DOCUMENT RESUME

ED 063 192 SO 002 788 AUTHOR Bartlett, Peggy M. TITLE Social Studies: in the 20th Century. INSTITUTION Dade County Public Schools, Miami, Fla. PUB DATE 71 NOTE 31p. EDPS PRICE MF-$0.65 HC-$3.29 DESCRIPTORS Activity Units; *Authoritarianism; Behavioral Objectives; Conanunism; *Concept Tea:thing; Curriculum Guides; Democracy; Economics; Grade 10; Grade 11; Grade 12; Political Attitudes; Political Power; Political Science; *Power Structure; Resource Materials; Secondary Education; *Social Studies Units; *Social Systems IDENTIFIERS Florida; *Quinmester Program; Totalitarianism

ABSTRACT This elective course in world studies for grades 10 through 12 written as part of a total effort to revise curriculum to fit the five quinmester nine-week time periods foradministrative organization of schools, provides an inductive analysis of the concept of totalitarianism. The student, given sourcematerial, primary information, and textual data will conceptualize a seriesof generalizations and will arrive at a comprehensive apd applicable concept of totalitarianism. Since this course is designed toanalyze and evaluate totalitarian systems generally, it should contribute to a healthier and more sensitiveunderstanding of democratic systems. Units are structured on nine generalizations as described by Howard D. Mehlinger and conclude with an applicable definitionof totalitarianism which may be compared with any previous or existing political system..Related documents are SO 002 708 through SO 002 718, SO 002 768 through SO 002 792, and SO 002 949 through SO002 970. UktrtAUAT Social Studies: TOTALITARIANISM IN THE 20TH CENTURY .21. 446.13 U,S. DEPARTMENT OFHEALTH, EDUCATION & WELFARE OFFICE OF EDUCATION THIS DOCUMENT HASBEEN REPRO- DUCED EXACTLY AS RECEIVEDFROM THE PERSON OR ORGANIZATIONORIG- INATING IT. POINTS OF VIEWOR OPIN- IONS STATED DO NOTNECESSARILY REPRESENT OFFICIAL OFFICEOF EDU- CATION POSITION OR POLICY.

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1"3 DADE COUNTY SCHOOI BOARD

Mr. William Lehman, Chairman

Mt . G. Holmes Braddock, Vice-Chairman Mrs. Ethal Beckham Mrs. Crutcher Harrison Mrs. Anna Brenner Meyers Dr. Ben Sheppard Mr. William H. Turnel

Dr. E.L.. Whigham, Superintendent of Schools Dade County Public Schools Miami, Horida 33132

Published by the Dade County School Board

Copies of this publication may be obtained through

4.epoiJikeibluwipeririTerr ,Qio ital#41,141f11t11410.ret , L.:41ffimaideinie INTRODUCTION neitherThisadministrative course all-inclusive of study organization wasnor writtenprescriptive; of schools. but rather, as part of a total effort to revise curriculum to fit the The materials and information in this guide are meant to be quinmester Thegrams,teaching major taking intentstrategies, into of accountthis class publication student activities, needs is andto and providematerials characteristics, available a broad frameworkan aide oftoall goalsteachers related and asobjectives,to theya described plan content,instructional prO- resources, and other factors. mayTheities, then guide acceptand is 4)divided thematerials. model into framework1) in total or draw ideas from The first section provides descriptivea broad goals section, 2) a content outline, 3') objectives it to incorporateand goal-oriented into their informationlessons. for the teacher; course of study. and learning activ- Teachers illustrates,"indicators ofin success"general terms,refers theto suggested scope and major subdivisions of the course. prerequisite or corequisite experiences. The objectives and learning The content outline . CJ infourobjectivesactivities addition categories: section, forto thea set aforementioned;hopefully, of given learningprovides supplementary activities. essential textual or other material; alternate a total picture of the concept or main idea and specific teacher resources; and supplementaryThe materials section of the guide lists classroom materials to student resources.use in place of or resources in behavioral The AnyoneSocialetc.appendix having Studies, may recommendationsinclude Room 306other Lindsey material relating Hopkins. appropriate to this publication is urged to write them for a specific course: e.g. pretests, readings, vocabulary, down and send to, SocialJames A.Studies Fleming Consultant Par- ^ COURSE DESCRIPTION: ATOTALITARIANISM OFSOURCESERIES TOTALITARIANISM. MATERIAL,OF GENERALIZATIONS IS PRIMARYAN INDUCTIVE INFORMATION, AND ANALYSISWILL ARRIVE AND OF TEXTUAL THEAT ACONCEPT COMPREHENSIVE DATA, OF THE TOTALITARIANISM. STUDENT AND APPLICABLE WILL CONCEPTUALIZE CONCEPT GIVEN INDICATORSCOURSEGRADECLUSTER: LEVEL:STATUS: OF SUCCESS: WorldElective10-12 Studies COURSE RATIONALE: doingThissystems. courseshould iscontribute designed to aanalyze healthier and andevaluate more sensitivetotalitarian understanding systems generally, of democratic and in so - 7

- a COURSE1. GOALS: THATPROBLEMSTHE STUDENTMAKES AND THEM WILLFEARS DIFFERENT. DEMONSTRATE THAT WE DO. AN AWARENESS THAT PEOPLE TN TOTALITARIANIT IS THE WAY TOTALITARIANISM TREATS THESE HOPES,SYSTEMS PROBLEMS, HAVE ANDTHE FEARSSAME HOPES, 2.3. NATION'STHE STUDENT ATTITUDES WILL EXAMINEIDENTIFY TOWARD HIS ANDTHE TREATMENT OF OWN VALUES PROBLEMON CITIZENSHIP. OF INDIVIDUAL FREEDOM VERSUS THE RELATIONIiHIP BETWEEN FREEDOM AND PUBLIC CONTROL AND DISTINGUISH CONTROL. 4.5. THETHE STUDENT STUDENT WILL WILL RELATE ANALYZE VARYING POLITICAL DEGREES OF ECONOMIC CONTROL WITHPARTIES THE NATURE IN RELATION OF TO THE .V.OUNT OF FREEDOM A GIVEN POLITICALIN A GIVEN SYSTEM. SOCIETY. 6. THEIMPORTANCE. STUDENT WILL APPLY THE TERM "" TO VARIOUS POLITICAL SYSTEMS AND ACCOUNT FOR THE AMOUNT OF CONTROL A ITS DEGREE OF 8.7. THEGOVERNMENT STUDENT EXHIBITS. WILL TRACEDESCRIBE THE THEDEVELOPMENT BEHAVIOR OF ASELECTED NATION'S TOTALITARIAN CITIZENS AS STATESDEPENDENT ENCOMPASSING UPON THE IDEOLOGY, 9. TOTHELEVEL NATIONS STUDENT OF ECONOMIC OF WILL TODAY. DETERMINE DEVELOPMENT, AN ACCURATE AND THE DEFINITIONDEGREE OF DEMOCRATIC OF A TOTALITARIAN EXPERIENCE. STATE AND APPLY THIS DEFINITION . Totalitarianism,TotalitarianismCOURSE CONTENT isOUTLINE:An structuredInductive on nine generalizations as described by Howard D. Mehlinger, The Study of Generalizationmay be compared with any previous Thethe nature values of held the bypolitical its citizens. Approach, concluding with or existing political system. system which will evolve in an applicable definition of totalitarianism any nation depends in part which upon Generalization 2:_ Nevertheless,Alltreatmentcontemporary societies of nationsthesociety relationship differcan be markedlyjudged between cope with the problem of individual freedom to be either completely freefreedomand significantly and control: in their versus public control.these differences form identi- or completelyattitudes totalitarian. toward and No Generalization 4:3: Totalitarianfiable but regimesstatesrather arelooselydepend characterized defined upon a command mechanism to run their and fluctuating patterns. economic systems. Generalization 5: Totalitarianinterestlimited toand thosesystems control who tend to fall encompassare willing all to aspects be unquestionably of the society. loyal to the control of single leaders. Ey single party systems. to the party leaders. Party membership is Party Generalization 6: 'then madeTotalitarianideology out to beserves regimesalmost the arestate characterized by defining superhuman. the past, byexplaining a co-n.mitLient the to a specific ideology. present, and predicting These leaders are The Generalization 7: A rulers.totalitarianinspirethe future. dedication state seeksand loyalty To the degree that the ideolegy It establishes guidelines for to the regime. is accepted by the remolding society in the image held by mass of population, it can the withoutends.itarianstate interestand regimes thereby to recognize totalitarianremoves all possiblerulers. no limits toto the subordinate means which all social institutions challengers to its control.To control the behavior of its citizens, total- may be employed to achieve their to the control of theNo human activity is COURSE CONTENT OUTLINE (Continued) Generalization 8: development,nation'sThe type unique and historicalthe oftotalitarianism which degree of democratic experience. develops in a country is The nature of the experience are significant ideology, conditionedthe level of primarily by factors in explaining economic' that Generalization 9: Totalitarianismtheto originssubject andthe is a individualdevelopment to the goals of any totalitarian political, social and and leadership of economic system which uses any state. the state. means available FOCUS OBJECTIVE LEARNING ACTIVITIES :eneralizstion'he nature of the1 po- The students shall be 1. Through class discussion, the teacher can help the student 'value." ToniationTillA.tical thaevolve depends systemvalues in anywhichinheld part willingbeotherstudes, amenable tovalues, and explore toopinions flexi-atti- each and 2. values.Askarrivein thetheir at class annotebooks acceptable to list by what thedefinition students.they believe of to be basic American These may be written on the board by the teacher and :lassTy its Suggestedperiods) citizens. time: 3-5 bility or change. 3. AskaInvestigate thought"how" and process influences"why" forthese the on values the choice have beenof values decided and upon. construct decision. Suggested question b.a.sequence: WhatWhyIn dochoosingeffect you cherish.does something this something? valueto value, have whaton your are lifeyour style? alternatives? Does choosin--prizing--actingfor(from example: alternatives) (using the values in a life pattern)it cause you to do or not do certain things? 4. Examine(cherishing) all influences use in-pu't, on "choosing" out-put diagrams and discuss. of varying types. Value statements of Totalitarian Leaders: B. viouslyThelistianthe student' leadersvalues of agreed basic ofwillwith upontotalitarAmerican compar a pre- Mussolini,DistributeStudents arereading:Hitler, to read Stalin, and decideMao Tse-tung, what values (Mehlinger, it contains. pgs. 13-16.) C. values.lateTheimplications studentabout the will ofpossible specu-values Afterlateparing identifyingon themthe typesto the values-of list policies reflectedof American that in could values,the quotations class is and to com-specu- emerge if a society for a political system. 1 states.adopted the values stated by the leaders of the totalitarian FOCUS I OBJECTIVE LEARNING ACTIVITTES a.Suggested question sequence: What types of policies would Facist Italy have if the PoliciesPoliuiesMu,-;solini'ssociety adoptedof RedU.S.S.R.Germany values theChina values usingand usingusing Lis of the the opinionthaY.-.1!.solini? values valuesvalues of of oftheof Hitler? Stalin? Maostate? Tse-tung? What ere b.c. values?HowandState do tovalitarian thesome policies major nations.differences of the U.S. in reflect values ofits What is important to America? democratic citizens' cip 41- FOCUS OBJECTIVE LEARNING ACTIVITIES AllGeneralization societies cope 2 A. The student will dia- Using graph 111, p. 19-20 of Mehlinger's Totalitarianism. withNoversusindividual contemporarythe publicproblen freedom control. ofsociety governmentgramtalitarianisming from anarchycontrol on atorang- con- to- different forms of freethe(A individual ofsociety external in is which totallythe(A individual society controlled in is'Alich by -eithercanor becompletely completelyjudged to totali- befree tinuum. control.) 3 / 4 / 5 / power.)external sources of 6 / paltheir attitudes toward andnationsandtP.rian. significantly treatment differ markedlyof inthe Nevertheless, 2. ments.Allowindicating students that 20-30.minutes there are no to final classify responses each.statement, to these state- thesefreedomrelationshipidentifiable differences and control; betWeen but formrather 4. AlternateAskclass individual consensus. suggested student procedure: to then read their answers and reach a Note:fluctuatingloosely defined patterns.. and Student should havepareDivide been for class distributed,a group into report. 6 discussion assign each groups. group.one category to pre- After the statements modelcultiesexperience building inherent the and diffi- in 5. ' namesallStudent statements of nations,should with prepare or identicalother 6 captionsdescriptive numbers. under nouns. which they can group Students should not use Suggested placepurposesrealizeful forthe they butanalyticalreal doare world. not use- re- categories:(1) (2) (3) Democratic(4) dic-(5) (6) Anarchy societydemocratic societiesdemocraticContemporary depressione.g.,goingsociety war,crisis: under- shiptator modelsociety,tariantotali- o- FOCUS B. The students will de- OBJECTIVE By ephasizini!, the range LEAR1:TNC; ACTIVITIES between freedomof generaliation. and authority, lead ofaretermine fivailablea model,degrees through that to citizens the use of freedom thc:re a.studentsSuggested into quetions: a statement Wnat characteristics of the statements in a group? Any'underlying (activitytheme 5, above) participatingities.samein different basic insocieties the social activ- b.c. DescribelistedC.-)mparefor classification? made living the you-put attitudes conditions them of these six governments on in each of these categories. freedom TIME: 3-4 class period- inHave today's students world." write a and control. As the paragraphsrelated are to shared,the objective. tryparagraph titled "Fr22edom and Control to arrive 3. WhetherpointsHaveat a studentsgeneralization onstudents the rolediagram should play or related to a school beor permittedcurrent to leave otherwise defend the class 'for a smoke.different view- issue, e.g.

4 FOCUS OBJECTIVE LEAR.'2:ENG ACTIVITIES GeneralizationdependTotalitarin upon a 3regimescommand A. tionstoStudents place on aselectedshould graph beor na- able Rovie,::progral=edlcaLurL, with exchange transparency students of the basic prticiples ideas with ofsc.udents, a continuum, or by e..,using a of economics by bit- economicmechanism systems. to run their market.dition,formscontinuum ofcommand, economy: of the 3 basic and tra- economypure market pureeconomy command 2. mightStudents fall somewherecould identify on nations throughout U.S. this continuum. U.S.S.R. history which k.11 B. commandlationshipsinStudents class economywilldiscussion between express and re-a 1. allowUsingin the Mehlinger'sstudents reading. to appr.excerptsread while considering 20 minutes. from "," p. 29-36, outline quf,cqricns Farm."excerptstotalitarianism, given from "Animal b.a.c. yhatWhoto diddecidedachieve the thishowthe resourcesaoalsgoal?. of animals sacrifice to achieve Animal Farm'swould economy? be allocated in the goal? order Why e.d. .Whateconomy?did features reveal animals make these that "Animal Farm" sarrifices? without a command had a command f. mechanism?WouldWhatthe therewardscommand mill didmechanismhave the been animals completed Would it have been completed as affect the quality of the receive? soon? windmill? Did 2. Usingrelationshipsforregimes discussionguide as questions the betweenof major a points. discussion continues. in reading discuss incommand class, economic system Allow students to draw and totalitarian allowing 3. 5formulateBy giving examplesgeneralization from "Animal Farm" the #3. students should FOCUS OBJECTIVE LEARNING ACTIVITIES TIME; 3-5 class periods 5.4. Debate:commandSuggested economy. outside reading: The most efficient and best economic system is Animal Farm, a.

6 .2,24.7,41,t%t Generalization 4 FOCUS OBJECTIVE LEARNING ACTIVITIES ai-esingleTotalitarian characterized party politicalstates by A. munistfunctionsStudents Party ofwill and the listchar- Com- the arriveTeachersystems. at will a definition guide students which incan a bediscuion used in of regard "fufictions" to party and thoseshipsystems.to beis who unquestionablylimited are willing to Party member- members,concerningacteristicstical communistgiven a of hypothe-a party party skit 9. Mehlinger,Chooserehearse.Allow 66 boysstudentsp. 40-48, to perform to meet in in playlet, a part aad assign parts several days of previous Class perod"The toProfessionals." in advance. leaders.loyalpassest andto thecontrol party encom- all aspects of the Party inter- meeting. 3. membersWhile studentsshould take are notespresenting keeping defined. the playlet, the remaining in mind the term "functions" class society. 4. Whenasand transparencypreviously the,skit'characteristics is over, of make party a of the functions students members. list on the blackboard or have assigned to the part overhead 5. Additionala. readings may be assigned--excerpts "Nikolai Lenin, Organizer of " (from Lenin by from b. TheInterpretationsDavid"Lenin Hero Shub), asIn theHistory The Architect USSR by AndSidney of the : Hook), in Russian32 Problems Revolution" (from Source Readings & in c. WorldandChicago"Organization FallHistory 1964 of 3rded. and ReichFenton, Program by Scott, Wm. Shirer)of the Nazi Party" (froM Foresman and Company, 32 Problems Rise B. parisonsStudents between will draw com- func- 1. ofIn American class, orpolitical as homework, parties World History have the students list and characteristics of party the functions politicaltionsSoviet of Communist theparties American andParty members7 as previously done for the Communist Party. FOCUS and reflect, in class OBJECTIVE 2. Using the blackboard or overhead transparency, list the class LEARNING ACTIVITIES ontotalitariandifferentdiscussion, party Members demands on states thein place and 3. listconsensus for the for Communist American Party).political parties (having retained the' in the U.S. arrivingSuggestedemphasizingThrough.gu:Lded at questiongeneralization the discussion,demands sequence: made #4. help on the studentsmembers and eventually compare the lists, b.a. organizationsWhatTototalitarian c.,:hat differences degree in states the indo U.S.?politicalparty normally functions partiesconducted stemassume byfrom nonpoliticalfunctions-in the fact c. andWhypartiesthat demanddo ourAmerican while systemlittle totalitarian parties isof basedthem welcome while onstates competition totalitarianall have citizens only between onepartiesas membersparty? 2 major are d. members?verysystem?WI:at restrictive advantages inand/or membership disadvantages-can and demand much of their you see in each FOCUS OBJECTIVE LEARNING ACTIVITIES GeneralizationTotalitariantend to fall systems 5to the .cults orclassStudent myths discussion, thatwill explain the in HitlerDisplay and on Stalin,a blackboard Mehlinger, or p. overhead projector, quotations about 52-54. almostareleaders.control then super-human.of made .single out to These leaders be ariseofstate,ship past aboutin usingleaders.a totalitarianthe examples leader- 2. leaders.characteristicsAllowthe twothe men. students and toachievements read the statements are The students should point out the attributed to the two and then.decide whatsimilarities betWeen 3. ReadStalin,Hitler.description the students and Hitler.)of Bigpassages Brother (Describe the characters and role withfrom quotations 1934 and askabout them-to Stalin compare and of Big Brother, the leaderstheSI:udents types have ofwill imagesas discussa result of6U.S.leadersStudents with could leaders further in compare.statementsa democratic system. e.g., President about- totalitarian media,dencesofimage the and caninfluenceto how bealter eitherinci- thatof mass a.Suggested question sequence: appearWould statements such as those about the President of the U.S.? about'Stalin and Hitler detrimentalcial to the or leader. benefi- b.c. WhenownHowWhat partyishe kinds theis aPresident ofcandidate? images of have the U.S. regarded before he is chosen at the national After he is Americanelected president?presidents had for the by membrs of his convention? d. HowsuchgeneralJohnson, do as theirpublic?Washington or imagesNixon.) ordiffer Lincoln, or more (Here students might consider figures from those of totalitarian recently, Kennedy, 2. orTeacher other Iriaypolitical 'show political cartoons leaders? leaders in a humorous way. which reveal the President Would this be U.S.Whatsentallowed President? aboutshould in thea betotalitarian opportunitythe limits, if any, of allowable criticism of a state? to criticize leaders in the What do the cartoons repre- U.S.? FOCUS OBJECTIVE LEARNING ACTIVITIES manyDiscussand the the implications expanded power there of of, war-time e.g., presidentsUncoln, of our most revered presidents war presidents? F.D.R. in the U.S. Why are C. descriptionsinStudents totalitarian will of formulateleaders states, . ofaboutThroughimage.) totalitarian totalitarian discussion, leaders leaders. students to make a statement describing should(Describe propose role geneTalizations and responsibilities their using examples. a.Suggested films for JnsephScrrn1 Stalin, News Dest,93'BW Vol. 4., Is. 5 - additional material: Decline and Fall of d.b.e.c. MinisterRiseScreenScrc:en of ofAdolf NewsNews Hate Digest,Digest,Hitler, 27'BW Vol. Vol.28'BW 8.,8., Is.Is. 5 - 8 - Philosophies of Mao Fidel Castro, 14' BW TIME: 1-4 class periods 2. Haveclass individuals on 7:otalitarian or groups leaders--their locate Tse-tung, 16'BW information to report to the roles and images within Examples:theirfrom(Paraguay), nations.a comparison Kosygin, of theFranco. results. D uvatier, Castro, Mao tse Tung, Tito, Stroessner Generalizations should develop 3. Assignimage.regimes, research e.g., papers Lenin, on Mao, current "super-stars"Castro--who stillof maintain a totalitarian heroic 10 FOCUS OBJECTIVE LEARNING ACTIVITIES' Generalization 6 A. Students will discuss 1 Have students read a "Letter from Young ,.eniinoer, 0 , lacareTotalitarianideologycommitment ideology. characterized serves toregimes a thespec-by a The ..and arrivedefinition.the at term a working "ideology" p.priate identifiedtity58-59. byto associationtheir him, identification. they (occupation). should fill in the blanks The students should try to guess the When students think they hav with terms aproauthor's iden- past,thepresent,state future.explaining by,defining and predicting the the It estab- 2. Whenthe thechoices class they has havefinished, made andask writeindividual them on the students to tell yo blackboard. theremoldinglishes image guidelines heldsociety by theinfor 4.3. TellTellchange class class the the labels.the author author is is an a AmericanCommunist and allow and give them all correct the students to theacceptedthatrulers. population,the ideologyby the itmass is can of To the degree 5. Listanswers. on the blackboard the z-diectiyes which students believe applic- loyaltyinspire todedication the regime. and B. abledescribeIn discussion,to a theChristian author students orand a discussCommunist,. should thecompare characteristics as theology and ideolozy an k.4a, regardthetarianStudents actions to itswill of purposes totali-illustrate in youngask:totheir the Communist citizenspurpose isofwere toideology as committed in a ro a "nat advantages .:%'ould totalitarian regimes his?" Students could then generalize totalitarianas regime. specific ideology as this gain if ali C. andstate.Students functions will in tracethe 1. Teacher may aument this generalization by tracing the.develop- -throughmunistthe Karl earlydevelopmentideology Marx utopians, and from of Com- Marxism-Leninism.mentSuggested of Comunist resources: ideology (using lecture or bit-lecturing/discussion) from the early utopians through Lenineach.tant and contributions list impor- of More,Marx,Plato,St.. UtoDi_a Cor.;iunistAuguscLne,ReTLiblic CityManifesto of God 11- Marx,Ebenstein, Das Kapital Todav's Isms FOCUS OBJECTIVE LEARNING ACrIVITIES rir1F,: 2-5 class 2. Sh,-Jw Eilm: , ' , periods b.a. DiscussLE:ninto which and the itTrctsky, ideology was accepted 27'BW reflected by the in populace.the film and the degree ,

12 74, FOCUS OBJECTIVE TIL:tNINC ACTIVITIES ,k2nera-zationA totalitarian 7state - i A. Stu:lents will be will- This generalization is based upon an incident which you can allscatetc%seeks social the andto control subordinateinstitutionsthereby of re-the information."duped"asing examples to byuse controlled ofthemselves being .classroom,61-65)..fullystage briefedin and iiaccoperation the inmaterials administration. advance. with to 4 distributestudents, ato teacher class whichin an willadjoining hypothetical incident (Mehlinger, p. Participants must be care- occupy activitycontrol.movesinterestchallengers all is possibleto without tototalitar- its No human happenedthatstudentsthem itfor duringreally 20coming minutes happened.)change in latewhile of to classes,incident class, makingdescribingoccurs. the aclass fight believe. that (Incident involves tarianitstrolian rulers-citizens, the regimes behavior totali-recog- of To con-, 3.2. Afterquestions the incident, listed on askp. 62.student to answer the prepared set of meansnizeemployedtheir nowhich limitsends. to may achieve tobe the place.studentsrowStudents- and teacher have will been willpass fooled tabulatetheir andanswers onwill board. tobelieve the front a fight student has takenof each Ideally a majority of :learning7:Dobjectives.andNOTE:. procedures. subdivided A,B,C, Generalization B. evidencepersonscident,throughStudents canhow andclassroom will controlrulers thus determine con- orin- 1. able.Discusstotalitarianinformation the incident, availablestate. pointing is that outwhich to youstudents choose that to makethe onlyavail- Relate this to information available to citizens in a behaviorattemptA..,Totalitarianofa d.!gree--to their andand citizens succeedthoughts direct systems byto mation.trol sources of infor- b.a.Suggested question sequence:. billboards,WhatHow (Books, mightsources totalitarianand magazines, of many information others.) films,rulers would television,control have evidence?to radio,be controlled? newspapers, overmaintainingformation. all sources control of in- d.c. WhyandWhatto factswould haveis likely fallensuppliedstudents to for happenbyin this hisa totalitarian ifincidentpolitical one hears than leaders? state only you were?bethe less opinions likely (Students 13 withtakenin falsehood.)a indemocracy more quickly except than to hearthose the who truth and are probably are used to coping FOCUg OBJECTTVE ACTI7I=S I2. DL-cussPurgeinpossilv the 1Trials ;;overnment-controlled1930's bring ofasin 1930's examples"confessious" in U.S.S.R.)of pr(!s:-:, controlled radio and i pure trials of information. telavision; U.S.S.R. (lecture: 3. a.Suggested films: i.nl:itcr of Hate, 27'BW TD1L: periods1-3 class 4. b.Suggested individual reports: Stalin'sStalin, Josef reriting V., 26'BWof Soviet Textbooks Relic,ionPasternakLysenkoSolzhenitznSJ.wialist andin realismUSSR Soviet ingenetics art, music, literature Students will: Givo the studmits a re'nding of Rol2Role of of the the family.frmilv in in Nazi Russia Gen:any the trial of Josef Brodsky, a humanandseeksI:.fcirmity Asubordinate Tot-Ilitarianactivityto forceon its to con- allcitizens itsstate A. Discusscitizenscontrolian state. the exertedin results a totalitar on of poetcouldtotrial. presentin bete asked U.S.S.R.it as to a pass judgement on skit. (nehlinger, p. 69-78), or allow Members of the class without Brodsky at the end of the students roles control. B. Contrastculturalitarianof democracy the statesactivities. attitudes and towards total- 2. a.Trial may be used in several ways: Soviet Constitution guarantees a "right to work." But how C. Listregime ways seeks a totalitaria to impose b.c. AmericanHowisCompare this would right jurists? Brodsky'sclass interpreted? treat attitude Brodsky with if they were Sovietthat found in "Letter to officials theconformityits personal citizens. and lives direct of 14 individualityina Young their notes in the a totalitarianrestrictions state). " (generalization #6), placed on a citizen's (students could list FOCUS OBJECTIVE d. Vhattarinnism does the existing trial revealtoday in LE:A::::,:WG ACTIVITIES about the degreethe U.S.S.R.? of totali- TIMr:periods 1-2 class 3. PoliticalCha,-,ters51diss:2nt a::d 54.) Systemsid11 theand Soviet 14contain in theUnion usefulstate and the United States. adopted text,readings Comparative on the right to (ReadingS 4. andAsPolyakov).frcm areport supplementary The Partisanon "The StoryactivityReview, (In The USSk and Communism: of a StoryNarch-AOril f.r Fireman 1961, pp.have 515-518 an Interested student read Source Readings and Prokhorchuk; (Vladimir C.will Totalitarian use any technique- regimes thatStudents terror will and recognize a lack makingHaveInterpretations) students sure they read understand The selection"A isVillage a satire Trial," on Mehlinger, p. when the trial took place, Soviet censorship. 80-86, why, and physicalical-tolutesociety. control orachieve psycholog- over abso- oftariancharacterize "due process"justice." totali- of law" 2. Askby trial. whatstudents authority to compare such trials werethe held. landlord's trial with Brodsky's a.Suggested question sequence: chargedofsignificantStudcnts law" withwas should largelyfactora specific recognize in.the ignored. crime, Liu believed villagethatthat the trial use andof terror was a And while the accused was "due process his arosetakeprincipalfear, frompart or hisinguilt,a combinationthe trial?so far as being a landlord. of emotions? Did he act from belief,the judc?es were How was Liu forced to concerned, persuasion, 3. whenAskbeen students entire executed. socialif theye.g., classes can or Christians in Rome, Jew in think of other examples in religious and ethnic groups , history have Spanish15 Inquisition. - FOCUS OBJECTIVE EARNING ACTIVITIES B. U.S.toStudentshibits listjustice these should which "tr4als" be pro- able safeObrds in ofcountryLead law" discussion a4-..ainst either by bythese lecture asking orwhat "trials." hand-out.) safeguards do we have in(Discuss this U.S. "due process C. theStudentsfrom techniquesoccuring. should usedlist by societythatEncourage totalitarian through students a variety leadersto assimilate of seek techniques. to from control A,B, all aspectsand of C to recognize totdlitarianWhich-permitages df regimes "miscarri- justice." Possibic2Vi]la(7,0Suested in outside rilm:China Toda',7 reading: A, 17'C Ann2regime.)(explore Frank, Diarythe purposes of a Young and Girlmethods Noon," Mehlingerof terror p. 88-91. in a totalitarian D.association,individual,subordination Mass manipulation, and andof group the A. andlatestheStudents "means" problemto a willastotalitarian ofit evaluate "ends"re- 2. Ask:Assignto be excerptread in fromclass "Darkness or at at "Wnat was the Soviet regime's home. overriding goal during the meansitarianuseIn ofthetoward terror rulerview an of areanyend. a total- all goal.achievement of a given 3. Asksupposing1930's? students they to judgehad been the Sovietconsequences Refer to statements made by leaders in the 1930's. Stalin in generalizationof Soviet policies, #1. meansfessedcloserif it can movesgoals.tcward be justifiedsociety the pro- a.Suggested question sequence: wasSuppose accurate: also that Stalin's "We are fifty or a hundred years We must make good thisappraisal of the Soviet behinddistance dilemma U.S.GivenStalininthe ten in advancedthese nationalyears.did? assumptions, countries. power). (By 1945, the U.S.S.R.Either wewas do second it or we shall would your students have be crushed." only to the acted as 1 6 FOCUS OBJECTIVE ACT-FITILS 4. Discussachievement.sorapidly. worthy the thatconsequences it of Ask students if they can think of any Suggested question sequence: might justify any means to secure its Stalin's decision to industrialize goal that is b.a. ForWhatboth eample, methodsat home does areand thepermissibleabroad, goal justifyof to resist eliminating Communism, the use of any technique? Communism abroad? 5. c.Student should summarize generalizatio-ns theWhat U.S..? means are justified to uncover A, subversionB, C, and Dwithin and ArthurtoshowSuggested use anKoestler, any understanding techniquereading: Darkness to of atthe Noon willingness achieve a given goal. of totalitarian leaders periodsTDIE: 2-3 class b.a.Suggested films: MaoCastro Tsetung, 26'3W Fidel, 26'3W

17 Generalization 8 FOCUS OBJECTIVE LERNING ACTIVITIES 'The opstypetarianism in of a totali-country which devel- is Germany,mictheStudents conditions political Russia, will ofandcompare and econo- Italy, SovietonTeacherregimes. economic Union shall and divide China the Reports would cover:and political 'conditions prior to the rise ofc1a-3s into ei,--;ht committees to in Italy, Germany, the totalitarian reportthe ,Thetistorical naturebyconditionedideology, the ofnation'sexperience. the the prinlrily levelunique of establishmentChina-itarian prior regimes. to of the total- GermanyRussiaChinaItaly 1914-241919-251930's1919-22 and 1940's andeconomicdemocratieare the significant degree development, experience of factors b.a.Suggested resources: GermanyItaly 2-tusso1iniTh2 Rise andand FallItalian of the ThirdFasciSm Reich, Bread and Wine, Chapt. 2,3,4. gins.anyin totalitarianexplaining and development the ori- of state. Reportsd.c. should be U.S.S.R.China liowSnntlihtIgnazfo Russia Silone on is Asia, Ruled, Chapt. carefully examined by Chapt. the teacher3,9,10. before 1. Politicalthethey specific are presentedreports conditions can to b'ethe presented class. first,operating in the nation. Each report should followed by class describe discussion.a. governmentWhat experience at the had time Consider these questions: the general public the leader of the had in democratic totalitarian b.d.c. HowWhyWhatregime many did was seized politicalsome the peoplestrengthpower? want parties were active in of forces on the, to restore the left? monarchy which had the country? on the right? Classcommon should to all formulate been powerful before four countries. generalizations about the world war? political conditions' 4. 18" betweenSimilar the procedure Communist and 'for economic reports, Fascist experiences. bringing out differences FOCUS OBJECTIVE Questions for econonic reports: LEARNING ACTIVITIES b.c.a. afterHowWhat industrialized effectthe war? did war was have the on country th2 economy before of the country? the war?in its economy Just 6. Students may prepare reports on the priorWas the to countrythe establishment advanced or of underdeveloped a totalitarian psychological aspects of regime? b.a.totalitarianism. TheEscape. True from Believer, Freedom, Eric Eric Hoffer Fromm i.e., B. workTwistedgeneralizationsStudents in viewing Cross. should the identify1-7 at 1. anddevotingShowing a follow-up oftime the to discussion.Twisted telling Cross students should Look for the economic and political what to look for in thebe in two class peric:dc, conditions in film Part-1Part 2 NoteTheWeimar use general Republicof mass characteristics propaganda.when Hitler came of to power. totalitarian regimes. TIME: 4-6 class generalizationstheBefore generalizations the fili at work 1-7 in the is shown, the students should their notebooks and observe film. be asked to list the 19 FOCUS OBJECTIVE LFARNING ACTIVITIES .Totr.litarianismGeneralization is a 9 A. mulateStudents a working should defini for- 1. AskIt students should beto briefwrite buttheir contain own the ideas definition of totalitarianism. of each generalizati:sn. economicnolitical,usesableindiviaual anyto subjectsystemmeans social, to avail-thewhichthe andgoals tion of totalitarianism. Limitgroups.Collect students definitions to 2 or and 3 sentencesdivide class or ainto maximum Allow 15-20 minutes for discussions in several discussiop classof 50 words.for group andstate. leadership of the 3. Asreportsto each lead (agroup class reports,.write into a single the definition of totalitarianism). definition of totalitarianism. definition on the board:- Try B. Giventheofthe any student adefinition descriptionnation will state, ofapply 1. ofdescriptiveeachIn totalitarianism order stud3nt to account test to write theto of this definition, aa contemporarypaper nation-state. in assign a case which he applies his model nation-state, asking (e.g., Paraguay, study or a state.totalitarianism to that 2. Greece,totalitarianismSuggested(in Brazil, viewing films: Cuba, films, in practice)Yugoslavia, students could make a-list of examples Egypt----) of b.a.c. U.S.S.R.:Corr;,unistChin;t: The China,Social 22'INRevolution, Family of Tashkent (Life on a 17'C Collective Farm), d.f.e. Vho20'CNightmare Goes There? in Red, Pt. 1., A Primer on Communism, Pt. 27'BW 2.1. 27'BW27'BW periods,TIME: or more, 1-5 class de- 3. Asg.above, a culminating and apply activity, Nightmare in Red, Pt. 2., the nine generalizations. share the case studies in activity 1, 27'13W activity.ofpending the follow-up upon the use 20 MATERIALS: R,tcomended basic textual and other niterials: Heward D. >lehlinger, The Study of Totalitarianism, II. AlternateThean inductive teacher student mustApproach, andhave class a copy material: of this National Council for the Social Studies, book. Bulletin Number 37, 1965, 102 pgs. B. Audio-VisualTexk.ual Films: 4.2.3.1. Couni!-:tCa:Ca,-;Lrcr, Mc- Fidel, Soc1 Wolper, 26'll cGraw-Eill, 1-31557McCraw7Hill, 27'3W17'C 1-31534 1-31465 1-13047 7.6.5. MinisterMaoNiollreLenin Tse-tung., and ofin Trotsky, Date,Rc,d, .Wolper, McGraw-Hill, Pt.1.,:-IcGraw-Hill, 26'BW McGraw-Hill, 27'131 China, 1-31554 27'B'::1-31040 1-31062 9.8. RiseScreenNightmare in RA, of , McGraw-Hill,Nes Digest, Vol.4., Is.5., I- 1- 2., McGraw-Hill, 27'BINT 28'1', (Decline and Fall of ), Hearst Met, 131047 1-31063 10.11. ScreenScren28'EW NsNe-,;s 1-12676Digest, Digest, Vol.8. , Is,Is.8., 5., (Philosophies of Mao Tse-tung), Hearst Met, (Fidel Castro), Hearst Met, 14'BW 1-12719 13.12. TwistedTwistedStalin16'Lk; Cross, Cross, 1-12722Josef. V.,Pt.2P.1., Wolper, McGraw-Hill,McGraw-Hill, 26'BW 28'BW' 28'BW 1-31574 1-31051 1-31053 15.14. VillageU.S.S.R.:1-13359 in FamilyChina Today,of A, Tashkent McGraw-Hill, 17'C(Life on a Collective Fam 1-12983 Universal Ed., 20'C 27'BW 1-31471 16.(NOTE: Who Goes There?, A Miami,PrimerCatalog Florida,on numbers Communism, and from 1969 Pt.Instructional supplement.)2.,1., Materials Catalog,McGraw-Hill, DadeMcGraw-Hill, County Public Schools, 27'BW 1-31473 21 C. Other D. 1.Supplemental pupil resources: Frank, Anne. The Diary of a Youna_ Girl, tr. from the Dutch by B.M. Mooyart-Doubleday, 4.3.2. Orwell,Koestler, George. Arthur. 2-;aw York: Doubleday, Animal1952.1984, Farm, New York:New York:Darkness At Noon, New York: Harcourt, Brace and World, Harcourt, Brace and World, The :4acMillan Company, 1941. 1949. 1946. E. Suggested1. Resources: Fromm,Fainsod, Eric. Merle. EscnoP From Ireedom, New York:How Russia is Ruled, CamLridgc:: Holt, Rinehart, and Winston, Harvard University Press, 1963. 1941. 4.3. Halperin,Hoffer, Eric.William S. Literatur,3,Van Nostrand, Inc., Tnc., 1961. 1964. The True Believer, New York: Mussolini and Italian , Princeton, Mentor Books, fhe No.:7 Ame!rican Lil.:rary Now Anvil of 1,,:orld ZbN., 6.5. Raab,Shirer, Earl. William L. The Anatomy of Nnzism, New York: !Kise and "Fall of the Third Reich: Anti-Defamation League of B'nai A Histnry of Na.s:i alsrmv, :j6. 8.7. Wint,Silone, Cuy, IgnazIo. Snotlic;ht on Asia, Simon and Schuster, 1960. Bread and Wine, New York: Baltimore, Penguin Books, inc., Signet Book, i 195). ric.n Libr.:ry, 195). 10. s F-tonRieb,2r, Edwin, A.J. anded. R.C. Nelson, andScott Winston, Foresman Inc., and 1967.Company, 1964. Comparative Political ed. The USSR and Cor,muni,,..71: Systems: Ecul-ck: A221:2a New Yort,-: s and Hcit,- Rideha:t ieacher Reernce - . Pr._:s:.;, 1962. 4.2.3.1. Draper,Daniels,Crankshaw,Earnett, _neoaorc. Robert A.Edward. Doak. V. China After Mao, Princn, N._f:; Cold 1.:ar: Co=luni.,71; np:-,eo:,. V. ract:.-, :-cking, Jersey: Pr:_ricetJn 1)65. :andom House, 3ooks,1965. 117i63. 5.6. Djilas,Ebenstein, Milovan, William. Today's NewCliffs, York: New Jersey: Harcourt, 1962. Conversations 1.:ith Siiln, tr. from Prentica Hall, 1964.Isms: Counim, Fac ism, Caita1ism, Sociali, :he Serbo-Crc-It 1;y Mhaei. B. 4r.T1 ed., Englial: PeLroviell,

!-; 9.8.7. Laski,Fremantle,Hunt, HaroldR.N. Anne. Carew. Joseph. Mao Tse-tung,The An Theory Anthology and Practice of his Writings,of Communis:il, The Communist zinifesLo, Karl Marx and Friedrich Engels, New York: Maryland: New York: Penguin Books, 1966. Mentor Books. 12.11.10. More,Marx,Plato. Thomas.Karl. Pantheon Books, 1967. Republic, ed. and trans, by I.A. Richards, Das Kapital, ed. by FrederickUtopia, ed.Engels, by edward Sutz, S.j., Ne-,; Haven: Cambridge:Nel.! York: Cliffs,Yale University NewModern Jersey: Library, Press,Cambridge 1964.Random University House, 1906. Press, 1966. Prentice-Hall, 15.14.13. Rubinstein,St.Schapiro, Augustine. Leonard.Alvin Z. Inc., 1966. City of God, tr. by J.W. Wand, New The Government and PoliticsCommunist of Political the Soviet Systems, Englewood York: Oxford University Press. Uniog New York: Random House, 1965.

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