Benito Mussolini & Italian Fascism

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Benito Mussolini & Italian Fascism 1883 - 1945 Prime Minister of Italy from 1922 – 1943 Ruled constitutionally until 1925 Established dictatorship Nickname Il Duce “The Leader” Desired to delay WWII but sided with Germany June 10, 1940. Early Life Father was blacksmith and socialist Mother was Catholic schoolteacher Eldest of 3 children Named after famous Mexican and Italian socialists Learned anarchist, military authoritarian nationalism from father Fascism • New, militant political movement that emphasized loyalty to the state and obedience to its leader • Shared ideas but no clearly defined theory or program • Extreme nationalism: -extreme loyalty to one’s country • Authoritarian leader to guide and bring order to the state • Nations must struggle – peaceful states will be conquered Communism vs. Fascism Similarities • Rule by dictators allowing only one political party – no democracy • Denial of individual rights • State is supreme Differences Classless society Every class has place and purpose International scope Nationalists Working classes Aristocrats & Industrialists Paris Peace Conference of 1919 At the end of WWI, Italy gets little Rising inflation and unemployment Italians disappointed in seemingly weak democratic government Desire a leader who would be strong and take action Mussolini Promises Change • Newspaper editor and aspiring politician • Established Fascist Party in 1919 (WWI?) Directly after the end of WW1 (1918) • Promises to revive Italian economy and rebuild its armed forces • As economic and social conditions worsened, his Fascist Party gained popularity • Preyed upon upper class fear of working classes March on Rome October 1922 (Two years before death of Lenin) 30,000 Fascists march to Italian capital Demand that King Emmanuel III put Mussolini in charge of gov’t. After violence and threatened uprising, Mussolini takes power “legally” Italy under Mussolini • Abolished democracy • Outlawed all political parties except Fascist Party • Secret police jailed anyone opposed • Radio stations and publications could only issue Fascist doctrines • Outlawed labor strikes Never had the complete control that Stalin had in Russia or Hitler in Germany Mussolini’s hands on approach Mussolini’s not afraid of a little work… Mussolini, Man of Sports & Leisure Putin, a Mussolini rip-off? Mussolini’s HEADquarters Rome, Italy BFFs Mussolini meets Hitler Mussolini, Master of Propaganda .

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Chapter One: Introduction
CHANGING PERCEPTIONS OF IL DUCE TRACING POLITICAL TRENDS IN THE ITALIAN-AMERICAN MEDIA DURING THE EARLY YEARS OF FASCISM by Ryan J. Antonucci Submitted in Partial Fulfillment of the Requirements for the Degree of Master of Arts in the History Program YOUNGSTOWN STATE UNIVERSITY August, 2013 Changing Perceptions of il Duce Tracing Political Trends in the Italian-American Media during the Early Years of Fascism Ryan J. Antonucci I hereby release this thesis to the public. I understand that this thesis will be made available from the OhioLINK ETD Center and the Maag Library Circulation Desk for public access. I also authorize the University or other individuals to make copies of this thesis as needed for scholarly research. Signature: Ryan J. Antonucci, Student Date Approvals: Dr. David Simonelli, Thesis Advisor Date Dr. Brian Bonhomme, Committee Member Date Dr. Martha Pallante, Committee Member Date Dr. Carla Simonini, Committee Member Date Dr. Salvatore A. Sanders, Associate Dean of Graduate Studies Date Ryan J. Antonucci © 2013 iii ABSTRACT Scholars of Italian-American history have traditionally asserted that the ethnic community’s media during the 1920s and 1930s was pro-Fascist leaning. This thesis challenges that narrative by proving that moderate, and often ambivalent, opinions existed at one time, and the shift to a philo-Fascist position was an active process. Using a survey of six Italian-language sources from diverse cities during the inauguration of Benito Mussolini’s regime, research shows that interpretations varied significantly. One of the newspapers, Il Cittadino Italo-Americano (Youngstown, Ohio) is then used as a case study to better understand why events in Italy were interpreted in certain ways.
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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.
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World History Week 3 Take Home Packet
Local District South Students: We hope that you are adjusting to the difficult situation we all find ourselves in and that you are taking time to rest, care for yourself and those you love, and do something everyday to lift your spirits. We want you to know that you are missed and that we have been working hard to develop ways to support you. We want to stay connected with you and provide you with opportunities to learn while you are at home. We hope that you find these activities interesting and that they provide you with something to look forward to over the course of the next week. Stay home; stay healthy; stay safe. We cannot wait until we see you again. Sincerely, The Local District South Instructional Team and your school family World History Week 3 Take Home Packet Student Name_________________________________________________________________________ School________________________________________ Teacher_______________________________ Students: Each of the Social Science Learning Opportunities Packet was developed based on a portion of the standards framework. The mini-unit you will be working on this week, is based on these questions from the framework: ● What was totalitarianism, and how was it implemented in similar and different ways in Japan, Germany, Italy, and the Soviet Union? We encourage you to engage in the Extended Learning Opportunity if you are able. Over the course of the next week, please do the activities listed for each day. Week 3, Day 1 1. Read, “Life in a Totalitarian Country” and annotate using the annotation bookmark. 2. Answer the quiz questions. 3. Write a response to this prompt:Observe: How does the text describe the relationship between fear and totalitarian governments? Week 3, Day 2 1.
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Europe in Crisis: Class 5 – the Rise of Fascism
Lecture Notes Europe in Crisis: Class 5 – The Rise of Fascism Slide 2 Postwar European Economies: • After the war, Europe suffered great economic problems. These problems varied from country to country. All countries had taken out loans to fight the war, and were trying to figure out how to pay those back. o England: Used to be a manufacturing powerhouse. Now, had lost many of its markets to foreign competitors like Japan and the US. Also, in 1914, England had risked falling behind Germany and the US technologically. This problem was exacerbated by a war that left Britain poor and the US rich. Economy falters, during the interwar period, Britain has a steady unemployment rate of about 10%. o France: Had taken out more loans than anyone else. Also, had to rebuild about a quarter of their country. Relied on German reparation payments for all this. Most people have work, though, because of jobs created by rebuilding. In 1923, when Germany defaults on reparations, France invades the Ruhr, and collects the profits from the coal mines here. An agreement is reached in 1924 with the Dawes Plan – American bankers promise to invest in Germany, thus boosting its economy, if France leaves the Ruhr, reduces reparations and agrees to a two-year moratorium. o Germany: Was reeling after the war, and had trouble getting its economy back on track. Problems were exacerbated when France invaded the Ruhr in 1923. Germany responded by encouraging workers to strike. Meanwhile, they kept printing money, trying to come up with a way to pay the French.
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The Corporatism of Fascist Italy Between Words and Reality
CORPORATIVISMO HISTÓRICO NO BRASIL E NA EUROPA http://dx.doi.org/10.15448/1980-864X.2016.2.22336 The corporatism of Fascist Italy between words and reality O corporativismo da Itália fascista entre palavras e realidade El corporativismo de la Italia fascista entre las palabras y la realidad Alessio Gagliardi* Translated by Sergio Knipe Abstract: It is common knowledge that State intervention in Italy in the Twenties and the Thirties developed outside of corporative institutions. The history of Fascist corporatism, however, is not only an unsuccessful story. Despite the failure of the “corporatist revolution” and “Fascist third way”, Fascist corporatism since the mid- Twenties helped the progressive development of a new political system to regulate relationship between State and private interests. The paper examines not only the institutional framework (the systems of formal laws, regulations, and procedures, and informal norms) but also their acts and real activities. It dwells upon internal debates, political and institutional importance acquired by corporative institutions in Fascist regime and behaviours of entrepreneurial organizations and labour unions. In this way, the paper aims to point out the “real” consequences of Fascist corporatism, different from the ideological ones. Keywords: corporatism; Fascism; Italy Resumo: É de conhecimento geral que intervenções estatais na Itália nas décadas de 1920 e 1930 se desenvolveram fora de instituições corporativas. A história do corporativismo fascista, no entanto, não é totalmente sem sucessos. Apesar da falha da “revolução corporativista” e da “terceira via fascista”, o corporativismo fascista, desde meados dos anos 1920, ajudou no desenvolvimento progressivo de um novo sistema político para regular a relação entre o Estado e interesses privados.
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Croatian Radical Separatism and Diaspora Terrorism During the Cold War
Purdue University Purdue e-Pubs Purdue University Press Book Previews Purdue University Press 4-2020 Croatian Radical Separatism and Diaspora Terrorism During the Cold War Mate Nikola Tokić Follow this and additional works at: https://docs.lib.purdue.edu/purduepress_previews Part of the European History Commons This document has been made available through Purdue e-Pubs, a service of the Purdue University Libraries. Please contact [email protected] for additional information. Central European Studies Charles W. Ingrao, founding editor Paul Hanebrink, editor Maureen Healy, editor Howard Louthan, editor Dominique Reill, editor Daniel L. Unowsky, editor Nancy M. Wingfield, editor The demise of the Communist Bloc a quarter century ago exposed the need for greater understanding of the broad stretch of Europe that lies between Germany and Russia. For four decades the Purdue University Press series in Central European Studies has enriched our knowledge of the region by producing scholarly monographs, advanced surveys, and select collections of the highest quality. Since its founding, the series has been the only English-language series devoted primarily to the lands and peoples of the Habsburg Empire, its successor states, and those areas lying along its immediate periphery. Among its broad range of international scholars are several authors whose engagement in public policy reflects the pressing challenges that confront the successor states. Indeed, salient issues such as democratization, censorship, competing national narratives, and the aspirations
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LETTER to G20, IMF, WORLD BANK, REGIONAL DEVELOPMENT BANKS and NATIONAL GOVERNMENTS
LETTER TO G20, IMF, WORLD BANK, REGIONAL DEVELOPMENT BANKS and NATIONAL GOVERNMENTS We write to call for urgent action to address the global education emergency triggered by Covid-19. With over 1 billion children still out of school because of the lockdown, there is now a real and present danger that the public health crisis will create a COVID generation who lose out on schooling and whose opportunities are permanently damaged. While the more fortunate have had access to alternatives, the world’s poorest children have been locked out of learning, denied internet access, and with the loss of free school meals - once a lifeline for 300 million boys and girls – hunger has grown. An immediate concern, as we bring the lockdown to an end, is the fate of an estimated 30 million children who according to UNESCO may never return to school. For these, the world’s least advantaged children, education is often the only escape from poverty - a route that is in danger of closing. Many of these children are adolescent girls for whom being in school is the best defence against forced marriage and the best hope for a life of expanded opportunity. Many more are young children who risk being forced into exploitative and dangerous labour. And because education is linked to progress in virtually every area of human development – from child survival to maternal health, gender equality, job creation and inclusive economic growth – the education emergency will undermine the prospects for achieving all our 2030 Sustainable Development Goals and potentially set back progress on gender equity by years.
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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.
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Fascism Rises in Europe
3 Fascism Rises in Europe MAIN IDEA WHY IT MATTERS NOW TERMS & NAMES POWER AND AUTHORITY In These dictators changed the •fascism •Nazism response to political turmoil and course of history, and the world • Benito • Mein Kampf economic crises, Italy and is still recovering from their Mussolini • lebensraum Germany turned to totalitarian abuse of power. • Adolf Hitler dictators. SETTING THE STAGE Many democracies, including the United States, Britain, and France, remained strong despite the economic crisis caused by the Great Depression. However, millions of people lost faith in democratic govern- ment. In response, they turned to an extreme system of government called fas- cism. Fascists promised to revive the economy, punish those responsible for hard times, and restore order and national pride. Their message attracted many people who felt frustrated and angered by the peace treaties that followed World War I and by the Great Depression. TAKING NOTES Fascism’s Rise in Italy Comparing and Contrasting Use a chart Fascism (FASH•IHZ•uhm) was a new, militant political movement that empha- to compare Mussolini's sized loyalty to the state and obedience to its leader. Unlike communism, fascism rise to power and his had no clearly defined theory or program. Nevertheless, most Fascists shared goals with Hitler's. several ideas. They preached an extreme form of nationalism, or loyalty to one’s country. Fascists believed that nations must struggle—peaceful states were Hitler Mussolini doomed to be conquered. They pledged loyalty to an authoritarian leader who Rise: Rise: guided and brought order to the state. In each nation, Fascists wore uniforms of a certain color, used special salutes, and held mass rallies.
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Notes 335 Bibliography 387 Index 413
CONTENTS PREFACE IX ONE: THE AMBIGUOUS LEGACY 3 The Crisis of Classical Marxism 6 The Crisis in Italy 20 Italian Revolutionary Syndicalism 22 TWO: THE FIRST REVOLUTIONARY SOCIALIST HERESY 32 The Evolution of Syndicalism 32 Syndicalism and the Nature of Man 34 Syndicalism and Social Psychology 37 Syndicalism and the Social and Political Function of Myth 43 Elitism 50 Syndicalism and Industrial Development 58 THREE: THE FIRST NATIONAL SOCIALISM 64 Revolutionary Syndicalism: Marxism and the Problems of National Interests 64 Syndicalism and Proletarian Nationalism 71 Revolutionary Syndicalism, War, and Moral Philosophy 73 Syndicalism, Nationalism, and Economic Development 83 National Syndicalism and Lenin's Bolshevism 91 FOUR: THE PROGRAM OF FASCISM 96 The Fascism of San Sepolcro 101 Syndicalism, Nationalism, and Fascism 103 FascismandIdeology 112 Fascism and Bolshevism 121 FIVE: THE POLITICAL ECONOMY OF FASCISM 127 Alfredo Rocco, Nationalism, and the Economic Policy of Fascism 133 Economic Policy from 1922 until the Great Depression 140 Fascist Economic Policy after the Great Depression 153 The Political Economy of Fascism and the Revolutionary Socialist Tradition 162 SIX: THE LABOR POLICY OF FASCISM 172 The Origins of Fascist Syndicalism 172 The Rise of Fascist Syndicalism 183 The Evolution of Fascist Syndicalism 190 The Functions of Fascist Syndicalism 196 The Labor Policy of Fascism and Revolutionary Marxism 206 SEVEN: THE ORCHESTRATION OF CONSENSUS 214 Syndicalism, Fascism, and the Psychology of the Masses 215 The Rationale of Orchestrated
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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.
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Laughing at Power, Fascism, and Authoritarianism: Satire, Humor, Irony, and Interrogating Their Political Efficacy
Laughing at Power, Fascism, and Authoritarianism: Satire, Humor, Irony, and Interrogating Their Political Efficacy April 8-10, 2018 Center for Jewish History New York City Abstract deadline: September 1, 2017 Response by: October 1, 2017 Projects to be workshopped deadline: March 1, 2018 Satire, humor, and irony have served as powerful weapons against totalitarianism and other forms of authoritarianism and authoritarian leaders. Before Hitler was scary, he was considered a joke, someone to be laughed at. During World War II, journalists, artists, writers and film-makers around the globe, used their golden pens, cameras, and paintbrushes to create powerful weapons against fascism. Some of them lived in the relative safety of United States or China, others were in the midst of it all, in Polish ghettos, occupied parts of the Soviet Union, or hiding in French villages. Today we understand these works both as effective forms of resistance and powerful means of making sense of the incomprehensive historical events. Studying satirical films, cabarets, comedy routines, music, cartoons, caricatures, and jokes as historical sources reveals details of the zeitgeist of the time, simply unavailable from other sources. At the same time, humor is limited in its ability to effect politics. While someone could laugh at Hitler, Hitler could not be stopped only through laughter. The workshop, jointly hosted by the journal East European Jewish Affairs and the Center for Jewish History and sponsored by the University of Colorado’s Singer Fund for Jewish Studies, proposes a new way of thinking about humor and resistance by bringing together scholars, artists, musicians, and comedians, and use both scholarly methods of textual analysis and artistic imagination to work on uncovering how fascism was fought not with the sword, but with laughter, satire, and irony and a healthy dose of political organizing.
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