industrial and farm production, on in heavy and consumer industry. (Before pupils des using index numbers, review the meaning and )(leg numbers.) Discuss: uid the Soviet leaders le reative emphasis upon consumer goods after death? -199-

G. If productive resources are fully employed, investment in capital goods for future production requires some sacrifice in current consumption.

S. Draws inferences from tables.

G. If productive resources are fully employed, investor. itin capital goods for future production requires some sacrifice :n current consumption.

G. Industrial capacity and energy sources are important bases for national power.

G. Ideologies are important for the structure they give to the political and economic system:), the answers which they give to amhigu- ous situations, and the cues for respomes they suggest.

G. Totalitarianisms extend the scope b. Much of the investment of politics far ueyond the usual been financed at the to include almost all aspects of farmers who were fore life. farms. -299- dUctive resources are fully ed, investment in capital for future production requires acriFice in current consump- inferences from tables. ductive resources are fully ed, investment in capital for future production requires acrifice in current consump,

rial capacity and energy s. are important bases for al power. vies are important for the ure.they give to the polit- nd economic systems, the s which they give to amhigu- tuations, and the cues for ,,es they suggest, tarianisms .extend thl'. scope b. Much of the investment in industry has itics far beyond the usual been financed at the expem% of the lude almost all aspects o farmers who were forced into collective farms. . Have pupils e;:amine a table on Sevict investwcnt hy typc Sch:/artz, ft cuts 1955 to 196'. Ask: What happened to inve,,twcht in Since Stalin L'using? In other consumer goods production? in produc-

e, ' goods product ion? What do these figurus show about the flophasis ol Soviet leaders after Stalin's death upon consumption goods?

23. Have a pupil prepare a graph which compares the propor- Data taken tion of heavy industrial production to total industrial Soviet Econ production under Stalin's !act conplete year in office p. (l9;2) and 1963. (The figures are for 1952 and 75% for 1961)

Project the graph in class. Then ask: Does this graph support or contradict your conclusions based on other ti.J1)1:s? Yny do you think Khrushchev may have failed to increase consumer production as much as he promised to?

4. Have pupils read a selection from Stalin's speech in "Selected R which he gave his reasons for thc need to catch up with vies Societ other countries in production. Discuss: Why did Stalin place this goal so high? Do you think present leaders have the same reasons? How did his ideology seem to affect his perceptions of the world.

think back tr theirreading (activity #3). For example 5. Have pupils in prac- days are al 11w are collectivefarms organized in theory? pupils skim this reading once collective tice? (If necessary, have farmers paid? Do you think see Wove, S more. .1 How are collective piss earline a table on SovicL investmc:nt ;)\,, type Schaort?, Soviet Econowy 55 to 196', Ask: What hi:,p:Jencd to invecnt in Since Stalin, p. 47. ? Its other consumer goods production? in ptoduc- ods product ion? What do thc,,c figurus show about has is or Soviet leaders aFter Stal in's deathupon tion goods?

pupil prepare a graph whichcompares the propor- Data taken from Schwartz, heavy industrial production to total industrial Soviet Economy Since Stalin, ion under last crY.,plete year in oFfice and 1963, ;,he figures are 70 for 1952 and 75% )

the graph in class. Then as!:: Does this graph or contradict your coneluf,ions based on other !Pny do you think Khrushchev may have failedto e .consumer production as much as he promised to?

pi is read a selection from Stalin's speech in "Selected Readings on So- e gave his reasons for the need to catch up with viet Society." ountrieS in production. 'Discuss: Why did Stalin his goal so high? Do you think present leaders e same reasons? How did his Ideology seem to af- s perceptions of the world,

toils think back to their reading(activity #3). For. examples of how work collective farms organized in theory? in prac- days are alloted and how (11 necessary, have pupils skim this reading once collective farmers are paid, how are collective farmerrpaid? Do you think see Hove, Soy. Economy, pp. -301-

C., Oligarchies maintain themselves 1) Collective farms a with the forms of democracy.... aged by the membc_r tive:., and the prc G. In command economies most of the among the r--.,,bes basic economic decisions are made arno'nt of work don by the government. a) The collective G. Centrally planned economies find !sect a choi rm it easier to divert resource's to and momiges the certain goals than do governments the chairman is in economics based upon a market Communist Party system. G. People tend to work hardest at those b) Farmers work in jobs for which tcy receive the great- kinds of jobs. est incentives (monetary and non-mon- year (or no:, ai etary). month) profits

are sharOCI clUOi G. The contrast between democratic and to the nurber non-democratic systems may be.looked has spent world at as a conflict in basic underlying tive's land. F values. are figured on of work. Peopl number of actu differing numb Until recently, ly paid in kinc as well as in n archies maintain,theMselves ) Coll ective farms are supposedlyman- the forms of -demdcracy aged by the mcmhers of the c o il e( - tives, and the(Aprofits are divid nmandJeConomies most of the arliDngLfie rr,.hbersin terms of th- economic decisions are made amount of work one by each. government, a) The collective farmers supposedly ally planned ecOnomies find. elecr a chairman who assigns jobs sjer to divert '.resources to and manages the farm. Actually, I antoLan do governments. the chairman is selected by thc onomtes based uPonr a market Communist Party.

TI _ . tend to work hardest at those b) Farmers work in gangs at dif f et tHt For Which they receiv6 the 'great-. kinds of jobs: Atthe,end of thL- icehtiVes (Menetaty and hon-mon- year (o at the end of Olt.

). month) prof its of the col 1 ec t ive are shLweJan-v:)hg Nembers act-,ording ).ntrast between- democratic and to the numbr.er oF work days elch -c.mocrat is systems may be jbciked has spent working on the col lec- a conflict in basic underlying . t i ve sland, However, work days are figured on the basis of type!. of work. People working the saw, rumber of actual hours may earn differing numbers of work days. Until recently, farmers were usufil - ly paid in kind or products raised as well as in money. -302 - there is any rational basis for determining which kinds 121-123; of work merit a longer number of work days? (If neces- Bergson, Cc. sary, read descriptions of examples of how work days are inch, pp. 180 allotted.) Tell pupils about limits on size of private plots. Why might farmers work such plots? Can you think of any problems which might arise on collectives when farmers have these plots?

Have a pupil pretend that he was a Russian peasant(a Rip Van Winkle) who was a member of a Mir whofell asleep in. 1890 and woke up on a collective farm in the 1950's or today. lie should write about the similarities andchanges that he sees in a modern-day Rip Van Winkle story. -302-

; any rational basis for determining which kinds 121-123; merit a longer number of work days? Cif neces- Bergson, Ec. of Sov. Mann- ,ad descriptions of examples or how work daysare 's-19v PP. 18C-713-77- J.) Tell pupils about limits on size of private lihy might farmers work such plots?Can you think roblems which might arise on collectives when have these plots?

upil pretend that he was a Russian peasant (a Rip de) who was a member of a iiir who fell asleep in J woke up on a collective farm in the 1950's or Ile should write about the similarities and changes sees in a modern-day Rip Van Winkle story. G. The Contrast between democratic 2.) Stalin forcedpeasani,, and nonderocratic pol.,ical sys- tive farms againstgrc tems may ae looked at as a con- in order to achieve th flict in basic underlying values. set for rapid ledustri

EVALUATES MOiJOSALS AND ACTION (:)! a) Many peasants opps THE BASIS OF THEIR EFFECTS UPOd 1H- tive farm anJ kill DIVIOUALS AS HUMAN BEINGS. and destroyed groit government (0,dd nc G. Total itarianisms extend the scope The goveint,:nt rot, of politics Far beyond the usual to i ny and sendinu to include almost all aspects of lifc.. thousands of ing grain onodlive: lice unity and homogeniety of life the peasants fol ti which totalitarianism demands is tion. Thu,, the co contrary to the pluralism of lib- organized at gtcot eral democracy. the peasants,

b) StaTin hoped that t of collective farm: easier to control 1 ect quotas of gro. supervise the peas, needed labor to ci worried about: the tudes toward privo

G. Every economic system faces scar- c) Stalin financed mu city or a lack of enough produc- trial expnsion by tive resources to satisfy all hu- on collective farm man wants. government set quo at very low prices G. The contrast between democratic sold the produce a and non-democratic political sys- prices, thus gaini tems may be looked at as a con - could be plowed in flict in basic underlying values. velopment. (In th is

, r C: t D:V dcmo r c ) , Stal in forced poasanis into colloc der ocrat t ca 1 Sys- t ye farms- a ga i not -9 r cat .oppos i tOn be looked as a con- in ordor ach eve. the goals he i c. uncIer0 y ing va.1 Lies:. set for rapid it expans ion,

/-3.1\i0 AC1.10iI a ) Many peas att'sopposed die- co I lei..- S OF THE IR EFFECTS UPOil I tive farms and killed livestock AS BE I NG S., anddes t royed gro i n so that t he government..cold not ,0i/E.: r.i an isms extend the scope The goverml!:-nr retal ialed'(1,ykil I ds far beyond the usual to i ng and send ng to labor c61p,:. cimbst all aspects of 1 i fe. thousands .of p(...as'anU;E)nd itiy 'grain 00-d livestock s.:.:\fc..1 y and homogen iety of 1 -the peasantfortheir ownC.O:!,...) ta 1i tar i an ism demands is Thus thy: ' col leo t i tare to the plural ism of I i b- orgn zed at nymon ocr acyo the Reasapts,

h ) Sta n hoped thatIIn or gan i ra t of col lei t: ive fa ra.3 would

eas ier to control. product ion, c(). I

1 ect quotas of gro in and 1 i

s upe ise the pc-:as t s , and c:i,K;;

needed 1 a bi;r: to t 1 t ics . He a 1:-.o wor r i od -oboo t the peasants Eli, tudes:tOWard'private proper ty

onomic system faces scar- ):.'Stai npneed muCh :of the 1 rldj:.. a lack of enough p roduc= r expans on by forcing oJrces to sat isfy al I' hu- :.on, CO1 ect farms to s government set clubfaS Of- prod...re, at, very low pr i The gover rest :)etween dematic sold the pr. od6ce at much hi (..!hi...J democratic political - s ys f)rices, thus gaining8'prof whjch he ooked at as a &On- could be plowed intoindustrial, oas C: under I y ing. values . velopMent, ( In the early yea rs -304-

Rave: a pupil report on "Forced Collectivization under Fainsod, Smol Stalin."He should describe peasant resistance, the vet Rule, ch treatment o those who resisted, and the effects of excerpts from forced collectivization. (He might quote excerpts from portations as the instructions on deportations in the Smolensk area cial reports as well as from the criticisms by the secret police of peasant react; 'how the orders were carried out.) He should also dis- Descriptions cuss possiiile reasons fOr the forced collectivization. ization and e found in Dura ohs. 16-17; Gordon, Worke After Lenin, for collectiv discussed, in 2M, PP. 45-4 Uiam, eds., P ernmentL pp.

.0. A pupil might give an oral report on "The Peasant's Bur- Bove, Sov. Ec den in Soviet Society."He should make and show a graph 49, 52-53, 57 to show how the Soviet government profited off farmers sod, Smolensk in what they paid for rye and wheat from collectivb farms Rule, ci. 3 and what they sold it for. Bergson, Ec.

t Or prepare a written summary of the ways in which the 151-6 quotas in peasant was exploited. Have pupils read the summary and Data for the then discuss the following statement: "Stalin built found in Schw -304- report on "Forced Collectivization under Fainsod, Smolensk Under So- should describe peasant resistance, the viet Rule, ch. 12 (contains o;' those who resisted, and the effects of excerpts from orders on de- Ilectkdzation. (He might quote excerpts from portations as well as offi- JLtions on deportations in the Smolensk area cial 1-ports of actions and c, from the criticisms by tic: secret police of peasant reactions),. rdcrs,,,were carried out.) He should also dis- Descriptions of collectiv- i:-)ic reasons for the Forced collectivization, ization and effects can be found in Duranty, U.S.S.R., chs. 16-17; Gordon, Workers Before and After Lenin, CETi. Reasons for collectivization are discussed in Nove, Soy, Econ- orr, pp. 45-46 and Beer and Ulam, eds., Patterre of Gov- ernment!. pp.7-3776-32.

ight give an oral report on "The Peasant's Bur- Nove, Soy. Economy, pp. 48- yiet Society." He should make and show a graph 49, 52-53, 57-56, and Fain- ow the Soviet government profited off farmers sod, Smolensk Under Soy. hey paid for rye and wheat from collective farms they sold it for. Bergson, Ec. of Soy. Mann- ino, PP. TDITWIFexT- a written summary of the waysin which the Ole quotas in good times.) as exploited. Have pupils read the summary and Data for the graph may.be

uss the following statement: "Stalin built found in Schwartz, Soviet . -305- much of the grain was . Inter_pretsLdrapls. (Draws infer- epees fropi a2-ksT) to gain needed mater i ery and to

(I) The collectives we meet corppulsorY q took,a large part production. The paid for these con liveries at very 1 approximately thei production. The could also sell mc, to the government higher prices or could sell the re,' produce on an open much higher price the government aln the collectives t more goods by thr making it easier get needed resour quotas for compel: ice;remained the less of weather c unless they were of good crops. T took the risks, a ment wal. fairly s . . certain amounts o ducts even if the not good.

( Until recently fa meet certain quot sory deliveries o acts from their p _3

(Draws infer- much of tit: grainwas sold ahrkiitt to gain needed materials, machin ery and technicians.)

(1) The collectiveswere foro,: t, meet cocppulsory quotas whi.0, took,-: large part of thk.,;r production. The government paid for these compulsory de. liveries at very low ratesor approximately their cost of production. The collectives could also sell more products to the government at slightly higher prices or supposedly could sell the rest of their produce on an open market at much higher prices. At times the government almost forced the collectives to sell them more goods by threats or by making it easier for them to get needed resources. The 'quotas for compulsory deliver- lef: remained the same regardless of weather conditions, unless they were raised becauc,e of good crops. Thus the flrmr too< the risks, and the government fairlysure,of getting certain amounts or given pro-

ducts even if the weather was not good.

(2). Until recently farmers hadto meet certain quotas or compulsory deliveries of:farm products from their private plots. -306- heavy industly on the backs of the peasants."

pupils' that they will Find out more about what has hapvliA to these quotas as they study chanries made in collectives and state farms under khrushchev and his successors. -3 06- Econ(yoy Since Stalin, pp. ustty on the, backs of the peasants." ...... T7-1d, is that they will find out more about what has to these quotas as they studychanges made in ,es and state farms underKhrushchev and his -s. -307-

They !-:n1is ti make liveries whether the cows or chic!

eggs) or rot. I not own the appr stock or r31se t grain demanded, t buy it at high pr open market and s government at the prices paid by t Whatever the far they could sell 'a prices to be obt -open market.'

.G. In command economies, most of the 3) FarmerSi incomes have be basic economic decisions are made er than incomes of those by the government, in industry.

G. People tend to work hardest at those jobs for which they receive the greatest incentives (monetary end non-4onetary),

S. .Looks for points of agreement and disagreement among witnesses and authors.

S. Draws inferences from tables. 4) Because farmers could e their private plots tha G. People tend to work hardest at those ing the collective's la jobs for which they receive the great- -307-

They L: ti le deliveries whether they owned the co.ls or chickens (for eggs) or rot. IF they did not own the appropriate live stock or r,!se the kind of grain dulanded, they hid to buy it at high prices on the open market and sellit to the government at the very low set prices paid by the government. Whatever the farmers had left, they couId sell at the higher prices to be obtained on the open market. d economies, most of the 3) Farmer0 incomes have been much low- homic decisions are made er than incomes of those-who work vermnent. in industry. nd to work hardest at for which they receive est incentives (monetary anetary).

(points of agreement and ?.nt among witnessesand

?.rences from tables. 4) Because farmers could earn more oh their private plots than by work- Id to work, hardest at those ing the collective's land, many peas- Mich they receive the great- -308-

9. Have pupils read Khrushchev's description of wages on "Selected Readi collectives during Stalin's control. Compare with the viet Society." summary of earnings described by Dr. Lazar Volin. Dis- cuss: How did these wages compare with those of workers in cities?Why was Khrushchev worried about low wages for collective farmers?

30. Perhaps have a mature student read and report on the im- Bauer, Nine Sov aginary account of a woman living on a collective farm pp. 24-4l. In Bauer's Nine Soviet Portraits. Afterwards, discuss: Does this OfffgTIbgree Olth what you have already learned?

31. Have pupils examine a table showing the way in which "Selected Fiddi farm.produce,was sold in 1958"and the prices which farm- Soviet Society. ers received 'from different; kinds of sales. Have them -308-

read Khrushchev's description of wages on. "Selected Readings on So- curing Stalin's control. Compare with the viet Society." arnings described by Dr. Lazar Volin. Dis- id these wages compare with those of workers was Khrushchev worried about low wages ve farmers?

a mature student read and report on the im- Bauer, Nine Soviet Portraits, unt of a woman living on a collective farm pp. 24-41. ine Soviet Portraits. Afterwards, discuss: rtFaTEMgatyou have already examine a table showing the way in which "SelectedRaddirson the ,was sold in 1958 and the prices which farm- Soviet ociety' from different, kinds of sales. Have them esiineentives (monetary and non- ants began to spend Litt monc.tary. ) effort on collective wor. also worked out other wa\i

. C0 In command economies, most of the ing around legal requiren basic economic decisions are made sequently the govc.:rnnent by the government, decree requiring them to many days during the year many days each season on dye lard,

G. People tend to work hardest at 5) Despite their small plots those jobs for which they receive produced a large share of the greatest incentives (monetary milk, eggs, vegetables, a and non-monetary). on these plots; the Sovie are torn between wishing the private sector of the omy and their need for th tion.

S. Generalizes from data. 6) Farmers on state-farms we wages. which they were sur -09-

ves (monetary andnon- ants -began. to :spend 1 i tit le time and'. efFort...,on collective work. Theyi'.:* also wol.:ked.out other ways of -gett- ecOnoMies:,.Ftost of the ing around lega Irequ i remnts Con- flic:.decislon are made se.quentiT the rtn is fOcd: rnment..; decree:requi ring them to work s.0 many days during. the year" and so manydays cache season on the collet-. t ivc

to work hardest at 5) Despite their 11 plots, farmers for which they receive produced a large share of the cattle, t incentives (monetary eggs,'Vegetables, and pbtaoes etary). on these. plots; the Soviet leaders are torn betWeen Wishing to reduce :the private sector of the farm..econ7 omy and their need -for thiS produc.

from data.. 6).FarMerS* state farms were paid in wageS which .they were sure to reCeiVe -310- figure out how much farmers got from their sale to the 'government and from their sales on the free market. Ask: If you had been a farmer at this time, how would this difference have affected your actions?

32, Have a pupil'report on ways in which peasants got around Riha, Readin s some of the legal requirements. Then tell the class that Hist., vo 3., in 1954 the Soviet headers finally ordered collective Inkeles & Geig farm mana9ers to reqUIre, each man on the collective to Eislx, pp. 360 work 300 trOrk days a year. Each woman in the collective was to work 200 work days a year. Ask: Why do you think this order was issued?Did it really mean only 300 or 200 days of work a.year.for each man or woman?Why or why not? (Review way in which work days were established)

33. Have pupils study a table comparing the amount of land "Selected Read ;sown in different kinds of farm enterprises. They should Soviet Society then examine ,tables and statements showing changes in the amount of forM produce of different kinds produced by farmers on their private plots. Discuss: What relationship is there ,between the amount of land held and the production of meat, milk, end eggs? the production of vegetables and'potatoes?How can you explain this difference in the size 6fihOlding and the output of these products? Why does this difference create a problem for the Soviet government?

34. Remind pupils that a small percentage of the-land was held in state farms which paid workers wages. These farm-

4 -310-

t how much farmers got. from their sale to the t and from their sales on the free market. Ask: d been a farmer at this time, how would this dif- ave affected your actions?

pil report on ways in which peasants got around Riha, Readings in Russian he legal requirements. Then tell the class that Hist., vol 3., pp. 569-73; he Soviet leaders finally ordered collective Inkeles & Geiger, Sov. So- . .. gers to require each man on the collective to ciet', pp. 360-61.. iork days a year. Each woman in the collective rk 200 work days a year. Ask: Why do you think r was issued? Did it really mean only 300 or of work a year for each man or woman?Why or (Review way in which work days were established)

is study a table comparing the amount of land "Selected Readings on the ifferent kinds of farm enterprises. They should Soviet Society." ine,tables and statements showing changes in the ftriii produce of different kinds produced by n their private plots. Discuss: What relation- here :)etween the amount of land held and the pro- f pleat, milk, and eggs? the production of vege- dipotatoesiHow can you explain this difference ze holding and the output of these products? this difference create a problem for the Soviet ,t? pils that a small percentage of the land was tate farms which paid workers wages. These farm- -311-

G. People tend to work hardest at despite the failure o those jobs for which they receive were also permitted t the greatest incentives (monetary plots of land on thei and non-monetary).

G. The organizational structure of 7).Khrushchev and his su the total economy or of any large many changes in the c sector oF it (such as agriculture) state farm system; in affects efficiency of production have improved monetar and output, just as does the organizational structure within a single a) Machine tractor st firm. bolished.

. -.: G. People tend to WOrk'hardest at those b) Khrushchev changed jobs for which they receive greatest collections so tha Incentives (monetary and non-monetary). farms are paid hic for all produce so S. Generalizes from data. ernment. His succ raised these price clear that they wi quotas when crops

c) Khrushchev reduced collective farms b many smaller ones ger and by changin state farms,

d) In 1965 collective more say in what rather than being of many products.v was suited to rais or not.

e) The government ha .investment in agri -311-

end to work hardest at despite the failure ofcrops. They )bs for which they receive were also permitted to work small test incentives (monetary plots of land on their own. monetary).

nizutional structure of 7) Khrushchev and his sucessors made 1 economy or of any large many changes irithe collectives and f it (such as agriculture) state farm system; in general, they efficiency of production have improved monetary rewardt. ut, just as does the organ- 1 structure. within a single a) Machine tractor stations were

end to wOrk'hardest at those b) Khrushchev changed the type of Which they receive greatest collections so that collective 'es (monetary and non-monetary). farms are paid higher set prices for all produce sold to the gov- zes from data. ernment. His successors have raised these prices and made it clear that they will not increase quotas when crops are good.

c) Khrushchev reduced the number of collective farms by combining many smaller ones under one manager and by changing some into state farm,

d) In 1965 collective farms were given more say in what they would produce .rather than being given set quotas of many products whether the area was suited to raise these products or not.

e) The government has greatly increased investment in agricultural research -312- ers, too, were permitted to work small plots of land on their own. Discuss: Would farmers have been better off under the collective system or the state farm system? Why?

3f. Have pupils read about changes made in collectives and Mosely, Soy. Un state farms under Khrushchev and his successors. Then Khrushchev, pp. discuss: To what degree do you think Khrushchev reliev- Foreign Policy ed the burden onthe farmers? To what degree do you Great Decisions

think his successors have relieved this burden? Why do P. , you think they made these changes? Schwartz, Sovie Since Sta in 75, 79, 112-12P Nove, Soy. EcOn Cranks aw, ru 174-181, 19 -312- ermitted to work small plots of land on :uss: Would farmers have been better off ,tive system or the state farm system?

about changes made in collectives and Mosely, Sov. Union Since Khrushchev and his successors. Then' Khrushchev, pp. 15-24; At degree do you think Khrushchev reliev- Foreign 153licy Assoc., 1.:.the farmers? To what degree do you Great Decisions 1966, !s sors have relieved this burden? Why do p. 54; .,lade these changes? Schwartz, Soviet Economy Since. Stalin, pp. 2d-49, 75, 19, TT27120; Nove, Soy. Economy, p. 56; Crankshaw, Khrushchev, pp. 174-181, 192-193, 771.

1.: and machinery i production.

G. If productive resources are fully. c. The lack of coplII)is employed, investment in capital acts and the goods for future production requirs lectivization led to some sacrifice in current consump- living for a time; li tion. rising but are still to those in the U.S. miqny difficulties inv living levels of peep counilie,

G. 'People's ideas of what comtitutes an adequate. level of _living change as average living leVels change.

G. If resources are used to satisfy one want, they cannot be used to satisfy another. Only when resources are unemployed, will more expenditures on one thing lead to the production of more of something else,

E. Draws inferences from tables and arid machinery in hopes of l.ncre,:ls.- production, ductiVe Tesources are fully c. The lack ofE'mphn: :; upon consumer prod ed,.i.nvestment. in capilal ucts and the re,,istance to forced col- for futureproduction reciu.ims lectivization led to lower levels of acrifi.ce. in current consump- living for at im:; living levels are no\t rising but are still very low compared to those in the U.S. However, there are

many d i f f i c u l t i e s involved _i n compariny living levels of people in different counil ie.

's ideas of what-constitutcs quate:level.of ljving char e rage living levels change.

ources sire used -to sartsfy nt, they cannOt be used to y another. Only when re- @TO unemployed, will more itures on One- thin° lead to oduction of More of something

incerences.r -from tables and -314-

36, Read aloud a quote from Pravda for Oct.18, 1937: "The living conditions of thel-w&Wrs in Soviet Russia are incomparably better than in any capitalist state." Tell pupils they.should try to decide in next few days whether this boast was justified.

37. Have a pupil prepare and show the classa chart showing For data, see conditions in 1928 in terms of sheets, beds, mattresses. Supplement .to Remind pupils that these conditions existed just as the U.S.S.R." first five year plan began. Discuss: If you had been a citizen of U.S.S.R., how might you have felt when the plan called for tightening, consumers' belts?(Be sure to point out that how f,no would feel would depend in part on ideology and whit ono was used to in the past.)

38, Have a pupil read and report on John Scott's story of Riha, ed., Read his work at Magnitogorsk during the 1930's. The pupil sian Hist., vo should tell the class about Scott's background and bias 55-2. when he went to Russia and then describe the working and living conditions which Scott Found.

39. Project charts showingliving space in 1913, again prior For charts and to the first five-yearplan, during early years of plann- Sosnovy, Housi in9, and in 1940. Discuss: That had happened to the the Soviet ni _311r-

Id a quote from Pravda for Oct. 18, 1937: "The editions of the7wbikers in Soviet Russia arc oly setter than in any capitalist state." Tell cy should try to decide in next few days whether t was justified.

pil prepare and show the classa chart showing For data, see "Teacher's s in 1928 in terms of sheets, beds, mattresses. Supplement-to Unit on the pits that these conditions existed just as the U.S.S.R." e year plan began.- Discuss: If you had been a f U.S.S.R,, how might you have felt when the ed for tightening consumers' belts? (Be sure out that how (Ile would feel would depend in deology and wh,:it one was used to in the past.) pil read and veport on John Scott's story of Riha, ed., Readings s in Rus- at Magnitogorsk during the 19301s. The pupil sian Hist., vo pp. - 11 the class about Scott's background and bias 59Z. ent to Russia and then describe the working g conditions which Scott found.

harts showing living space in 1913, again prior For charts and tables see- rst five-year plan, during early yearsof plann- Sosnovy, HousinsLproblem In in 1940. Discuss: Mat had 1appened to the the Soviet 07-TT77- -315- G deny <.c: o; horizontal mobility within a society (including shifts or population from rural to urban ar 1s) can have important effects upon a society.

1.. SrFPTICISM OF SINGLE-F.c.C7n THEOR- IES OF CAUSATION IN ThE SOCIAL SCIENCES.

G. If resources are used to satisfy one want, they cannot be _used to satisfy another. Only when resources are unemployed, will more expenditures on one thing lead to the production of more of something else.

S. Draws inferences from tables.

G. Centrally planned economies find it easier to divert resources to certain goals than do economies based upon a market system. 316 is.q.otht of spact.- pa cworkercbri!Ig the period of the first 131, 265, fivc..ydrIr plah? What happened before the first five- 273, 274, 276, , al p;n began? How Can you account for tht.se chanrs?- Gordon, Wolcsj. (Analyze invcsi.,tcht policie.sas well as movement of pop- Aft-ET r. ulation to eiti(,, dw'ing industrial program). Fo r quotations

Now read aloud brief abcwt housing conditions pp.932.11.- 7 in the early years of the industrialization program.

Have a pupil report on Norton's description of housing 'Nortbn, On lyl and housing problems during 1956-191:9 when he lived in Lou is. Fisa6", the U,S.S,R. as a news correspondent. He should compare pp. 31-'35i Nol'iwh's account with that by Louis Fischer of conditions.Kalb and Kalb, in 1957, w:) that by Kolb written 'in 1961, and with re-.Again Ponders

1..-nt news accounts of housing conditions. Discuss: What in Schwartz, ogiess have the Soviets made in improving housing con- Faces ofLCcrrri

ditions? 'ihy haven't they improved them faster? Te , 71-;&-c PR. 99-100, 1(

Perhaps show pictures of both old and new housing in the Filmstrips: 1- '..Life-in the Sc TWAT-Talecla VE.framQs

41. Now have pupils examibe a series of tables comparing the See "Selected production of, the sale of; Or the total nUmberin:e)ds- Soviet Societ1 tence of a serips ofconStiMer 'items in both:the U.S., and 'data. See Nor the U.S.S.R. Use data on the period just before or soon Russia;.ch L. after Stalin's death, dal:a for the early 1960's, and autosinthe very recent data if possible tho- late'l' For per capit Discuss: What needs to be consi6cred in addition to ac National indu tual nurl"Jer ol the.se itemsin both countries? (Ask addi once. Board, R tional questions as needed to bring out difference in dustry, population.) '..lhat do these Figures indicate about levels of living in the U.S.S.R. and in the U.S.?What do they pa( c-pet wOrkerdur;t1g the period or-the first 124,131, 26, k67-270, dah? Mat happened beFore the fir five- 273, 274, 276,'102, 103; Howcn you account for chtsq changy;? Gordon, Workers Before and Ive!-,;:dent policies o; well as move* ofpop- pp, -11!,;;.:1-116-- citics'(Juring industrial program), Foi--461.,:i.rions, see. Zava- lini, cud brief e:.... aL)oHt housing i:onditions pp. y years of the industrialization prpqram.

I reoort on Norton's dnscriptipn of housing Norton; Only..in Russia,' ch. 2; problems during 1956-19'9 whon he lived in Louis Russia I td' DSa news correspondent. He should compare 00. 31-35; r.ount with that by Louis-Fischer of,conditions Kalb _and Kqb, "Khrushchev .1.; that by Kalb written in 1961, and with re- Again'Ponde-rs the Consi.tMer,". ecounts of housing conditions. Discuss: What in,Schwrtz, ed. The Many7- ve the Soviets made in improving housing con FatEsof:C9RmUlii pp, 77-79.. Fly haven't they improved, them faster? Also see, fEWCF, pp99.-100,-.1.03-1657-17g.. )W pictures, of both old and new housing in the Housing and Home Life in the Sov,. Uni0F17-5S:.; rair-011:773s of the Soy. Unioff, S.V.E.-Trames L4,3T

piis examine a series of tables 'comparing the See "Selected Readings- on of, the sale of, or the total number in exis- Soviet Society" for older series of consumer items in both the U.S, and data. See Norton, Only.ID.. Use data on the period. just be-ford or soon Russia,.ch.+ for data on n's cicath, clat,1 for the early 1960's and autosin the Soviet Union data if possible, in the late 19501s, For per capita goods, see hat needs to be considered in addiiion to ac- Natjonalindustrial Confer- or these itemsin both countries? (Ask addi- once B6r)rd, Rcl)ad.Maps oF In- )tions as needed to bring pout difference in IduStry,..#1555, Oct, 1, 1966. ) 'Jhat do these Figures indicate about levels In the U.S.S.R.. and in the U.S.? What do they -317-

S. Draws inferences from tables.

S. Uses simple statistical devices for arjalam data.

G. Levels of living are affected by the amount oF goods and services money incomes can buy, not just by changes in money incomes which may be offset by changes in prices.

G. if' productive resources are fully employed, investment in capital goods for future production requires some sacrifice in current production. I!! :Iv:4in ic

-0-1 ,, c, rk;):-.;t- onc0rr...1.1.....,:.-: J.:F. Einci:.y I-. f-) 1....:',.-

r, ; .... .1,.,/ i±,;.1:.-11r 1 I c)ri ' H.:is: L i:-!,..,,..1;.,-i u..c: -,:::

'::.,.,. !' ; %,.. 1 ';;;:7-'. 1 ...... ;.':.;";'. r-, i,t, , ,..... ,:-:i...

1...,.....C.;fl (it:::.,.1 pr.y.... s j ;% 1 t.: .:_

d i,...... c:_:::<-..: ; ii:.'': . V .,..:t.is 1,..,.d i i:Fi.c.ulL WA !.h-cf::,...;;...1 11S.J 1:-.i'-',.... cJI--1 IV iii.::,,.',.sc.71C-T-i6...-i1.0-:,s-s'o.c. i--,-., i:,!.i,.0,-... i-liJ.--0),-,, y.,J ..0',',' c..;,;;Ii .:, 11r.h as radfiisievr.-...:?-i)o...I...h.,,c::in-./ I:. ;::S4..)c.iei.pc6Lle cit-ht.::rd,.:5 Ordo.-.,.,:,:.-1;:,.;-... :i i ;; . ',fily c 3 ` .....'th-:.F e -r.,:drc..:- au to.';'.

vi of r j G I.from .one priod mc.rrI ofr. ea 1wagcs l dn. 1)=.117; is (la it;. V/acjes thin v i Uhi on 1.5.)213, to 1951,shortly before.Sta1 in 's CFI Then What. happened to rca 1wages.,r n the S)v Union during thf:: courseof the five yt?.ar plans? '' %S It causali *ae...;-tor must be cons idc;red which has nothing to do 01 i.11 thc. Jot ic systemt tse ? . Can the ime de.: s truct ion exp I a in al 1of the drop?Why or why:

pnp ii afa;..1c.:compDrn9 real Wages- in the U. S o tnk- 'European-. countr es.ri .1928 in How-k-)id the great inus tr 161. groWth: Or_th(...: -Union- affc:c_t the Cor:-parat ive ..stetus.. tc:rffi5of -rea..wageS during this poriocl? thei los"'in, coMParative real.: inc.! Soviet- 'industry was growing, so

shOw i 1 s sho.,:ling changesi n re*1 wag@S.

ro-m.1 952.: t9 . D . liow s:;uc h did-. reali.vages. rH 1 -.1 a '.1:u 1.1 y e r.under St al i n c.,

f": 1 O; Iti °111, -; 111, ,'") V 1- i..

.:.1-., (11. ;1 r(Dnrt on con,..-.1.te.1'-i, Eind ,?,ot!-.) r),;,.

,,; I.. ! "`i`i.::-11-.. 6,-=',,..1 po!:.;;;;!:7,1c:,,-

(.i.F. 0,-,O diF.Fik...ul-Ly w.rt-h-G-i,:-.!:ing lr:-v livin,..i. s.c.:1 r.:ic.,t i n9. -1 i..47:-.rr:; s,0(.b .,... ;.1Lf),.; ;',n-..i ..th..-.,-,,'

("!-;:;lit".--r1Kii .a'zi. Tadire.!.,-....,? . bo ..,..... br.,..ic:)./

th,..! SnViei. po:1/1.0, elt.h'erd,'t or do L::: 1:';:., '.:b,,...aren'ttne fw)re-vtlto,:,? p-r ...

of ! Iron (41:p..riod to 00 ;cal wo!..:es. Thc..n popils Soel(m Lb,vliny ch:,-.!csin real wagc-s within So- ,nn 192U to 19!il, shorcly before Stalin's Thon di:..cuss: What happened to real wages in the Jnion during tF!Icoorse of the ye,I plans? ....$ctor must be considered which has nothinq 01 Soviei economic system itsr.)11? Con the c.vi-..truction explain all of the. drop? Why or why

11', a t6ble comOaripg real -wages in the U.S,S,R,,. othc!- Eoropeao- countries in 19 %i3. Disc..). How did.the.greFit.inusJ-rialgrowth:: scatUsiof,So of re- :)1 :'rages during this period? yo,.! exr!?,-In the ic..;s in comparative ',;:;ieo.'SOviet-industry. Was -gru..eing so

chart shot...ling 'changes- inrenLwarj::.-s Di'sc!)..:;$: -Havi mbchAid.real 'rages VrIr. -319-

G. It is difricult to corilwire real wages between countries because of...difficulties of assessing the comparative purchasing power of different monetary systems,...

RecoV)ze5 c1jjScr.ence(-,in d)ffi- cY 1 ti..qr r ov tPtc Checks on the completeness of data.

G. Levels of living are affected by the amount of goods and services money incomes can buy....

S. _checks -,on the completeness of data.

G. Itis difficult to compare real wages between countries because of the difference in the importance of different types of goods for consumers, because of difficulties of assessing the comparative purchasing power of different monetary systems, because of the difference in quality of goods.... -320-

.1963? Have workers or peasants gained more? Does-this mean that peasants are better off, than Industrial workers?

/-:3. Have pupils study a chart which shows wagesin the U.S.S.R. "Selected Rea in terms of dollars. Discuss: Aat problem arises when viet Society. we'make this cowparison?

1:4. Show pupils a. chart indicating the cost in dollars of cer- Stavrianos, tain consumer goods in the U.S.S.R. in 1958. Discuss: How of Man, p. do these prices compare with those in the U.S. today when our prices are hiper than they were in 1958?What"is the problem involved in making this kind of comparison:when we are trying to compare living levels?

Heive-a pupil. make two graphs to sho0 the proportion of the: 1. Fischer monthly, wo.,je which a trolley conductor in Kiev Mould pay out of her monthly income to eat just one egg a day or to eatjuSt1 pound of the cheapest black bread a day after the'mage increase of 1956...: -320 -

workers or peasants gained more? Does. this '::wants are better off than. Industrial workers?

study a chart which shows wages in the U.S.S.R. "Selected Readings on S .d011ars. DistOss: that problem arises when viet-Society." comparison?

a chart indicating the cost in dollars of cer- .Stavrianos,_Global 'Hist. z-7.egoods in the U.S.S.R. in 1958. Discuss: How of Man, p. 341. ices compare with those in the U.S. today when are higher than they were in 1958? What'lis the Dived in making this kind of comparison.'when we to compare living levels?

1 make two graphs to show the proportion of the I. Fischer, Rustia:Re e which a trolley, conductor in Kiev would:pay Visited, monthly income to eat just one' .egg a-day:Or to poUnd of the cheapest black bread a day after. crease of 195.6. S. Ch(Jks on cot;pleteness of data.

Recognires and pamines assumoions To decIde whether he can accept ..

VALUES CKIJECTIVITY AND. DESIRES 10 KUFP HIS VAIULS FROM AFFEC1ING HIS INTERPRETATIO0 OF EVIDENCE.

G. Itis difFicult to compare reel wrqj beturcn cogntries because of differences in the importance of different types of good's for consumers, because of difficulties in assesing the comparative purchasing power of different monetr.Jry systems, because of difficulties of estimating cost of living (because of different prices for similar goods), because of the difference in quality of goods, because of qi7- fercnceq in the amount of socialized benefits provided by the different countries, etc. -322-

1. Hove pupils examine tables comparing the work time need- "Selected Rea ed by tio_: average worker to purchase common items of con- Society." sumer goods in the Soviet Union and in the U.S. First, Nat'l. Indust have them compr;re the time in 190. They should then Board, Road M

cr,mpare this data with that in table 2 on data for 1960. #1555, Oct. 1 Nilat changes have taken place in the comparative levels of living: Are they further apart or closer together? Now have pupils compare the data for 1960 with that in table 3 for l;)31 and the data for 1966 with that for 190. What has happened to living levels according to this data?

Discuss: ',Thatis the danger of accepting such comparisons of living level without considering other factors? (Have pupils compare the time needed to earn the same items in the U.S. in 1960 and 1961.What has happened? Are all of the Cgures different?Do those that differ differ in the same flirection? Now have pupils look at government figures ,Jr cost of living index in 1960 and 1961. Do these figures bear out this apparent drop in prices? What other factor than prices must be considered in making these estimates? (earnings) Also discuss: Suppose you were going to make this comparison. How would you decide what price to list for a pair of men's shoes? For d woman's rayon street dress? (Help pupils see the problem of setting an average price in this country.)Would the problem have been as great in the U.S.S.R. in 1960?Why not? What other problems besides price differences in this country would make it difficult to figure out the average length of time needed to earn the cost of a man's wool suit? (Ask further questions as needed to bring out problems of difFering quality and the need to estimate an av- aa.E wage in order to make this estimate.) Would these same problems be more or less difficult in trying to make such comparisons between countries? Why?What other problems might arise in trying to make soirh comparisons? (Discuss the problem of selecting itEms which areequally -322-

,ils examine tables comparing the work time need- "Selected Readings on Soviet average worker to purchase common items of con- Society." ods in the Soviet Union and in the U.S. First, Nat'l. m compare the time in 1947. They should then Rrotsgi:lo-PrIlt=;, this data with that in table 2 on data for 1960. #1555, Oct. nges have taken place in the comparative levels g? Are they further apart or closer together? pupils compare the data For 1960 with that in For 1!)31 and the data for 1966 with that for 4hat has happened to living levels according to a?

':(hat is the danger of accepting such comparisons 1g level without considering other factors? (Have compare the time needed to earn the same items in

. in 1960 and 1961. What has happened?Are all of ores different? Do those that differ differ in the rection? Now have pupils look at government fig- r cost of living index in 1960 and 1961. Do these bear out this apparent drop in prices?What other than prices must be considered in making these es- ? (earnings) Also discuss: Suppose you were go- make this comparison. How would you decide what o list for a pair of men's shoes? For a woman's treet dress? (Help pupils see the problem of sett- average price in this country.)Would the problem en as great in the U.S.S.R. In 1960?Why not? her problems besides price differences in this would make it difficult to figure out the average of time needed to earn the cost of a man's wool (Ask further questions as needed to bring out prob- differing quality and the need to estimate an av- aae in order to make this estimate.)Would thiEF oblems be more or less difficult in trying to make mparisons between countries?Why?What other is might arise in trying to make such comparisons? s the problem of selectingitems which are equally -323-

S. Looks for points of agreement and sareerner' wT tnesses anE1 aut ors an of er sources of n or- mat ion important to consumers of both countries. Use examples to illus(tatc that some items could be used to present a biasr.d picture. For example, he could compare the cost of ;tees ich are imports in one country and used only rare) yin that country but used commonly in another country. (r.-.g. Uh(,.t difference would It make whether one included rice or white bred when comparing living levels in the U.S. and a rice-eating country?) Also point out other ways in which the selection of items could be important. Point out that housing costs are not included. Now give pupils a comparison of the percentage or income spent on housing in the U.S.S.R. as covered to that in the U.S. (e.g.in 1959 roughly .5Y.in theU.!. S.R. because or6,0 government's policy to keep rents iJw). Ask: Suppose you used rent as one item in such a list. Would this give an accurate picture of comparative living levels? Why or why not?

Have several pupils prepare a report on the social serv- Hendel, Sov. ices and, social security measures which are provided by 551, 553, the government. He should cite examples of medical care Norton, On and sickness earnings and days of vacations. Discuss: 99-107. Why do such services make it difficult to compare real Mandel, Russ wages in the U.S. and in the U.S.S.R.? How do such serv- ch.8; Fitzs ices coo-pare with those provided workers in this country U.S.S.R., pp in addition to their wages? (e.g. compare retirement in- Ru surance, medical care, etc.) shchev, pp. Fanraces o or nsy, e Russia,and t pp.

Have a pupil and re;.c,rt on the imaginary account of Bauer, Nine the housewilcin Bauer's Nine Sov'et Protreits. Discuss: pp. 76 Wow does this r.),:count compaW011-1717NRTeu 'have read elsewhere about living conditions and consumer goods? (Make sore thitt pupils unOctstand the time period depicted.) -324- nt to consumers of both countries. Use examples strata, that some items could be used to present d picture. For example, he could compare the cost wl:ich are imports in one country and used only in that country but used commonly in anocr coun- .g. Mat difference would it make whether one in- rice or white bread when comparing living levels U.S. and a rice-eating country?) Also point out ays in v,hich the selection of items could be im- Point out that housing costs are not included. e pupils a comparison of the percentage of income n housing in the U.S.S.R. as compared to that in (e.g.in 1959 roughly ::.5% w the U.S.S.R. be-

:- tile 9overnment's policy to keep rents low). Ask: you used rent as one item in such a list. Would vc an accurate picture of comparative living lev- Illy or why not?

cveral pupils prepare a report on the social serv- Hendel, Sov. Crucible, pp. Ki social security measures which are provided by 551, ,ernment. He should cite examples of medical care Norton, Only in Russia, pp. l-less earnings and days of vacations. Discuss: 99-107. such services make it difficult to compare real Mandel, Russia Re-examined,

-1 the U.S. and in the U.S.S.R.? How do such serv- ch. 8; F11171,a71T. mare with those provided workers in this country U.S.S.R., pp. 288-298; ition to their wages? (e.g. compare retirement in- Brumn7g, Russia Under Khru- medical care, etc.) shchev, pp. 571-590. Schwartz, Finn FFaces of Communism, ch.11. orirr-ncyc..,of Russia,and the Sov. Union, PP. 519-522.

pupil and re:iort on the imaginary account of Bauer, Nine Soviet Portraits, usewircin Bauer's Pine Soviet Protroits. Discuss: pp. 76-90. es this rv:count compare witil woat you have read ere about living conditions and consumer goods? ,,arc that pupils unCerstand the time perioddepicted.) (;!),if:r:f DESMES TO KEEp.:1-: i VI% 4.J-Fi:s.CT 1 NG H i S INTRPRET:.T!r.0 OF

S .A.ppliespreviusly:learned concepts andonern to now co to.

G. People tend to work harder at the . Stalin:gave up the idea of eq jobs for which they receive the and substitytedmonetary greatest incentives (monetary and: Indeed, thereare gre,7.)ter dif nonmonetary j be,tween workers .than 4n the 136ed largely upon the amount S.. Detects inconsi*tencies. rath6r..thpn upon the number o _ . _ , . . . MOreovey,certain. groups of w given benefit*, such as more Mohetaty Tncentives.ane accom Wards and propgnda Campaign product.io.n.

No nation lives up to its ideology completely. c,-

Ao-nation lives up:V.) its ideology cOMpjetely,. People tend to work harder at the 101)S forwhich they receivethe greatest:incentives: (r.:onetery..and ionmenetarY)4 1. In practice econCmjc incenttVesin Communist- COOntTies,do:,notdi -per )"','!*! PES1RES TO I.W:.CTING HIS 10 OF EVW:KE.

iously-learned concepts ;Dns toncr...! dow

to work harder at the Stalin °rive up the idea of equal pay for c.h they receive the all and suhstituted monetary incentives. .c,ntives (monetary and Indckd, thcle arc greater differentials bekiecn workers than in the U.S Pay is 110,,cd largely upon the amount produced )nsitencies rather than upon the number of hours work,d, Moreover, certain groups of workers are given benefits, such as more housing space. Monetary incentives are accompanied by a- wards and propaganda campaigns to spur production.

Ives up to its ideology

Iives up. to its ideology

to work harder at the nich they receive the scent Ives (monetary and ry). c economic incentivesin countries do not differ 326 - 11 pupils that Soviets have claimed to have abolished Hove, Sov.'Econom ,mployoent whi0 is such a threat in capitalist socie- Bergson:EColibTic ties. Now hbve a pupil report briefly on the small a- Plannin2, pp, moL. of unemployment which has developed at times in the Sovicr Union. He should explain the, reasons for such unemployment. Discuss: Is such unemployment likely to in- cruasu as the Soviet economic system natures? Why or why not?

:0. Review Mar;:'s statement about how people would be reward- "Teacher'S Supple ed under cot and under socialism and Lenin's state- Unit-on the U.S.S ment about how people would be reworded immediately in the: Soviet state. Also review 1.1::1r):ist ideas about development of new attitudes toward work which would grow up ii means, of production were -...,wnedin common. Tell pupils to try to decidc during next few drys whether or not the principle 'to each according to his, need" was carried out under Stalin and his success-,:3 and whether or not Soviet workers have learned this ric -Atitude toward work which was predicted.

1,;1, Have pupils examine several charts showing ranges in "Selected Reading monthly salaries for different kinds of jobs. Discuss: viet -Societyt". What do these figures show about equality of wages in CoMr n Soviet Russia? Theor and

Quote Stalin on the 'need for different wage .Scales.De- "Teacher's Supple scribe the use of piecework.seales. Why did the Soviets Unit on the U,S.S eStablish;such a syStem? -326- that Soviets have claimed to have abolished Wove, Soy. Economy, p. 235. which is such a threat in capitalist socie- Bergson,EConomics of Sov. bve a pupil report briefly on the small a- Planning, pp. 10 -1-06. -Iployment which has developed at times in the H should explain the reasons for such un- Diseuss: ls such unemployment likely to in- , Soviet economic syst'em matures? Why or why

statement about how 'people would be reward- "Teacher's Supplement to the iunism and under socialism and Lenin's,state- Unit on the U.S.S.R." pw people would be rewarded immediately in

Lite. Also review ilnr:ist ideas about devel- attitudes toward work which would grow up production were owned in common. Tell pupils ide during next few days whether or not the D each according to his need" was carried out and his success::; and whether or not Soviet learned this ne attitude toward work which c

::xamine several Charts shOwing-ranges in "Seletted..Readings on S ies for different'kinds: of 'lobs. Discuss: vet SoeietY;" figures show about eqUality of wages in Mehlinger,-comn nism in Theory and Pra nee, p. 34.

on .the need for different wage scales. De- "Teacher's'Supplement to.the. ,e of piece-work: scales. Why did the SOViets Unit on the.U.S.S.R.". Thia system? -327-

greatly from those in maturecap- italist countries.

EVALUATES PROPOSALS, EVENTS, AND PROGRAMS ON THE BASIS OF THEM EFFECTS UPON INDIVIDUALS AS HUMAN BEINGS.

G. Industrial conFlict does not occur 5. The Soviet leaders have ma in all societies; it does not oc- an arm of the government a cur in a dictatorship which uses coercion to place the work force to suppress internal conflict. of the' government.

G. The unity and homogeniety of life a. Labor unions lost their which totalitarianism demands is over wages and hours. T contrary to the pluralism of liber- some control over worke al democracy. the dispensing agency f security and other soci G. Since democracy Is the chief polit- They were also given tI ical expectation of the times, oli- ing workers to work har

garchy has had to accept the sym- Under Khrushchev, the 1 bols and forms of democracy, if not given sr' htly more pow its substance. still n free bargai from those in mature cap- countries.

ES PROPOSALS, EVENTS, AND S ON THE BASIS OF THEIR UPON INDIVIDUALS AS HUNAN

ial conflict does not occur 5. The Soviet leaders have made labor unions societies; it does not oc- an arm of the government and have used 1 dictatorship which uses coercion to place the workers at the mercy I suppress internal conflict. of the government.

:y and homogeniety of life a. Labor unions lost their right to bargain )talitarianism demands is over wages and hours. They maintained I to the pluralism of liber- some control over workers by becoming :racy. the dispensing agency for many social security and other socialized benefits. moeracy is the chief polit- They were also given the job of persuad- )ectation of the times, oil- ing workers to work harder to meet quotas, las had to accept the sym- Under Khrushchev, the labor unions were J forms of democracy, if not given slightly more power, but they are tance. still not a free bargaining agency. -328-

Now have a pupil report on the Stakhanovite movement, Zevalani, Ho how souse olrkers achieved these high rates of productiv- Russia?, pp. ity, how they wore rewarded, and the effecton pay soles Ta-co8T, Mask and work quotas for other workers. pp. 84-8

Discuss: How eo you think the workers who were not Stak- hanovites reacted?How was this movement used by the So- viet government to get more out oF the worker?

11,,ve a pupil prepare a brief written summary for class Norton, Onl occ. on the pay aft privileges of scientists. Discuss: PP.122- 25. Ho, would these provisions affect science in the Soviet Union?

54. Have several pupils role-play a discussion between Ameri- McClosky and can and Soviet labor leaders on the role of labor unions Dist., pp. 5 in Soviet society. nearingen, ism, pp. 88- UOITon, Work After Lenin, TRUiFFrid Soy. Society !Ehwartz, SO Since Stalin Loucks, Com terns, pp -328-

a pupil report on the Stakhanovite movement, Zavalani, How Stron Is workers achieved these hirh rates of productiv- Russia?, pp. 0; they here rewarded, and the effect on pay .soles illo5T Masks of Communism, quotas for other workers. pp. 84-85.

How do you think the workers who were not Stak- reacted? How was this movement used by the So- 'rnment to get more out the worker?

.'pil prepare a brief written summary for class Norton, Only in Russia, le pay and privileges of scientists. Discuss: pp. 122-T73. these provisions aFfect science in the Soviet

.ral pupils role-play a discussion between Ameri- McCiosky and Turner, Sov. oviet labor leaders on the role of labor unions Dict., PP. 523-528; society. Ne-gringen, World of Commun- ism, pp. 88770; Colon, Workers Before and After Lenin, Ots. 12-16; Trace es51.-i'd Geiger, eds., Sov. Society, pp. 386-388; .rEhwartz, Soviet Economy Since Stalin, pp. 10Z104; IFFEW7770MTEconomiclisl. tems, 07475743D. G. The contrast between democratic and b. Labor laws under Stalin non-democratic political systems ers who were tardy or la may be loo!ted at as a conflict in workers from moving from basic underlying values. another without permissi creased hours of work an G. Totalitarianisms extend the scope be met to receive certai of politics Thr beyond the usual some people- to wort, in c to include almost all aspects of or locations, etc. Some life. tions have been removed, graduates must still wor for a certain number of

S. Generalizes from data.

G. in all societies people have certain economic goals, Although some goals are very much alike, differe - societies place differing emphasis upon them.

G. People differ in the degree to which they desire economic justice or a reduction in inequalities of economic opportunity or income.

G. People differ in the degree to which they desire freedom of economic chPice trast between democratic and b. Labor laws under Stalin penalized work- ocratic political systems ers who were tardy or late, prevented looked at as a conflict in workers from moving from one job to nderiying values. another without permission, greatly increased hours of work and the norms to arianisms extend the scope be met to receive certain wages, forced tics.::ar beyond the usual some people to work in certain industries ude almost all aspects of or locations, etc. Some of these restrictions have been removed, but university graduates must still work wherever needed for a certain number of years.

izes from data. societies people have certain c goals; Although some goals y much alike, different socie- ace differing emphasis upon differ in the degree to which sire economic justice or a on in inequalities of economic pity or income. differ in, the degree to which sire freedom of economic choice -330-

55. Have pupils consider tine Losthey read earlier about For a discussion the Soviet Union when theywere studying the government tines, see Campb of the country. What did th..se books report about the Ec. Power, pp. 1 techniques used to getmore %,ork out of workers? Do they support the statement thatthe government useda "carrot and stick" technilActo provide incentives for more work?How remind pp!is of the laws theyread. What did these laws illustrate aboutthe Soviet system of incentives?

56. 1-kAre a pupil report on changes in lobar laws after World Hendel, Soy. C War 11 and particularly after Stalin's death. He should 556-558; such topics as laws related to wages, hours of Loucks, Comlara work, labor books, right to leave employment, tardiness, S stems, pp. etc. rTioTTFTky, ed. Russia and the p.

57. Ask: What was the overall goal of Marxism?Do you think the Soviet state has made advances in achieving this goal for workers? Do you think the welfare of the workers has been the uppermost goalin the minds of Soviet leaders? How have the economic goals of the Soviet leaders seemed to compare with those of the American people? To what extent have these goals been shared by the Soviet people? -330-

s consider the bool(s they read earlier about For a discussion of incen- Union when they were studying thegovernment tives, see Campbell, Sov. ntry. What did th,,,,e books report about the Ec. Power, pp. 119-1277 used to get more t,ork out of workers? Do rt the statement that the government useda d stick" tecriilJe to provide incentives for i!ow remind pup!is of the laws they read. hese laws illustrate about the Soviet system ves?

it report on changes in labor laws after World Hendel, Sov. Crucibb, pp. particularly after Stalin's death, He should 556-558; ich topics as laws related to wages, hours of Loucks, Comparative Ec. r books, right to leave employment, tardiness, iltA/BILI§, pp. 503-504; TI&TFliky, ed., Encycl. of Russia and the Sov. Union, p. 6o1. t was the overall goal of Marxism? Do you think t state'has made advances in achieving this goal Ts? Do you think the welfare of the workers has uppermost goalin' the minds of Soviet leadera the economic goals of the Soviet leaders seemed e with those of the American people? To what ve these goals been shared by the Sovietpeople? (of occupation and disposal of income) as a goal or their economic sy,4em.

G. P.c)ple usually would like to see their economic system provide both economic growth (and so higher els of living) and stability (and c onomic security); however the emphasis on each goal may difFer.

G. NopIc tond to work ha.rdest at th,y.e 6. Managers (-4 indnstrial pl joh for which they receive the bcun ploviOr.(i with both greatest incentives (monetary and tives and threat,. to brrn9 non-monetary). with plans for their f,-;cto: Attempts to evaluate perks G. In practice economic incentives gers has led to a number a in communist countries do no!: differ greatly from tlinsuin a. Until I901 borvisec, for clpitalist countries, ly emphasized reaching total production goals G. Even in a centrally - planned econ- of other goals such as omy, economic planners cannot of products and quality make all of the decisions as to production. all of the details of what, how much, and how things shall be pro- b. Ways in which quotas we duced. mona9ers' decisions; th were not alway:-. for the economy as a whole, (e. of nails was wew,ured b largc: nails were produc smll nails were prodoc t ion of nails wa set b feo larger nails were p upatien and d iSpoSal of in- S.a goal of their economic psOal ly.would -1 ike -sto-see canonic sySteM provlde both le- growth (and so higher lev- iiliving) and stability (and Dm 1c'security) :;however. the !s.: on eachgoal may. dif

tc:-nil to work hoydest. at thne 6.Managers q"iiindustrial plants have:also e ohi ch they receive the been provided with bath0--c4iCtbry t -inceht ives . (monetary . and .tives and thieats to bring about ..conTllance-.. etary). with -Rlons-fo their f"....;ctorieS and mines. Attemp ts CVO t performance of mono- tice economic incentives gers has l earl to : of problems i..)6ist.,countries dO nbt.. greatly ,f.rom ,tbos6 in Lint i l 1964bonlises'for Managers us ua 1- ist c3unt.r.les-, 1 y emphaSzed rear::h i ug or;surpass i total.production: :goa1 s at the .. experisc ly-planne.d econ of other goals such as balance& variety onomic planners' tarinot' of products and qua l ity and, costs of 1 cif ..the decisions as to 7 P r OCh I C't0.11 t he: details of mhat,;.:hoW na how t!',wIngs 'shall be pro-, Ways in which, quotaS were:set: affected Monacle r s r de c i.S.i ons:;:-' these .de- is ioriS Were not :a1 way S for i.the.,::goociof the ecOnOnlY:- a!,,::oho 1 e (e r.9. i on Of na i wasrtiAT;05U bYthe ton,ma!ly argc... nails re produced and too feW srha 1s were ;produced. : f prbdUc.;

tioii of r,ai 111.:,,.35: 'set: by number , .tun ICO. 1 car 961 .1,bp i 15 y eI prOduCed;) :332-

5C, :x:i1 the class that they are now going to study how Wove, Soviet E soctory manacji-s operated during most of the period of Berliner,-Fact hlshevik control. Have pupils-pretend that they are the lY,S,S,R,, Russian factory managers. Explain the kinds of quotas TriM"Ci and Gel which they are supposed to fulfill. Have them pretend Socieit, pp..3 tL they are producing dresses, nails, etc. and have 7776FIEBerliner)1 them decide what they would do under differing methods Ec. Power, pp. of measuring success indicators and under different bonus systems for meeting or surpassing different quotas.

Read aloud or give puoils written examples of actual situations as described ay Soviet leaders and factor managers and Soviet newspapers. -332-

class that they are now going to study how Bove, Soviet ,Economv, ch. 6; InacjErs operated during most of the period of Berliner, Factor Mane er in control. Have pupils pretend that they are the UtStS Rte,, ohs. -12; ictory managers. Explain the kinds of quotas TaTies and Geiger, eds., Sov. are supposed to fulfill. Have them pretend Society, pp. 365-381 (excerpt are producing dresses, nails, etc. and have rom Berliner); Campbell, Sov. o what they would do under differing methods Ec. Power, pp. 130-133. 'ng success indicators and under different ems for meeting or surpassing different quotas.

or give pupils written examples of actual sit-

, described ay Soviet leaders and factor mana oviet newspapers. -333- G. Both centralized and decentralized economic plonninc have advantages .and disadvanoges in terms of the rational use of resources to achieve the major coals of planning for an entire economy.

G. Economic output is affected by the quality or labor or labor skills as well as by the quantity of labor.

G. The quality of labor is usually increased by education and training.

G. People tend to work hardest at those jobs for which they receive the greatest incentives (monetary and non-monetary).

S. Looks for_pplatsLof agreement and Msa reementjpgia witnesses," aut ors and otner sources ofin- Momation.

G. Every economic system faces scarcity or a lack of enough productive resources to satisfy all human wants. -334-

9. Remind pupils that manDgerswere reuarded for years for "Selected ovellolFilling p roduction goals. Hove them examine a SovietTSoc table showinc; e;:amples of uneven FulFiliment ofa plcn. Supp1:,:t Discuss: What problems 'flight arif,.! From such uneve,-; SoViet fulfillment of plans? Now cite eg,:Imples of some kinds of problems and then tell pupils e.:.,)ut the 1960 decrE,c

which, made it illegal to overfulfill quotas for ao t 1000 types oF products.

. Read alodd quotations illOstrating some of''.the problems Zavalan i , of poor quality in the early years of the Plans. sia?, pp. other..exampleshaVe pupils read ?`, Discuss Whatfactort Might account for thiS quali'ty?

. NoW.have pupils read criticismS of qdality by Soviet "Selected leaders, consumers and. Soviet -presS;.Perhaps.Show So- vi et SoCie

viet cartoons attacking quality of..,housing, etc,includ- Readings i ing some of those'shown.earlier. Ask: Do Soviet soutes bear out or disPute the criticisms of quality Madelpy Economy,.p forei.gners? VITIUSOf c cartoons, What's'so 7173.b,

D6:yod think Sovtetieaders would pay as much-at- Stavrianos

tentionto..quality in, conSumer indUstriesas - World- tries producing prpdpcers,Lgood0 whyoT Now_,h-ay.c _-; -334-

pupils that managers were rewarded for years for "Selected R'eadinos on the 1Filling production goals. Have them examine a SOVietSocietW "TeaCher's showinc: cxamplcs of uneven iuiFi liment of a pl-.n. Supp.1:,iet to the_tinit'on the s: What problems might ari2 From such uneve,: Soviet Union." lment of plans? Now cite (g,pmples of some kinds plems and then tel pupils '.)it the 1960 deer2o Tode it illegal to overfulfill quotas for about pes of products. . loud quotations illustrating some of, the problems Zavalani, How Strong Is Rus- r quality in the early years of the plans. What sia? pp 75:36, 3xamples have pupils read? Discuss: What factors account for this quality?

,e pupils read criticisms of quality by Soviet "Selected Readings on So-. s, consumers and Soviet press. Perhaps show So- viet Society;" Stavrianos, 3rtoons attacking quality of housing, etc. includ- ReadingSin..World History, e oF those shown earlier. Ask: Do Soviet soutes pp;..---37g17311:NoTATTOTiet ut or dispute the criticisms of quality made by p. 20 (summa1776F;- ners? 7TUsof criticisms),.For cartoons, see Swearingen, What s' so Fanny: .C.omdf?, 117, _3(D LTO. f 2

Do you think Soviet leaders would pay asmuch at-; Stavrianos; Readings in n to qu1 in consumer industries as in,indus, World History, pp. 371--374. prodUcing.mjljtary suppi i nc produccr' goods?

why not ? . Now . havc -PuP Is rd G. People tend to work h,..itdeSt at c. r.-,6nCn1y .ci,oLas and those jobs for which they receive among managers'hasled the greatest incentives (monetary more attention to. immed or non-monetary). less to iorigtei.7.m bnnfi reason,theymaynot 'in Even in a centrally planned cam savin6 deviceS orgy, economic planners cannot -plan thezl,edc_lvieeSma). -all of the details ofwhat, how productlon..: muCt, and how things shall be produced.

i es 2.rev ious /3.0-1 1 earned conce is . The market could not be and aenerarizat ions.,-to new ate. performance of managers the government set pric The lack of a free market system and finished products makes it difficult to evaluate the wanner. Moreover, it c efficiency of managers of plants. losses in some plants s prices in te.rmsc FIVOr Compromise is easier where there a long time, Marxia:i i-d is not an ideoloc.ical perception 'of stood.in the way' of set the issues. bitrary systcvt roec-..su prof i ts. . . Both cEntral izat,lon and decentral- e. Managers.: have frequehtl ization of _planning have advantages meet qudtas.:only by the and disadvantageS interms,of the i.nfluence .and 1 Ilegal.rn rational use of resources to achieve curement .MaterialS, the major goals for an entire econ- ernMent tries. toproven omy. by,varipuS-kinds of. the tend to work hEIrdest at c. riinthly c.,,.oLas and high turnover lbs for which they receive among managers has led managers to pay )test incentives (monetary more artcntion to immediate rieLds and lonetary). less to longterm bc-nfits. For this reason, they may not introduce labor a centrally planned econ- savi,m devices cr 1.;,ovatic.is since ,nunic planners cannot plan there: devices may siow down iGocdiate ,hc.dctails of what, how production. 1f-* how things shall be pro-

_previously:learned conce ts d. The market could not be used to measure ralizatiOnsto new ate. performance of managers and plants since V untes., amr.sy.w. 2... PWO the government set prices on materials of a free market system and finished products in an arbitrary difficult to evaluate the manner. Moreover,it called for planned Icy of managers of plants. lossesin some plants since it set up prices in terms of average cost. For ise is easier where there a long time, Marxian ideology about value ideological perception of stood in the way of setting up a less ar- Jes. bitrary system el roccsuring and profits.

Itraljzation and decentral- e. Managers have frequenty been able to of planning have advantages meet ,quotas only by the use or personal )dvantages in terms of the influence and illegal measure:; of pro- use of resources to achieve -curement of materials. The Soviet gov- )r goals for an entire econ- ernment tries to prevent illegal means _ by various kinds of checks, but many the article by an Arnerica entitled "Soviet Efficiency: Myth or Fact?" which describes the uneveness of efficiency. Ask: Does this author support cr contradict your guess?

(3. Have pupils imagine once- more that they are manag: Nove, Soviet Ec Suggest that they should ace the way our auto factories 168-17T7 do at times and close down temporarily to retool fcr nr.w styles or improvements in the product. Or the/ should close down in order to install new machinery which would eventually save a great deal of labor. Hnw k.ou1d they behave?

Cit( examples of the slow adoption of some new techniques i)ecause of thr types of quotas used.

CA. Discuss: How do boards of directors of corporations e- See Juviler and valu6te work of managers in this country? In the light Sov. Polic -Mak cf what you know about how prices are set in the U.S.S.R., Move, why would it be difficult to use profits made by a fac- pp. 220-22 tory to evaluie the work of its manager? Tell pupils something about arguments raised among Soviet economists in recent years about the desirability of change. Ask: How has Marxian ideology made a change difficult?

6!). Have two pupils assume the roles of Soviet factory man- Nove, Soy, Eco ager., They should discuss their problems of getting 35, 3773 needed materials of the right quality and quantity and Mana.er in the of meeting quotas. (They should use concrete examples r-546e1 to make their point.) Then they should swear each other pp. 122-13; to secrecy and give each other pointers on how they have munism inTheor tried to solve their problems. pp. 60-6 clo by an American entitled "Soviet Efficiency: Met?" which describes the unevene's of effic- "sk: Does this author support cr contradict s?

ill, imagine ones- more that they are manag: Nove, Soviet Economy, pp. 161, Lbi-lt they should act the way our auto factories 168-17T7----- ncs and close down temporarily to retool fcr or improvementsin the product. Or the/ lose down in order to install new machinery ld eventually save a great deal of labor. Wm ;)ehave?

,ples of the slow adoption of some new techniques -)f the' types of quotas used.

Now do boards of directors of corporations e- See Juviler and Morton, vloik of managers in this country? In the light Soy. Policy:Making., pp: 71- you know about how prices are set in the U.S.S.R., 73; Wove, 5i5V.EZ6nomy, d it be difficult to use profits made by a fac- pp. 220-224. evolu,,de the work of its manager? Tell pupils q about arguments raised among Soviet economists t years about the desirability of change. Ask: qoixian ideology made a change difficult?

pupils assume the roles of Soviet factory man- Wove, SoV, Economypp..32- They should discuss their problems of getting 35, 37-36; Berliner, Factory. merials of the right quality and quantity and Mana3,er in the U.S.S.R.; rig quotas. (They should use concrete examples Sov, Ec. Power, their point.) Then they should swear each other pp. 122-134; Mehlinger, Com- and give each other pointers on how they have munism i.n Theory and practice, solve their problems. pp. 60763; Brumberg, Russia -337-

G. People tend to work har,.c,:it at superiors overlook it be those jobs for which they receive their interest to have t the greatest incentives (monetary meet production quotas. and non- monetary).

G. The contrast between democratic . f. Managers during Stalin's and non-democratic political sys- punished by death or Ion tems may be looked at as a conflict for not fulfilling quotas in basic underlying values. be charged with sabotage. are not likely to be so p EVALUATES PROPOSALS, ACTIONS. AND they ddi have a high turn PROGRAMS ON THE BASIS OF THEIR the job. Their jobs are EFFECTS UPON INDIVIDUALS AS HUMAN .than those of industrial BEINGS. the U.S.

G. People tend.to work hardest at g. As a result of the bonus those jobs for which they receive. gers have been paid very the greatest incentives (monetary parison with workers. Th and don-monetary). the Soviet elite and have compensations as well as -337- nd to work haN!c,st at superiors overlook it because s for which they receive it is to their interest to have thosebelow them est incentives (monetary met production quotas. onetary).

ast between democratic f. Managers during Stalin's day could be emocratic political sys- . punished by death or long prison terms be looked at as a conflict for .not fulfilling quotas; they could underlying values. :be charged with sabotage. Today, .they are not likely to be so punithPd, but PROPOSALS,ACTIONS AND they do have a high turnover rate onr- ON THE. BASIS OF THEIR the job. Their jobs are less secure PON INDIVIDUALS AS HUMAN than those of industrial managers in the U.S. nd to work hardest at g. As a result of the bonus system, mana- s for which they receive gers have been paid very well in com- est incentives (monetary parison with workers. They are among onetary). the Soviet elite and have non-monetary compensations as well as monetary benefits. mirjirJ give report On of hlfjuenc6 Heans i t the.Ec.on.-?nic HochSte'in, . System,It omy."

Disco : Suppose you a burea..1(..r.jt the CaTliphell; aguii2,nd disc.)vcredhev,: is using illegal measures rYpp. not being honest about plans ';'.nt, incemOvo might yen have For hiro get,i--1 :17 with it? Scc- - pose you were. a local communist charged with watching

the plant director ands -ping that the.-,plantmc2.ets ;tr., quota. fflat incentive ',!;ht. you have= for overlook i1.19 mca,.,:ircs? Now have a pup i 1exp i n how 'tile S ,iet government tries to get: aroundsuch collusion.

Remi.no pupilS:of,:books:Which they readearTier about ar7 : Ohat threats hung Over the headSofnana, gur,s-.: Why do you think. they still tookillegaiMeastires.: to me .:t:quotas:?

ond 4-60oi.t. On the:imoolnary acount Of PauerYNinef-Sov l'actOry_direGtOr in Banc:r'sNipeSovetTortralts.: op.:11 06:77:1-76? pnothe1: pupIwho has read' el t'For uaTc-67-t-7. \Le,: Red 'ExeCut or:Factorv:iL...uarr;in the 11,'S..S.R, comment :on Cho accur- T-6-6/7MJiT5-fEr acyj.a Ei;..ners aGcount and add:ether things .he has':icarn.-

ed abouttYlc., oroolem!:, a6d -Incchtivesofa 1,Eictory:p1C;Ii;:!.!, give ;):', 011 , . repor t I '):v iC'tB lin'efr:r./K1-1r us he. hey,pp,. 155-175 nfluenc:e anJ I 1 le.gal I leans i;1 ECOIri'l chst n .ThacIow: E con- only , I

Suppose you a bureEwcrt the !, Sov.Fc..I5ower, isc.),.cred he v,,Isus inc,,illr ,-.1a Imeasures C:; PP. 1 23-1'l. honestabout r p1an5. It incentive rave For let, get aK,v with it? Scc- ;re G cac.ol corrmunist chargod with wai:ching director and -:ir%g-that the PIE ut meets 11,-, it in(cntive 5-,:jht you have for overlookinj urus? Novi have a pupil\cx0ain ho4 the crnmont tries to get around, such coy lusion.

of books which they read earlier aboutpt.- ,'licit threats hung over the. he,ads of mana do you think they still tool' ineasures DU-3S ?

il read and CepolL on the imuninary account of Bauer, Nine Soviet Portraits, i is y rct,t-or N t Po PR. 1067T7r;-6756-1-CVTfie-, . ------.I pupil who has read e'ither thc-R-JET6Te:cutive Red Executive; Berl iner,, Fac- orin the U,S S COMM(10 6iTTN6-5MJr7 -far9-T15.6.57W-,i n the I)S.577 CrrSac.count and add other thr ugi-,he Ivis luarn-

,)c ploblems II i incntives of a factory -339-

G. The more industrialized and urban- . Thus managers in the U. ized the society, the greater the by monetary advantages j vertical mobility between classes. managers. Neither gro,+ be working for private G. The more widespread the system of for greater monetary re education, the greater the mobility the methods of providin between classes. and the methodsof evalu diffe, These differe G. In practice, individual economic kinds of decisions whic incentives in communist countries in the two economic sys do not differ greatly from those in mature capitalist economies.

G. As economic systems become more i. Managers until very rec mature and complex, centralized ducing in a producers' planning becomes more difficult mend had been so great were'taken. With great G. Even in a centrally planned economy, consumers and other pla ecommic planners cannot make all more choosy. Attention of the decisions as to all of the given to experiments wi details of what, how much, and how making managers pay mor things si--;71 be produced. desires of consumers.

G. Misallocation of resources costs consumers what theycould otherwise have had. Most economic systems are in the process of constantchange. -339- e industrialized and urban- h. Thus managers in the U.S.S.R. are driven e society, the greater tne by monetary advantages just as are U.S. I mobility between classes. managers. Neither group is likely to be working for private profit but rather widespread the system of for greater monetary rewards. However, On, the greater the mobility the methods of providing awards differ classes. and the methodsof evaluating performance diffe, These differences affect the tice,--4mW4pidual economic kinds of decisions which managers make ves in communist countries in the two economic systems. differ greatly from those re capitalist economies. omit systems become more i. Managers until very recently were pro- and complex, centralized ducing in a producers' market: the de- g becomes more difficult..... mand had been so great that all goods were taken. With greater production, a centrally panned economy, consumers and other plants have become c planners cannot make all more choosy. Attention is now being decisions as to all of the given to experiments with methods of of what, how much, and how making managers pay more attention to shall be produced. desires of consumers.

cation of resources costs rs what they could other- ye had. onomic systems are in the of constant change. -340-

Have as panfl discuss imilarities and cliff(,nces be- Inekels and tv,con plant managers in U.S. and in U.S.S.R. They Soy. Soviet'

should F04,1.5 upon social origin, education, kind of 675iirc , ,e training, noLivcs and job security.-Discuss: What Berliner,ra factor, inc:-Ic Soviet system seem to affect vertical in the MT'S mobility :Jetucen classes? Why?

yo. Disc : Since consumers can spend their money on any cons. goods they wish to that they can find in the stores, why have they purchased products which were of poor duality or which did no suit their tastes? How has the role of the consumer differed in the U.S.S.R. and in the U.S. in affecting decisions about what should be produced?

Show pupils the cartoon in Wilcox on consumers and Wilcox, Eco choice. Discuss: Do you think this man's comment World To ay, -really indicates the view of Soviet people toward their role in selecting consumers' goods?

71. Have pupils read quotations about the recent problem of "Selected R unsold consumer goods in stores. How does this indicate Society;" a change in levels of living? !-/hy do consumers refuse to. Schwartz, R buy goods? Remind pupils of the excerpt they read from 181-192. New Russia's Primer on the absurdities and overproduction -577Ting in oi5765Tanned economy. Ask: Why hasn't planning been able to prevent this problem in the U.S.S.R. in recent years chile few goods remained unsold in earlier years of planning? -340-

discus:, -imilarities and differencesbe- Inekels and Geiger, eds., manogers in U.S. and in U.S.S.R. They Sov.. Sociebt pp. 361-365; upon social origin, education, kind of 75nic , ,e Executive; )Lives and job security. Discuss: What Berliner, raTory MF65ger Soviet swem seem to affect vertical in the U.ST.R. ,ucen classes? Why?

ince consumers can spend their money on any ods they wish to that they can find in the have they purchased products which were of y or which did not suit their tastes? How e of the consumer differed in the U.S.S.R. U.S.in affecting decisions about what should 7

the cartoon in Wilcox on consumers and Wilcox, Economies of the scuss: Do you think this man's comment World ToZETT7737----- rcates the view of Soviet people toward their ecting consumers' goods?

read quotations about the recent problem of "Selected Readings on Soviet Sumer goods in storps. How does this indicate Society;" levels of living?Why do consumers refuse to Schwartz, Red Phoenix, pp. Remind pupils of the excerpt they read from 181-192.

fos Primer on the absurdities and overproduction our unplanned economy. Ask: Why hasn't plann- le to prevent this problem in the U.S.S.R. in IrsIthile few goods remained unsold in earlier lanning? -341-

G. Changes in one aspect of a culture will have effects on other aspects; .changes will ramify, whether they are technological, ip social organization, in ideology, or whatever else is a. part of the cultural system.

G. Although culture is always changing, certain parts or elements may persist over long periods of time.

G. People do not change their behavior unless they feel a need to change.

G. Compromise is easier where there is not an ideological perception of the issues.

G. The power to allocate resources is Important to the power to control what and how much will be produced.

G. Totalitarianisms extend the scope . 7. The Communist Party control of politics far beyond the usual to system. include almost all aspects of life. a. The leaders control.the dustry and collective f. several ways.

1) Most of these men ar Party and the Party veillance measures t line.

2) The Party controls t crees which determin monetary incentives n one aspect of a culture effects on other aspects; ill ramify, whether they ological, in social organ- in ideology, or whatever part of the cultural sys- culture is always changing, arts or elements may per- long periods of time.

not change their behavior ey feel a need to change. e is easier where there is eological perception of the

to allocate resources is to the power to control how much will be produced. ianisms extend the scope 7. The. Communist Party controls the economic cs far beyond the usual to system. lmost all aspects of life: a. The leaders control the managers of industry and collective farm chairmen in several ways.

1) Most of these men are members of the Party and the Party carries out sur- veillance measures to keep them in line.

2) The Party controls the government decrees which determine the punitive and monetary incentives which are offered. -342-

Now havo all pupils read about recent experiments inty- Mosely, Sov. ing factory production to store requests for goods in Khrushchev, p order to ma!:e consumer choice have more effectupon pro- Schwartz, Sov duction or certain kinds of goods such as clothing. They Since Stalin shoold also read about the way in which the experiments 1136: "Are Sov and type of control have been extended to more plants Road to Capit producing both consumer and producer's goods and to the New & World R ways in which managers have been given more power over 1964;. "New Tr making decisions about wages, etc. Creeping Capi News & World Then discuss: Uhy was there so much opposition to these 28, 19-647 Juv changes even when it was obvious that the older system Soviet Polic did not result in the kind of product mix needed to sat- 80: "Sovreitt isfy consumer demands and even the needs of factories Profit," Busi for tor)ls and materials? (Relate the delay to the role 20, 1965,Pp. of idc-)logy.) Ms° discuss: Where would you now place the Sc ,iet Union on a continuum between a market and a commailJ economy? What problems may this new role of the IIk create for central planning of overall production and allotment of resources?

72. Ask: What do you remember about the chart you saw on party membership among factory directors? (If necessary show it again.) How else doet the Communist Pa,ty control factory directors? -342-

all pupils read about recent experiments inty- Mosely, Soy. Union Since ory production to store requests for goods in Khrushchev, pp. 31-3b.; make consumer choice have more effect upon pro- Schwartz, Soviet Economy oF certain kinds of goods such as clothing. They Since Stalin, pp.14'2-143, lso read about the way in which the experiments 1136: "Are.Soviets on the of control have been extended to more plants Road to Capitalism?" U,S, y both consumer and producer's goods and to the New & World Report, JUTT27, which managers have been given more power over 1964; "New Trend in Russia: ecisions about wages, etc. Creeping Capitalism," U.S. News & World Report, Sept. cuss: Uhy was there so much opposition to these abic 1917 Juviler and Morton, even when it was obvious that the older system Soviet Policy-Making, pp. 76- re,,ult in the kind of product mix needed to sat- 130; "Soviets Set a Style for sumer demands and even the needs of factories Profit," Business Week, March s and materials? (Relate the delay to the role 20, 1965, pp. 104-1667 ow.) clso discuss: Mere wouldyou,now place et Union on a continuum between a market and a economy?What problems may this new role of the create for central planning of overall produc- allotment of resources?

hat do you remember about the chart you saw on mbership among factory directors? (If necessary again.) How else does the Communistj'arty con- tory directors? G. No country lives up to its ideology completely.

G. Totalitarianisms extend the scope b. At times interference by of politics far beyond the usual with agriculture or indus to include almost all aspects of to difficulties. Moreov life. have not had the kinds o needed to make useful pla G. In command economies most of the ture in all sections of basic economic decisions are made by the government.

G. It is easier for a totalitarian c. Whatever the proS and co system to make drastic changes decrees, Communist leade rapidly than it is for a democratic quick action to bring ch system to do so: lives up to its ideol- tely.

anisms extend the scope b. At times interference by party leaders s fir beyond .the usual with agriculture or industry has led almost all aspects of to difficulties. Moreover, planners have not had the kinds of infomation needed to make useful plansfbr agricul- economies most of the ture in all sections of the country. omit detisicns are made e rnmen t.

ier for a totalitarian c. Whatever the pros and cons of specific make drastic changes decrees, Communist leaders can take Ian itis for a democratic quick action to bring changes. do so: -344- 73. Show pupils a table on the party status of collective For table, s farm chairmen. Now tell pupils about the times the par- Readings on ty sent urban cormunists out to be chairmen. Discuss: For examples What do you think the effects might have been?Why? Econ. of Sov Why isit important that the chairmen are usuallycom- pp. munists? That do these incidents show about the reality of elections of chairmen by collective members?

7k. Point out that other communist workers ina region fre- inkeles and quently interfered with production of collectives. Cite Soy. Society examples and Oote Mosely on Khrushchev's interference. Mosey, Sov. Khrushchev,

75. A mature pupil might read a Soviet novel which deals Adramov, One with collective farms and illustrates some of the prob- '!New Life, lems arising from interference by,party members.

76. A pupil might report on Belov's account of his life as Belov, Hist. a chairman of a collective, farm and the problemswhich Collective he had with the party secretary. rome ov c Riha, ed., R sian Hist., 49.

77. Have a pupil describe the process by which the Machine Loucks, Com Tractor Stations wP-e abolished, the speed with which tern, pp. the action was taken, and the problems related to-ideol- TcMartz, So ogy involved in thit move. Stalin, pp. 344- is a table on the party status of collective For table, see "Selected rmen. Now tell pupils about the times the par- Readings on Soy. Society." rban communists out to be chairmen. Discuss: For examples, see BerT;on, 'LI think the effects night have been?Why? Econ. of Soy. Planning, important that the chairmen are usuallycom- pp. 208-209. 'That do these incidents show about the real- actions of chairmen by collective members?

that other communist workers in a region fre- Inkeles and Geiger, eds., iterfered with production of collectives. Cite Sov. Society, p.333. end Oote Mosely on Khrushchev's interference. WOCIT-Toy. Union Since. Khrushchev, pp. 17.-!7.

pupil might read a Soviet novel which deals Adramov, One Day in the ective farms and illustrates some of the prob- "New Life." ing from interference by party members, might report on Belov's account of his life as Belov, Hist. of a Soviet n of a collective farm andthe problems which Collective Farm; excerpts. th the party secretary. from Belov can be found in Riha, ed., Readings in Rus- sian Hist., vo.3, PP 45. pil describe the process by which the. Machine Loucks, Comparative Ec. Sys- tations were abolished, the speed with which tTs, pp. - o; n was taken, and the problemsrelated to ideol- TeriZartz, Sov. Econ. Since ved in this move. Stalin, pp. 37-51. f.o Use =s s in-R1 c statist i ca l dc:v i ces ors;m:,0 is ts 11.a,(.. b 06. n for .. ,.. a,-_11c1(17;f-:in. c . C. ------".. econo,J,ft, grout

8 , unecks on compl.e:tencs5 of dDta,

dent: i f i rd-s tack

EVALUATES SOU

r. TheSoyi e 9 r;y.,,:t. j 1,. oftheUS :0")/ . A6. interorOts Draws inC..er- I 1'950

. . oncos f r qi Lot cc, rhr growl in 8., This ri , ... deices :which v C IOC SOV L Checks On tire: coirDutene5..:s of da±a..,

R*63-6iFfV7157517Froc:a 17*;-: 661C-S" rokqthr e or°tact r factors v,,h.rchrfv1,/ have, cause( t te r event-. 31;

e stilt isti c.adcVices The Coni,kin is ts hov(.: hie 0.to achieve 1.51 Ni cc C)7 "Eo!JI e rovi th in I1.11 Pr00110 iI On corn.) 1 et en eF. fdt

\ it: I ON,

I 117 IJ.0,t i'10.1; OS Thc.).sr,,.; ? (If bya, +( If )re qiaphs, rays's i '1: c)1 hc:2. i t 1 frorniioraphs.. Look f or;'-cj::)1)11 i,11.1 (.1 h

A.lhilciT. 16.-.11/ be ails no, .) v c 1

t "Sby c:t I (1 1 I ()yert a 1: On Iti-10 COO'?ut:ene!- 0,5 etiii.t s 1.3 t t.t) st,,;ifit L; 11 :ts .;Obs t hoc r nk..-1 1I ." 1 ookS;;).,.. 0 041t h fa e !r y t t t v Fig r ,ifac tor-- r h h Vic 't:hc;1 at-er _even -346-

c:11 pupils tir::otJ..!11::.for .thc:. r'a 1 (*if -

t ( rc.:(3ionE:1c.ontrols over industry uncic:r 1:us1:1(..;

Discuss f..,) '7'. r. r271(-1 d c .-;)'.! E.' C.C.

S L i 1: CI.: i On '96 SC)C;I;i'c b y the le,Dcler-s ?

7,c. Rev i(....\.,3.v,11 t0 i)op i1 s tilt: rilc:;.-in i rig. of Gil) i;nd ho', -; I t i s :1 i c-j-- For a d I s c tr.; s

ll t'erJ Ii 1 :tlic...U S. ,l:Ii-iy. vioold t n i S f i ( c ! re be us (.. f u l in coin- stat is t lcs , s pz..)1 thycc:() r ifil:1 IC.- .S V:"..j. (..r '..`'; l?c),:iL1 Ic pu;) 1.1 s what: wok, ld hJ.:f-,- Sov C:r0v1 . .... ,,,,, ...... :,..._......

pen:t 0 1.I 1 i S -C01:113Ci;if.-.C.):1 i i i IC.S i.:-D i.:I ,i..i C i Z1W,vie 1 (.!t 0,,USe. (1,i f 1'c:rent:. c r i t..c. ri r:, i ric ;:.-.11:iir:i_i nc!C-,i:!:::: (tP., e C!),,:ar;tr..+ 1(..::,

I l',.)I (.1. 1 S CA/ I C I:5-, 1.1.c71VC:.I.r.-',...r..:) ..:

Ir 1 ii) intctc.f., ,7r:1 li!E: rike-1c5 and G !:; E'n c) i:nd iSI i niIClht vary.infi SOV...... Soc..3-c.ty, p1o1,10T:i intorpret 1119 Soy i3( i( 5 1:0 0-1"He ride 1 SO' S hoLl 1ci 1 i ( lc t to t c I ar,,,S t :. pp 6 I.:.

;1, (Mr )iii 1 01:fi s F: i tCI,C;f:I:',1"- Fenton:,Wa 11 ba C.!I K2.1 prc,i cc.t. t tory jrpris pa t- iv, (Jr bk,11. HI he EJ,S s i r2:1 IC 1 c_io to Pj6o, i tr,:: rn 'r ;

i1(:111 r . r 1

D 110\1c Ii you a c.f;t11-11. `t. I,,;;i;ossible dr a(.1M cul ron:191!), t:1-le'

= 1 y 19201s ? 111};,1 way oki;it.:1.6rt.0,.. r ci i FCerence in or oIth rat i ninduf;1-yorld 113 t C11:01!1 117;') I o 19/10? l lhydr.) you kII ok i 1i u 1 rot es In:3/ 1 ocic)c:(1 C) far bcthi r) 1.: i't 1 i cver n I. 8?

; ;7. ,/c)I.J1il0.;,/e

F, I I t. Z:11 I" Ili!c. rt.)1?1,1 1 r 0 even -1 if Bois sts hailno, ts n tr.() 1 Dc)cs this ellorti. provi(.16. anycl vrh ch support. hk-1 el a iiii? 1E; th L. no. t:..!,1.:. for .t ic shi F t n ra 1i re9 i ona 1con t..1-ol s over indw.; try und.c:r 1',111.'t.15_;hc..hov, t 111. dis s tem :uh b;;;; so ly 1 Uld S ?

- . t i1 '5....-1:11£: i ng of Giff'..-z,nd it FOr discuc.:5. ion of Soviet t. I lc U, 1 Crt. 1". .in ;toms ttisti cs ,sees Carr.ipb e 1 1 s -p 1:1 S t 1'/0 UTC; p Soy,- p.-.) 31A-117. t II r-S I 1 ; ';'16 S I: t i tOr incj CHF', 0\/i-cts

1. I-cf; 1 c: . ic;111,1. I !It r-r.I 111E) InkoIcF.; and Geiger, eds., S; 1 ;1 i i c11-rt: \la ry i n c) Soy. Soc iet y pp 302-307 'l 0 i n r i rig .Sc)v ti.3121 t. o r Hondel ,Soy. Cruc ib 1 e, r cift f, ern to .1: IK.,.c:la5,,1; 4. .146 6 8

It( : . 1 f i 1 : 1 I of i. I 1 1 t t! : r Fent:On-V./a 1 lbonk World His- c 4 ))roi tory rend i es on Rus- j (1)1.1 t S R1. 1.;i t I I"! ; Grot,I1_ht Scott. 1 ,))(); 11/.2 , !fr.111 1(.1) 1. ; :c1 g h rat

you . r,,, pos:-; drop 1 n c1111.1)-,-.)1andi nth's t r 191?, he s ? ' !i trilE3y 1.A 11 f t 61- ,-;, rat ef IIIi LI-y ..:1c.iri,-.1,t1t e f vow,19') P, thy dc' yout h i H I :at; ri,-;u1 rates f a r boh i r)r. it (Pi t i ro,..! i ever 5..i 19% a r; ;t:. ,,,/,-.)1,1111 t_ 1.131 rv:1h

t1'1(Bo 1 ! i t sfid1)(-)ts cL r o 1 D 'r l: proV i nny y Ilisupportt -3147-

EVALUATES INFORMATION.

G. The larger the productive capacity in relationship to the population, the less the hardship involved to consumers in making the savings (and investments) needed to achieve a given growth rate.

S. Draws inferences from tables.

2 -348-

Now place trnnsparency B over transparency A. Let pupils oiledk un the time of certain events which might provide e>oine check on their earlier guesses. However, remind pupils that one thing does not necessarilycause another just because it comes before it.What other evidence have they come across which is not indicated on this graph but which might have caused some of the changes?

Have pupils look once again at the tableson growth "Teacher's S rates which they studied during the introduction to the the Unit on entire unit on the U.S.S.R. Have them note once more the rapid growth rate of the early fifties and the slow- ing down or the grow,h rate in the U.S.S.R. in the late ilitirq and early sixties. Have them also note the changes in the 'growth rate in the U.S. Ask: Can you think of any reas,,,is for the greater average growth rate for the U.S.S.P.? For the slowdown?

02. Have pupils try to think of any argments they have Teacher refe heard about the unimportance of a faster growth rate for ity: Campbe the U.S.S.R. If they can't think of any tell them the P'wer, pp. 5 argument that the U.S.S.R. would never catch up anyway because the smaller growth rate in the U.S. would mean so much larger an actual production. Ha/e pupils analyze this Argument. Then tell pupils the argument that it is mucl isier to make a large growth rate when a country starts -rom a much lower level of production. Therefore, the thS. does not need to be, worried. Have pupils analyze this argument.

83. Now project graphs which compare Soviet and U.S. produc- Stavrianos, tion of steel and electricity from 1913 to 1960. Discuss: Man, p. 339 How much progress has the U.S.S.R. made in catching up rFricible, p. with the U.S. In these two fields? -348-

transparency B over transparency A. Let heck on the time of certainevents which might .ome check on their earlier guesses. However, upils that one thing does not necessarilycause just because it comes before it. What other have they come across which isnot indicated graph but which might have causedsome of the

7 its look once again at the tableson growth "Teacher's Supplement to ich they studied during the introductionto the the Unit on the U.S.S.R.." nit on the U.S.S.R. Have them note once more :1 growth rate of the early fifties and the slow- oF the growth rate in the U.S.S.R.in the late end early sixties. Have them also note the in the igrolqrh rate in the U.S. Ask: Can you any reas for the greater average growth rate U.S.S.R.? For the slowdown? pits try to think of any-arguments they have Teacher reference for activ- out the unimportance of a faster growth rate for ity: Campbell, Sov. Ec. S.R. If they can't think of any tell them the MIOINYMIPower, pp. 53-55. that the U.S.S.R. would never catch up anyway the smaller growth rate in the U.S. would mean larger an actual production. Have pupils analyse ument. Then tell pupils the argument that it is ier to make a large grows) rate when a country rom a much lower level. of production. Therefore, does not need to be worried: Have pupils ana- s argument. ect graphs which compare Soviet and U.S. produc- Stavrianos, Glot: 1 Histor of Steel and electricity from 1913 to 1960. Discuss: Man p. 339 7577...; e , ov. progress has the U.S.S.R. made in catching up crucible, p. 464. U.S.in these two fields? A. RESPECTS EVIDENCE EVEN WHEN IT CON- TRADICTS PREJUDICES AND PRECONCEP- TIONS.

S. Uses sim le statistical devices Tar ana yzing data.

S. Draws inferences from graphs.

G. At any specific time, the total b. The rapid growth rate w econriic output is affected by by a number_of factors. the quantity and quality of productive resources (natural re- 1) The Soviet Union had sources, labor, and capital goods), base for industrial by the levels of technology and by though its agricultu the efficiency of the organization- have made agricultur al structures. difficult.

2) The Soviet Union had of surplus farm labo moved to industries .work where capital w EVIDENCE EVEN WHEN IT COM- PREJUDICES AND PRECONCEP- ole statistical devices ata.

erences from graphs.

pecific time, the total b. The rapid growth rate was made nossible output is affected by by a number of factors. tity and quality of pro- resources (natural re- 1) The Soviet Union had a rich resource labor, and capital goods), base for industrial development, al- evels of technology and by though its agricultural resources ciency of the organization- have made agricultural development tures. difficult.

2) The Soviet Union had a vast reservoir of surplus farm laborers who could be moved to industries and who could do -.work where caoital was scarce. -350- oject transparency E from theFenton-Wal lbankser- Fenton11,!a 1 lb

()I Russian Economic Growth. (Cover the right-hand Transparencie .) ake sure that pupils understand what the GNP was c G rok: in t960 and what each of the green lines on the graph cl s. Now place transparency D on top of transparency

, again coverin the right-hand half. Have pupils note how SOON the Soviet Union could catch up with the U.S. GMP at differing growth rates in the U.S. and in the I.S.S.R. Also ask:Is it inevitable that the Soviet Union will catch up with the U.S.? ';that must the U.S du ifit does not want this to happen?

If -our 'chool system doe's not have these transparencies, Campbell, So shu pupils the table in CaMObell which shows how:fast: P. 195. (MT) the SOvIet.UpiOncouldovertake the,U.S. given differ- Hendel:, SOV. ent growth rates in the two countries.

35.. _.Have pupils review what they learned ill earlier courses FOr teacher' and the -unit on Western Europe about the factors affect actiVity,:-Se Mhat .did we learn Soy. Union, Ing ,economic- growth.'- Then ask: ..7, about. the SoVietresourCe base as a potential for ipr Austrial growth?'

Think back to_ what yoU learne&earlier abOut the prob... 16ms facing peasants in Tsarist Russ is after the .serfs were freed.: Wool d any of these problems ,have given Nhe Bolshevists a. potential. source of strength when _theY_deeldedt(LIOdOstrialize rapidly? :.(Try to ask additional` questions as iteded: to help pupils under-7 Stand: how the surplus labor in ruralareas could bemoved= 1P iridustry Without:netesOri.[Y reducing farme:'.6utOuti Other thingS being equal.-AlsO ask.: What Problems WOUld plant managers haVe faced ln using this labor, however? 350- ect transparency E from the Fenton-Wallbank ser- FentonWallbank World History tussian Economic Growth. (Cover the right-hand Transparencies on Russian Mae sure that pupils understand what the GNP was EcorEglic Growth iTcott, and what each of the green lines on the graph Forstrian Now place transparency D on top of transparency covering the right-hand hal% Have pupils note

1 the Soviet Union could catch u with the U.S. iiffering growth rates in the U.S. and in the Also ask: Is It inevitable that the Soviet 11 catch up with the U.S.? That must t'a U.S. does not want this to happen?

rchool system does not have these transparencies,Campbell, Soc. Ec. Power, lils the table in CriipLell which shows hoer fast p. 195. (nlife reprinter in et Union could overLak the U.S. given*differ- Hendel, Soy. Crucible, p.544.) fth rtes in the two countries.

Ils review what they learned in earlier courses For teacher's reference for unit on Western Europe about the factors affect - activity, see Holt & Turner, omic growth. Then ask: What did we learn Soy. Union, pp. 66-73. e Soviet resource base as a potential forin- growth?

ck to what you learned earlier about the prob- ing peasants in Tsarist Russia after the serfs ed. Would any of these problems have given he,;sts a potential source of strength when it to industrialize rapidly? (Try to ask al questions as needed to help pupils under- w the surplus labor in ruralare could be moved try without necessarily reducing farm output, ings being equal.) Also lsk: What problems ant managers have faced In using this labor, -351- G. Capital formation through saving 3) The government th is a major means of increasing an force consumer saving economy's total output over time invest in the. Irce-s because it increases productive dustry fr fut capacity.

G. Centraliy-planned economies find it easier to divert reso. =as to certain goals than co governments in economies based upon a market system. A. VALK.S OBJECTIVITY AND DESIRES TO KEEP HIS ALULS H1OM AFFECTING HIS INTERPRETATION OF EVIDENCE.

G. Culture may change through a pro- 4). The U.S.S.R. could b cess of diffusion. know-how and technici countries.

5) A country which is bu factories should be ate the most Lp-to-d this equipmnt'shoul try one advantage ov industries have been

G. The organizational structure of c. The'growth rate during t the total economy (or any large and 1960's slowed down f sector of it (such as agriculture reasons. affects efficiency or production and output, just as. does the organ- 1) The ,agricultural sect _ izational structure within a single omy failed to achiev firm. 2) The iacreased investa G. Capital formation through saving is spending reduced the a major means of increasing an econ- ments available in of -3f,I

ormation through saving 3) The government hed thepow -A- to r means of increasing an force consumer savings in om.derto total output over time. invest in the Icrce-scale hci,vy in- it increases productive dustry ne:.:d;;;;:; for future growth,

y-planned economies find r to divert resources to goals than do governments nies based upon a market

JECTIVITY AND DESIRES TO OALULf, t:ROM AFFECTING HIS TAT1ON OF EVIDENCE..

nay change through-a pro- 4) The U.S.S.R. could borrow technical diffusion. know-how and technicians from other countries.

5) A country which is building many new factories should be able to incorpor- ate the most up-to-date equipment; this equipment should give the country one advantage over countries whose industries have been built in the past.

izational structure of c. The growth rate during the late 1950's 1 economy (or any large and 1960's slowed down for a number of iL(sue, as agriculture reasons. :1.-ficiency or production it, just as does the organ- 1) The agricultural sector of the econ- ( structure within a single omy failed to achieve production goals.

The increased investments in military Formation through saving is spending reduced the amount of invest- neans of increasing an econ- ments available in other industries. -352 - Now show pupils the Fentto-Wallbank transparency 0 again, Fenton-Wallb uncovering the right-hand\$ide. How has the Soviet Union Transparency divided its resources between investment and consumption? nomic Growth Superimpose transparency E and have pupilscompare the Co. U.S. allocation. Discuss:', What do these graphs show about the willingness of tfe Soviet leadersas against the American people to fon4:0 present consumption in order to invest for future growthl'. How easy would it be for the U.S, government to bring Abouta great increase in investment rates and a sharpopturn in the growth rate? How miet it try :o bring abou greater investment and economic growth?

CS. Discuss:" What advantars did the U.S.S.R. have when it began its campaign to Increase industrial production which Britain did not have when it began its industrial revolu-' tion? (Be sure to discuss the advantages to be obtained from borrowing technical help and training from abroad.) Also discuss:. What advantages should the new Soviet fac- -ories have over older factories which were built in other 4untries many years earlier.?

07. Have two pupils present1-17:-.Z1?-1-nterview between a repo* Schwartz,So er and a SoViet economic plannert.r 151100.the present Stalin, ch. leaders of the Soviet Union on the reos*nctorthe slowdown in the rate of economic growth in the 'iat * 507rand early 60's. Discuss: U.S. economic growth increased greatly inkr10 it.rn when we began to spend for mllitar/ ends. Why did military expenditures in U.S.S.R. in late 1950's and 1960's slow down the growth rate? -352- upils the Fentt-Wallbanktransparency 0 again, Fenton-Wallbank World History theright-hand How has the Soviet Union Transparency on Russian Eco- s resources bettNten investment and consumption? nomic Growth, Scott, Foresman e transparency E and have pupils compare the Co. ation. Discuss:' What do these graphs show willingness of tie Soviet leadersas against an paople to fon251 present consumption in order For future growthlHow easy would it be for overnment to bring.,about a great increase in rates and a sharp 'upturn in the growth rate? it try to bring aboutgreater investment and rowth?

'.chat advantages did the U.S.S.R. have when it campaign to increase industrial production which d not have when it began its industrial revolu- sure to discuss the advantages to be obtained wing technical help and training from abroad.) ss: What advantages should the new Soviet fac- 'e over older factories which were built in other many years earlier?

3uplis present.-6-11,;(*:-.1-nterview between a repo* Schwartz, Sov.,Econ. Since

.)oViet economic' planner t.r'Ono,cif the present .. , Stalin, ch. 5 and pp. 44-45, f the Soviet Union on the reast..mtfof,the slow- e rate of economic growth in the late. 50TV-end S. U.S. economic growth increased greatly inVitrld we began to spend for milltdri ends.Why did expenditures in U.S.S.R. in late 1950's and ow down the growth rate? orny's total outPut over t ime be.- ) CaLise ti;-J increases produ-(:.A.. Ve capac: tyi.

C. If :'resourcesarc.: usedfti- satisfy one want, they cannot be 'ysed to satisfy: oho Lhur Ohl y SO6'Yces'are:_Pnroplpyed swill mOV expend.i ture-S oft One, tii ng leo(' to the production of of 5 h Trig e 1.Se.

autput can 'be-1 ne.reased bytec.lifit).. 3Y I i ct 1 logical procIrcss 1n the,developwc:nt_ lotest ofool c Und mac:hi n_ es and power to in ny4 replacemanpboer, 16onv.

The qua l i ty of labor andan -econ. .dmyr5 outpdt arc usual y increased by educat ion and training,

The larger 'the productivecapacity So.v.f0Hcoviayr'.:- i n relation h ip to the popu I a t

the less the hardship involved to H Ve. i consumersi thaking thestiviiicjs .11O (and Investments ) needed to achieve Of a g iven, growth rate.. has Cpl tii O CI et both -11;.b.r. p ro.doc.o.r):

IS SCEPTICAL OF SINGLE-FACTOR n eva I t on b f the S ov le THEORIES OF CAUSATIONi nom i c s ys t ems t.110 tt aheadi n scme nbs and t '.(;a ,Diric.r.rencesin. productivity =.z.)nd,i ahead in otheli-s. 353.. total output over time OC%- it.incre.asec product.ive .1 ty sources used tc qant, y cannot be us c...dt.0 fy anoLlic:r. Only re. -es are u nerop 1 oyek--.1,-- .wi 11rp.:}r( tdi turcs Oil one thing 1 r °duct. i on c) 1(»ID re of 11 g

it'tcin he increased by'tet...hft0" 3 ).. Thc.. c is 1 led toi nt-r-u- .ay progress in the deve 1 opir,'cmt c ; l .1 t t logy -pOS s'b1 iois and mach i nes :. and poor in ui,:,1ny ce marl7000 r

ua 1i ty:;`o'r: labor ard an econ- ou tpt. t pre LiSt)11,/ncreased Juca t I on nd t ra I n

rge ri :hc product capac t y Tonge.r 1 at p to the ropu 1 a t ion, of ho-but ess the hardship liquo 1 vocl to 5, ad va w i c...1.) di d mers inmakingth;:: )Ling!-,' nv..stmentsneedeii to a eh i eve growth rate, 0.17 "fo'r.

EPTICAL .OF SINGLE-FACTOR An eval uat 'Or)of the Soy i et and U, S.ec-c)- 1ES OF CAUSATION nom c sys.tems shows thctt.ii < Sov are::

head: n.:.scrne things: and the Arno ricans reneesi it product iv i't y andi n :ahead in:others. Have pupils read excerpts from Boretsky's report to Con- "Sele,ted R gress on coropalative technological developillents in thr- Society." U.S,S.R. and the U.S. Discuss: Why do you think technological innovation in new plants in the U.S.S.R. "slowed , down after 191:0?

Also discuss: Do the Soviets still have the other advan- loges which they once had which allowed them to make rapid growth? Do they have any advantages today which they did not have in the early period of the five year plans? Do they hove any disodvontages today which they did not have then?

n9. HPw. a panel discussion on the question: How Efficient Campbell, is the Soviet Economic System as Compared with the U.S. Ch. 4 and Ti "Economic System? The panel should project graphs to illustrate their argumertts. Discuss: Are these differ- -354-

upils read excerpts from.Boretsky's report to Con- "Scleetcd Readings on Soviet on compa(ative-tcchnological developments in the Society,. R. and the U.S.. Discuss: Why do you-think tech- cal innovation In new plants in the U.S.S.R. slowed fter 1940?

Iscuss: Do the Soviets still have the other advan- which they once had which allowed them to make rap- wth? Do they have arty advantages today which they it have in the early period of the five year plans? ,y hove any disadvantages today which they did riot .hen?

panel discussion on the question: How Efficient Ca,Ipbell, Soy. Ec, Power, Soviet Economic Systeh. as Compared with the U.S. Ch,if. and-637-51:11.17- is System? The panel should project graphs to il- te their arguments, Discuss: Are these differ- ic.:yels of )1ving.mayresult_ from dl,fferences in theage of devel-; Several'mooF.ure$ ofpr _be. used tome..;:i!.me off oOfent rather thanIn-tbetype-of- 'ecOnomi&system-per:se Ncitl aheodon-a 1..1.)ese deed, one, 1.ndustry. may measure whit'ancithel. it S9me country may rank

the U.S,is ,aheasron rr tivity Labor:pro6uctivitymay rise both from the activities of The ,Soviets-tend'tO Workers . theMselves,and.fro!'n the of thedevices formov accumula- maintaining quality,to( tion of capit,,.0 andtechnoloOcal. and.managerial advatK:o, Thes&devices for iMpr .are notthe result of. The. rational ten as-such,but..rathe use-of resourCescalls foregpingHnvestment,..o for the use of more:of those'resources -in large supply. mentsmhere,,ekcesS man as a subSttr, usedih . favor-of :other tutee fortc)se. in ,short supply, even if a different ba1nc.6 meat, might, tntrease . output per on .hour.

Cl.. The.lack of techniques for measur- The Marxian' beliefs,ab Ing the.valUe OT capital. make:i it thetr reluctanceto co diffi6ult t., determinethe-moSt .6f- rates for theuse of c ficient use of. capital inveStment. capped, attemptt by -Oa In'ach1PVinggoals and to decide when decisions. about themo itis- thqap0-: 6.r" more of available capital F bOtld nc,..w,.fctorI6-sor or buy-. buy-,new mach and aboUt'whenreplace Ines rather thEih to repair didones. and-plants:would be no -ee.Pairillg Old macillnes ideologies are. important for the strUcturethey.giye tO,.the political and:.econoMiYstem,---the.anSwers they ,give tO'aMbi.guoussituatio6§ ancrhe'cueS for. respdpses they su gent of:1:ivi2ng may result froH a, Several mecIF.urc., or product iv i ty can ences in the 'stage of devel- beused, to re;.-.,,u; e ef ficiency of an rather than in the type of economIc system, Wither courqty syStem per 'se., ahead on all oft hose measures, In-

deed, one i nrii;',t ry may rank highOh C3nf' measure whi of ,qher industr'y in Old same country may rank low. Overall, the U.S.is ahead on measures of produc tivity. productivity may rise both The Soviets tend to Fail behihd on some he aCt i V i tics of workers of the devices for moving goods and for lves and" f.yo!o. the accumula, maintaining quality control within plants. f- cap and,.4cchnologi.cal These devices' for improving efficiency, nagerial advanee,-:- are not the result of the economic system as such, but rather the result oF ionai use of resourcescalls foregoing investment on those improve- le use'.af more of those re7 ment's where excess manpower could be in large supply as subst i - used in favor of other types of invest- or those hort:supply, 'even ment. tf fer en ()al Once' might .1 nerease'. per filo n nou

ck Of :techniques for imeasur- ! c.The Marxian beliefs about value and ie value. of 'capitat makes it their reluctance to consider interest t to at rml thg;:most: ef7 rates for the use of capital have handi capped attempts by planners in making lt US e:.o.r....cap i to 1 investment eV ipg gbals and todecide:When decisions about the most efficient use of av, i 1 ab 1 e cap i ta for new investment .cheaper' or more1;'C c on omical: buy..-New Mach. and about when replacements of machinery new tor and plants would be more efficient than rather tl.lan -to repai r old 'ones. repairing old machines and plants. ..)gigs arc iMportant for the ture-,thdy give to the:political ...onomic system, the.ansWers i v6 to am b 'good's s i tuat ions they sug tie cues for respOnses_. -356- enccs due to basic differences in the system or to the fact that the U.S.S.R. had a slower start? (Or have sm -Iler groups or individuals discuss different measures of efficiency. See a-b below.)

a. Several pupils might report on productivity measures Campbell, as ways of comparing the efficiency of these two sys- ch, 4e temaDit.cuss:Are these differences due to any basic difference in the two systems?

b. A pupil might report on problems facing managers in Campbell, the movement of goods within factories. How does the. ch. 4. Soviet factory compare in efficiency on this measure with the U.S.?Why is there this difference?

same pupil should also tell the class about prob- facing industrial managers in quality controlas compared to those facing American managers. What technological advantages do Americans have? Why haven't Soviets adopted these techniques.? Is there any reason to expect them to continue to use present methods rather than these techniques in the future?

90. Ask pupils what they remember about the Marxian theory For teacher of value. What plcice would Marxists have for interest Campbell, S on capital? Now ask pupils to try to think of ways in pp. 101-10 which the Soviet refusal to consider interest rates for Schwartz, S use of capital investments has hampered Soviet planners Stalin, pp. and managers of individual factories.

'F pupils can't think of ways, have someone interview un American businessman to find out how he uses interest rates to help him plan investments and plan for building new plants or for buying new machines to replace obsolete ones. The pupils should report to the class. Then discuss the problems facing Soviet planners and managers who -356 - es due to basic differences in the system or to ct that the U.S.S.R. had a slower start? (Or have r groups or individuals discuss different measures iciency. See a-b below,)

eral pupils might report on productivity measures Campbell, Sov,, Ec,Power, ways of comparing the efficiency of these two sys- ch. 4. sZil.r.uss:Are these differences due to any basic dif- ence in the two systems?

upil might report on problems facing managers in Campbell, S v, Power, movement of goods within factories. How does the ch. 4. ,iet factory compare in efficiencyon this Measure h the U.S.?Why is there this difference?

same pupil should also tell the class about prob- facing industrial managers in quality controlas hpared to those facing Americanmanagers. What :hnological advantages do Americans have? Why rent Soviets adopted these techniques? Is there r reason to expect them to continue to use present :hods rather than these techniques in the future?

Jpils what they remember about the Marxian theory For teacher'S reference, see lue. What pace would Marxists have for interest Campbell, Soy. Ec. Power, )1tal? How ask pupils to try to think of ways rh pp. 101-106; the Soviet refusal to consider interest rates for Schwartz, lit4922my Since = capital investments has hampered Soviet planners Stalin, pp. - }Wagers of individual factories.

)ils can't think of ways, have someone interview .rican businessman to find out how he uses interest to help him plan investments and plan for building [ants or for buying new machines to replace obsolete The pupils should report to the class. Then dis -he problems facing Soviet planners and managers who 57- ComproMi.se is easier Where,there. is not an jdeo*ogl-eal pereeption of the.

G, Centrally-plannecLeconOmies fInd The Soviet systerd of go. it:'easter to divert of inv6ImentHmakes- eas certain goals than do -,..itA,,ernhert's svingS'and investment in-ecoriomjes based on a market,-sy, economic growth.

The,:contrast betWeen deniric.rattC . Jhus.-far, the American and nondembCratic political sys- ahead An.proviAing the ternsjflayte looked at as a con- tion to meet demand -s of fji-ct in baSit:',OclerlyingvaJues .specific types of.goods

Generalizes from data The growth ratemakes.i SpvieteconomitsyStem sptteSome:,of. its probl 1S.5CEPT1CAL OF CONVENTION4 TRUTHS AND DEMANDS THAT WIDELY-HELD AND POPULAR:NOTIONS'BE JUDGED 111 ANCE WIT11-STANDARD$ OF'EMi'IR1CAL VALIDAT1011

IdeologLes are 'Important for 10,: The Soviet .ecOncmicsYStem structure theygiveto the.olit-pthe. evaluated -in terms of how. ical and 'economic systems,the achieved .Soviet.short-rang answers they give to ambiguous growht and,long,terp'goals. situations, and the cues for re-' communisM,rather than what sponses-they ^suggest._ call a socialist econoMy... No netidn:lives'-up completie)yto. Its ideology. -357-

,e is easier where there 1 ideological perception ,sues.

-planned economies find d. The Soviet system of government control todivert resources in of investment makes easier heavy forced pals than do i;iovernmilts savings and investment and so rapid ries based on a market sys- economic growth. rest between der-Inc:retie e. Thus far, the American system has been Jemocratic political sys- ahead in providing the shifts in urodur-

be looked at as a con- . tion to meet demands of consumers for basic underlying values; specific types of goods. zes from_dpta. f. The growth rate makes it clear that the Soviet economic system is viable, de- es card-stackiQa. spite some of its problems.

ICAL OF CONVENTIONAL TRUTHS NOS THAT WIDELY-HELD AND NOTIONS BE JUDGED IN ACCORD - II STANDARDS OF WIRICAL ON.

es are important for the 10. The Soviet economic system can also be o they give to the polit- evaluated in terms of how closely it has economic systems, the achieved Soviet short-range goals of rapid they give to ambiguobs growth and long-term goals of achieving ns, and the cues for re- communism rather than what the Soviets now they suggest. call a socialist economy. n lives up completely to logy. -358- operate with,ot interest rates. Also tell the class about- soiie recent dif.cussions about interest rates among Soviet economists.

91. Say: We have been studying other aspects of the Soviet economic system which we must also consider in evaluating the two economic systems. Review what pupils have learned about the comparative ease of creating big investments in order to promote rapid economic growth. Then aIE,o ask: Wch system makes it ensier to satisfy demands of consumers for specific types of consumer goods?Why?

92. Have pupils prepare a sheet listing the strengths and weaknesses of the Soviet economic system. Remind pupils that they should compare their list with the actual ..strengths and weaknesses of the V.S..system rather than ,comparlrig the actual conditions in the Soviet Union with r'..the.ldeal description in 'the U.S.

93. Discuss: How many of the Marxian communist goals in the "Teacher's S economic area have been achieved thus far?How much.prog- Unit on the ress has been made toward achieving them?Khrushchev promised that a communist society would be achieved soon, that the U.S.S.R. was in a transition stage between socialism and communism. (Read some quotations from Khru- shchev at this point.) Ask: Do you think his prediction will prove true? Why or why not? 17 not, why do you think he made this promise? How well has the Soviet economic system attained the short-range goal of rapid growth? -358-

with,ot interest rates. Also tell the class orle.recent discussions about interest rates oviet economists.

le have been studying other aspects of the Soviet is system which we must also consider in evaluat- two economic systems. Review what pupils have J about the comparative ease of creating big ints in order to promote rapid economic growth. Then ;k: Mich system makes it easier to satisfy demands sumers for specific types of consumer goods?Why?

upils prepare a sheet listing the strengths and sses of the Soviet economic system. Remind pupils hey should compare their list with the actual the and weaknesses of the V.S.,system rather than in the actual conditionsin the Soviet Union with ea) description in the U.S.

s: How many of the Marxian communist goals in the "Teacher's Supplement to is area have been achieved thus far?How much prog- Unit on the U.S.S.R." as been made toward achieving them?Khrushchev ed that a communist society would be achieved soon, he U.S.S.R. was in a transition stage between, so- m and communism. (Read some quotations fromithru- , at this point.) Ask: Do you think his prediction rove true? Why or why not? 11 not, why do you he made this promise? How well has the Soviet ec- 7, system attained the short-range goal of rapid gro.th? -359- G. Most political communication depends on the use of symbols, positive and negative stereotypes, and other communication shortcuts; effective communication depends on- effective manipulation of these symbolic tools.

A. RESPECTS EVIDENCE EVEN WHEN IT CONTRADICTS PREJUDICES AND PRE- CONCEPTIONS.

G. Although culture is always changing, certain parts or elements may persist over long periods of time.

G. People do not change their behavior 11. The Soviet economic syster unless they feel a need for change. can !):. :;.peered to cont!n ever, the people seem sat broad outlines of the sys changes may also affect t tem.

G. The type of leader chosen differs in different situations.

G, Most economic systems are in the process of constant change.

G. Changes in one aspect of a culture will have effects on other aspects. -359- political communication de- on the use of symbols, posi- and negative stereotypes, and communication shortcuts; ef- e communication depends on tive manipulation of these lic tools.

CTS EVIDENCE EVEN WHEN IT ADICTS PREJUDICES AND PRE- PTIONS. ugh culture is always chang- certain parts Or elements ersist over long periods of

e do not change their behavior 11. The Soviet economic system has changed and s they feel a need for change. can :)a .i-pecr.ed to continue to change, Ho. ever, the people seem.satisfied with the broad outlines of the system. Economic changes may also affect the political system.

ype of leader chosendiffers fferent situations. economic systems are in the. ss of constant change. es in one aspect of a culture have effects on other aspects. Have a ,pupil prctend that he was aRo,-,2,izw worker asleep in 1;13 (or 18901 and wakes uptock.Jy.He :-should i te a modern Rip Van Winkle story on the 's i m il a r i t i es and d i f - f e r e n c e s he sees in urban life and in industry.

95. Have a pupil summarize the Harvard Center findings on the 1(7;s. dlll attitudes of Russian refugees of an earl ier period tc..,):.!rd C their 'jobs, working and living conditions, pubi ic ship of the means of production, onci the welfare activi ties of the state. Remind pupils of the date of the stud- y. What changes if any might they expect to find teday? Should the U.S. expect economic dissatisfaction" to lead to revolt against the Soviet government? r Discuss: What economic group "might be most likely to push Beer and U for looser controls over the economic system (or at least terns of G over decisions of those operating farmsand industry)? Why? -6311.1-62:17, To what degree is this group represented in the present government?!thy would the Soviet government be in difficulties if it were to purge as manyorthis group today asit did in the 19301s? How have economic changes affected the, political system? Quote Ulam on these effects. -360-.

pupil pretend that hewas a RusY.ian worker 'w':.° Tell in 1F;13Jor 1.890) and waket:up tOday,:: 1Q should write -n Rip 'an Winkle:story on the siMilaitie_s and dif- nesees, 1 n urban 1 i fe and-, in ihdOs trj_.

pupil summarize the Harvard Center findingson the 11!:.1-6.s. and Bader, Soviet les of Russian refugees ofau earlier period t,',),::vd 5 and.pp. 23-

jobs, working and living conditions, public t...) F the means of production, and the welfare activi- I the state. Remind pupils of the date of .th:? stud- ata changes if any might they expect to find tpday? the U,S, expect economic dissatisfactionto lead ol t against the Soviet government? s: What -economic group might be most1 ikely to push Beer and Utam, eds., Pat-- oser controls over the-economic system (or at least - terns. of GoVernment, pp"7:. ecisions of those ;operating farms and indus't'ry )? -Why? '67,313T764-7T'o r----674-67 t degree Is this: grOup represented in the present 'goy- t? Vflly would the-Soviet government be in difficulties were to -purge_asmany of this groUp tod4, as it 'did in 301s? Ho0 have economic changes af Fected the -poll t i p stem? Ulam on Totalitarianisfl!, extend the se( --e The Soviet gover,e6t extet of pelitic:-, for beyond the usual over all aspects or- ti ko include almost all aspects of "Ofe: 1 As.Was .seen; ea r 1 lien ;Ch terfered with chu7che,i. Applies preyloUsly-sieorned and hers. used edn(..ation and generJTizrAions taining cOntrol,

ideologies are Important for the he SPV <10YO:r11:01:rit It structure they 61ve.,tothe politi- .p.o 1 OWO rd ttte f ca1, 'economic and ,.S66 al system-, t ca IlUnikCiof clizmy

the answers they give. to amhig- thc:!., rule of women' s i nee UOUS .situations-, and the cubsfor -they suggest.

Totalitarianisms extend the-scope i At fiist thegovern of politics far beyond the usual to include almost all aspects of verYeasy.toObtai0... life, ernment fGlt-changeS

All the insiilutions in a society alir.Ost are relc2tcd; because of this infer- 1917,..Theear1 y relatiow,hip, a change in one to Or....akenthe tution isliLely to affect other in- y o (Changes in the and are reflected in other instituil(,ns and ch,,mgc,in other institutinw the Soviet-go are rcf-leried in the family,) pu ivies rind `mcidr',chin di once mare, The

.. Family structure maymake, l .about in.part betaus difficult. in the, birthratej,T Iheleaders :family more respons 1 sobjaTi-461 36i

tarianisns extend thc scope C, The Soviet government extends its -control

iticsHfar beyond the usual . over all-aspectsorthesocial`system. lude almost all pc:'c :ts -L. .

1. As Was seen earlier, the government has it terfexed with chorehe in .the Soviet (Joint and has used education EP.;a tool for main

r 1'-ii;I:1 c,;1 , taining coOrol.

gies are importanfor the 2, Ihe Soviet goverm,eni.ha!: ,e0opted differing nre they giVe to the n.J.ilicif...toward the fomily and hiis, brought. conomic and social system, about a number of chungcs in the famIly and swers they give.,. to amhig the:role of women since IsariSt clay's. ituations, and cues for s es they :sUggest

tariani'sms extend the sCorie a, At first thcl government followed Maixic. itics far beyond the Usual abont thr, fr:Imily and mDde divorce Jude alMost all aspects of very eas y to obtain. The new Soviet c-),, ernment fLit changes were so imporlani: that they ir,.enf(d decrees on the family lastt ist: ionsi n soc (41ty In sst. imuer.ilDiely when they seized pow..1 U1 t- , of this ihten- in 1917, the.early Soviet governmcni p , ch:3rrctC in Qne. wished to wr:r1k,.:n.the sirength of thy fow, 11.hely ,to affect otherin--.. ily es a po,,sihic foLt: for conservatism (Changes in,the and opposition to the new regime. .:,1.1-ected in other,,Instituri:ion in other" instltytio:,:: Later, thei. Sovict government shifted its family;,) pol 'cies andrw.-Idc-d i vorce more difficult once More. The chonges were brought structuremai.ymake ,chailgeH: about in part because of a great decline in the birth rate .&rising juvenile delin quency, 'I he leaders wished to make the family more responsible for providing ap propriate's0,,:ialization into norms of so' -362-

1. Review with pupils the meaning of the term totalitarianism. Point out that so far they have seen how thegovernment controls the economic as well as the political system. As they studied the political system, they also learned ways in which the government extended its control over other social institutions in order to maintain itspo:gr. Ask: What institutions were these?How did the 9overn- mcnt use them? How does the government control over thr,-:e institutions compare with government control over similar institutions in this country?

Rchlind pupils of Marx's comments about the family in The "Teacher's SUE Manifesto. Now read a quotation from Lenin on the U.S.S. silowing his oififilik. Ask: What kinds of family his do yt. I think the Soviets might have passed when they first to power.?

"3. Hove a pupil give a report: on "The Soviet Family." He Fairly diffic shohld describe the early family laws, reasons fz,r them, useful source ch:;ges, and some of the reasons for the chancns and Geiger, e and the shift toward easier divorce once more in recx,nt PP. 53j-54b; ycm-s. He should also describe ways in which the present- formation Of

(.1,1 family differs from families in Tsarist Russia, PP. . Also fairly d Discuss: How don', ti: Soviet family compare with f:. i1ies useful refer ih the U.S.? flow has the Soviet government tricd to coo- cent ch6ngs

tiol rhc family for its own aim1,2 Morton, gilds. pp. TOLut fair erences ;pelt et,a1.,.The t and p How the sovi

Soy. Citizen ith pupils the meaning of the term totalitatiao- it out that so far they have seen how the govern- rols the economic as well as the political system. tudied the political systen, they also learned rich the government extended its control over ial institutions in order to maintain its peeg.r. t institutions were these? How did the clovcrn- them? How does the government control over thi:e ons compare with government control over similar onsin this country?

}ails of Marx's comments abort the family in The "Teacher's Supplement to Unit Manifesto. Now read a quotation from Lenin--- on the U.S.S.R." I's latitude. Ask: What kinds of family lals do the Soviets might have passed when they first ower?

Jpil give a report on "The Soviet Family." He Fairly difficult though-very eeribe the early family laws, reasons fc,r them, useful sources are: inkeles ,nges, and some of the reasons for the &canoes and Geiger, eds., Sov. Sociel toward easier divorce once more in recent PP. 53'-540;Black,W7,-17gi He should also describe ways in which the present- forliv-tion of Russian Society ly differs from families in Isarist Russia. pp. 4--:.,-/159. Also fairly difficult but a How does the Soviet family compare vii.th feHliesuseful reference on very re- ,S.? How has the Soviet government tried to eon- cer.,t cheilesis Juviler and family for its own aims? Morton, ed5., Soviet Policy- Ciei:ira, pp, 51753. ter us fairly difficult ref erences include, Fitzsimmons ei,a1., TheU.S1S.R., ch. 4 p) et.al. How the Soviet System Works, i p. 1 '41,-127; Inketes and. Bau Soy. Citizens, chs, 8-9; -363-

- cletowever,. m the provided for more: cow a;e11(;,:, for social f.-.:ut:J in this country,

c.'Fz1:-Alv life isinflue vii ,Jolicies concern nurseries, :y ac.tivities for parent by direct legislation

G. FaMilies in different cultures The f3mily in the Sov

have different functiOns. varile, smaller, i functions may vary over time and tiori of the ar from group to group Within a sor'. thc11.1 did the far ciety.

The structure of __the family varies from society. to. society and from one group .to anothermithimany sor ciety.

TOtalitarianisms extend the scope of politics far beyond the .usual toinclude almost all aspects of

. Totalitarian isms may seek to alter thecontentof-the arts to ysetherw_ for the'propogandistic "arid symbolic pOtpoSes Of thetotalitarian . polft7. icalsyste6.

..The Sov.iet drastic chary h t -36

cicty. However, the government still provided for more covernment controlled a;enci,:s for socialization than are 1.-JL4;1J in this country.

Fcc..!iv life is influenced greatly by So vv.!: policies concerning work, wages, ed- u:ation, nurseries, youth activities, aGtivities for parents, etc, as well as by direct legislation related to families.

Os indifferent cultures d. The f3mily in the Soviet. Union is less ifferent functions. Family varih'ole, smaller, lssunder the domina- opsmay, vary over time and tion of the f.:;-.er, and hPs fewer func- ]roup to group within a so- tis thin did the families in Tsariat Ru,sia. tructUte of ;the family varies society to society and from roup to another within any so-

itarianisms.extend the-scope litics far beyond the usual. elude almost.all:asPects of itarianisms may seek to alter ontent of the arts to use them . he propOgandistic and symbolic thetotalitarlan.polit7 System.:

e. The SWet cove.!'-171,:nt has :brbught about a drastic change intile; role of women. -3614-

Mace.and Ma Less diffic clud ti-)rto Op, 76-86; You Were Bo pp. 16-17, Focus, ch. t:.(ra of Co Schtes

Com7.r. ism, Fischer,

4. Read aloud a Soviet love poem which illustrates how the 1nice...les and Soviets tried to make love subordinate to the purposes Soviet of the state: Then read aloud parts of a love poem which 6'670 was attacked because it was too moody and so provided (poem in co negative influences on youth. Read excerpts from this (atticks on attack. Discuss: What do these illustrations suggest about the attitude of the Soviet government toward love and the family?

5. Tell pupils about the Soviet boast that they have raised Mehlincier, a!! women to a position_ of equality with men. Ask: Have YuWw. -3614-

Mace and Mace, Soviet Family, Less difficult readingsin- clud-i-i:-ton, Only in Russia, pp, 76-86; Goddriii]nc1-7,Tr You Were Born in Russia, pp. MIT 107-11T; Berman, Focus, ch. k; Swearingen, VIFfll'ofComn-In_rm, pp. 123- 744; Schre-ir,and Blustain Co-riTuris-1, Reupion in Moscow.

loud a Soviet love poem which illustrates how the Ink "ies and Geiger; eds., s tried to make love suboHinate to the purposes Soviet pp. 542 (poem state; Then read aloud parts of a love poem whichTtliZ.aIof col 1.),co. 543 :tacked because it was too moody and so provided (poem in column 2), p. 544 ve influences on youth. Read excerpts from this (attacks on second poem). Discuss: What do these illustrations suggest the attitude of the Soviet government toward love le family?

pupils about the Soviet boast that they have raised Mehlinger, Communism in Theor to a position of equality with men. Ask: Have Eo.d pp. 111-117; - 365 -

G. Ideologies are important for the 3. The Soviet Union has bee structure they give to the polit- about complete complian ical, economic and social systems, behavior it has tried t. the answers they give to ambiguous the crimeless society w situations, and the cues to respons- to develop. Nevertheles es they suggest, establishing this ideal behavior of many youths. G. No country lives up completely to viet government decries its ideology. its own actions have pr to them. -3u5-

logies are important for the 3. The Soviet Union has been unable to bring cture they give to the polit- about complete compliance with the ideal

, economic and social systems, behavior it has tried to achieve or, with answers they give to ambiguous the crimeless society which Marxists expect ations, and the cues to respons- to develop. Nevertheless, the propaganda hey suggest. establishing this ideal has affected the behavior of many youths. Although the So- ountry lives up completely to viet government decries the crime rates, ideology. its own actions have probably contributed to them. you found any evidence to support or contradict this M. Fischer, boast? ch. 10; Manc amined, ch. No., have a pupil report on !'The Role of Women in Soviet Readings in cociety." The pupil should discw's changes in the woman'spp. 394-9S; role sincc Tsarist days, the proportion of women incer- tain occupations, including heavy physical labor, the Union,i reasons for so many working at such hard labor, and

changes taring place today. (Be sure to relate role to ication in I the population sex ratio.) 17v7:777.15 tore in the nimai,71R

Have pupils read a description of the ideal behavior of Holt and Tut youth as indicated by Soviet leaders and press. Or read pp. 168-71; aloud such u descrip ion. Discuss: How is the ideal af- formation o1 fected by Marxian lo.:ology? by the interests of those who P1576-237567 rule the U.S.S.R.?How does it compare with the ideal behavior suggested by American leaders and press? Do all Are :ican youth live up to the ideal for American youth? Would you expect all Soviet youth to live up to the ideal held up to them?

7. Now have a group of students role-play a group of Soviet Holt and Tut youth who are close friends and willing to speak their ch. 7; San! minds to each other. They should discuss a speech which ch. 7; Schwi they have just heard about the ideal Soviet youth or of Communise Soviety man and how well they think Soviet youth as a group live up to this ideal.

Or have a student pretend he is a reporter from the U.S. sending home a news account of how well Soviet youth live up to this ideal. Or he might pretend to be a Soviet leader writing an article or speech criticizing Soviet ound any evidence to support or contradict this M. Fischer, Reunion in Moscow, ch. 10; Mandel, Russia Re-examined, ch. 10; Stavrianos, ave a pupil report on !'The Role of Women in Soviet Reidln2sin_Vorld History, ty." The pupil should discuss changes in the womn'spp. 394-98; FlorskyTidm since. Tscirist days, the proportion of women in cer- Encycl. of Russia and the Soy. occupations, including heavy physical labor, the Wrion, pp. 1-67-a8, nsfor so many working at such hard labor, and FURS-trips: jrzus24and_Commun es taising place today. (Be sure to relate role to ication in theSoV: Unton, opulation sex ratio.) 3-.V71.., frames 7"0,7111Ertcul- ture in the_SoyUnion, S.V.Y. 'Frames 5, /0-21-- 40. pupils read a description of the ideal behavior of Holt and Turner, Sov. Union as indicated by Soviet leaders and press. Or read pp. 168-71;Enacica771757s- such a descrip ion. Discuss: How is the ideal af- formation of Russian SoTiaT, d by Marxian l000logy? by the interests of those who pp.t25-3E the U.S.S,R.? How does it compare with the ideal be- r suggested by American leaders and press? Do all can youth live up to the ideal for American youth? you expect: all Soviet youth to live up to the ideal ip to them?

ave a group of students role-play a group of Soviet Holt and Turner, Soy. Union, who are close friends and willing to speak their ch. 7; Salisbury,-177:70-6n, to each other. They should discuss a speech which ch. 7; Schwartz, tETTAITT lave just heard about the ideal Soviet youth or of Communism, pp. TTU.71-T77 ty man and how well they think Soviet youth as a live up to this ideal. ye a student pretend he is a reporter fromthe U.S. ng home a news account of how well Sovietyouth live this ideal. Or he might pretend to be a Soviet r writing an article or speechcriticizing Soviet -367-

S. Checks on bias andcompetency of authors.

G. No country livesup completely to its ideology.

A. SCEPTICISM 3F SINGLE- FACTOR' THEORIES OF CAUSATION IN THE SOCIAL SCIENCES AND EQUAL SCEPTICISMOF PANACEAS. -368-

yo, . ho do not live up to the ideal.Ditto the stu-, dent., 0,Licle and have the class read and discuss it.

O. As!. What is the Marxian explanation of crime? If one a good Marxist, what would one expect b have happen to the crime and juvenile delinquency rate in the Soviet Union alter capitalism was abolished?Why would one expect youth to live up to the ideal set up for them?

Have a group of students present a panel on Crime and Swearer and Juvenile Delinquency in the Soviet Union. Be sure pu- Contemporar pils c ipare descriptions by foreigners and descriptions 152-153, 15 found hi the Soviet press or in speeches by Soviet Communism

leaders. Do Soviet sources agree or disagree with for- tire, pp. 1 eign comments on the subject?Discuss the bias and com- New Russia, pctency of foreign sources. What indication can be found and Geiger in Soviet decrees since Stalin's death that Soviet lead- 626-29; Lip ers are concerned about delinquency and crime? Discuss: eds., Sociol How successful do yoU think the Soviets have been in de- of a Decade veloping a society in which behavior conforms to the i- deal behavior which Marx expected would develop during the stage after capitalism was overthrown? to the ideal behavior established by Soviet leaders?

9. Have a pupil review the causes of crime as seen by Ameri- can criminologis%s for American delinquency and crime. He should be sure to discuss the view that one factor is the disregard by parents for some laws which they think unim- portant, and the effect of this behavior upon their children's attitudes toward law. Now discuss: What factors brought about by actions of the Soviet goverment may have contributed to the delinquency rates in the Soviet Union? -368-

'ho do not live up to the ideal.' Ditto the stu-

; Licle and .have the class read and discuss it. hat is the Marxian explanation of crime? If one good Hcrxist, what would one expect b have hap- to the crime and juvenile delinquency rate in the Union aster capitalism was abolished?Why would ,ect youth to live up to the ideal set up for

group of students present a panel on Crime and Swearer and Longacker, eds., le Delinquency in the Soviet Union. Be sure pu- Contemporary Communism, pp. ipare descriptions by foreigners and descriptions 152-153, 156-157; Mehlinger, in the Soviet press or in speeches by Soviet Communism in Theory and Prac- 1. Do Soviet sources agree or disagree with for- t_tcej,-pp,_12l-l29; Salisbury, omments on the subject? Discuss the Has and corn- New_Russia,' ch,.. 2;inkeles y of f--)reign sources. What indication can be found and Geiger, Sov.-Society., pp. iet decrees since Stalin's death that Soviet lead - 626-29; Lipset ;e concerned about delinquency and crime? Discuss: eds., Sociology, The Pro res,- ccessful do you think the Soviets have been in de- of a Decade, pp. 5 0. ng a society in which behavior conforms to the i- ehavior which Marx expected would develop during age after capitalism was overthrown? to the ideal or established by. Soviet leaders?

pupil review the causes of crime as seen by Ameri- iminologists for American delinquency and crime. He be sure to discuss the view that one factor is the and by parents for some laws which they think unim- t, and the effect of this behavior upon their chil- attitudes toward law. Now discuss: What factors t about by actions of the Soviet goverment may have buted to the delinquency rates in the Soviet Union? -369-

S. Generalizes from data 4. By its policies-toward wages wards for work, the Soviet go brought about a new alignment classes.

a.The U.S.S.R. is a highly s ciety rather than the alas which Marx predicted would socialism.

G. Social scientists set up classifi- 1) Social scientists class cations to suit their purposes; ferently depending upon the use of different criteria re- which they use. sult in different classifications. a) They m-ly try to cln; the basis of social such size of incr ing, place of work, scientists group cl Russia as workers, telligentsid, Anat . cial scientists have tion to income, occ session of power an group and rank the ten classes: rulin intelligentsia, gen sia, working clasr. collar; well-to-du wc,kers, average pe aged workers, and f

b) They may try to cla terms of psychologi an the basis of cla people feel they be -369-

s from data 4. By its policies toward wages and otherre- wards for work, the Soviet government has brought about a new alignment of social classes.

a.The U.S.S.R.is a'highly stratified society rather than the classless society which Marx predicted would come under socialism.

entists set up classifi- 1) Social scientists classify people dif- suit their purposes; ferently dcpending upon the criteria different criteria re- which they use. 'fferent classifications. a) They mil!' try to cln:,3ify people on the basis of sociological criteria such as size of income, type of housing, place of work, etc. Some social scientists group classes in Soviet Russia as workers, peasants, and in- telligentsla, Another group of social scientists have paid more attention to ncome, occupation, and pos- session of power and authority to group and rank the Soviet people into ten classes: ruling elite, superior intelligentsia, general inielligent-. sia, working clew aristocracy, white collar; well-to-.du peasants, averor wm.kers, average peasants, disadvw,l- aged workers, and forced labor.

b) They may try to classify people in terms of psychological criteria or on the basis of classes to which people feel, they belong. 10, 1, Wh;ft didHJr,,say would happen to classes in the ,G o the dictatorship of the proletariat?What did hc ihink we' have to happen before the stage of communism reached? From what you have studied so far, do y()L, think this goal has been achieved under the Soviet government? What actions of the government have contributed to Orvelepment of classes? How do these clacses differ Lhosein.Tsarist Russia?

11. Rer aloud or show people several different systems for clossifying people according to. closses. Why do they differ? (Note importance of criteria used Review what pupils have learned earlier about bases for classifying papule by classes.)

Now h?vo pupils look dt seveidl classifications of e.g. See Ho the pcople of the U.S.S.R. Which criteria seem to have paper to th been used in each?Which classification do pupils find inkeles and most helpful? Soviet Soci -370-

If did Mot- say would happen to classes in the the dictatorship of the proletariat?What did lk wo have to happen before the stage of com-

, reached? From what you have studied so ) voo think this goal has been achieved under the government? What actions of the government have )uted to Otvelepment of classes? How do these differ om Lhose in Tsarist Russia?

loud or show people several different systems for -ying people according to closses. Why do they

? (note importance of criteria used. Review what have learned earlier about bases for classifying by classes.)

,n pupils look at several classifications of e.g. See Holt in background vie of the U.S.S.R. Which criteria seem to have paper to this unit. See tied in each? Which classification do pupils find Inkeles and Geiger, eds., 1pful? Soviet Society., p. 560. -371-

G. Whenever things valued by a so- 2) Regardless of ho ciety are scarce, there will be classify people, differentiated access to and con- itis obvious th trol of these valued and scarce differences whet things by sub-groups within the logical criteria society. class consciousn

G. Class membership has certain effects on life and behavior; that is,it carries with it certain class correlates.

G. Control of one or a few scarce things may enable the group to get control of other scarce things and thus pyramid their control or power.

G. Societies differ in the relative number of ascribed and achieved stratuses they provide and the relative emphasis upon each.

G. The amount of class conflict is re- b. Despite stratificat lated to the degree of difference class conflict alth among classes, the degree of verti- hostility between c cal mobility possible, and the degree to which propaganda is used to arouse class .conflict.

G. Industrialization usually leads to 1) Studies have sho greater vertical mobility. degree of hostil

G. The more widespread the system of 2) The lack of seri education the greater the vertical sults in part fr mobility. vertical mobilit ideology which m play down the id in this stage of -371-

-never things valued by a so- 2) Regardless of howsocial scientists ty are scarce, there will be classify people, in the SovietUnion, cerentiated access to andcon- itis obvious that thereare great 1 of these valued and scarce differences whether measured bysocio igs by sub-groups within the logical criteria or by the degreeof iety. class consciousnessamong the people. ,s membership has certain ef- ts on life and behavior; that it carries with it certain ,s correlates.

..rol of one or a few scarce gs may enable the group to get :rol of other scarce things and pyramid their control or pow- ieties differ in the relative er of ascribed and achieved tuses they provide and the tive emphasis upon each.

amount of class conflict is re- b. Despite stratification there is little d to the degree of difference class conflict although there is some g classes, the degree of vert/-- hostility between classes. mobility possible, and the de- to which propaganda is used to ise class conflict.

strialization usually leads to 1) Studies have shown a certain limited ter vertical mobility. degree of hostility between classes.

more widespread the system of 2) The lack of serious class conflict re ration the greater the vertical sults in part from the high degree of vertical mobility and from the Marxia ideology which makes it important to play down the idea of class conflict in this stage of society. -372-

12. Hay( a nroup of students present a panel discussionon Schwartz, Red ", ti. Fe real. differences between classes in Soviet 29 (on situat Russia?" Afterwards, discuss: What does the evidence Thayer, Buss; show about the accuracy of Marx's predictions about what Schwartz, Man would happen to classes? How does the class system in nism, ch. IT the Soviet Union compare with that in Tsarist Russia? TITEF Elite of June 16, 1961

Review the meaning of vertical mobility. Discuss: From A reference 1

what you have read so far, do you think there is little be found in I or a great deal of vertical mobility in the Soviet 'Ilion. Sov. Society How do s the mobility compare with that in Tsarist Russia? In the U.S.? What factors have promoted mobility?

Would you expect more or less class conflict in a society with high vertical mobility? Why? Discuss: What other factors might hinder the development of class conflict in the Soviet Union? -372-

,coup of students present a panel discussion on Schwartz, Red Phoenix, pp. 27- e real differences between classes in Soviet 29 (on situation in 1952). Afterwards, discuss: What does the evidence Thayer, Russia, ch. 6. ut the accuracy of Marx's predictions about what Schwartz, Many Faces of Connu- ppen to classes?How does the class system in nism, ch. i3 et Union compare with that in Tsarist Russia? l'The Elite of Russia;' June 16, 1961.

:he meaning of vertical mobility. Discuss: From A reference for the teacher car

I have read so far, do you think there is little be found in Inkeles and Geiger, at deal of vertical mobility in the Soviet Union. Sov. Society, p.552. the mobility compare with that in Tsarist Russia? J.S.? What factors have promoted mobility?

:au expect more or less classconflict in a society 3h vertical mobility?Why? Discuss: What other might hinder the development of class conflict in iet Union? -373-

G. Those who benefit the most from the c. Since the upper clas stratification system are most like- est support for the ly to accept it and most likely to government is not to oppose change. action to abolish so have led to class di the government did tials after Stalin's

G. Totalitarianisms extend the scope 5. The Soviet government h of politics far beyond the usual some of the basic, valu to include almost all aspects of characteristics of Sovi life. to provide greater supp programs. It has also G. In different societies or in dif- some of the existing va ferent groups in any one society, characteristics to furt some emotions and sentiments are strongly repressed; others are encouraged. As a result any one group has a modal personality or personalities among its adults,

G. Although culture is always changing, certain parts or elements nay persist over long periods of time.

G. Changes in one aspect of a culture will have effects on other aspects; changes will ramify whether they are technological, in soc!al organization, in ideology, or whatever else is a part of the cultural system. -373- ise who benefit the most from the c. Since the upper classes provide the gree ratification system are most like- est support for the regime, the Soviet to accept it and most likely to government is not too likely to take str, lose change. action to abolish some of the bases whit have led to class differences. However, the government did reduce wage differen. tials after Stalin's death.

alitarianisms extend the scope 5. The Soviet government has tried to change politics far beyond the usual some of the basic, values beliefs, and include almost all aspects of characteristics of Soviet citizens in order e. to provide greater support for some of its programs. It has also tried to make use of different societies or in dif- some of the existing values and beliefs and ent groups in any one society, characteristics to further its ends. e emotions and sentiments are ongly repressed; others are en- raged. As a refult any one up has a modal personality or sonalities among its adults. hough culture is always changing, tain parts or elements nay per- t over long periods of time. nges in one aspect of a culture

I have effects on other aspects; nges will ramify whether they are hnological, in soc'al organization, ideology, or whatever else is a t of the cultural system. -371+-

13, Now go back to one of the lists and rankings of classes. A discussio Ask: Which of these: classes provides the largest numbers of support of people in important positions in the government and the attitud Communist Party? Which do you think provides the great- be found in est support for the regime? Given this data, how likely Sov. Soviet, do you think itis that the Soviet government will take nacher's action to abolish class differences? Unit on the wage change Give the class data on action to reduce wage differences under Khrushchev. Discuss: Do you think that such action is enough to lead to a classless society in the So- viet Union? Do you think the government could get rid of classes just by giving everyone equal money incomes? Why or why not?

4. Have a group of good students present a panel discussion Mandel, Rus on "The Values, Beliefs, and Characteristics of the SovktPP. 71-7 People: Change and Persistence from Tsarist Days," Russians As inkeles and Discuss: What has the Soviet government tried to change? Society, p How successful has it been?What values, beliefs, and Soy. Attit characteristics has tha Soviet Government tried to use pp. 28, 31 to build support for its programs ?.How successful has it Fitzsimmon been? How do the values, beliefs, and characteristics of chs, 15-16; the people affect all aspects of the social, economic andThe Soviet political systems? the teache read Black of Russ. S back to one of the lists and rankings of classes. A discussion of the important hic.h of these classes provides the largest numbers of support for the regime ant le in important positions in the government and the attitude of governmentc; st Party?Which do you think provides the great- be found in inketes and GOT port for the regime? Given this data, how likely Sov. Society, pp. 572-73. think it is that the Soviet government will take Tacher's Supplement to the to abolish class differences? Unit on the U.S.S.R." (Data wage changes.) e class data on action to reduce wage differences hrushchev. Discuss: Do you think that such ac- enough to lead to a classless society in the So- ion? Do you think the government could get rid ses just by giving everyone equal money incomes? why not?

group cf good students present a panel discussion Mandel, Russia Values, Beliefs, and Characteristics of the Sov it 71n718rIg7 Change and Persistence from Tsarist Days." ssi:sAs29plech Inkelesand Gager, eds., So

: What has the Soviet government tried to change? Society, pp. 607-619; ccessful has it been?What values, beliefs, and Sov. Attitudes Toward Author teristics has the Soviet Government tried to use 1-51.5711E71-57:3.8-F Id support for its programs? How successful has it Fitzsimmons, et.al., U.S.S.R How do the values, beliefs, and characteristics of chs. 15-16; Bauer, et7ETTR6 .ple affect all aspects of the social, economic andThe Soviet System Works, cE7 cal systems? The teacher may also wish to read Black, ed., Transformat of Russ. Soc., pp. 635-652. SUGGESTIONS FOR STUDYING THE SOVIET ECONOMY*

Rufus Logan

A study of the Soviet economy should be the government of Russia presented by a study and understanding of stood in order to apprec two basic concepts: -1. The Communist "commander" isin Soviet Coory of Karl Marx and 2. The three types of Russia's economic res conomic systems as presented by The amount of time which ihroner, especially the command and to this background study ket types. Students of the Soviet the knowledge of the stu c unomy should be able to make two com- pose of the course. porisons: the first, how does the present Sfiviet swiem compare with the aims of The two most importa tl oretici,1 Communism: and second, how does should be studied.in ord it compare with our American system? For standing of the Soviet e the former, a knowledge of the Communist opinion, how the Soviet theories of values, wages, surplus value, four basic problems of e capital accumulation, and the class Soviet economy in operat struggle is essential, and for the latter, an understanding of the market economy represented by the United States and the The Introduction to the command economy as represented by Soviet Russia is essential. This can be brief or ing upon one's preferenc It is particularly important that the materials separately as teacher be well informed rn these concepts including it with approp in order to properly direct the students matter. Whether treated in their study and discussions. The to the course or conside teacher should also be informed on demo- cepts to be studied are cratic socialism as practiced in England economic planning, physi and certain other countries. The relation- value concepts, and econ s'hip of the Communist party i Russia and A word on each isin ord

k Written during the summer of 1964. SUGGESTIONS FOR STUDYING THE SOVIET ECONOMY*

Rufus Logan

y of the Soviet economy should be the government of Russia should be under- by a study and understanding of stood in order to appreciate who the concepts; I. The Communist "commander" isin Soviet Russia. A knowledc Karl Marx and 2. The three types of Russia's economic resources is necessary. c systems as presented by The amot,nt of time which should be allocate( , especially the command and to this background study will depend upon .es. Students of the Soviet the knowledge of the students and the pur- ould be able to make two com- pose of the course. the first, how does the present lem compare with the aims of The two most important topics which 1 Communism: and second, how does should be studied in order to gain an under- with our American system? For standing of the Soviet economy are, in my a knowledge of the Communist opinion, how the Soviet economy solves the f values, wages, surplus value, four basic problems of economics and the .cumulation, and the class Soviet economy in operation. s essential, and for the latter, ending of the market economy as d by the United States and the The Introduction to the Soviet Economy .onomy as represented by Soviet essential. This can be brief or thorough, depending upon one's preference on treating the particularly important that the mateTials separately as an introduction or well informed r'n these concepts including it with appropriate subject to properly direct the students matter. Whether treated as an introduction study and discussions. The to the course or considered later, the con- hould also be informed on demo- cepts to be studied are Russia's goals, (ialism as practiced in England economic planning, physical concepts vs. in other countries. The relation- value concepts, and economic measurements. he Communist party in Russia and A word on each isin order:

during the summer of 1964. What are the ec ic goals of Soviet the non-cooperative att Russia? These can t.summed up under the farmer, prior attention three broad areas of economic growth, in- and thinking that the s dustrialization, and improved agriculture be used in agriculture, output. The reasons for each of these on state farms, collect three should be clear. If Russia can grow plots and the failure o economically at a faster rate than the United Stations (MIS). Ch;:mge States, it should win adherents to the introduced are a new system. Russia needs to concentrate on a new accounting system heavy industries such as the production expendit;J:es ant' of factories, machinery, and equipment if MTS, changing coil. it is to produce a greater amount of goods employing mc,dern farmin, and services, so sorely needed. Russia has heavy concentration or r been less successfulin its agricultural of chemical fertilizers program. Thisis not only an embarrassment to Russian leaders;it also demonstrates The heart of the Ru, weaknesses in the Russian system. What are omit planning. Plannin the reasons for this failure?W.W. Rostow's of the Russian economy monograph, "Marx was a City Boy" is of associated with Russia interest to this point. politically dangerous f any economic planning Russ:la's agricultural failure has been system even though it m so well publicized by its recent foreign At the head of planning purchases of wheat and other products that State Planning Committe an examination of some of the reasons for is similar to a ministr the failure together with the corrective of the USSR Council of policies which they are attempting to in- Below this are two sepa troduce should be of interest. The vital organizations: regiona shortcoming has been Russia's inability to Under either of these a increase satisfactorily the product per in the working enterpri man-hour and per acre. On the Soviet farms, factories, mines collective farm it requires on the average stations. 7.3 times as many man hours to produce a bus.hel of grain as it doeson American Russia's current se farms. 1965) will soon need to new plan which isin pr Some of the reasons for failure are: to Soviet statements, t t are the economic goals of Soviet the non-cooperative attitude of the peasant These can be summed up under the farmer, prior attention given to industry road areas of economic growth,in- and thinking that the same techniques could lization, and improved agriculture be used in agriculture, conflicting approach The reasons for each of these on state farms, collective farms and private nould be :Jeer. If Russia can grow plots and the failure of Machine Tractor ally at a faster rate than the United Stations (MTS). (.,,hnges currently being it should win adherents to the introduced are: a new procurement system, Russia needs to concentrate on a new accounting sysi:c:m employing ruble idustries such as the production expenditu.-es anc'iec:E:ir.ts eliminating the dries, machinery, and equipment if MTS, changing arum collctive to state farms ) produce a greater amount of goods employing mciern farming techniques with vices, so sorely needed. Russia has heavy concentration en manufacture and use s successful in its agricultural of chemical fertilizers. Thisis not only an embarrassment an leaders;it also demonstrates The heart of the Russian system is econ- ,es in the Russian system. What are omic planning. Planning is so much a part ions for this failure?W.W. Rostow's of the Russian economy and itis so much h, "Marx was a City Boy" is of associated with Russia that itis almost t to this point. politically dangerous for people to advocate any economic planning in a free market ia's agricultural failure has been system even though it might well be needed. pub i icized by its recent foreign At the head of planning in Russia is The s of wheat and other products that State Planning Committee (Gosplan). This Illation of some of the reasons for is similar to a ministry and forms a part ure together with the corrective of the USSR Council of Ministers (Cabinet). which they are attempting to in- Below this are two separate lines of plannin should be of interest. The vital organizations: regional and functional. ing has been Russia's inability to Under either of these are the planning units satisfactorily the product per in the working enterprises such as state and per acre. On the Soviet farms, factories, mines, and machine tractor ve farm it requires on the average stations. s as many man hours to produce a f grain it does on American Russia's current seven-year,plan (19' 1965) will soon need to be replaced by a new plan which isin preparation. Accordinc f the reasons for failure are: to Soviet statements, two more five-year will be nreded to overtake and of percentage of Increase, should be noted that increasing output from 25 to he i t owns all natural re- million to 50 million repres

, on,' o'llarge-sc,.,le industrial of 100. per cent in bothi'case ipmnt, ,,es the first leguisite to would require a greater effo of planning. Although the emphasis former. in thi!, course is on economic planning, the planning in Russia is !o complete cover- National income data fig - frig public health, education, recreation, at differently by-various co a;d so forth that Russia uses the term therefore may not be compara

(, ial and Economic Planning. values stated in rubles into in dollarsis meaningful onl ih 111-c: of economic planning in the stands the rate of exchange `oviet Ur hoc. been summarized force often have various rates of oily a,.i-Ilowc. "In short, the Soviet can be used. is- cjigantic, comprehensive 'nt that attempts, to govern the econ- In general, the first ob ,. .c a..tivities and interrelationships of be to introduce to the stude persons and institutions in the USSR, economic concepts and goals wrii as the economic relations of the the structural organization ''th other countries."1 institutions of the Soviet e

o measures its output mainlyin physici:, i units, but in most cases in How the Soviet Economy Solve

monetary values, as wel 1 , for the purposes Economic FT-661-67s of tomparisons. Speaking in terms of physical output or value output can be con- In a command economy sep f-ing'and Russia in releiy:ing output data into micro and macro is not. Will use that measure which puts its accom except that.it suggests the plishments in a better light. cluded. It goes without say the :government-whichjnakes t Russian output is often stated in terms each of the-lour categories.

1Harry Schwartz, Russia's Soviet Econotia. Prentice - Hall, 1958777-76.' rqeded to overtake and sur- of percentage of increase. Moving from an should be noted that increasing output from 25 to 50 it owns all natural re- or from 25 million to 50 million representsan increase large-sc,Oe industrial of 100 per cent in bothcases, yet the latter ,pcs the first scquisite to would require a greater effort thanthe wiling. Although the emphasis former. seis on economic planning, in Russia is complete cover- National income data figuresare arrived ealth, education, recreation, at differently by various countries, and that Russia uses the term therefore may not be comparable. Translating conomic Planning. values stated in rubles into values stated in dollarsis meaningful only whenone under- tc of economic planning in the stands the rate of exchange used. Countries ho,. been summarized force- often have various rates of exchange that lows "In short, the Soviet can be used. ) is gigantic, comprehensive J attempts to govern the econ- In general, the first objective should ies and interrelationships of be to introduce to the stujents the basic and institutions in the USSR, economic concepts and goals together with he economic relations of the the structural organization of the economic hci ccuntries."1 institutions of the Soviet economy. c:asures its output mainly in ts, but in most cases in How Solves the Four Basic ues, as well, for the purposes economic 15175 ems ns. Speaking in terms of put or value output can be con- In a command economy separating economics ussia in relee-ing output data into micro and macro is not so meaningful t measure which puts its accom- except that it suggest:- the materials in- n a better1 ight. cluded. It goes without saying that It is the government which makes the decisions in output is often stated in terms each of the four categories. Questions to

Schwartz, Russia's Soviet Prentice-Ha TT7797871776. be asked then are: Why do they make the consumers. Is this forcin decisions they make?How do they pro- seek world peace--to spend pose to accomplish the objective? Do military, to curtail expen they make economic sense, or are econ- to the moon in order to pr omic decisions made for non-economic the consumers today? reasons? Russia admits lack of A. What to Produce cultural output. The fore quired to import food canna Why has Russia decided to produce so import other needed produc much industrial equipment when there seems clear that many of the ques to be such need for consumer goods? With ments above should afford insufficient resources, Russia cannot have to teach many significant an unlimited amount of both consumer and will demonstrate the differ producer goods. Economic growth cannot Soviet economy witl that o be accomplished without it costing some- or market economy in decidi thing. If a decision has been made to produce. duce more consumer goods and services to- morrow, it will have to be at the cost of if a command economy h less consumer satisfaction today. duce more consumer goods, t gates for still more decis Neither can Russia have an unlimited be made. What specific co amount of both guns and butter. Russia be produced? If itis mor must decide what to her is the more im- colors, sizes, styles or q portant. If economic growth, or a strong will need shoes and find t army, or being the first to get to the stores will find only such moon tops the list of values, then current agency of government decid consumption must suffer. wear. At best someone in t cided what they think thei To what extent is a government capable Indeed, the government may of restricting consumption without encour- leather jackets are needed aging dissatisfaction and revolt? Has the and since they may lack su' government been currently forced to supply to make both jackets and s a greater amount of consumer goods by the cated the leather to firms pressure from a restive people? Stalin Should their estimate turn needed forced labor camps and mass exe- it will take time to corre cutions. Krushchev promises more for the In the meantime, there wil1 then are: Why do they make the consumers. Is this forcing Krushchev to they make?How do they pro- seek world peace--to spend less for the ccomplish the objective? Do military, to curtail expenditures for getting economic sense, or are econ- to the moon in order to provide more for sions made for non-economic the consumers today?

Russia admits lack of progress in agri- What to Produce cultural output. The foreign exchange re- quired to import food cannot be used to has Russia decided to produce so import other needed products. It should be stria] equipment when there seems clear that many of the questions and state- h need for consumer goods?With ments above should afford the opportunity ent resources, Russia cannot have to teach many significant concepts which ted amount of bdth consumer and will demonstrate the differences in the goods. Economic growth cannot Soviet economy with that of our capitalistic lished without it costing some- or market economy in deciding what to pro- f a decision has been made to produce. consumer goods and services to- t will have to be at the cost of If a command economy has decided to pro- umer satisfaction today. duce more consumer goods. this opens the flood gates for still more decisions that need to er can Russia have an unlimited be made. What specific consumer goods should both guns and butter. Russia be produced? If it is more shoes, then what de what to heris the more colors, sizes, styles or quality? Those who If economic growth, or a strong will need shoes and find them available in being the first to get to the stores will find only such shoes which an the list of values, then current agency of government decided the people should on must suffer. wear. At best someone in the government decided what they think their people will want. at extentis a government capable Indeed, the gove nnent may have decided that cting consumption without encnur- leather jackets are needed more than shoes, satisfaction and revolt? Ha., the and since they may lack sufficient leather t been currently forced to supply to make both jackets and shoes, have allo- amount of consumer goods by the cated the leather to firms making jackets. from a restive people? Stalin Should their estimate turn out to be wrong, rced labor camps and mass exe- it will take time to correct the mistake. Krush.chev promises more for the In the meantime, there will be a surplus of jackets and a shortage of shoes. People's By cortr,,:lling the opport p,-'crenee cannot be registered as effec- employment IL indirectly "for tiv- ly and promptly asin a market economy. work where these job opportun an indirect allocation of lab In a market economy the people (con- direct controlis practiced f sumes) decide the what, how much, and for obtain advanced education or whm. questions. The people determine what ing in their universities. :,roduced by .t'he way they spend their quired to work on government money. Dollarsin people's pockets are the definite periods of time. Th potential little demanders determining what forced labor camps for those a firm produces. Supplies of course in- the state. fluenr.,e demand by the products and services they produce and by advertising. But in The Russian labor union i the final analysis profits are made by but has become an arm of the selling people what they. Want. Spike heels, ing in personnel work, provid hoola-hoops, hell bottom trousers, top-less plans, determining who shall bathing suits and buggy whips will not be administering social security made and sold unless people want them and further developed in the next will buy them. The king is our country as Soviet economy in operation. well as any market economy is the consumer with dollars to spend. Factor pricing is also us of resources. Scarce resourc B. Allocation of Resources high to reduce the demand for sources in abundant supply ar The government indirectly determines Individual plants competing e what can be produced_ by its power of allo- for low unit cost of product' cating all resources. Given what to pro- pelled to use the lowest pri du-ce, resources--land, labor, and capital Whether a factor is scarce or will be allocated only for the production ment can controlits use by t of these goods and services. Since the places on the resource. government ha-s a monopoly on all investments--funds will be allowed for the pro- C. How Much to Produce duction of such goods and services provided ir the plan and disallowed for items The same `techniques of not permittedinthe plan. determining whatshould:be:p :allocating resources are, of u shortage of shoes. People's By controlling the opportunities for cannot be registered as effec- employment it indirectly "forces" labor to lomptly asin a market economy. work where these job opportunities exist-- an indirect allocation of labor. A more keL economy the people (con- direct controlis practiced for those who de the what, how much, and for obtain advanced education or technical train- ins. The people determine what ing in their universities. They are re- by the way they spend their quired to work on government projects for ars in people's pockets are the definite periods of time. Then there are the ttle demonders.determining what forced labor camps for those who "disobey" ces. Supplies of course in- the state. nd 1);the products and services and by advertising. But in The Russian labor union is not autonomous alysis profits are made by but has become an arm of the state--assist- le what they want.-Spike heels, ing in personnel -work, providing incentive bell bottom trousers, top-less plans, determining who shall be employed and s and buggy whips will not be administering social security. This is d unless people want them and further developed in the next topic the The king is our country as Soviet economy in operation. market economy is the consumer to spend. Factor pricing is also used in allocation of resources. Scarce resources are priced catio6 of Resources high to reduce the demand for them, where resources in abundant supply are priced low. ernment indirectly determines Individual plants competing against each other produced by its power of allo- for low unit cost of production will be com- esources. Given what to pro- pelled to use the lowest priced factors. ces--land, labor, and capital Whether a factor is scarce or not, the govern- cateci only for the production ment can controlits use by the price it ds and services. Since the places on the resource. as a monopoly on all invest- will be allowed for the pro- C. How Much to Produce uch goods and services pro-

, plan and disallowed for items The same techniques of control used in

1 in the plan. determining what should be produced and in allocating resources are, of course, employed determining how much should be produced. States. Aside from the que! liability of the data this The government of Russia has placed casting is highly speculati% great emphasis on the subject of growth. with as much uncertainity as Not withstanding Russia's need for growth weather forcasting or predic it was felt that success in growth would populations of countries. have significant demonstration effect,. If Russia can demonstrate to the world A recent table appeared that they can "bury the U.S. economy" the subject of when Russia's this should win friends for them. Young equal the United States. Ho and emerging nations would be tempted to Russia's rate of production adopt the Russian economic system. duced one percent and that o States increase one percent According to a popular theory of econ-' 50 year difference in the es omic growth, itis held that growth is This past year it appears th simply a function of the rate of invest -. growth rate might well have ment. Russia's rate of investment rela- percent as Russia's decrease tive to its national income is high. Com- one percent, a reversal of t paring the rate of investments to national past few years. incomes of various nations and observing their rate of growth can provide a fruit- Another subject of inter ful discussion on whether or not we in the of growth is to what extent United States are making adequate invest- affluent nation can or shoul4 ments to assure a better rate of growth. nation approaches maturity wl this have on its rate of gm There are of course other factors which ject of economic growth is cY promote growth such as improvement in tech- The future should provide mo nology, education, the ability of the formation about it. In the labor forces and the attitude or intensity growth rate is only about 3% of desire on the part of the people. other European countries incl boast of a growth rate three Many charts, tables, and statistics that of the United States, tl are in print comparing rates of growth should know why and if desiri of Russia with that of the United States such steps as are necessary i and other western countries and projecting the data into the future and speculating on when Russia will "overtake" the United i much should be produced. States. Aside from the questionable re- liability of the data this game of for- nent of Russia has placed casting is highly speculative and wrought on the subject of growth. with as much uncertainity as long run lg Russia's need for growth weather forcasting or predicting future 3t success in growth would populations of countries. It demonstration effect. demonstrate to the world A recent table appeared in an article on "bury the U.S. economy" the subject of when Russia's production would friends for them. Young equal the United States. However, should stions would be tempted to Russia's rate of production increase be re- ian economic system. duced one percent and that of the United States increase one percent it would make a to a popular theory of ccon- 50 year difference in the estimate date. t is held that growth is This past year it appears that the U.S. ion of the rate of invest- growth rate might well have increased one s rate of investment rela- percent as Russia's decreased by more than tional income is high. Com- one percent, a reversal of the trend of the e of investments to national past few years. ious nations and observing growth can provide a fruit- Another subject of interest to students on whether or not we in the of growth is to what extent a mature and are making adequate invest- affluent nation can or should grow?As a e a better rate of growth. nation approaches maturity what effect does this have on its rate of growth? The sub- of course other factors which ject of economic growth is of recent origin. such as improvement in tech- The future should provide more reliable in- ion, the ability of the formation about it. In the meantime if our nd the attitude or intensity growth rate is only about 3% per year and he part of the people. other European countries including Russia boast of a growth rate three or four times s, tables, and statistics that of the United States, then indeed we omparing rates of growth should know why and if desirable take that of the United States such steps as are necessary to correct it. ern countries and projecting the future and speculating will "overtake" the United i or Whom to create a climate 'ec stability, and groWth. -sonal income is unequally distrib-. This the Russians oted'n the Soviet Union. 40(. Bud et and Fiscal Amit, they even ext( 1the benefits of substanCol economic difierences. At the The Soviet state bud L,ip of the income pyramid are artistsand a mass of interrelated ac scienLists and managers of enterprises who the total operation of th introd.. new techniques of production and fiscal policy of Soviet R those who can implove on the input-output at a two-fold objective: rel;qions. Asin the United States those countries,: raising adequa of.(-- lodcst incomes are the unskilled posed expenditures, the o wrl'Hqs. with the regulation of th area of prjcing of consum

I i sons income in Russ iais apparently U.S. fiscal policy is als det( ned by four major factors: scarcity, adequate revenue, but the pt.. Lion. personal and, pol itical influence, differs considerably from and 'lc-services rendered. that itis di rected maini stability, full employmen A chaffi !was made in 1956 to reduce th1 s !comei noqual i ty. Also real income is more Depending upon what equa( than minetaryrncome, made possible taxes ,the: Russian people asis exi,lained under the ur:t on pricing more heavily than any. cap by putting low prices on mass consumption about 3/5 of the people's goods and high prices on items not necessary Russia's main "tax," the for a minimum standard of living. Theimp produces over 40 per cent portant fact remains, that Marxian theory revenue but itis not con of "to everyone acco-rding to his need" is the Russian theoreticians adhered to in the Soviet \economy. BeCauSe t h i s tax is. s The Soviet Economy in Operation stood,:-an explanation is ma n funct ion '1 s the role Thisis a vry important topic in the Soviet pr ice .Pol icy. Ret more macro-economic sense. We are con- fixed in .relation to. supp cerned with 'aggregates and instruments for wholesal.e Prices- are base controlling and regulating the economy. plus a 'small profit melt' Here We deal with the way Russia hopes tax is equal to the gap "b or Whom to create a climate of economic activity, stability, and growth. ()nal income is unequally distrib- he Soviet U lion. This the Russians A. Budget and Fiscal Policies. J thcy even extol the benefits of )1 economic differences. At the The Soviet state budget is the apex of income pyramid are artists and a mass of interrelated accounts showing and managers of enterprises who the total operation of the economy. The new techniques of production and fiscal policy of Soviet Russia is directed can improve on the input-output at a two-fold objective: one, as with all . As in the United States those countries, raising adequate funds for pro- :rst incomes are the unskilled posed expenditures, the other, assisting with the regulation of the economy in the area of pricing of consumer goods. The ns: income in Russia is apparently U.S. fiscal policy is also concerned about by four major factors: scarcity, adequate revenue, but the other function personal and political influence, differs considerably from that of Russia in . services rendered. that itis directed mainly at affecting btability, full employmnt, and growth. .rie was made in 1956 to reduce this :quality. Also real inLome is more Depending upon what is classified as monetary income, made possible taxes, the Russian people are perhaps taxed ained under the unit on pricing more heavily than any capitalistic economy, low prices on mass consumption about 3/5 of the people's money income. high prices on items not necessary Russia's main "tax," the turn-over tax, mum standard of living. The im- produces over 40 per cent of the state's ct remains that Marxian theory revenue but itis not considered a tax by ryone according to his need" is the Russian theoreticians. qJ to in the Soviet economy. Because this tax is so often misunder- Economy in Operation stood, an explanation is appropriate. Its main function is the role it plays in the s a very important topic in the Soviet price policy. Retail prices are -economic sense. We are con- fixed in relation to supply and demand, but h aggregates and, instruments for wholesale prices are based on average cost g and regulating the economy. plus a small profit margin. The turn-over e1 with the way Russia hopes tax is equal to the gap between the two. Thisis not referred to in Russian tax B. Bankin and Monet accounting as taxes, but a "profit" (the difference between cost and selling The financial institu price) which accrues to the Soviet Union are the very heart economy. The profit is over and above planned economy. Its thre the "planned profit" which may be pro- are essential parts of th vided for in the budget of enterprises. controls of the economy. There is also a tax levied on the planned profit if, indeed, the enterprise ex- 1. The State Bank (Go periences a profit. Thisis called a in the world, performs dut "deduction for profits tax." On the basis of a central bank and of c of these two sources of income, the It has a complete monopoly Russians claim that nearly all revenues are credits and makes long-ter determined without recourse to taxation. agriculture and individual ing. It provides about 4 All other taxes are listed_as direct working capitalin the eco taxes. The income tax which has played a its capital from the gaver limited role is now bringing in about 10 creasing amount from the p per cent of the state tax revenue. enterprisers. As a centre issue currency and credit In contrast to the United States, Russian taxes must provide for investment All state enterprises funds, and also the budget includes ex- accounts in the Gosbank, p penditures of all the rebuplics and local smallest bills through the units of government. In a strictly market on all expenditures of eco economy investment funds come from private refuses payments on transa sources. Although an increasing amount of 'zed. However, the bank i investment funds in Russia are provided by but a servant of the highe the enterprises themselves by allowing for ;ties. The bank serves to depreciation in wholesale pricing, only duction and exchange of go a small amount is-obtained from the sale the financial machinery. of bonds to the people.. By contrast, it does n It is important to understand how the bank functions as our Fede Soviet tax policy is oriented toward the namely: open market opera control of consumption by its unique em- lowering discount rates an ployment of the turn-over tax. ments for purpose of maint referred to in Russian tax B. Banking and Monetary Controls s taxes, but a "profit" (the etween cost and selling The financial institutions of the Soviet accrues to the Soviet Union are the very heart of the Soviet e profit is over and above planned economy. Its three separate banks profit" which may be pro- are essential parts of the operation and the budget of enterprises. controls of the economy. o a tax levied on the planned ndeed, the enterprise ex- 1. The State Bank (Gosbank), the largest profit. This is called a in the world, performs duties of both that or profits tax." On the basis of a central bank and of commercial banks. sources of income, the It has a complete monopoly on short term im that nearly all revenues are credits and makes long-term investments in ithout recourse to taxation, agriculture and individual rural house building. It provides about 40 per cent of all r.taxes are listed as direct working capitalin the economy, receiving income tax which has played a its'capital from the government and an in- is now bringing in about 10 creasing amount from the planned profits of the state tax revenue. enterprisers. As a central bank it can issue currency and credit to spur production. ast to the United States, s must provide for investment All state enterprises must keep their so the budget includes ex- accounts in the Gosbank, pay even their f all the rebuplics and local smallest bills through the bank. It checks ernment. In a strirtly market on all expenditures of economic units and stment funds come from private refuses payments on transactions unauthor- though an increasing amount of ized. However, the bank is not autonomous, unds in Russia are provided by but a servant of the higher economic author- ses themselves ;ay allowing for ities. The bank serves to facilitate pro- in wholesale pricing, only Auction and exchan ?e of goods by providing ntis obtained from the sale the financial machinery. the. people.. By contrast, it does not perform such nortant to understand how the bank functions*as our Federal Reserve system, olicy is oriented toward the namely: open market operation,, raising or nsumption by its unique em- lowering discount rates and reserve require- the turn-over tax.. ments for purpose of maintaining economic steb; L>, and full mployn,...nt. This that Russia is departing from ft tic -w) is nci r%unsidered necessary in of the Communists to eliminate

!-,i, :ecause of the government's direct ,money entirely. c 110 of production. They have, hew- ev, i, experienced inflation which appar- C. Motivation Wa e Incen enily resulted from the bank issuing too much j credit to spur production and growth As the Russians are fond ',-.1 f;liling to price goodsin proportion no matter how careful the plan to jou,, d and supply. its target, it means nothing u , It is people who carry out the 2. The Link for Financing Capital In- ,Jruition. How is this done in vestments (Stroibank), has recponsibility '- of the private-profit motive, for allinvestment banking except for those in a .market economy? indi(6ii 1.under the duties of the -State Bank. ... Its capital comes frbm taxes, sale of At the'Vut'set it-should b ,,ernment bonds to the people, and from large segment'of our people, t id:oined Plrofits with enterpriz,es. Invest- :-"Operating under the goad of in mehi funds are used. mainly for new plants, ' Much of the managing of our pr equipmeni, and cr,-aticm of public utilities, is by hired people working for salary and higher promotion ra

SincAthe Stroibank's fund:.; are kept Thisis true even within our 1 on deposit in the state bank (Gosbank),both tions, the 06minant business o can check on their 'use. The question'Should be asked w entrepreneurial group (managem 3.. The Government's Savings Bank,. interestsand attitudes more 1 operating over 20 branches, provides .a ageriat'elite of Soviet Russia repositoryre .for the peoplse' voluntary capitalist'owners of a busines !,avings. Lottery seems more popular than paying regular interest.,'foe winners of Motivation in. Russia must lottery receive amounts-equal to from 3 to two different levels: The man 4 per cent of the bonds held and is paid in an_d the mass of workers. Russ lieu of interest. The losers' income on elaborate system' of rewards fo the bonds becomes zero.- incentives for the mass of wor sanctions, so-repulsive to us In view of the large part played by also used Their "trudoden" a financial institutions, the turnover tax, bonuses are interesting. They and the pricing system,it should be noted developed system of non-materi 11 employn,..nt. This that Russia is departing from her early plans onsidered necessary in of the Communists to eliminate the use of A the government's direct money entirely. lotion. They have, how- :(I inflation which appar- C. Motivation, Wage Incentives, and Unions `rom the bank issuing too ,pur production and growth As the Russians are fond of repeatiny, price goods in proportion .- no matter how careful the plan, how desirable IPP1Y, its target, it means nothing until executed. It is people who carry out the plan to < for Financing Capital In- fruition. How is this done in the absence ibank) has recponsibility of the private profit motive, so important ent banking except for those in a market economy? the duties of the State Bank. . . -s from taxes, sale of At theljUltsetit should be noted that a s to the people, and from large segment's of our people, too are not with enterprises. Invest- 'Operating under the goad of increased profit. IsPd mainly for new plants, ,' Much of the managing of our present economy -1,atic.n of public utilities. :' is by hired people working for a better . . salary and higher promotion rather than profit. Stroibank's funds are kept Thisis true' -even within our large corpora- he state bank (Gosbank),both tions, the doOinant business organization. eir *use. The questioA 'Should be asked whether this entreprehedrial group (management) have ernmeht's Savings Bank, -interests and attitudes more like the man- -.- 20 branches, provides a ageriat'elite of Soviet Russia than the . E , the people's voluntary capitalist owners of a business. ry seems more popular than interest. 'toe winners of Motivation in Russia must be examined on amounts equal to from 3 to two different levels: The managerial class he bonds held and is paid in and the mass of workers. Russia has an t. The losers' income on elaborate system of rewards for managers and es zero. incentives for the mass of workers. Negative sanctions, so repulsive to usin America, are the large part played by also used. Their "trudoden" and system of tutions, the turnover tax, bonuses are interesting. They have,a well system, it should be noted developed system of non-material rewards, such as recognition and status, used D. Marktt.....02211ti on largely for motivating professional personnel to excellence. Marketing, which could connection with pricing is h It needs to be, emphasized that ex- as a separate unit to focus cept for a broad welfare base, workers the three possible channels in Russia do not 'get the same pay, that goods may flow: 1. they ma their money income is more related to 2. raw materials and equipr productivity than to the concept of to enterprises which use the need as called for in Marxian creed. 3. finished consumer goods There is a wide wage* differential, based manufacturers through the do upon status and importance of the job in to consumer. the economy and to the individual's con- tribution to the economy. -To the extent All foreign trade isin of the work available there is freedom of government under the Ministr choice and the money wage differences con- Trade with-about-20 trading stitute the principal method for dis- it with commissions in forei tribution of the labor force. The Amtorg Trading Corporati maintained in the United Sta Itis of interest to compare the place trade policies are directed of unionism in Russia with that of the the economic and political o United States. Unions are not outlawed, country. The trading monopo but are an arm of the government. Workers low enough to assure sales w are considered in and of the government. high enough to buy anything The flag portrays the sickle and the hammer. Soviet Union can shift and d The managers and workers are both employees and selling abroad to affect of the state, and are members of the This they have done in deali same union. countries, in developing bil in competing with market eco The unions administer the social security veloping foreign exchange. fund, have responsibility for developing work incentives, and protect workers from The retail system has th abuses of management. There is, therefore, outlets: 1. State stores ( a check on each other, .workers report on trade) 2. Consumer coopera competence of managers and managers report 3. Collective farms (6%). on the attitudes of the workers. ognition and status, used D. Market OpeIlaljon motivating professional per- xcellence. Marketing, which could be considered in connection with pricing is here considered s to be emphasized that ex- as a separate unit to focus more clearly on broad welfare base, workers the three possITTF channels through which o not 'get the same pay, that goods may flow: 1. they may be exported, income is more related to 2. raw materials and equipment may be sold y than to the concept of to enterprises which use them in production, led for in Marxian creed. 3. finished consumer goods may flow from 4ide wage differential, based manufacturers through the domestic system and importance of the job in to consumer. and to the individual's con- ) the economy. -To the extent All fr)reign trade isin the hands of the available there is freedom of government under the Ministry of Foreign the money wage differences con- Trade with about 20 trading monopolies under principal method for dis- it with commissions in foreign countries. the labor force. The Amtorg Trading Corporation is the agency maintained in the United States. All foreign, interest to compare the place trade policies are directed toward achieving in Rusfla with that of the the economic and political objectives of the s. Unions are not outlawed, country. The trading monopoly can set prices :rm of the government. Workers low enough to assure sales where desired and red in and of the government. high enough to buy anything desired. The -trays the sickle and the hammer. Soviet Union can shift and direct its buying and workers are both employees and selling abroad to affect political ends. and are -indeed members of the This they have done in dealing with emerging countries, in developing bilateral trade and in competing with market economies and in de- ns administer the social security veloping foreign exchange. esponsibility for developing ves, and protect workers from The retail system has three different nagement. There is, therefore, outlets: 1. State stores (65% of retail ach other, workers report on trade) 2. Consumer cooperatives (29%),and f managers and managers report 3. Collective farms (6%). rudes of the workers. The atio of storesin the Soviet Union. various instruments intend He r ilationis, about 1W.of that in their planned goais."2 .0- I'liteo States, The local governments k Watch on the retail stores. The function of the pr tore o' 'oin their merchandise on be separated under three 'b .1:ractuz,: relationship with pro- 1. Control and-evaluatio ice. or whol.,.lers and the prices of and 3. Income distributi 9r-JodF, F in state stores are set by the used by the central author go' (t. Consumer cooperatives are compliance to the plan an

co"dueLed on. the. Rochdale principal. performance of managers i CoP:-.ctive farm markets unlike the state tasks. stores and consumer cooperatives do not have ti.Rir prices fixed by the state. Re- Although resources ar tail 1.ores my riot offer charge accounts, physical units, itis four hr.wever, since 19:)9 installment selling express targets in value f.-rs for a limited group of commodities physical terms to have a s: r3 h1.111. priced radios, motor scooters for physically dissimilar out'. 'ard motors, watches, bicycles, and so ating performance, Becau fora, made chiefly by physical

price is less important i The goods-which are available in:the sources.'Russia's system retail 'stores are not 'there in a market compensation is based upo response to an autonomous AeMand, but be services rendered. But .i cause government planners have decided to distribution of real into -make :themovalViable. the distribution of money prices are placed on mass E; The Price.-Svstem. than on luxury goods. (S tax) In the Sovieteconomy, asis true rn cOmManype economy, prices a're.npt an is'.convenient to e autofiorrious force:directing production, price_system-more'in deta ai)ocating resources. and consumption. related sub-systems: 1. "Instead, prices are.'Manip4atedbythe prices, 2. Agricultural,) central authorities as one of the' and 3.: Retail prices,

2Morris B. BernsteinThe Soviet PriCe 'System'," Am. Economic Review, March, 1962, P.-64. or stores in the Soviet Union vari JS instruments intended to accomplish tion is about 1/4 of that in their planned goals."2 ates, The local governments watch on the retail stores. The function of the price system could oin their merchandise on be separated under three broad headings: relationship with pro- 1. Control and evaluation, 2. Allocation, . lers and the prices of and 3. Income distribution. Prices are state stores are set by the used by the central authorities to obtain Consumer cooperatives are compliance to the plan and to evaluate the the Rochdale principal. performance of managers in their assigned rm markets unlike the state tasks. )nsumer cooperatives do not ices fixed by the state. Re- -Although resources are allocated in -iy not offer charge accounts, physical units, it is found necessary to 19:,9 installment sellin9 express targets in value terms as well as' limited group of commodities physical terms to have a common denominator priced radios, motor scooters, for physically dissimilar units for evalu- ors, watches, bicycles, and so ating performance. Because allocation is made chiefly by physical amounts, the use of price is less important in allocating re- s which are available in the sources. Russia's system of unequal monetary are not there in a market compensation is based upon the principal of n autonomous demand, but be- services rendered. But in order to make the. nent planners have decided to distribution of real income more equal than ailable. the distribution of money income, lower prices are placed on mass consumption goods ice System than on luxury goods. (See unit on turn-over tax) Soviet, economy, asis true in economy, prices are not an Itis convenient to examine the Soviet orce directing production, price system more in detail under three inter esources and consumption. related sub-systems: 1. Industrial wholesale ices are manipulated by the prices, 2. Agricultural procurement prices. orities as one of the and 3. Retail prices. sB. Bernstein, "The Soviet Price Economic Review, March, 1962, p. 64. The theoretical question of whether results, it is important to Soviet.pricing is "rational" pricing may measuring, the type of meas well be left for advanced study. But used, and with what one is since Soviet pricing penetrates the inner- ison. For example,is one most vitals of the economic system, secon- accomplishments of today wi dary students should at least be intro- the Great, or with some oth duced to the big part it plays. same period of time? Is So accomplishing what she has In connection with industrial whole- accomplish?Are the Russia sale pricing, the over-riding aim is the tenets of Communism?A to price at cost plus any planned profit. as well or better than coun There is a single wholesale price for each basically market economy? manufactured product or mineral. With people paying too high a pr reference to agricultural prices, note results obtained in terms o should be taken of the Kolkhoz market on such as freedom and liberty which the output of collective farms that winning followers to their is not paid or sold to the state still young and emerging nations? play an important role in supplying city .dwellers with food products. Prices on It might be well to set this market are free and reflect supply and criteria, dig a few post ho aemand. The aim is to keep money wage can compare in a meaningful rates and agricultural procurement prices formance and accomplishment constant, and that consumer prices should economy as represented by t reflect economies in production. and a market economy as rep United States. A single price for each consumer product sold through channels of state and coopera- Finally, a student of t tive trade is the objective. In contrast should be aware of the fact with emphasis on cost intht... area of whole- exists in Russia an atmosph sale pricing, retail prices are fixed to reform. When an author wri cliear the market. Prices are often set to economic policies practiced discourage consumption (Vodka) or to en- is well aware that a portio courage it (shoes). write will be out of date w published. Experiments wit Performance and Evaluation techniques and procedures g accelerated rate.- Leaders In measuring perforthance and evaluating to junk aspects of a plan. t tical question of whether results, itis important to know what one is is "rational" pricing may measuring, the type of measuring instrument or advanced study. But used, and with what one is making a compar- icing penetrates the inner- ison. For example,is one comparing Russia's the economic system, secon- accomplishments of today with those of Peter should at least be intro- the Great, or with some other country of the ig part it plays. same period of time? Is Soviet Russia accomplishing what she has set out to ion with industrial whole- accomplish? Are the Russians adhering to the over-riding aim is the tenets of Communism?Are they doing st plus any planned profit. as well or better than countries with a gle wholesale price for each basically market economy?Are the Russian roduct or mineral. With people paying too high a price for the gricultural prices, note results obtained in terms of other values, n of the Kolkhoz market on such as freedom and liberty? Are they ut of collective farms that winning followers to their doctrines by sold to the state still young and emerging nations? ant role in supplying city food products. Prices on It might be well to set up a list of e free and reflect supply and criteria, dig a few post holes, by which we im is to keep money wage can compare in a meaningful way the per- cultural procurement prices formance and accomplishments of a command that consumer prices should economy as represented by the Soviet Union les in production. and a market economy as represented by the United States. rice for each consumer product hannels of state and coopera- Finally, a student of the Russian economy the objective. In contrast should be aware of the fact that there on cost in tht, area of whole- exists in Russia an atmosphere of change and retail prices are fixed to reform. When an author writes about current et. Prices are often set to economic policies practiced in Russia, he sumption (Vodka) or to en- is well aware that a portion of what he may oes). write will be out of date when the book is published. Experiments with organizational d Evaluation techniques and procedures goes on with an accelerated rate. Leaders seem quite willing ng performance and evaluating to junk aspects of a plan that is unworkable and will introduce a new approach. Krushchev 1 rt with more zest, bu ca, to Amc,rica and one of his objectives alert to the need for such here was to learn aout Amr.rican agricultural regulations which will pre production. economic self-interest gro the best interests of our An uninformed pc.c son is very apt t-.) run economic well-being. think of Russia in terms of what it was under Stalin, or policies advocated by Ltnin, and easily persuade himself that such an econoi,/ could nat possibly be an efficient r'val to the American system.

Many laughed at Russian claims until Sputnik. Instead of a dying economy there awl( evidence that itis very much alive and makkng great economic achievcflictnts and winning, converts .among emerging notions. Visits in Russia on the part of Americans reveal a standard of living not as high as in the United States, but they see, no starving people and there appears to be relative contentment.

Their leadei-s are not unwilling to change aspects of their system. Rostow suggests that ,n some respects the Russians are moving cil,.cr to our market economy, as we in our affluency seem to be moving toward an economy requiring mote government, that t he i rsis becoming 1 es.s1 commend and ours is becoming less free market.

GiWe11 the tadtv of1 ifc and accompl i sh- men % 6,4der t5o0 systems, an American will not praise the merits of our frcc ent. -prise system with its individual -oduce a new approach. Krushchev liberty withMore zest, but he will also be ca and-one of his objectives alert to the need for such governmental earn about American agricultural regulations which will prevent powerful economic self-interest groups to thwart the be,t interests of our society's firmed poi sonis very alit run eermomic well - being. ila in terms of what it was

, or policies advocated by sily persuade himself that oi v could not possibly be to the American systeol. ghed at Russian claims until stead of a dying economy there dance that itis very much alive rent economic achicvciii=tnts and carts ,among emerging not ions. ssia on the part of Americans ndaJ of living not as high as d States, but they see no pie and there appears to be tentment. ade,.s are not unwilling tots of their system. Rostow t n some respects the Russians

1 to our market economy, affluency seem to be moving onomy requiring more government, is becoming less; command and ours less free market. e ;f alts' of life and accomplish- both systems, an American will ise the merits of our frce ystem with its individual SUGGESTED BIBLIOGRAPHY

'Much is written on the Soviet economy, as all concepts are e although accurate and reliable information discussion. Such top is scarce. Some may have been accurate in the outline of this when written but'is now outdated because cussed as--performanc of rapid changes in policies and practices. planning incentives, As the government controls the economy sources and prospect it also controls information about the economy. The suggested bibliography should 3. Fitzsimmons, Thomas and o not only make more clear to the reader the World Culture--USSR, economics of the Soviet Union recommended Society and its Cultu for study in my paper but-should expand linger Publishing Co. the reader's horizon to make more' accurate pp. 195-301. comparisons with other economic systems. Selected because its The list is brief--quality rather than the economic setting quantitiy is the motive. For additional character of the econ

reading I would suggest the brief list se- and use of manpower, lected by the Saturday Review and the C.E.D. welfare illustrates t in the Saturday Review gTalc. 21, 1961 on can be presented-clea the Soviet Economy,77 33. in0y to younger stud schools.

1. Bernstein, Morris B., "The Soviet Price 4. Heilbroner, Robert L., Th System," The American Economic Re- Society. Prentice-Ral view. March, 196g. pp. 64-103. wood Cliffs, N.J., 19 Chapter one on the th 2. Campbell, Robert .W., The Joviet Economic the economic problem-- Power -Its Organization, Growth and and market. Challenge. Houghton Mufflin Company, Cambridge, Mass., 1960. pp. 205. A P4azman, Franklin D., Edi descriptive book written for the in- The Soviet Economy. 1 telligent citizen. May be used as ArdC-67Wp. supplementary reading in a variety Readings on such topi of courses in college. Requires as: Statistics and M no previous knowledge in economics\ Price System, Economic Agriculture, Finance,a SUGGESTED BIBLICGRAPHY.

written on the Soviet economy, as all concepts are explained in the urate and reliable information discussion. Such topics which appear Some may have been accurate in the outline of this paper are dis- but'is now outdated because cussed as--performance of the economy, nges in policies and practices. planning incentives, allocation of re- nment controls the economy sources and prospect for the future rots information about the e suggested bibliography should 3. Fitzsimmons, Thomas and others. ,Survey of se more clear to the reader the World Culture--USSR, Its People, Its the Soviet Union recommended Society and Its Culture. 1960, Tap- my paper but-should expand linger Pubnshing Co., Inc. New York. horizon to make more accurate pp. 195-301. with other economic systems. Selected because its three chapters on brief--quality rather than the economic setting dealing with the the motive. For additional character of the economy, organization uld suggest the brief list se- and use of manpower, public health and e Saturday Review and the C.E.D . welfare illustrates that this material day Review FrTaTi. 21,1961 on can be presented clearly and interest- conomy, p. 33. ingly to younger students in our public schools.

Morris B., "The Soviet Price 4. Heilbroner, Robert L., The Makinof Economic

em," The American Economic Re- Society. Prentice- a , nc. ng e-. March, 19bi.77537-64771757- wood-Cliffs, N.J., 1962. p. 241. Chapter one on the three solutions to Robert W., The 4oviet Economic the economic problem--tradition, command r - Its Oreanization Growt and and market. enqe. 'oug ton 'u in ompany, ridge, Mass.., 1960. pp. 205. A 5. Aazman, Franklin D., Editor, Readings in riptive bock written for the in- The Soviet Economy. 1962. Rand McNally igent citizen. May be used as ... ,., , ad Co., Chicago. p. 763. lementary reading in a variety Readings on such topics in the outline ourseL in college. Requires as: Statistics and Measurements, The revious knowledge in economics Price System, Economic Growth, Planning, Agriculture, Finance,and the Consume-

3 6. Leeman, Wayne A., Editor, Capitalism, in comparative e Market Socialism and Central About 40 pages o PlanningReadings. 1963. p. 372. other Communist A book of readings on comparative approach is to s economic systems which can be read economies by the by college and advanced high solve the four b school students. Many of the what, how, how m

articles are on subjects included More useful as t in the outline. approach to the in Russia rather 7. Loucks, William N. Comparative Economic Systems. Harper and Brother, N.Y., 9. Nove, Alec, The Sovie 1961. p. 801. Introduction. One or the best college texts on the Frederick H. Pra subject of comparative economic Can be read and syster The theory of Marxian non-specialist socia and communism is clearly some knowledge presenLA in Part III. Socialism Stresses the feo and Communism are compared and con- economy which di trasted in chapter II. Excellent from market eco unit (Part III) on the economy of .part is descrip the Soviet Union. Its concluding tuitions and sh chapter on the future of capitalism The second and should be read by everyone. Parts with problems, III Capitalism, V. British Socialism, It concludes wi and VII arld VIII on Yugoslavia, Red ject of whether China,- and India are not necessary with a mature e to the study of the Soviet economy an extent itis with the exception the unit on developed count capitalism for purpose of making comparisons with the United States. 10. Oxenfeldt, Alfred R. in Action, 195 8. Lovenstein, Meno, Capitalism, Communism, and Company, In Socialism. 1962. p. 1O. Curriculum Unit III on the Resource, Inc.. Soviet Union ha chapters, espec A text for secondary school students contrasting e A., Editor, Capitalism, in comparative economic systems. Socialism and Central About 40 pages on the..USSR and 3. p. 372. other Communist economies. The o rea.ngs on comparative approach is to study competing c systems which can be read economies by the way they try to ege and advanced high solve the four basic problems of students. Many of the what, how, how much and for whom. s are on subjects included More useful as illustrative of an outline. approach to the study of economics in Russia rather than its content. !jam N. Comparative Economic Harper and Brother, N.Y., 9. Nove, Alec, The Soviet Economy - An 801. Introduction. 1951. p. 32'8, the best college texts on the Frederick H. Praeger, Inc., N.Y. of comparative economic Can be read and understood by a The theory of Marxian non-specialist with interest and ism and communism is clearly some knowledge of economics. ..ed in Part III. Socialism Stresses the featuees 'of the Soviet munism are compared and con- economy which distinguishes it in Chapter II. Excellent from market economies. The first art III) on the economy of :part is descriptive of its nsti- iet Union. Its concluding tuitions and shows its evolution. - on the future of capitalism The second and third parts deal be read by everyone. Parts with problems, ideas and concepts. )italism, V. British Socialism, It concludes with the crucial sub- I and VIII on Yugoslavia, Red ject of whether the system can cope and India are not necessary with a mature economy and to what study of the Soviet economy an extent itis a model for under- le exception of the unit on developed countries. lism for purpose of making isons with the United States.- 10. Oxenfeldt, Alfred R., Economic. Systems in Action. 1957..p. 207, Rinehart Meno, Capitalism, Communism, and Company, Inc., New York. ism. 1962. p.150. Curriculum Unit III on the economy of the -e, Inc., Soviet Union has several good chapters, especially its .treatment for secondary school students co:-;trasting the U.S. and Soviet ecflnomies. History oF planning, dis- tistics, comparing the United, tribution of income and allocation Soviet Economies. Parts I, II of resources. Itis non-technical U. S. Government Printing Off' and not beyond the comprehension of advanced high school students.

11. Raymond, Ellsworth, "Soviet Economic Progress." 1960. p. 56. Holt, Rinehardt and Winston, inc., New York. A pamphlet containing brief discussion by various authorities on the Soviet economic progress under four major headings:. -the basis of Soviet economic progress, the cost of industrialization, economic 1-- strength and weaknesses, and the planned economic future. Several topicsin the paper are discussed.

12. Schwartz, Harry, Russia's Soviet Econom .

1958. p. 682. rent ice a , N. . A good text on the Soviet economy up to 1954. It has a brief appendix on the economy from 1954 to 1958.

13.. Saturday Review, January 21, 1961. Inside the Soviet Economy, exclusive report and analysis presented with the Committee for Economic Develop- ment.

14. 86th Congress, first Session, Soviet, Economic Committee; papers sub- mttted by panelists appearing before the sub-committee on Economic Sta. History of planning, dis- tistics, comparing the United States and of income and allocation Soviet Economies. Parts I, II, and III; ces. Itis non-technical U. S. Government Printing Office, 1959. eyond the comprehension ed high school students.

orth, "Soviet Economic " 1960. p. 56. Holt, and Winston, Inc.,

t containing brief dis- y various authorities on t economic progress under r headings: -the basis of onomic progress, the cost _rialization, economic and weaknesses, and the conomic future. Several the paper are discussed. ry, Russia's Soviet Econom .

682. (rent ice -Karl , N. . -xt on the Soviet economy 4. It has a brief appendix conomy from 1954 to 1958. ew January 21, 1961. e Soviet Economy, exclusive nd analysis presented with ittee for Economic Develop-

; First Session, Soviet, Committee; papers.sub- ypanelists appearing before committee on Economic Sta-