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Home , Benito Mussolini, Duce, Fasces, Fascism, Fascist (insult), Italo Balbo

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Step-by-Step WITNESS HISTORY AUDIO SECTION Instruction 3 A New Leader: Mussolini In the early , a new leader named Benito Objectives Mussolini arose in . The Italian people were As you teach this section, keep students inspired by Mussolini’s promises to bring stability focused on the following objectives to help and glory to Italy. them answer the Section Focus Question 3 “ [Only joy at finding such a leader] can explain and master core content. the enthusiasm [Mussolini] evoked at gather- ing after gathering, where his mere presence ■ Describe how conditions in Italy drew the people from all sides to greet him favored the rise of Mussolini. An image from a with frenzied acclamations. Even the men who ■ Summarize how Mussolini changed magazine of Benito at first came out of mere curiosity and with Mussolini leading his indifferent or even hostile feelings gradually Italy. nation to war felt themselves fired by his personal magnetic ■ Understand the values and goals of influence. . . .” . —Margherita G. Sarfatti, The Life of Benito ■ Compare and contrast and Mussolini (tr. Frederic Whyte) . Italian national flag Focus Question How and why did fascism rise during Mussolini’s rule in Italy? Fascism in Italy Prepare to Read

Build Background Knowledge L3 Objectives “I hated and politicians,” said . Like many Ital- Remind students about the problems that • Describe how conditions in Italy favored the rise ian veterans of , he had come home to a land of followed World War I. Have students of Mussolini. economic chaos and political corruption. Italy’s constitutional gov- speculate on how these problems could • Summarize how Mussolini changed Italy. ernment, he felt, “had betrayed the hopes of soldiers, reducing Italy help pave the way for the rise of , • Understand the values and goals of fascist to a shameful .” Disgusted and angry, Balbo rallied behind a such as Mussolini and Hitler. ideology. fiercely nationalist leader, . Mussolini’s rise to • Compare and contrast fascism and communism. power in the 1920s served as a model for ambitious strongmen elsewhere in . a Purpose L3 ■ WITNESS HISTORY Read the selection Terms, People, and Places

aloud or play the audio. Benito Mussolini totalitarian Mussolini’s Rise to Power fascism When Italy agreed to join the Allies in 1915, and Britain AUDIO Witness History Audio CD, secretly promised to give Italy certain Austro-Hungarian territo- A New Leader: Mussolini March on ries. When the Allies won, Italy received some of the promised ter- Ask According to this description, ritories, but others became part of the new . The broken how did people react to Mussolini? Reading Skill: Identify Main Ideas Find the promises outraged Italian nationalists. (joy, enthusiasm) Ask students to pre- main points of the text under the first two Disorders within Italy multiplied. Inspired in part by the revo- dict the future of such a charismatic headings and record them in a flowchart like the lution in Russia, peasants seized land, and workers went on strike one below. leader. or seized factories. Amid the chaos, returning veterans faced . Trade declined and taxes rose. The , ■ Dissatisfaction Mussolini Mussolini Focus Point out the Section Focus split into feuding factions, seemed powerless to end the crisis. Question and write it on the board. and Unrest Takes Power Changes Italy • • • Benito Mussolini. Tell students to refer to this question • • • A Leader Emerges Into this turmoil stepped as they read. (Answer appears with • • • The son of a socialist blacksmith and a teacher, Mussolini had been a Section 3 Assessment answers.) socialist in his . During the war, however, he rejected ■ Preview Have students preview the Section Objectives and the list of Terms, People, and Places. Vocabulary Builder ■ Have students read this

section using the Paragraph Shrinking Use the below and the following resources to teach the high-use words from this section. strategy (TE, p. T20). As they read, Teaching Resources, Unit 6, p. 49; Teaching Resources, Skills Handbook, p. 3

have students fill in the flowchart High-Use Words Definitions and Sample Sentences identifying the main ideas of this proclaim, p. 900 vt. to announce officially section. After the election, the mayor proclaimed her victory to the awaiting Reading and Note Taking constituents. Study Guide, p. 257 ideology, p. 901 n. a system of ideas that guides an , movement, or political program Anti-war were driven by a pacifist ideology.

898 The Rise of

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for intense . In 1919, he organized veterans and dis- contented into the Fascist party. They took the name from the Teach , a bundle of sticks wrapped around an ax. In , the fasces symbolized unity and authority. Mussolini was a fiery and charismatic speaker. He promised to end Mussolini’s Rise corruption and replace turmoil with order. He also spoke of reviving to Power L3 Roman greatness, pledging to turn the Mediterranean into a “Roman lake” once again. Instruct n Mussolini Gains Control Mussolini organized his supporters into Introduce: Key Terms Have students “combat squads.” The squads wore black shirts to emulate an earlier find the key term Black Shirts (in nationalist revolt. These Black Shirts, or party militants, rejected the blue) in the text and explain its mean- democratic process in favor of violent action. They broke up socialist ral- ing. Ask students to predict how the lies, smashed leftist presses, and attacked farmers’ . Fascist use of violence will help Mussolini to gangs used intimidation and terror to oust elected officials in northern gain power. Italy. Many Italians accepted these actions because they, too, had lost n Teach Trace Mussolini’s rise to power. faith in constitutional government. Ask What were the postwar condi- In 1922, the Fascists made a bid for power. At a rally in , they tions in Italy? (People were burdened announced their intention to go to Rome to demand that the government make changes. In the , tens of thousands of Fascists with unemployment, rising taxes, declin- swarmed towards the capital. Fearing , King Victor Emmanuel III ing trade, and political disunity.) How asked Mussolini to form a government as prime minister. Mussolini did Mussolini come to power? (Mus- entered the city triumphantly on October 30, 1929. He thus obtained a solini organized the Fascist party, prom- nominally legal, constitutional appointment from the king to lead Italy. ising to revive Roman greatness. He used terror and intimidation to force the king How did postwar disillusionment contribute to to appoint him prime minister.) Why do Mussolini’s rise? Mussolini and the People An excited crowd of women and children you think people found Mussolini greets the Italian leader in 1940. appealing? (Sample: He promised sta- Mussolini’s Rule bility in a time of chaos.) At first, Fascists held only a few cabinet n Quick Activity Ask students to list posts in the new government. By 1925, the ways in which Mussolini and the though, Mussolini had assumed more power fascists drew upon ancient Rome. (Fas- and taken the title Il (eel DOO chay), cists took their name from the fasces, “The Leader.” He suppressed rival parties, which was a symbol of authority in muzzled the press, rigged elections, and ancient Rome; Mussolini promised to replaced elected officials with Fascist sup- revive Roman greatness.) Have pairs of porters. In 1929, Mussolini received support students discuss why Mussolini contin- from Pius XI in return for recognizing ually referred to Rome. Would Italians as an independent state, find this appealing? Why or why not? although the pope continued to disagree with some of Mussolini’s goals. In theory, Italy remained a parliamentary . In fact, Independent Practice it was a upheld by terror. Critics Tell students to suppose they are part of a were thrown into prison, forced into exile, or team of specialists assigned to prepare a murdered. and bol- briefing for the U.S. President so he can stered the regime. stay abreast of events in Italy. Have them State Control of the Economy To spur prepare a brief but thorough report on economic growth and end conflicts between the situation in Italy following World owners and workers, Mussolini brought War I. Ensure their reports are accurate. the economy under state control. However, he preserved . Under Mussolini’s Monitor corporate state, representatives of busi- As students fill in their flowcharts, circu- ness, labor, government, and the Fascist late to make sure they understand how Mussolini came to power. For a completed version of the flowchart, see Note Taking Transparencies, 168A Solutions for All Learners

L1 Special Needs L2 Less Proficient Readers

To help students practice previewing, ask them to Use the following resources to help students acquire skim the following before they read the section: head- basic skills. ings, images, blue key terms. Tell them that the subject Adapted Reading and Note Taking Answer of the section shifts from a specific topic (Mussolini’s Study Guide rule in Italy) to a broader concept (the nature of fas- n Adapted Note Taking Study Guide, p. 257 It united Italians in their desire for a new, cism) part way through. Based on their previewing, n Adapted Section Summary, p. 258 more effective government, however ask them to pinpoint when this shift occurs. aggressive.

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Mussolini’s Rule L3 party controlled industry, agriculture, and trade. Mussolini’s system favored the upper classes and industrial leaders. Although production Instruct increased, success came at the expense of workers. They were forbidden to strike, and their wages were kept low. n Introduce Ask students to preview the headings and visuals in this sec- The Individual and the State In Mussolini’s new system, loyalty to tion. Then ask students to recall how the state replaced conflicting individual goals. To Fascists, the glorious Mussolini rose to power. Based on their state was all-important, and the individual was unimportant except as a previous reading and visuals in this member of the state. Men, women, and children were bombarded with section, have students predict what Vocabulary Builder slogans glorifying the state and Mussolini. “Believe! Obey! Fight!” loud- kind of leader Mussolini will be. proclaimed—(proh KLAYMD) vt. speakers blared and posters proclaimed. Men were urged to be ruthless, announced officially selfless fighting for the glory of Italy. Women were pushed out of n Teach Discuss the ways in which Mus- paying jobs. Instead, Mussolini called on women to “win the battle of solini imposed a totalitarian regime in motherhood.” Those who bore more than 14 children were given a medal Italy. Then ask Why is control of the by Il Duce himself. media important in a totalitarian Shaping the young was a major Fascist goal. Fascist youth groups state? (It enables the state to censor toughened children and taught them to obey strict military discipline. information and spread propaganda.) Boys and girls learned about the glories of ancient Rome. Young Fascists What was Fascist policy regarding marched in torchlight parades, singing patriotic hymns and chanting, children? (Fascist youth groups taught “Mussolini is always right.” By the , a generation of young soldiers strict discipline and children learned stood ready to back Il Duce’s drive to expand Italian power. about the glories of ancient Rome.) How did the Fascist party transform Italy’s government n Quick Activity Display Color Trans- and economy? parency 170: The Triumph of Mus- solini. Use the lesson suggested in the transparency book to guide a discus- sion on the political cartoon satirizing Mussolini. INFOGRAPHIC As part of a propaganda Color Transparencies, 170 drive, German mothers received medals for bearing several children. ᭤ Independent Practice Link to Literature To help students understand how fascism was integrated In totalitarian Italy, Mussolinis government tried to dominate every part of into the school day, have them read the the lives of Italians. Mussolini’s totalitarian state became a model for others, selection from “The Sound of the Cica- although his rule in Italy was not as absolute as that of Stalin in the Soviet das”, by Arturo Vivante and complete the Union or in . Still, all three shared the worksheet. following basic features: (1) a single-party dictatorship with blind obedience to a single leader, (2) state control of the economy, (3) use of police spies and Teaching Resources, Unit 6, p. 53 terror to enforce the will of the state, (4) government control of the media

to indoctrinate and mobilize citizens through propaganda, (5) use of schools Monitor Progress and youth organizations to spread ideology to children, and (6) strict To review this section, ask students to of artists and with dissenting opinions. summarize how Mussolini ruled Italy. ᭣ The dictators built of personality around themselves. At left, a statue of Stalin in a heroic pose, and (inset) Mussolini depicted working alongside Italian builders.

A photo from the Soviet secret police file on Osip Mandelstam, who was sent to the for writing poems unsympathetic to Stalin. ᭤

History Background

All in the Family One of Mussolini’s most promi- ever, as Italy’s position in World War II worsened, nent supporters and assistants was his son-in-law, Ciano joined with others on the Fascist Grand Council . Ciano married Mussolini’s favorite to call on Mussolini to resign. Caught by Mussolini’s Answer daughter, Edda, in 1930. He then served as a diplomat government in , he was tried for treason in China before leading a bomber squadron in the and executed by a shot in the back in — Fascist rule changed Italy’s government to a Ethiopian War. When Ciano returned to Italy, he despite his close relationship with Mussolini. Ciano’s

dictatorship upheld by terror, brought the climbed high in the Fascist hierarchy, eventually secret diaries, published in 1946, provide a window economy under state control, and altered becoming foreign minister in 1936. Many thought into behind-the-scenes maneuvering in Fascist Italy. domestic life. that Ciano was Mussolini’s natural successor. How-

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The Nature of Fascism The Nature of Fascism/ Mussolini built the first totalitarian state. In this form of government, Reading Skill: Identify Main Ideas Use Looking Ahead L3 a one-party dictatorship attempts to regulate every aspect of the lives of a table like the one below to record its citizens. Other dictators, notably Stalin and Hitler, followed Musso- information about fascism. Instruct lini’s lead. Mussolini’s rule was fascist in nature, as was Hitler’s, but n Introduce: Vocabulary Builder totalitarian governments rise under other kinds of ideology as well, such What is Fascism? as communism in Stalin’s . Values Have students read the Vocabulary Characteristics Builder term and definition. Using the What is Fascism? Historians still debate the real nature of Mussolini’s Differences From Idea Wave strategy (TE, p. T22), ask fascist ideology. Mussolini coined the term, but fascists had no unifying Communism students to list examples of modern theory as Marxists did. Today, generally use the term fascism to Similarities to political . describe any centralized, authoritarian government that is not commu- Communism n nist whose policies glorify the state over the individual and are destruc- Teach Ask students to identify the tive to basic human . In the 1920s and 1930s, though, fascism main characteristics of fascist govern- ments, and write their responses on the meant different things in different countries. Vocabulary Builder board. Ask How did fascist values All forms of fascism, however, shared some basic features. They were ideology—(ih dee AHL uh jee) n. a system rooted in extreme nationalism. Fascists glorified action, violence, disci- of ideas that guides an individual, differ from democratic principles pline, and, above all, blind loyalty to the state. Fascists also pursued movement, or political program and goals? (Unlike , fascism aggressive foreign expansion. Echoing the idea of “survival of the fittest,” rejected the concepts of equality and lib- Fascist leaders glorified warfare as a noble struggle for survival. erty, placed national goals above indi- Fascists were also antidemocratic. They rejected faith in reason and vidual interests, and emphasized the the concepts of equality and liberty. To them, democracy led to corruption role of emotion over reason.) and weakness and put individual or class interests above national goals. n Instead, fascists emphasized emotion and the supremacy of the state. Analyzing the Visuals Refer stu- dents to the Infographic on this page. Ask students to describe how each image illustrates some of the features of totalitarian states. (Sample: The ᭢ Huge numbers of ᭢ Mussolini spread his of photo from the the Soviet secret police people turned out for Italian military supremacy to rallies. Italian children through file shows the use of terror to enforce the the Young Fascists. will of the state; the Young Fascists show the of children.)

Independent Practice Have students fill in the table

recording information about fascism. Reading and Note Taking Study Guide, p. 257

Monitor Progress n As students fill in their tables, circulate to make sure they understand the val- ues and characteristics of fascism. For a completed version of the table, see Note Taking Transparencies, 168B

Thinking Critically 1. Draw Inferences Why did totalitarian n Check Reading and Note Taking Study governments try to win the loyalty of Guide entries for student understanding. their nations’ young people? 2. Recognize Ideologies Why did leaders honor women for having many children?

Link to Economics Fascist Enterprises Mussolini started a large- wheat production by about 30 percent. Mussolini also scale public works program that included agricultural directed the construction of a network of highways. and architectural restoration projects. Roads, schools, With the help of private businesses, the first one was and train stations were built, trees planted, and completed in 1924. Answers archaeological sites financed. One of Mussolini’s most However, not all end results matched Mussolini’s Thinking Critically successful projects was the drainage of several hun- grand initial claims. Many projects were left unfin- 1. to create a constant flow of people willing to dred thousand acres of marshland to help Italy win ished, and huge sums of money lined the pockets of serve the government “the battle for wheat” and end its dependence on corrupt officials in charge of overseeing the programs. 2. to reinforce traditional roles and to create as imported grain. The increase in farmland boosted Still, few people blamed Mussolini. many new soldiers and loyal citizens as possible

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The Appeal of Fascism Given its restrictions on individual freedom, Assess and Reteach why did fascism appeal to many Italians? First, it promised a strong, sta-

ble government and an end to the political feuding that had paralyzed Assess Progress L3 democracy in Italy. Mussolini projected a sense of power and confidence ■ Have students complete the at a time of disorder and despair. Mussolini’s intense nationalism also Section Assessment. revived national pride. At first, newspapers in Britain, France, and North America applauded ■ Administer the Section Quiz. the discipline and order of Mussolini’s government. “He got the trains Teaching Resources, Unit 6, p. 46 running on time,” admirers said. Only later, when Mussolini embarked on a course of foreign conquest, did Western . ■ To further assess student under- standing, use Fascism Compared to Communism Fascists were the sworn enemies Progress Monitoring of socialists and communists. While communists worked for international Transparencies, 120 change, fascists pursued nationalist goals. Fascists supported a with defined classes. They found allies among business leaders, wealthy land- Reteach owners, and the lower middle class. Communists touted a classless society. A Fascist Childhood They won support among both urban and agricultural workers. If students need more instruction, have Children were required to use notebooks Despite such differences, the products of these two ideologies had them read the section summary. that featured fascist drawings and quotes much in common. Both drew their power by inspiring a blind devotion to Reading and Note Taking L3 from Mussolini. the state, or a charismatic leader as the embodiment of the state. Both Study Guide, p. 258 used terror to guard their power. Both flourished during economic hard times by promoting extreme programs of social change. In both, a party Adapted Reading and L1 L2 elite claimed to rule in the name of the national interest. Note Taking Study Guide, p. 258 Describe the similarities between fascism and communism. Spanish Reading and L2 Note Taking Study Guide, p. 258 Looking Ahead Extend L4 Three systems of government competed for influence in postwar Europe. Democracy endured in Britain and France but faced an uphill struggle in Have students choose one of the six basic hard times. Communism emerged in Russia and won support elsewhere. features of a totalitarian state listed in In Italy, fascism offered a different option. As the the Infographic on page 900. Ask them to spread, other nations—most notably Germany—looked to fascist leaders. research the aspect as it applies to Mus- solini’s Italy, and find an image that illus- trates it. Ask them to present their Progress Monitoring Online findings to the class. 3 For: Self-quiz with vocabulary practice Web Code: naa-2831

Terms, People, and Places 4. Summarize Describe one of Musso- Quick Write: Write a Thesis Statement Answer 1. For each term listed at the beginning of lini’s economic or social goals, and A compare-and-contrast thesis statement the section, write a sentence explaining explain the actions he took to achieve it. should introduce the items you are compar- 5. Compare and Contrast List two simi- ing and the point you intend to make. intense loyalty to government or leader, use of its significance. larities and two differences between Which of the following thesis statements terror, promotion of social change fascism and communism. would work best for a compare-and- 2. Reading Skill: Identify Main Ideas 6. Identify Point of View Mussolini contrast essay? Use your completed flowchart and table said, “Machines and women are the • Fascism and communism are very differ- to answer the section Focus Question: two main causes of unemployment.” ent ideologies, but they both led to the How and why did fascism rise in Italy? (a) What do you think he meant? imposition of totalitarian governments. (b) How did Mussolini’s policies reflect • Fascism led to a totalitarian government Comprehension and Critical Thinking his attitude toward women? in Italy. 3. Recognize Cause and Effect What ● Writing About History problems did Italy face after World War I? How did these problems help Mussolini win power?

4. He wanted economic growth and an end to employed women of taking jobs away from Section 3 Assessment workplace conflicts. He brought the economy men. (b) He rewarded women who reared

1. Sentences should reflect an understanding under state control and made strikes illegal. many children, but not those who worked. of each term, person, or place listed at the 5. Similarities: Both promoted social change, ● Writing About History beginning of the section. imposed totalitarian governments, and The first statement is the best thesis, as it 2. The fascists, led by Mussolini, took advan- claimed to rule in the national interest; allows for both comparison and contrast. tage of Italy’s postwar turmoil to seize Differences: Communists sought world control of . a classless society, while fas- 3. anger at the loss of promised territories, cists pursued nationalism and a society For additional assessment, have students unemployment, labor disorder, and weak with defined classes. access Progress Monitoring Online at governments; Mussolini exploited these 6. (a) Mussolini blamed machines for reduc- Web Code naa-2831. problems in order to unite Italians. ing the number of jobs, and accused

902 The Rise of Totalitarianism