The Soviet Union Under Stalin Prepare to Read

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In this propaganda Standards-Based image, children surround WITNESS HISTORY AUDIO SECTION Instruction a gentle Stalin. 4 The Heart of the Party On the occasion of Stalin’s sixtieth birthday, the Communist party newspaper, Pravda, or “Truth,” Standards-at-a-Glance printed this praise of Stalin: There is no similar name on the planet like the • History-Social Science “ 4 name of Stalin. It shines like a bright torch of free- Students have learned about Mussolini’s dom, it flies like a battle standard for millions of totalitarian state in Italy. In this section, they laborers around the world. . . . Stalin is today’s will learn how Stalin gained and maintained Lenin! Stalin is the brain and heart of the party! control of the Soviet Union—disregarding Stalin is the banner of millions of people in any human costs. their fight for a better life.” • Analysis Skills Far from helping people fight for a better life, HI3 Students interpret past events and issues Stalin’s ruthless policies brought suffering and within the context in which an event death to millions of Soviets. unfolded rather than solely in terms of Focus Question How did Stalin transform the present-day norms and values. Soviet Union into a totalitarian state? • English-Language Arts Writing 2.3 The Soviet Union Under Stalin Prepare to Read

L3 Build Background Knowledge In January 1924, tens of thousands of people lined up in Moscow’s Remind students that Lenin founded the Standards Preview historic Red Square. They had come to view the body of Lenin, who Soviet state, and after he died in 1924, H-SS 10.7.2 Trace Stalin’s rise to power in the Soviet had died a few days earlier. Lenin’s widow, Nadezhda Krupskaya, Stalin took power. Ask them to recall Union and the connection between economic policies, wanted to bury him simply next to his mother. Communist party political policies, the absence of a free press, and systematic what else they already know about Stalin. violations of human rights (e.g., the Terror Famine in officials—including Joseph Stalin—wanted to preserve Lenin’s Ukraine). body and put it on permanent display. In the end, Lenin’s body H-SS 10.7.3 Analyze the rise, aggression, and human was displayed in Red Square for more than 65 years. By preserv- Set a Purpose L3 costs of totalitarian regimes (Fascist and Communist) in Ger- ing Lenin’s body, Stalin wanted to show that he would carry on the ■ WITNESS HISTORY Read the selection many, Italy, and the Soviet Union, noting especially their common and dissimilar traits. goals of the revolution. However, in the years that followed, he aloud or play the audio. used ruthless measures to control the Soviet Union and its people. AUDIO Witness History Audio CD, Terms, People, and Places

The Heart of the Party command economy russification collectives atheism A Totalitarian State Ask Based on clues in the image kulaks Comintern Karl Marx had predicted that under communism the state would and selection from Pravda, what Gulag eventually wither away. Under Stalin, the opposite occurred. He do you think the official view of socialist realism turned the Soviet Union into a totalitarian state controlled by a Stalin was? (He was to be viewed as powerful and complex bureaucracy. the ideal leader.) Ask students to specu- Reading Strategy: Identify Main Ideas Stalin’s Five-Year Plans Once in power, Stalin imposed govern- late what Soviets may have secretly Summarize the main points of the section in a ment control over the Soviet Union’s economy. In the past, said thought of him. chart like the one below. Stalin, Russia had suffered because of its economic backwardness. ■ Focus Point out the Section Focus The Soviet Union Under Stalin In 1928, he proposed the first of several “five-year plans” aimed at Question and write it on the board. building heavy industry, improving transportation, and increasing Tell students to refer to this question Five-Year Methods of Daily Life Plans Control farm output. He brought all economic activity under government as they read. (Answer appears with control. The government owned all businesses and distributed all Section 4 Assessment answers.) ■ Preview Have students preview the Section Standards and the list of Vocabulary Builder Terms, People, and Places. ■ Have students read this Use the information below and the following resources to teach the high-use words from this section.

section using the Paragraph Shrinking Teaching Resources, Unit 3, p. 49; Teaching Resources, Skills Handbook, p. 3

strategy (TE, p. T20). As they read, High-Use Words Definitions and Sample Sentences have students fill in the chart with the conform, p. 444 vi. to obey a set of standards main ideas about Stalin’s rule in the Elena hated plaid skirts but had to conform to the school’s mandatory dress code. Soviet Union. access, p. 446 n. a way of using Reading and Note Taking Because he worked in the principal’s office, he had access to all the students’ Study Guide, p. 117 records.

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resources. The Soviet Union developed a command economy, in which government officials made all basic economic decisions. By contrast, in a Teach capitalist system, the free market determines most economic decisions. Pri- vately owned businesses compete to win the consumer’s choice. This compe- tition regulates the price and quality of goods. A Totalitarian State H-SS 10.7.2, 10.7.3 L3 Mixed Results in Industry Stalin’s five-year plans set high production goals, especially for heavy industry and transportation. The government Effects of the Five-Year Plans on Soviet Industry Instruct pushed workers and managers to meet these goals by giving bonuses ■ to those who succeeded—and by punishing those who did not. Between 20 Introduce: Key Terms Have students 1928 and 1939, large factories, hydroelectric power stations, and huge find the key term command economy 15 industrial complexes rose across the Soviet Union. Oil, coal, and steel (in blue) in the text. Point out that production grew. Mining expanded, and new railroads were built. 10 Stalin’s government took complete con- Despite the impressive progress in some areas, Soviet workers had lit- trol over of the Soviet Union’s economy; tle to show for their efforts. Some former peasants did become skilled fac- 5 in other words, it was the government of metric tons)

tory workers or managers. Overall, though, the standard of living Output (in millions who “commanded” the economy. Then remained low. Central planning was often inefficient, causing shortages 0 ask students to explain the difference 1928 1933 1938 in some areas and surpluses in others. Many managers, Year between a command economy and a concerned only with meeting production quotas, turned Steel Brown Coal capitalist economy. out large quantities of low-quality goods. Consumer prod- SOURCE: B.R. Mitchell, European Historical Statistics, ■ ucts such as clothing, cars, and refrigerators were scarce. 1750–1970 Teach Ask students to list the goals of Wages were low and workers were forbidden to strike. The Stalin’s five-year plans. Then ask Why party restricted workers’ movements. did some peasants resist the collec- tivization plan? (They did not want to Forced Collectivization in Agriculture Stalin also give up their farms and sell crops at the brought agriculture under government control, but at a low prices set by the state.) How did horrendous cost. The government wanted farmers to pro- Stalin respond to this resistance? duce more grain to feed workers in the cities. It also hoped (He sent kulaks, or well-to-do farmers, to sell grain abroad to earn money. to labor camps and seized all grain, As you have read, under Lenin’s New Economic Plan leaving people to starve.) (NEP), peasants had held on to small plots of land. Many had prospered. Stalin saw that system as being inefficient ■ Quick Activity Direct students to the and a threat to state power. Stalin wanted all peasants to graph on the next page, Soviet Agricul- farm on either state-owned farms or collectives, large ture Output, 1928 and 1932, and have farms owned and operated by peasants as a group. On col- them answer the caption question. lectives, the government would provide tractors, fertiliz- Then ask What were the effects of ers, and better seed, and peasants would learn modern the collectivization plan on Soviet farm methods. Peasants would be permitted to keep their life? (Though it did not increase farm houses and personal belongings, but all farm animals and output, it increased Stalin’s control of implements were to be turned over to the collective. The the peasantry. It also led to the Terror state set all prices and controlled access to farm supplies. Famine.) Some peasants did not want to give up their land and sell their crops at the state’s low prices. They resisted col- lectivization by killing farm animals, destroying tools, and burning crops. Stalin was furious. He believed that kulaks, or wealthy farmers, were behind the resistance. He responded with brutal force. In 1929, Stalin declared his intention to “liquidate the kulaks as a class.” To this end, the government confiscated kulaks’ land and sent “Industrialism is the Path to Socialism” them to labor camps. Thousands were killed or died from overwork. As this 1928 poster proclaims, Stalin’s Even after the “de-kulakization,” angry peasants resisted by growing just government saw rapid industrialization as enough to feed themselves. In response, the government seized all of their the key to the success of the Soviet Union. grain to meet industrial goals, purposely leaving the peasants to starve. Using the line graph, describe the effect of the Five-Year Plans on steel and brown In 1932, this ruthless policy, combined with poor harvests, led to a terrible coal output.

Connect to Our World

Connections to Today For many years, Ukrai- A big step for Ukrainians occured in 1984 when the nian interest groups have worked for international U.S. Congress set up the Commission on the Ukraine recognition of the Terror Famine. This was a deliberate Famine to compile the information available on the Soviet policy meant to destroy the will of the Ukrai- famine. The Committee concluded: “There is no doubt nian people. Their quest is in some ways similar to that large numbers of inhabitants of the Ukrainian that of Armenian groups who hope to gain recogni- SSR and the North Caucasus Territory starved to death tion of the genocide of Armenians that took place in in a man-made famine in 1932–1933, caused by the Answer the Ottoman empire during World War I. seizure of the 1932 crop by Soviet authorities.” Caption The output for each more than quadrupled.

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Independent Practice famine. Later called the Terror Famine, it caused between five and eight million people to die of starvation in the Ukraine alone. Have students write two statements, one Although collectivization increased Stalin’s control of the peasantry, it that argues for collectivization and one did not improve farm output. During the 1930s, grain production inched that argues against it. Using the Think- upward, but meat, vegetables, and fruits remained in short supply. Feed- Write-Pair-Share strategy (TE, p. T23), ing the population would remain a major problem in the Soviet Union. have students share and discuss their Standards Check statements. How did Stalin take control of the Soviet Union’s economic life? H-SS 10.7.2, 10.7.3 Monitor Progress Food as a Weapon As students complete their charts, circu- In 1932, when peasants failed to meet Stalin’s Terror Tactics late to make sure they list collectivization unrealistic crop quotas, Stalin retaliated by In addition to tactics like the Terror Famine, Stalin’s Communist party as one of the main points of the five-year seizing all of their grain to sell on the used secret police, torture, and violent purges to ensure obedience. Stalin plans. For a completed version of the market, leaving millions to starve. Below, a tightened his grasp on every aspect of Soviet life, even stamping out any woman and her son search for food during signs of dissent within the Communist elites. chart, see the famine. Describe the effect of Stalin’s ruthless policies on the production of oats, Note Taking Transparencies, 103 Terror as a Weapon Stalin ruthlessly used terror wheat, and potatoes. as a weapon against his own people. He perpetrated crimes against humanity and systematically violated Soviet Agriculture Output his people’s individual rights. Police spies did not 1928 and 1932 hesitate to open private letters or plant listening 50 devices. Nothing appeared in print without official approval. There was no free press, and no safe 40 method of voicing protest. Grumblers or critics were 30 rounded up and sent to the Gulag, a system of bru- tal labor camps, where many died.

Output 20

10 The Great Purge Even though Stalin’s power was absolute, he still feared that rival party lead-

(in millions of metric tons) 0 Potatoes Wheat Oats ers were plotting against him. In 1934, he launched Year the Great Purge. During this reign of terror, Stalin 1928 1932 and his secret police cracked down especially on SOURCE: B.R. Mitchell, European Historical Statistics, Old Bolsheviks, or party activists from the early 1750–1970 days of the revolution. His net soon widened to tar- get army heroes, industrial managers, writers, and ordinary citizens. They were charged with a wide range of crimes, from counterrevolutionary plots to failure to meet production quotas. Between 1936 and 1938, Stalin staged a series of spectacular public “show trials” in Moscow. Former Communist leaders confessed to all kinds of crimes after officials tortured them or threatened their fam- ilies or friends. Many of the purged party members were never tried but were sent straight to the Gulag. Secret police files reveal that at least four million people were purged during the Stalin years. Some historians estimate the toll to be much greater.

Results of the Purge The purges increased Sta- lin’s power. All Soviet citizens were now well aware of the consequences of disloyalty. However, Stalin’s government also paid a price. Among the purged were experts in industry, economics, and engineer- ing, and many of the Soviet Union’s most talented

Solutions for All Learners

L4 Gifted and Talented L4 Advanced Readers

Answers Tell students that the Gulag looms large in the cultural Gulag. Then ask them to write a fictional letter from a life of the former Soviet Union. It is the subject of Nobel Gulag prisoner to a family member, describing what life Stalin’s government took control of all busi- Prize winner Aleksandr Solzhenitsyn’s first book, One is like as a prisoner. The letter should include details

nesses, distributed all resources, and made all Day in the Life of Ivan Denisovitch, in which Solzhen- about daily life in the camp, the prisoner’s views on the basic economic decisions. itsyn draws from his own Gulag experience to chronicle Communist government, and the prisoner’s hopes for a typical day in a prison camp. Ask students to conduct the future after getting out of prison. Caption Output of potatoes, wheat, and oats all further research to learn more about conditions in a fell between 1928 and 1932.

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For: Audio guided tour The Soviet Union, 1928–1941 Web Code: mzp-2841

0° Union of Soviet Socialist Republics, 1938 180° Stalin’s Terror Tactics 20° E Arctic 60°N Forced labor camp region H-SS 10.7.2, 10.7.3 L3 Isolation camp region Ocean 160° E 40°E S.S.R. boundaries N 80°N Gulag labor camps E 140° E Instruct 60°E W ■ Introduce Display Color Transpar- 80°E S 120° E ency 80: Gulag Prisoners, by

FINLAND Nikolai German to show a painting LITHUANIA LATVIA L from the Gulag. Tell students that Sta- ESTONIA e Pacific EUROPE Archangel n a Leningrad R Ocean lin used the threat of these labor camps iv POLAND er Belorussian Sea of to control life in the Soviet Union. Ask S.S.R. Okhotsk students to predict other methods that Stalin used. Ukrainian Moscow RUSSIAN SOVIET FEDERATED SOCIALIST REPUBLIC Sakhalin S.S.R. Y O e b n . Color Transparencies, 80 R i iv s R 40°N . e e a R r

g r i l u Vo R Black iv m ■ Teach Ask What was the Great e A Sea Stalingrad r Lake Purge? (the arrest and execution of Baikal TURKEY Manchuria hundreds of thousands of people whom JAPAN Georgian S.S.R. Aral Kazakh

a Armenian S.S.R. e Sea S.S.R. Vladivostok Stalin suspected of disloyalty) How S

n

a i did the purges increase Stalin’s p Azerbaijan s a MONGOLIA S.S.R. C Lake power? (They made all Soviet citizens Uzbek Balkhash KOREA Turkmen S.S.R. S.S.R. aware of the consequences of disagree- Kirghiz S.S.R. ment or disloyalty, and they replaced IRAN Conic Projection Tadzhik 0500 1000 mi old revolutionaries with young party S.S.R. AFGHANISTAN 0500 1000 km members loyal to Stalin.) How do you CHINA think this affected Soviets’ feelings Map Skills Stalin used terror and Gulag 2. Regions How does the map help toward their government? (Sample: labor camps to control the huge, multi-INDIA explain why Russia was the most influ- It probably made them feel either more national Soviet Union. ential republic in the Soviet Union? loyal or become more secretive.) 1. Locate (a) Ukrainian S.S.R (b) Russian 3. Make Inferences What does the ■ Quick Activity Have students access Soviet Federated Socialist Republic number of labor camps in the Soviet Web Code mzp-2841 to take the (c) forced labor camp region Union indicate about Stalin’s rule? Geography Interactive Audio Guided Tour and then answer the A Gulag labor camp in 1934 map skills questions in the text. writers and thinkers. The victims included most of the nation’s military leaders and about half of its military officers, a loss that would weigh Independent Practice heavily on Stalin in 1941, when Germany invaded the Soviet Union. Link to Literature To help students Standards Check In what ways did Stalin’s terror tactics harm the better understand Stalinist Russia, have Soviet Union? H-SS 10.7.2, 10.7.3 them read the selection from Arthur Koestler’s Darkness at Noon and complete Communist Attempts to Control Thought the worksheet. At the same time that he was purging any elements of resistance in Teaching Resources, Unit 3, p. 54

Soviet society, Stalin also sought to control the hearts and minds of Soviet citizens. He tried to do this by tirelessly distributing propaganda, Monitor Progress censoring opposing ideas, imposing Russian culture on minorities, and ■ replacing religion with communist ideology. Check answers to map skills questions. ■ Refer students to the image of the Propaganda Stalin tried to boost morale and faith in the communist Gulag on this page. To review this sec- system by making himself a godlike figure. He used propaganda as a tool tion, ask students to list Stalin’s terror to build up a “cult of personality” around himself. Using modern technol- ogy, the party bombarded the public with relentless propaganda. Radios tactics.

Solutions for All Learners Answers L1 Special Needs L2 Less Proficient Readers L2 English Language Learners Map Skills Ask students to refer to the Infographic on totalitari- Use the following resources to help students acquire 1. Review locations with students. anism in the previous section. Have them create a basic skills. 2. Russia was the largest republic and the capital, table, listing the six basic features of a totalitarian Adapted Reading and Note Taking Moscow, was located there. state in one column, and how those basic features Study Guide 3. that Stalin needed the threat of labor camps to played out in Stalin’s Soviet Union in a second column. ■ Adapted Note Taking Study Guide, p. 117 guarantee his dominance For a review at the end of the chapter, consider asking ■ Adapted Section Summary, p. 118 The country lost many of its intellectual and students to add columns Italy and Germany. military leaders.

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and loudspeakers blared into factories and villages. In movies, theaters, Communist Attempts and schools, citizens heard about communist successes and the evils of to Control Thought capitalism. Billboards and posters urged workers to meet or exceed pro- H-SS 10.7.2, 10.7.3 L3 duction quotas. Headlines in the Communist party newspaper Pravda, or “Truth,” linked enemies at home to foreign agents seeking to over- Instruct throw the Communist regime. ■ Introduce: Vocabulary Builder Have Censorship and the Arts At first, the Bolshevik Revolution had students read the Vocabulary Builder meant greater freedom for Soviet artists and writers. Under Stalin, how- term and definition. Ask them if they ever, the heavy hand of state control also gripped the arts. The govern- have ever felt pressure to conform to a ment controlled what books were published, what music was heard, and set of rules or customs from their par- which works of art were displayed. Stalin required artists and writers to ents or peers. Ask what it would be like create their works in a style called socialist realism. Its goal was to if they felt this pressure from the state. show Soviet life in a positive light and promote hope in the communist Explain that those were the daily con- future. ditions in Stalinist Russia. In theory, socialist realism followed in the footstep of Russian greats Tolstoy and Chekhov; in practice it was rarely allowed to be realistic. ■ Teach Ask How did Stalin control Socialist realist novels usually featured a positive hero, often an engi- cultural life in the Soviet Union? neer or scientist, battling against the odds to accomplish a goal. Popular (by distributing propaganda, censoring themes for socialist-realist visual artists were peasants, workers, heroes ideas, promoting Russification, and Vocabulary Builder of the revolution, and—of course—Stalin. destroying religion) How do you conform—(kun FAWRM) vi. to obey a set If they refused to conform to government expectations writers, artists, think people reacted to the policy of standards and composers faced government persecution. The Jewish poet Osip of Russification? (Sample: They prob- Mandelstam, for example, was imprisoned, tortured, and exiled for com- ably resented it, because previously, posing a satirical verse that was critical of Stalin. Out of fear for his they had been encouraged to celebrate wife’s safety, Mandelstam finally submitted to threats and wrote an “Ode their autonomy.) to Stalin.” Boris Pasternak, who would later win fame for his novel Doctor Zhivago, was afraid to publish anything at all during the Stalin ■ Quick Activity Read the Primary years. Rather than write in the favored style of socialist realism, he Source selection aloud or play the translated foreign literary works instead. accompanying audio. Ask How long Soviet Art Despite restrictions, some Soviet writers produced magnificent works. has Akhamatova’s son been in In this Socialist Realist sculpture, a Yevgeny Zamyatin’s classic anti-Utopian novel We became well known prison? (almost a year and a half) factory worker and a collective farmer outside of the Soviet Union, but was not published in his What feelings does Akhamotova raise the hammer and sickle together. home country until 1989. The novel depicts a night- describe in this poem? (fear, despera- mare future in which people go by numbers, not tion) Based on clues in this feature, Anna Akhmatova (ahk MAH tuh vuh), one of Russia’s names, and the “One State” controls people’s how effective do you think censor- greatest poets, could not publish her works because thoughts. And Quiet Flows the Don, by Mikhail ship was in controlling writers? she had violated state guidelines. Still, she wrote Sholokhov, passed the censor. The novel tells the (Students may suggest that it was inef- secretly. In this passage from “Requiem,” she story of a man who spends years fighting in World fective, as writers continued to work in describes the ordeal of trying to visit her 20-year-old War I, the Russian Revolution, and the civil war. Sholokhov later won the Nobel Prize for secrecy, or they may suggest that it was son, imprisoned during the Stalinist terrors: literature. effective, because writers could not pub- Primary Source lish or share their ideas with others Russification Yet another way Stalin For seventeen long months my pleas, controlled the cultural life of the Soviet within the Soviet Union.) “ My cries have called you home. Union was by promoting a policy AUDIO Witness History Audio CD, I’ve begged the hangman on my knees, of russification, or making a Anna Akhmatova My son, my dread, my own. nationality’s culture more My mind’s mixed up for good, and I’m Russian. By 1936, the U.S.S.R No longer even clear Independent Practice was made up of 11 Soviet Who’s man, who’s beast, nor how much time To help students recognize propaganda, Socialist Republics. The Russian Soviet Before the end draws near. have them write two propaganda pieces Federated Socialist Republic consisted —Anna Akhmatova, “Requiem”” for two different newspapers. One should of the old Russian heartland and was (tr. Robin Kemball) be a statement in support of Stalin’s poli- AUDIO the largest and dominant republic. cies and should be similar to the quote from Pravda at the beginning of the sec- tion. The other should be a statement typ- ical to what an illegal anti-Stalinist Link to Humanities newspaper might have printed. Both should incorporate facts about Stalin’s Sergei Eisenstein and Early Soviet Cinema in which two or more images are juxtaposed in order to policies in some way. In the Soviet Union, filmmakers used motion pictures convey an emotional impact or a new idea. Eisenstein to express revolutionary ideals. “Of all the arts, for us won international acclaim for his use of this technique in Monitor Progress the cinema is the most important,” said Lenin, who Battleship Potemkin. In fact, many critics consider the valued film as a propaganda tool. film to be the best ever made. It was also the last film As students write their statements, circu- In 1925, director Sergei Eisenstein’s Battleship over which Eisenstein had full control. Like other Soviet late to make sure they understand how Potemkin went far beyond propaganda to become true artists, Eisenstein was constrained by government regu- the two newspapers would have different art. Eisenstein worked with a technique called montage, lations and expectations after Stalin’s takeover. views of Stalin’s policies.

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The other SSRs, such as Uzbek and the Ukraine, Soviet Society Under were the homelands of other nationalities and had their own languages, historical traditions, and cul- Stalin H-SS 10.7.2 L3 tures. At first, Stalin encouraged the autonomy, or independence, of these cultures. However, in the late Instruct 1920s, Stalin turned this policy on its head and sys- ■ Introduce: Vocabulary Builder Ask tematically tried to make the cultures of the non-Rus- students if they know what the word sian SSRs more Russian. He appointed Russians to elite means. (a small, priviledged group high-ranking positions in non-Russian SSRs and or ruling class) Ask them who they required the Russian language to be used in schools think probably comprised the elite in and businesses. Soviet society. (members of the Commu- War on Religion The Communist party also tried nist party) Then have them read the to strengthen its hold on the minds of the people by Vocabulary Builder term and defini- destroying their religious faith. In accordance with tion. Ask What do you think the the ideas of Marx, atheism, or the belief that there is elites would gain access to that the no god, became an official state policy. Early on, the rest of Russia probably would not? Communists targeted the Russian Orthodox Church, (better housing, better jobs, better food) which had strongly supported the tsars. Many priests ■ Teach Ask How did life change and other religious leaders were among those killed in under Soviet rule for those not in the purges or sent to die in prison camps. Other reli- gions were persecuted as well. At one show trial, the elite party? (Though they had 15 Roman Catholic priests were charged with teaching access to free schooling, free medical religion to the young, a counterrevolutionary activity. care, and inexpensive housing, key The state seized Jewish synagogues and banned the necessities remained scarce.) use of Hebrew. Islam was also officially discouraged. ■ Quick Activity Divide the class into The Communists tried to replace religion with small groups. Using the Idea Wave their own ideology. Like a religion, communist ideol- strategy (TE, p. T22), ask students to ogy had its own “sacred” texts—the writings of Marx decide whether or not women’s lives and Lenin—and its own shrines, such as the tomb of The Party Versus the Church improved under Soviet rule. Lenin. Portraits of Stalin replaced religious icons in Russian homes. To weaken the power of the Russian However, millions of Soviets continued to worship, in private and some- Orthodox Church, the party seized church times in public, in defiance of the government’s prohibitions. property and converted churches into offices Independent Practice and museums. Here, Red Army soldiers carry Have students fill in the Outline Map Standards Check How did Stalin use censorship and propaganda to off religious relics from a Russian church. The Soviet Union in the 1930s and label support his rule? H-SS 10.7.2, 10.7.3 How might the policy of destroying churches in such a public way have the SSRs and the major industrial centers. backfired on the party? Teaching Resources, Unit 3, p. 57 Soviet Society Under Stalin The terror and cultural coercion of Stalin’s rule made a mockery of the Monitor Progress original theories and promises of communism. The lives of most Russians did change. But, while the changes had some benefits, they were often Circulate to make sure students are cor- outweighed by continuous shortages and restricted freedoms. rectly labeling the SSRs on their Outline Maps. The New Elite Takes Control The Communists destroyed the old social order of landowning nobles at the top and peasants at the bottom. But instead of creating a society of equals as they promised, they created a society where a few elite groups emerged as a new ruling class. At the head of society were members of the Communist party. Only a small frac- tion of Soviet citizens could join the party. Many who did so were moti- vated by a desire to get ahead, rather than a belief in communism. The Soviet elite also included industrial managers, military leaders, scientists, and some artists and writers. The elite enjoyed benefits denied to most people. They lived in the best apartments in the cities and rested at the best vacation homes in the country. They could shop at special

History Background

The Russian Orthodox Church The Russian After the fall of the Communist government in Orthodox Church survived more than half a century of 1991, the Church experienced a revival in the Russian Answers Communist persecution. Under Stalin, clergy were Federation. Its membership has swelled to perhaps as often imprisoned and killed because of their beliefs. many as 80 million people. One Muscovite put it this Caption For the religious, it would encourage Church buildings were destroyed or converted for way: “The Orthodox Church is perhaps the last, lone secret worship and dislike of the Communist government uses. The government softened its policy symbol of Russian national identity to have survived Party. towards the church in the late 1940s, but then cracked communism more or less intact. People . . . want and Stalin used censorship and propaganda to

down again under Khrushchev and Brezhnev in the need such a symbol.” glorify his work and stifle those who did not 1950s and 1960s. agree with him.

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Soviet Foreign Policy stores for scarce consumer goods. On the other hand, Stalin’s purges often fell on the elite. H-SS 10.7.3 L3 Benefits and Drawbacks Although excluded from party membership, Instruct most people did enjoy several new benefits. The party required all chil- ■ Introduce: Key Terms Have students dren to attend free Communist-built schools. The state supported techni- find the key term Comintern (in blue) cal schools and universities as well. Schools served many important goals. Educated workers were needed to build a modern industrial state. in the text and explain its meaning. The Communist party also set up programs for students outside school. Ask What was its purpose? (to These programs included sports, cultural activities, and political classes encourage worldwide revolution) Ask to train teenagers for party membership. However, in addition to impor- students to speculate on how Western tant basic skills, schools also taught communist values, such as atheism, nations might view this goal. the glory of collective farming, and love of Stalin. ■ Teach Ask What foreign policy goals The state also provided free medical care, day care for children, inex- did both Lenin and Stalin pursue? pensive housing, and public recreation. While these benefits were real, (to bring about a worldwide revolution many people still lacked vital necessities. Although the state built mas- and to win the support of other coun- sive apartment complexes, housing was scarce. Entire families might be tries) Lead students in a discussion of packed into a single room. Bread was plentiful, but meat, fresh fruit, and other foods remained in short supply. how these goals were incompatible. Vocabulary Builder Then ask What progress did the access—(AK ses) n. a way of using Women in the Soviet Union Long before 1917, women such as Soviet Union make toward the Nadezhda Krupskaya and Alexandra Kollontai worked for the revolu- goal of winning the support of tion, spreading radical ideas among peasants and workers. Under the other nations? (It slowly won recogni- Communists, women won equality under the law. They gained access to tion from Western powers, increased Crowded Lives education and a wide range of jobs. By the 1930s, many Soviet women trade with them, and joined the League At the start of the first Five-Year Plan, were working in medicine, engineering, or the sciences. By their labor, millions of Soviets moved from the country women contributed to Soviet economic growth. They worked in factories, of Nations.) to cities to take jobs in new industrial plants. This influx led to extremely crowded living in construction, and on collectives. Within the family, their wages were Independent Practice conditions. These men gather in close needed because men and women earned the same low salaries. quarters in a Soviet hostel in the early Standards Check Have students make a Venn diagram com- 1930s. How does this photograph reflect How did Communist schools benefit the state and paring the goals and practices of Stalin the drawbacks of a centrally planned the Communist party? H-SS 10.7.2 and Lenin. Have them refer back to command economy? Chapter 11 for more information on Lenin.

Monitor Progress ■ To review this section, ask students to summarize the Soviet Union’s foreign policy goals. (to bring about worldwide revolution, to gain support of other nations) ■ Check Reading and Note Taking Study Guide entries for student understanding.

History Background

Educating the Youth The Soviet government Young Pioneers, for children ages 9 to 14, and the Answers used schools and youth groups to indoctrinate young Komsomol, for young Soviets ages 14 to 28. Komso- people with communist ideals. One Soviet reader for mol members were often given better scholarships Caption The people in the photograph seem to elementary students began with this assertion: “The and jobs than non-members. They were also favored be living in cramped and crowded conditions, first country of socialism in the world became the first for Communist Party membership, with all of its indicating a breakdown in planning. country of children’s happiness in the world.” advantages. Schools taught communist values but also The Communist party also set up three youth

gave more students opportunities for higher groups: the Little Octobrists, for young children, the education and extracurricular programs.

446 The Rise of Totalitarianism

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Soviet Foreign Policy Assess and Reteach Between 1917 and 1939, the Soviet Union pursued two very different goals in foreign policy. As Communists, both Lenin and Stalin wanted to Assess Progress L3 bring about the worldwide revolution that Marx had predicted. But as Soviets, they wanted to guarantee their nation’s security by winning the ■ Have students complete the Section support of other countries. The result of pursuing these two different Assessment. goals was a contradictory and generally unsuccessful foreign policy. ■ Administer the Section Quiz. In 1919, Lenin formed the Communist International, or Comintern. The purpose of the Comintern was to encourage world-wide revolution. Teaching Resources, Unit 3, p. 47

To this end, it aided revolutionary groups around the world and urged ■ To further assess student understand- colonial peoples to rise up against imperialist powers. ing, use The Comintern’s support of revolutionary groups outside the Soviet Union and its propaganda against capitalism made Western powers Progress Monitoring Transparencies, 55

highly suspicious of the Soviet Union. In the United States, fear of Bol- shevik plots led to the “Red Scare” in the early 1920s. Britain broke off Reteach relations with the Soviet Union when evidence revealed Soviet schemes If students need more instruction, have to turn a 1926 strike into a revolution. Even so, the Soviet Union slowly them read the section summary. won recognition from Western powers and increased trade with capitalist Reading and Note Taking L3 countries. It also joined the League of Nations. However, mistrust still Study Guide, p. 118 poisoned relations, especially after the Great Purge.

Standards Check How did the Soviet Union’s foreign policy goals Adapted Reading and L1 L2 H-SS 10.7.3 contradict one another? Note Taking Study Guide, p. 118

Looking Ahead Spanish Reading and L2 Note Taking Study Guide, p. 118 By the time Stalin died in 1953, the Soviet Union had become a military superpower and a world leader in heavy industry. Yet Stalin’s efforts exacted a brutal toll. The Soviet people were dominated by a totalitarian Extend L4 system based on terror. The reality of communism fell far short of Lenin’s Tell students that in the 1990s, the promises. Most people in the Soviet Union lived meager lives compared breakup of the Soviet Union led to a with people in the West. revival of religion, particulary the Rus- sian Orthodox Church. Ask students to form groups and discuss this question: Standards Monitoring Online Why do you think the Soviets were 4 For: Self-quiz with vocabulary practice unsuccessful in their attempt to Web Code: mza-2841 destroy religion?

Terms, People, and Places 4. Contrast How did the command ● Writing About History 1. What do many of the key terms listed at economy under Stalin differ from a Quick Write: Choose an Organization the beginning of the section have in capitalist economy? Compare-and-contrast essays are often Answer common? Explain. 5. Synthesize Information What meth- organized either point by point or by block. ods did Stalin use to create a totalitar- The first organization involves a discussion By aiding revolutionary groups in other coun- ian state? of one idea first, followed by the discussion tries and urging colonial peoples to rise up 2. Reading Skill: Identify Main 6. Synthesize Information One histo- of another, and emphasizes the two ideas. Ideas Use your completed chart to rian has said that socialist realism was The second discusses all of the similarities, against imperialist powers, the Soviet Union answer the section Focus Question: “communism with a smiling face.” followed by all the differences, and empha- also undermined potential trade relationships. How did Stalin transform the Soviet What do you think he meant? sizes the comparison or contrast itself. Union into a totalitarian state? 7. Compare Compare life under Stalin’s Write an outline for each type for an essay rule with life under the Russian tsars. comparing and contrasting the results Comprehension and Critical Thinking Assessment of the Five-Year Plans in industry and agri- Standard 3. Identify Effects What were the goals culture. H-SS 10.7.2 2, 3, 5 and results of Stalin’s five-year plans? H-SS 10.7.3 4, 5, 6, 7 How did the effects differ between industry and agriculture? E-LA W 2.3 Quick Write

industry but failed to increase agricultural carried out programs of russification. Section 4 Assessment output. Peasants resisted collectivization. However, the tsars supported religion

1. Most of the terms apply to changes that 4. Command: government controls economy; whereas Stalin opposed it. resulted Communist rule. Capitalist: free market controls most eco- ● Writing About History 2. Stalin brought all economic activity under nomic decisions. Students’ outlines should reflect under- government control and he used terror 5. tightened control and used force to punish standing of the two types of organization. tactics to control Soviet life. opposition or protest 3. The five-year plans were aimed at building 6. Soviet policy dictated that artists could up and improving industry and agricul- only show Soviet life in a positive light. For additional assessment, have students ture. The plans resulted in progress in 7. Both repressed opposition, rejected access Standards Monitoring Online at democracy, tried to build up industry, and Web Code mza-2841.

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