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In this Step-by-Step 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 Objectives Communist party newspaper, Pravda, or “Truth,” printed this praise of Stalin: As you teach this section, keep students focused on the following objectives to help “ There is no similar name on the planet like the them answer the Section Focus Question name of Stalin. It shines like a bright torch of free- and master core content. dom, it flies like a battle standard for millions of 4 laborers around the world. . . . Stalin is today’s ■ Describe the effects of Stalin’s five-year Lenin! Stalin is the brain and heart of the party! plans. Stalin is the banner of millions of people in ■ Explain how Stalin tried to control how their fight for a better life.” people thought in the . Far from helping people fight for a better life, Stalin’s ruthless policies brought suffering and ■ List communist changes to Soviet death to millions of Soviets. society. Focus Question How did Stalin transform the ■ Outline Soviet foreign policy under Soviet Union into a totalitarian state? Stalin.

Prepare to Read The Soviet Union Under Stalin

L3 Build Background Knowledge Objectives In January 1924, tens of thousands of people lined up in ’s Remind students that Lenin founded the • Describe the effects of Stalin’s five-year plans. historic . They had come to view the body of Lenin, who Soviet state, and after he died in 1924, • Explain how Stalin tried to control how people had died a few days earlier. Lenin’s widow, Nadezhda Krupskaya, Stalin took power. Ask them to recall thought in the Soviet Union. wanted to bury him simply next to his mother. Communist party what else they already know about Stalin. • List communist changes to Soviet society. officials—including —wanted to preserve Lenin’s • Outline Soviet foreign policy under Stalin. body and put it on permanent display. In the end, Lenin’s body Set a Purpose L3 was displayed in Red Square for more than 65 years. By preserv- ing Lenin’s body, Stalin wanted to show that he would carry on the ■ WITNESS HISTORY Read the selection 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 had predicted that under the state would and selection from Pravda, what eventually wither away. Under Stalin, the opposite occurred. He do you think the official view of 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, 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 Objectives 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 4, 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. 546 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. 548 n. the ability to get and use Reading and Note Taking Because he worked in the principal’s office, he had access to all the students’ Study Guide, p. 175 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 determine 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 L3

Mixed Results in Industry Stalin’s five-year plans set high production Instruct goals, especially for heavy industry and transportation. The government Effects of the Five-Year Plans on Soviet Industry ■ Introduce: Key Terms Have students pushed workers and managers to meet these goals by giving bonuses 20 find the key term command economy to those who succeeded—and by punishing those who did not. Between (in blue) in the text. Point out that 1928 and 1939, large factories, hydroelectric power stations, and huge 15 Stalin’s government took complete con- industrial complexes rose across the Soviet Union. Oil, coal, and steel trol over of the Soviet Union’s economy; production grew. Mining expanded, and new railroads were built. 10 in other words, it was the government Despite the impressive progress in some areas, Soviet workers had lit- who “commanded” the economy. Then tle to show for their efforts. Some former peasants did become skilled fac- 5 of metric tons) ask students to explain the difference

tory workers or managers. Overall, though, the standard of living Output (in millions remained low. Central planning was often inefficient, causing shortages 0 between a command economy and a 1928 1933 1938 in some areas and surpluses in others. Many managers, capitalist economy. Year concerned only with meeting production quotas, turned ■ Steel Brown Coal Teach Ask students to list the goals of out large quantities of low-quality goods. Consumer prod- SOURCE: B.R. Mitchell, European Historical Statistics, Stalin’s five-year plans. Then ask Why ucts such as clothing, cars, and refrigerators were scarce. 1750–1970 did some peasants resist the collec- Wages were low and workers were forbidden to strike. The tivization plan? (They did not want to party restricted workers’ movements. give up their farms and sell crops at the Forced Collectivization in Agriculture Stalin also low prices set by the state.) How did brought agriculture under government control, but at a Stalin respond to this resistance? horrendous cost. The government wanted farmers to pro- (He sent kulaks, or well-to-do farmers, duce more grain to feed workers in the cities. It also hoped to labor camps and seized all grain, to sell grain abroad to earn money. leaving people to starve.) As you have read, under Lenin’s New Economic Plan ■ Quick Activity Direct students to the (NEP), peasants had held on to small plots of land. Many had prospered. Stalin saw that system as being inefficient graph on the next page, Soviet Agricul- and a threat to state power. Stalin wanted all peasants to ture Output, 1928 and 1932, and have farm on either state-owned farms or collectives, large them answer the caption question. farms owned and operated by peasants as a group. On col- Then ask What were the effects of lectives, the government would provide tractors, fertiliz- the collectivization plan on Soviet ers, and better seed, and peasants would learn modern life? (Though it did not increase farm farm methods. Peasants would be permitted to keep their output, it increased Stalin’s control of houses and personal belongings, but all farm animals and the peasantry. It also led to the Terror implements were to be turned over to the collective. The Famine.) state set all prices and controlled access to farm supplies. 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 ” 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 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 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 . 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 statements. How did Stalin take control of the Soviet Union’s economic life? 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, 182 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 Even though Stalin’s power 10 The was absolute, he still feared that rival party lead-

(in millions of metric tons) 0 ers were plotting against him. In 1934, he launched Potatoes Wheat Oats the Great Purge. During this reign of terror, Stalin Year and his secret police cracked down especially on 1928 1932 Old , or party activists from the early SOURCE: B.R. Mitchell, European Historical Statistics, 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 ’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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The Soviet Union, 1928–1941 For: Audio guided tour Web Code: nbp-2841 0° Union of Soviet Socialist Republics, 1938 180° Stalin’s Terror Tactics L3 20° E Forced region Arctic 60°N Isolation camp region Ocean 160° E Instruct 40°E S.S.R. boundaries N 80°N ■ Gulag labor camps E 140° E Introduce Display Color Transpar- 60°E W ency 170: Gulag Prisoners, by 80°E S Nikolai Getman to show a painting 120° E from the Gulag. Tell students that Sta-

LITHUANIA LATVIA lin used the threat of these labor camps L

ESTONIA e Pacific EUROPE Archangel n a to control life in the Soviet Union. Ask Leningrad R Ocean iv POLAND er students to predict other methods that Belorussian Sea of S.S.R. Okhotsk Stalin used. Color Transparencies, 170 Ukrainian Moscow RUSSIAN SOVIET FEDERATED SOCIALIST REPUBLIC Sakhalin S.S.R. Y O e b R n . ■ Teach Ask What was the Great i iv s R 40°N . e e a R r

g r i l u Vo R Purge? (the arrest and execution of Black iv m e A Sea Stalingrad r Lake hundreds of thousands of people whom Baikal TURKEY Manchuria Stalin suspected of disloyalty) How JAPAN Georgian S.S.R. Aral Kazakh

a did the purges increase Stalin’s Armenian S.S.R. e Sea S.S.R. Vladivostok S

n power? (They made all Soviet citizens a i p Azerbaijan s a aware of the consequences of disagree- S.S.R. C Lake MONGOLIA Uzbek Balkhash KOREA Turkmen S.S.R. ment or disloyalty, and they replaced S.S.R. Kirghiz old revolutionaries with young party S.S.R. IRAN Conic Projection members loyal to Stalin.) How do you Tadzhik 0500 1000 mi S.S.R. AFGHANISTAN think this affected Soviets’ feelings 0500 1000 km toward their government? (Sample: CHINA It probably made them feel either more Map Skills Stalin used terror and Gulag 2. Regions How does the map help loyal or become more secretive.) labor camps to control the huge, multi-INDIA explain why Russia was the most influ- national Soviet Union. ential republic in the Soviet Union? ■ Quick Activity Have students access 1. Locate (a) Ukrainian S.S.R. (b) Russian 3. Make Inferences What does the Web Code nbp-2841 to take the Soviet Federated Socialist Republic number of labor camps in the Soviet Geography Interactive Audio (c) forced labor camp region Union indicate about Stalin’s rule? Guided Tour and then answer the map skills questions in the text.

writers and thinkers. The victims included most of the nation’s military A Gulag labor camp in 1934 Independent Practice leaders and about half of its military officers, a loss that would weigh Link to Literature To help students heavily on Stalin in 1941, when invaded the Soviet Union. better understand Stalinist Russia, have In what ways did Stalin’s terror tactics harm the them read the selection from Arthur Soviet Union? Koestler’s Darkness at Noon and complete the worksheet. Teaching Resources, Unit 4, p. 54 Communist Attempts to Control Thought At the same time that he was purging any elements of resistance in Soviet society, Stalin also sought to control the hearts and minds of Monitor Progress Soviet citizens. He tried to do this by tirelessly distributing propaganda, ■ Check answers to map skills questions. censoring opposing ideas, imposing on minorities, and ■ replacing religion with communist . Refer students to the image of the Gulag on this page. To review this sec- Propaganda Stalin tried to boost morale and faith in the communist tion, ask students to list Stalin’s terror system by making himself a godlike figure. He used propaganda as a tool tactics. to build up a “cult of personality” around himself. Using modern technol- ogy, the party bombarded the public with relentless propaganda. Radios

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 col- ■ Adapted Note Taking Study Guide, p. 175 guarantee his dominance umn. For a review at the end of the chapter, consider ■ Adapted Section Summary, p. 176 The country lost many of its intellectual and asking students to add columns for Italy and Germany. military leaders.

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

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SSRs, such as Uzbek and the Ukraine, were the Soviet Society Under Stalin homelands of other nationalities and had their own languages, historical traditions, and cultures. At first, Instruct L3 Stalin encouraged the autonomy, or independence, of ■ Introduce: Vocabulary Builder Ask these cultures. However, in the late , Stalin turned this policy on its head and systematically tried students if they know what the word to make the cultures of the non-Russian SSRs more elite means. (a small, privileged group Russian. He appointed to high-ranking or ruling class) Ask them who they positions in non-Russian SSRs and required the Rus- think probably comprised the elite in sian language to be used in schools and businesses. Soviet society. (members of the Commu- nist party) Then have them read the War on Religion The Communist party also tried Vocabulary Builder term and defini- to strengthen its hold on the minds of the people by tion. Ask What do you think the destroying their religious faith. In accordance with elites would gain access to that the the ideas of Marx, atheism, or the belief that there is rest of Russia probably would not? no god, became an official state policy. Early on, the Communists targeted the , (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- the elite party? (Though they had gions were persecuted as well. At one , access to free schooling, free medical 15 Roman Catholic priests were charged with teaching care, and inexpensive housing, key religion to the young, a counterrevolutionary activity. necessities remained scarce.) The state seized Jewish synagogues and banned the 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 improved under Soviet rule. Lenin. Portraits of Stalin replaced religious icons in The Party Versus the Church Russian homes. However, millions of Soviets continued to worship, in pri- To weaken the power of the Russian Independent Practice vate and sometimes in public, in defiance of the government’s prohibi- Orthodox Church, the party seized church Have students fill in the Outline Map tions. property and converted churches into offices and museums. Here, soldiers carry The Soviet Union in the 1930s and label How did Stalin use censorship and propaganda to off religious relics from a Russian church. the SSRs and the major industrial centers. support his rule? How might the policy of destroying churches in such a public way have Teaching Resources, Unit 4, p. 57 backfired on the party? Soviet Society Under Stalin Monitor Progress The terror and cultural coercion of Stalin’s rule made a mockery of the Circulate to make sure students are cor- original theories and promises of communism. The lives of most Russians rectly labeling the SSRs on their Outline did change. But, while the changes had some benefits, they were often Maps. Administer the Geography Quiz. outweighed by continuous shortages and restricted freedoms. Teaching Resources, Unit 4, p. 57 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 L3 stores for scarce consumer goods. On the other hand, Stalin’s purges often fell on the elite.

Instruct Benefits and Drawbacks Although excluded from party membership, ■ Introduce: Key Terms Have students most people did enjoy several new benefits. The party required all chil- find the key term Comintern (in blue) dren to attend free Communist-built schools. The state supported techni- in the text and explain its meaning. cal schools and universities as well. Schools served many important Ask What was its purpose? (to goals. Educated workers were needed to build a modern industrial state. encourage worldwide revolution) Ask The Communist party also set up programs for students outside school. students to speculate on how Western These programs included sports, cultural activities, and political classes nations might view this goal. to train teenagers for party membership. However, in addition to impor- tant basic skills, schools also taught communist values, such as atheism, ■ Teach Ask What foreign policy goals the glory of collective farming, and love of Stalin. did both Lenin and Stalin pursue? The state also provided free medical care, day care for children, inex- (to bring about a worldwide revolution pensive housing, and public recreation. While these benefits were real, and to win the support of other coun- many people still lacked vital necessities. Although the state built mas- tries) Lead students in a discussion of sive apartment complexes, housing was scarce. Entire families might be how these goals were incompatible. packed into a single room. Bread was plentiful, but meat, fresh fruit, and Then ask What progress did the other foods remained in short supply. Vocabulary Builder Soviet Union make toward the access—(AK ses) n. the ability to get and Women in the Soviet Union Long before 1917, women such as goal of winning the support of use Nadezhda Krupskaya and Alexandra Kollontai worked for the revolu- other nations? (It slowly won recogni- tion, spreading radical ideas among peasants and workers. Under the tion from Western powers, increased Communists, women won equality under the law. They gained access to trade with them, and joined the League Crowded Lives education and a wide range of jobs. By the 1930s, many Soviet women of Nations.) 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, to cities to take jobs in new industrial plants. Independent Practice This influx led to extremely crowded living in construction, and on collectives. Within the family, their wages were Have students make a Venn diagram com- conditions. These men gather in close needed because men and women earned the same low salaries. quarters in a Soviet hostel in the early paring the goals and practices of Stalin 1930s. How does this photograph reflect How did Communist schools benefit the state and and Lenin. Have them refer back to Chap- the drawbacks of a centrally planned the Communist party? ter 14 for more information on Lenin. command economy?

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

gave more students opportunities for higher The Communist Party also set up three youth education and extracurricular programs. groups: the Little Octobrists, for young children, the

548 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 4, 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

highly suspicious of the Soviet Union. In the United States, fear of Bol- Transparencies, 121 shevik plots led to the “Red Scare” in the early 1920s. Britain broke off relations with the Soviet Union when evidence revealed Soviet schemes Reteach to turn a 1926 strike into a revolution. Even so, the Soviet Union slowly If students need more instruction, have won recognition from Western powers and increased trade with capitalist them read the section summary. countries. It also joined the . However, mistrust still poisoned relations, especially after the Great Purge. Reading and Note Taking L3 Study Guide, p. 176 How did the Soviet Union’s foreign policy goals contradict one another? Adapted Reading and L1 L2 Note Taking Study Guide, p. 176 Looking Ahead Spanish Reading and L2 By the time Stalin died in 1953, the Soviet Union had become a military Note Taking Study Guide, p. 176 superpower and a world leader in heavy industry. Yet Stalin’s efforts exacted a brutal toll. The Soviet people were dominated by a totalitarian system based on terror. The reality of communism fell far short of Lenin’s Extend L4 promises. Most people in the Soviet Union lived meager lives compared Tell students that in the 1990s, the with people in the West. breakup of the Soviet Union led to a revival of religion, particularly the Rus- sian Orthodox Church. Ask students to Progress Monitoring Online form groups and discuss this question: For: Self-quiz with vocabulary practice Why do you think the Soviets were 4 Web Code: nba-2841 unsuccessful in their attempt to 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 common? Explain. 5. Synthesize Information What meth- organized either point by point or by block. Answer ods did Stalin use to create a totalitar- The first organization involves a discussion ian state? of one idea first, followed by the discussion By aiding revolutionary groups in other coun-

2. Reading Skill: Identify Main 6. Synthesize Information One histo- of another, and emphasizes the two ideas. tries and urging colonial peoples to rise up 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 “communism with a smiling face.” answer the section Focus Question: 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 of the Five-Year Plans in industry and agri- 3. Identify Effects What were the goals culture. and results of Stalin’s five-year plans? How did the effects differ between industry and agriculture?

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

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