Fascism: Italy and Germany History of the Modern World Fascism: Italy and Germany Mrs. McArthur Walsingham Academy Room 111 1. Flapper-symbol of rebellious Jazz Age youth who rejected old waves in favor of new exciting freedoms. Prohibition-ban on the manufacture and sale of alcoholic beverages Speakeasies-illegal bars Checkpoint, pp. 885-Some people embraced rebelliousness and experimentation, symbolized by the new sound of jazz. Meanwhile, others supported the Prohibition amendment, and fundamentalists supported traditional Christian ideas. 2. Infographic: Popular Culture in the Jazz Age-She embodies a rejection of traditional values and a new way of doing things. More people had access to electricity, telephones, radios, and the movies. They were also able to travel more because of faster and more affordable cars. 3. Harlem Renaissance-African-American cultural awakening The New Literature: Checkpoint, pp. 887-by writing about the horrors of modern warfare and moral emptiness, and by experimenting with new styles of writing. 4. Biography-pursuing a career in science and winning Nobel prizes were not what a woman was expected to do. New Scientific Theories: Checkpoint, pp. 888-Atomic research changed the Newtonian view of science and led to the development of atomic weapons, the discovery of penicillin paved the way for antibiotics, and Freud’s ideas revolutionized psychology. 5. Modern Art and Architecture: Checkpoint, pp. 889-Artists rejected traditional representations and began to look for new and modern ways of expression. Analyzing Art-It uses lines, shapes and colors to portray a feeling of movement. 6. Pablo Picasso, pp 890-Mother and Child is a realistic representation of a scene, while Still Life With Violin is a cubist representation broken into abstract angles and shapes, rendering the objects almost unrecognizable. Picasso’s style ranged from realistic to abstract and cubist and back to representational. He also ventured into different media like sculpture.

The Rise of Totalitarianism Section 3: Fascism in Italy, pp. 898-902 Witness History Audio: A New Leader: Mussolini According to this description, how did people react to Mussolini? Mussolini’s Rise to Power Italian nationalists, led by Benito Mussolini, felt betrayed by the government and the Allies from World War I. They revolted and became powerful through terror. These Fascists, as they were known, were finally handed the reins of government by the king in order to avoid a civil war. Notes: Listen to the Witness History audio. Then read aloud the main idea for each subheading in this section and show the related visuals. After listening to the Witness History audio, ask, “According to this description, how did people react to Mussonlini?” (joy, enthusiasm) When showing Color Transparency 170, use the lesson suggested in the transparency book to guide discussion. Mussolini’s Rule Although Italy was officially a parliamentary monarchy, under Mussolini, it became a dictatorship. He used propaganda and terror to control the people. The Fascists wanted everyone to live and work only for the state. Note Taking Transparency 168A

Section 3: Fascism in Italy Color Transparency 170: The Triumph of Mussolini The Nature of Fascism Fascism glorified action, violence, discipline, and blind loyalty to the state. They pursued foreign expansion through warfare. They distrusted reason and used emotion to their advantage. The state was all. Notes: Listen to the Witness History audio. Then read aloud the main idea for each subheading in this section and show the related visuals. After listening to the Witness History audio, ask, “According to this description, how did people react to Mussonlini?” (joy, enthusiasm) When showing Color Transparency 170, use the lesson suggested in the transparency book to guide discussion. Looking Ahead Democracy, Communism, and Fascism competed for influence in postwar Europe. Fascism was on the fast track during the Great Depression. Progress Monitoring Transparency

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Color Transparency 170: The Triumph of Musssolini

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The Rise of Totalitarianism Section 5: Hitler and the Rise of Nazi Germany, pp. 912-917 Witness History Audio: The Nazis in Control of Germany What did the narrator fear most that night? What does her experience suggest about the Nazis’ methods? The Weimar Republic’s Rise and Fall The democratic government known as the Weimar Republic suffered from the competition of too many small parties and economic disasters. Still, it was a prolific time for artists, who stimulated new movements, such as Dadaism. Notes: Listen to the Witness History audio. Then read aloud the main idea for each subheading in this section and show the related visuals. After listening to the Witness History audio, ask, “What did the narrator fear most that night?” (She was afraid of being killed.) “What does her experience suggest about the Nazis’ methods?” (Sample: ruthless) When showing Color Transparency 172, have students predict what kind of leader he would be. When showing color Transparency 173, use the lesson suggested in the transparency book to guide discussion. Note Taking Transparency 170

Section 5: Hitler and the Rise of Nazi Germany The Nazi Party’s Rise to Power The Great Depression and the feeling that the Weimar government was weak, led to the rise of Adolf Hitler. He appealed to veterans, workers, the lower middle classes, and business people with his promises to rearm Germany, create jobs, and end reparations. Color Transparency 172: Hitler at Nuremburg Stadium The Third Reich Controls Germany Hitler and the Nazis moved quickly to change Germany’s course. They put people to work through public works programs; they terrorized dissenters; they placed restrictions on Jews, who were blamed for Germany’s loss in World War I; and they denounced modern art and Christianity. Notes: Listen to the Witness History audio. Then read aloud the main idea for each subheading in this section and show the related visuals. After listening to the Witness History audio, ask, “What did the narrator fear most that night?” (She was afraid of being killed.) “What does her experience suggest about the Nazis’ methods?” (Sample: ruthless) When showing Color Transparency 172, have students predict what kind of leader he would be. When showing color Transparency 173, use the lesson suggested in the transparency book to guide discussion.

Section 5: Hitler and the Rise of Nazi Germany Authoritarian Rule in Eastern Europe Just as in Germany, many nations in Eastern Europe came under dictatorships. Ethnic and religious conflicts rose in the new states of Czechoslovakia and Yugoslavia and elsewhere. Color Transparency 173: Ethnic Groups of Eastern Europe, 1936 Progress Monitoring Transparency Notes: Listen to the Witness History audio. Then read aloud the main idea for each subheading in this section and show the related visuals. After listening to the Witness History audio, ask, “What did the narrator fear most that night?” (She was afraid of being killed.) “What does her experience suggest about the Nazis’ methods?” (Sample: ruthless) When showing Color Transparency 172, have students predict what kind of leader he would be. When showing color Transparency 173, use the lesson suggested in the transparency book to guide discussion.

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Color Transparency 172: Hitler at Nuremburg Stadium

Color Transparency 173: Ethnic Groups of Eastern Europe, 1936

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Any Volunteer(s) for alternative group showings? Assignment 1 Read text, pp. 898-902, identifying 5 new terms and answering 3 Checkpoint questions. Take Section Auto-test ed Notes: Book Club - 1940’s House Screening: Wed. and Thursday: 3-4:30 PM Any Volunteer(s) for alternative group showings?

Assignment 2 Study PP slides Read Infographic, pp 900-901 and answer questions, Thinking Critically Complete Note Taking Activity: What is Fascism, pp. 901 Vocabulary: CHEKA: A secret police force that used terror to root out counter-revolutionaries. By 1919 forced labor camps also created. Commissars: communist party officials assigned to army and other institutions to teach party principles and ensure loyalty. Checkpoints: pp. 844: The Reds used foreign intervention as a rallying point, supplied their troops by taking crops from peasants, trained the Red Army using terror tactics, controlled the center of Russia. pp. 845: In the government Lenin set up, the Communist party, not the people, controlled the government. The economy under the NEP allowed some capitalist ventures. Notes: Book Club - 1940’s House Screening: Wed. and Thursday: 3-4:30 PM

Assignment 3 Read text, pp. 912-917, identifying 5 new terms and answering 3 Checkpoint questions. Take Section Auto-test Notes: Book Club - 1940’s House Screening: Wed. and Thursday: 3-4:30 PM

Assignment 4 Answer questions beneath 3 captions, Section 5. Study PP slides Unit Test Preparation, pp. 920 Chapter 28 Auto-Test Notes: Chapter 28 Test, on calendar for Wed. 2/24 Vocabulary: CHEKA: A secret police force that used terror to root out counter-revolutionaries. By 1919 forced labor camps also created. Commissars: communist party officials assigned to army and other institutions to teach party principles and ensure loyalty. Checkpoints: pp. 844: The Reds used foreign intervention as a rallying point, supplied their troops by taking crops from peasants, trained the Red Army using terror tactics, controlled the center of Russia. pp. 845: In the government Lenin set up, the Communist party, not the people, controlled the government. The economy under the NEP allowed some capitalist ventures.