Universal Fascism and Its Global Legacy. Italy's and Japan's Entangled History in the Early 1930S
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Introduction to the Captured German Records at the National Archives
THE KNOW YOUR RECORDS PROGRAM consists of free events with up-to-date information about our holdings. Events offer opportunities for you to learn about the National Archives’ records through ongoing lectures, monthly genealogy programs, and the annual genealogy fair. Additional resources include online reference reports for genealogical research, and the newsletter Researcher News. www.archives.gov/calendar/know-your-records The National Archives and Records Administration (NARA) is the nation's record keeper. Of all the documents and materials created in the course of business conducted by the United States Federal government, only 1%–3% are determined permanently valuable. Those valuable records are preserved and are available to you, whether you want to see if they contain clues about your family’s history, need to prove a veteran’s military service, or are researching an historical topic that interests you. www.archives.gov/calendar/know-your-records December 14, 2016 Rachael Salyer Rachael Salyer, archivist, discusses records from Record Group 242, the National Archives Collection of Foreign Records Seized, and offers strategies for starting your historical or genealogical research using the Captured German Records. www.archives.gov/calendar/know-your-records Rachael is currently an archivist in the Textual Processing unit at the National Archives in College Park, MD. In addition, she assists the Reference unit respond to inquiries about World War II and Captured German records. Her career with us started in the Textual Research Room. Before coming to the National Archives, Rachael worked primarily as a professor of German at Clark University in Worcester, MA and a professor of English at American International College in Springfield, MA. -
Italian Fascism Between Ideology and Spectacle
Fast Capitalism ISSN 1930-014X Volume 1 • Issue 2 • 2005 doi:10.32855/fcapital.200502.014 Italian Fascism between Ideology and Spectacle Federico Caprotti In April 1945, a disturbing scene was played out at a petrol station in Piazzale Loreto, in central Milan. Mussolini’s body was displayed for all to see, hanging upside down, together with those of other fascists and of Claretta Petacci, his mistress. Directly, the scene showed the triumph of the partisans, whose efforts against the Nazis had greatly accelerated the liberation of the North of Italy. The Piazzale Loreto scene was both a victory sign and a reprisal. Nazis and fascists had executed various partisans and displayed their bodies in the same place earlier in the war. Indirectly, the scene was a symbolic reversal of what had until then been branded as historical certainty. Piazzale Loreto was a public urban spectacle aimed at showing the Italian people that fascism had ended. The Duce was now displayed as a gruesome symbol of defeat in the city where fascism had first developed. More than two decades of fascism were symbolically overcome through a barbaric catharsis. The concept of spectacle has been applied to Italian fascism (Falasca-Zamponi 2000) in an attempt to conceptualize and understand the relationship between fascist ideology and its external manifestations in the public, symbolic, aesthetic, and urban spheres. This paper aims to further develop the concept of fascism as a society of spectacle by elaborating a geographical understanding of Italian fascism as a material phenomenon within modernity. Fascism is understood as an ideological construct (on which the political movement was based) which was expressed in the symbolic and aesthetic realm; its symbolism and art however are seen as having been rooted in material, historical specificity. -
Fascism in Motion: Concepts, Agents and Global Experiences
H-Empire CFP: Fascism in Motion: Concepts, Agents, and Global Experiences (Online, October 2021) Discussion published by Takuya Momma on Tuesday, June 8, 2021 Fascism in Motion: Concepts, Agents and Global Experiences Online-Workshop organized by Takuya Momma (Japan Society for the Promotion of Science/Kwansei Gakuin University), Chikara Uchida (The University of Tokyo), and Yufei Zhou (German Institute for Japanese Studies) Deadlines: Abstracts (400 words max): 30 June 2021 Paper Drafts (maximum 5,000 words): 30 September 2021 Event Date: 7 October 2021 to 9 October 2021 Call for Papers How did fascism develop into a global movement and shape the way people understand the world and organise their daily lives? Starting from this question, this workshop aims to examine the international circulation of ideas and concepts derived from fascism and grasp its transnational character, crossing political and cultural boundaries. Taking the form of political ideologies and practices, fascism casts shadows in European countries to varying degrees. During the interwar period, besides the case of Italy and Nazi Germany, several variations of fascism and authoritarianism emerged as responses to the crises of capitalism and Western democracy, as well as the rise of communism, mass politics and feminist movements. While previous scholarship on fascism has overwhelmingly focused on particular ideologies, such as the leader principle, messianic faith and political religion, contemporary historians tend to emphasise its transnational character and reconceptualise it as an alternative ramification of modernity. However, the limit on research is omnipresent. Largely underexplored are the political and cultural negotiations, multi-layered and reciprocal intellectual inspirations, and large-scale border- crossing movements of agents between countries and regions over the globe, namely ‘Fascism in Citation: Takuya Momma. -
Why the Axis Lost
Richard L. DiNardo. Germany and the Axis Powers: From Coalition to Collapse. Lawrence: University Press of Kansas, 2005. 282 pp. $34.95, cloth, ISBN 978-0-7006-1412-7. Reviewed by Michael Anklin Published on H-German (July, 2006) Richard L. DiNardo's book will be of great in‐ differently from its sister service" (p. 192). The terest to military and other historians, as well as Luftwaffe, the German army and the navy all op‐ the general public. Interest in World War II and erated along different lines. In DiNardo's view, the especially Nazi Germany's war conduct remains navy was the most successful and the army failed at an all-time high. Some consensus on why the most miserably in their conduct of coalition war‐ Allies won and the Axis lost has been reached in fare (p. 192). Among the problems preventing the the wake of an innumerable quantity of studies. It successful execution of Axis coalition warfare is clear, for example, that the United States simply were unnecessarily complex command struc‐ outproduced the Axis and that the sacrifice of the tures, the often arrogant attitude (with some ex‐ Red Army contributed significantly to the Allied ceptions) of Germans toward their allies and the victory.[1] However, numerous details and ques‐ failure of Germany to share military technology tions remain open to debate. DiNardo addresses appropriately with partners. The outcome was of‐ such an issue: Nazi Germany's method of conduct‐ ten the fghting of "parallel wars," which severely ing coalition warfare. DiNardo skillfully dissects weakened the overall war effort. -
Fascist Italy's Illiberal Cultural Networks Culture, Corporatism And
Genealogie e geografie dell’anti-democrazia nella crisi europea degli anni Trenta Fascismi, corporativismi, laburismi a cura di Laura Cerasi Fascist Italy’s Illiberal Cultural Networks Culture, Corporatism and International Relations Benjamin G. Martin Uppsala University, Sweden Abstract Italian fascists presented corporatism, a system of sector-wide unions bring- ing together workers and employers under firm state control, as a new way to resolve tensions between labour and capital, and to reincorporate the working classes in na- tional life. ‘Cultural corporatism’ – the fascist labour model applied to the realm of the arts – was likewise presented as a historic resolution of the problem of the artist’s role in modern society. Focusing on two art conferences in Venice in 1932 and 1934, this article explores how Italian leaders promoted cultural corporatism internationally, creating illiberal international networks designed to help promote fascist ideology and Italian soft power. Keywords Fascism. Corporatism. State control. Labour. Capital. Summary 1 Introduction. – 2 Broadcasting Cultural Corporatism. – 3 Venice 1932: Better Art Through Organisation. – 4 Italy’s International Cultural Outreach: Strategies and Themes. – 5 Venice 1934: Art and the State, Italy and the League. – 6 Conclusion. 1 Introduction The great ideological conflict of the interwar decades was a clash of world- views and visions of society, but it also had a quite practical component: which ideology could best respond to the concrete problems of the age? Problems like economic breakdown, mass unemployment, and labour unrest were not only practical, of course: they seemed linked to a broader breakdown of so- Studi di storia 8 e-ISSN 2610-9107 | ISSN 2610-9883 ISBN [ebook] 978-88-6969-317-5 | ISBN [print] 978-88-6969-318-2 Open access 137 Published 2019-05-31 © 2019 | cb Creative Commons Attribution 4.0 International Public License DOI 10.30687/978-88-6969-317-5/007 Martin Fascist Italy’s Illiberal Cultural Networks. -
The Axis Advances
wh07_te_ch17_s02_MOD_s.fm Page 568 Monday, March 12, 2007 2:32WH07MOD_se_CH17_s02_s.fm PM Page 568 Monday, January 29, 2007 6:01 PM Step-by-Step German fighter plane SECTION Instruction 2 WITNESS HISTORY AUDIO Objectives Janina’s War Story As you teach this section, keep students “ It was 10:30 in the morning and I was helping my focused on the following objectives to help mother and a servant girl with bags and baskets as them answer the Section Focus Question they set out for the market. Suddenly the high- and master core content. pitch scream of diving planes caused everyone to 2 freeze. Countless explosions shook our house ■ Describe how the Axis powers came to followed by the rat-tat-tat of strafing machine control much of Europe, but failed to guns. We could only stare at each other in horror. conquer Britain. Later reports would confirm that several German Janina Sulkowska in ■ Summarize Germany’s invasion of the the early 1930s Stukas had screamed out of a blue sky and . Soviet Union. dropped several bombs along the main street— and then returned to strafe the market. The carnage ■ Understand the horror of the genocide was terrible. the Nazis committed. —Janina Sulkowska,” Krzemieniec, Poland, ■ Describe the role of the United States September 12, 1939 before and after joining World War II. Focus Question Which regions were attacked and occupied by the Axis powers, and what was life like under their occupation? Prepare to Read The Axis Advances Build Background Knowledge L3 Objectives Diplomacy and compromise had not satisfied the Axis powers’ Remind students that the German attack • Describe how the Axis powers came to control hunger for empire. -
Documents Considering the Evidence: Ideologies of the Axis Powers
Documents Considering the Evidence: Ideologies of the Axis Powers ven more than the Great War of 1914–1918, the Second World War was a Econflict of ideas and ideologies as well as a struggle of nations and armies. Much of the world was immensely grateful that the defeat of Italy,Germany, and Japan discredited the ideas that underlay those regimes.Yet students of history need to examine these ideas, however repellant they may be, to under- stand the circumstances in which they arose and to assess their consequences. Described variously as fascist, authoritarian, right-wing, or radically nationalist, the ideologies of the Axis powers differed in tone and emphasis. But they shared a repudiation of mainstream Western liberalism, born of the Enlightenment, as well as an intense hatred of Marxist communism.The three documents that follow provide an opportunity to define their common features and to distin- guish among them. Document 21.1 Mussolini on Fascism In 1932, after ten years in power, the Italian fascist leader Benito Mussolini wrote a short article for an Italian encyclopedia outlining the political and social ideas that informed the regime that he headed. It was an effort to pro- vide some philosophical coherence for the various measures and policies that had characterized the first decade of his rule. (See pp. 988–90 for background on Italian fascism.) ■ To what ideas and historical circumstances is Mussolini reacting in this document? ■ What is his criticism of pacifism, socialism, democracy, and liberalism? ■ How does Mussolini understand the state? What is its relationship to individual citizens? ■ Why might these ideas have been attractive to many in Italy in the 1920s and 1930s? 1010 considering the evidence / documents: ideologies of the axis powers 1011 Benito Mussolini The Political and Social Doctrine of Fascism 1933 bove all, Fascism...believes neither in the pos- would reduce men to the level of animals, caring Asibility nor the utility of perpetual peace. -
World War Two - Introduction to WWII
World War Two - Introduction to WWII World War Two - Introduction to WWII by ReadWorks https://commons.wikimedia.org/wiki/File:Polish_border_1939.jpg After World War I, Germany was defeated. The peace agreement that ended the war left the country humiliated but not crippled. In their humiliation, Germans looked for a powerful leader. Many Germans were dissatisfied with their government and wanted change. In the 1930's, a political group called the Nazi Party came to power. A man named Adolf Hitler was the Fuhrer, or supreme leader of the Nazi Party. In 1933, Hitler was appointed chancellor of Germany. He became head of the German parliament. Hitler wanted power. He broke the World War I peace treaty and began to build an army. Hitler threatened the balance of peace all over Europe. Meanwhile, two other countries were following Germany's lead. Powerful dictators in Italy and Japan were building up their own armies. Italy, Japan, and Germany would become the Axis Powers of World War II. Their hunger for military might was quite different from the U.S.'s desire for peace. The United States watched the other countries from a distance. People in the U.S. were worried, but they were isolationists. Americans did not want to get involved in another European war. On September 1, 1939, Germany invaded Poland. World War II began. Britain and France were allies with Poland and declared war on Germany. Hitler's strategy was called blitzkrieg. ReadWorks.org · © 2012 ReadWorks®, Inc. All rights reserved. World War Two - Introduction to WWII This German word translates to "lightning war." The German army toppledcountries before the countries knew what hit them. -
WHO's WHO in the WAR in EUROPE the War in Europe 7 CHARLES DE GAULLE
who’s Who in the War in Europe (National Archives and Records Administration, 342-FH-3A-20068.) POLITICAL LEADERS Allies FRANKLIN DELANO ROOSEVELT When World War II began, many Americans strongly opposed involvement in foreign conflicts. President Roosevelt maintained official USneutrality but supported measures like the Lend-Lease Act, which provided invaluable aid to countries battling Axis aggression. After Pearl Harbor and Germany’s declaration of war on the United States, Roosevelt rallied the country to fight the Axis powers as part of the Grand Alliance with Great Britain and the Soviet Union. (Image: Library of Congress, LC-USZ62-128765.) WINSTON CHURCHILL In the 1930s, Churchill fiercely opposed Westernappeasement of Nazi Germany. He became prime minister in May 1940 following a German blitzkrieg (lightning war) against Norway, Denmark, the Netherlands, Belgium, and France. He then played a pivotal role in building a global alliance to stop the German juggernaut. One of the greatest orators of the century, Churchill raised the spirits of his countrymen through the war’s darkest days as Germany threatened to invade Great Britain and unleashed a devastating nighttime bombing program on London and other major cities. (Image: Library of Congress, LC-USW33-019093-C.) JOSEPH STALIN Stalin rose through the ranks of the Communist Party to emerge as the absolute ruler of the Soviet Union. In the 1930s, he conducted a reign of terror against his political opponents, including much of the country’s top military leadership. His purge of Red Army generals suspected of being disloyal to him left his country desperately unprepared when Germany invaded in June 1941. -
Youth, Gender, and Education in Fascist Italy, 1922-1939 Jennifer L
James Madison University JMU Scholarly Commons Senior Honors Projects, 2010-current Honors College Spring 2015 The model of masculinity: Youth, gender, and education in Fascist Italy, 1922-1939 Jennifer L. Nehrt James Madison University Follow this and additional works at: https://commons.lib.jmu.edu/honors201019 Part of the European History Commons, History of Gender Commons, and the Social History Commons Recommended Citation Nehrt, Jennifer L., "The model of masculinity: Youth, gender, and education in Fascist Italy, 1922-1939" (2015). Senior Honors Projects, 2010-current. 66. https://commons.lib.jmu.edu/honors201019/66 This Thesis is brought to you for free and open access by the Honors College at JMU Scholarly Commons. It has been accepted for inclusion in Senior Honors Projects, 2010-current by an authorized administrator of JMU Scholarly Commons. For more information, please contact [email protected]. The Model of Masculinity: Youth, Gender, and Education in Fascist Italy, 1922-1939 _______________________ An Honors Program Project Presented to the Faculty of the Undergraduate College of Arts and Letters James Madison University _______________________ by Jennifer Lynn Nehrt May 2015 Accepted by the faculty of the Department of History, James Madison University, in partial fulfillment of the requirements for the Honors Program. FACULTY COMMITTEE: HONORS PROGRAM APPROVAL: Project Advisor: Jessica Davis, Ph.D. Philip Frana, Ph.D., Associate Professor, History Interim Director, Honors Program Reader: Emily Westkaemper, Ph.D. Assistant Professor, History Reader: Christian Davis, Ph.D. Assistant Professor, History PUBLIC PRESENTATION This work is accepted for presentation, in part or in full, at Honors Symposium on April 24, 2015. -
Unit I Spiral Exam – World War II (75 Points Total) PLEASE DO NO
Mr. Huesken 10th Grade United States History II Unit I Spiral Exam – World War II (75 points total) PLEASE DO NO WRITE ON THIS TEST DIRECTIONS – Please answer the following multiple-choice questions with the best possible answer. No answer will be used more than once. (45 questions @ 1 point each = 45 points) 1) All of the following were leaders of totalitarian governments in the 1930’s and 1940’s except: a. Joseph Stalin b. Francisco Franco. c. Benito Mussolini d. Neville Chamberlain. 2) In what country was the Fascist party and government formed? a. Italy b. Japan c. Spain d. Germany 3) The Battle of Britain forced Germany to do what to their war plans in Europe in 1942? a. Join the Axis powers. b. Fight a three-front war. c. Put off the invasion of Britain. d. Enter into a nonaggression pact with Britain. 4) The Nazis practiced genocide toward Jews, Gypsies, and other “undesirable” peoples in Europe. What does the term “genocide” mean? a. Acting out of anti-Semitic beliefs. b. Deliberate extermination of a specific group of people. c. Terrorizing of the citizens of a nation by a government. d. Killing of people for the express purpose of creating terror. 5) The term “blitzkrieg” was a military strategy that depended on what? a. A system of fortifications. b. Out-waiting the opponent. c. Surprise and quick, overwhelming force. d. The ability to make a long, steady advance. 6) In an effort to avoid a second “world war”, when did the Britain and France adopt a policy of appeasement toward Germany? a. -
Italian Fascism, National Socialism, and the Lure of the Classics*
chapter 1 “Distant Models”? Italian Fascism, National Socialism, and the Lure of the Classics* Helen Roche It is a truth widely acknowledged that fascist movements tend to glorify the national past of the country in which they arise.1 To name two examples alone, during the interwar years, Dutch fascists recalled the triumphant exploits of their maritime empire with pride, while Austrian fascists harked back to the heroic victories of the Habsburgs against the marauding Turks.2 Yet sometimes, fascist regimes would seek to resurrect a past even more ancient, and more glorious still; a phenomenon which Ernst Nolte (who fathered the study of comparative fascism long before he fathered the Historikerstreit) ascribed to the search for “distant models”—the turn towards Greece or Rome.3 This phe- nomenon is particularly marked in the case of the two most powerful and most indisputably “fascist” regimes of all: Benito Mussolini’s Italy and Adolf Hitler’s Germany.4 One of this volume’s most salient aims, therefore, is to present an illuminating (if necessarily inexhaustive) survey of the whys and wherefores of this phenomenon of totalitarian Classicism, uniting contributions from schol- ars working in a wide variety of fields, including classics, history, philosophy, art and architecture. * Much of the first part of this introductory chapter draws upon an essay entitled “Mussolini’s ‘Third Rome’, Hitler’s Third Reich, and the Allure of Antiquity”, prepared for a workshop on “Politicizing the Social and the Cultural in the Histories of Fascist Italy and Nazi Germany”, Magdalene College, University of Cambridge (2017), in which the thesis put forward here is discussed at greater length.