Fascism

Teacher’s Guide 

Fascism 

Grades 5-12 

FATV

CREDITS 

Program Production 

Teacher’s Guide 

Print Material Design 

© 2004 Sunburst Visual Media, a division of Global Video, LLC 

Hawthorne, NY 10532 

Approximate running time: 26 minutes 


Sunburst Visual Media 

Tonya Y. Burnley, M.Ed. and 

Stacy Wilburn, M.Ed. 

Desktop Productions

Table of 

Contents 

Guide Information ............................5 

Fast Facts ........................................7 

Before Viewing Activities..................9 

During Viewing Activities ..............13 

After Viewing Activities ..................17 

After Viewing Quizzes....................21 

Additional Resources ......................24 

Answer Keys..................................30 

Script ............................................38 

© Sunburst Visual Media, a division of Global Video, LLC Fascism

About This Guide 

Providing students with visual media is an excellent way to take them out of 

the classroom and into the real world. Our programs offer real-world footage, 

dynamic graphics, engaging dramatizations, and first-person testimonials that 

keep students interested and help them visualize difficult concepts. More 

importantly, they reinforce critical learning objectives shaped by state and 

national educational standards. However, the learning doesn’t begin and end 

when the program does. You can make the learning experience even more 

effective by using the materials provided in this Teacher’s Guide. 

This guide is divided into the following sections: 

• Fast Facts are designed to give your students a quick overview of the 

information presented within the video. 

• Before Viewing Activities help identify what students already know 

about the subject, what they are curious about, and what they hope to 

learn. 

• During Viewing Activities may be used during viewing to enhance 

students’ understanding of the video. 

• After Viewing Activities help students summarize and draw 

conclusions from the information that was presented. 

• After Viewing Quizzes test students’ retention of the information 

presented in the program and activity sheets. 

• Additional Resources are designed to help you extend the information 

presented in the program into other areas of your curriculum. 

• Answer Keys are provided for relevant activities or reproducible 

pages. 

• Script content is provided in an unabridged version for future 

reference. 

© Sunburst Visual Media, a division of Global Video, LLC Fascism 

Guide 

Information 

5

Program Overview 

6 

This video begins with comparison of a democratic society to a fascist 

society. Fascism is clearly defined as totalitarian rule where all loyalty 

lies with the state. It further describes in detail how Italy came to be the 

first fascist nation in the early 20th century with Benito Mussolini as the 

dictator. It provides an in-depth look at the manipulative nature of 

fascist regimes via mass media as well as the characteristics of former 

fascist leaders. 

The progression of various fascist leaders is tracked through this video. 

Beginning with Mussolini, his control of Italy is described followed by 

his alliance with Hitler’s Nazi Germany during World War II. It further 

illustrates how an end was finally put to these two infamous fascist 

powers. Finally, more current world affairs are displayed as examples 

of where fascism could reign again. 

Viewing Objectives 

After viewing the DVD/video and utilizing the activities provided in 

the teacher’s guide, the students will be able to: 

• Examine the way Fascism affects the citizens of a nation 

• Identify the major characteristics of a fascist nation 

• Describe the economic and social conditions needed for 

the growth of fascism in a country 

• Analyze the similarities and differences between the 

three classic fascist states: Italy, Germany, and Spain 

• Identify the philosophers who published views on 

government 

and human nature, which helped to establish fascist 

systems 

Guide 

Information 

Fascism © Sunburst Visual Media, a division of Global Video, LLC

Fast Facts 

• Fascism is a form of totalitarian rule where all loyalty lies with the state. Individual 

rights and freedoms are considered a threat to the moral fiber of the fascist state. 

• The word Fascism comes from the Latin word ‘fascis,’ an ancient Roman symbol of 

strength, unity, and governmental authority. 

• Fascist regimes have several common characteristics: 

• Fascists are ultra-nationalistic, often extolling the ethnic and physical 

superiority of the party in power. 

• A single, charismatic leader rises to power, embodying the ideals of the 

national culture. 

• Fascist regimes demand absolute national unity. The advancement of the state 

becomes the driving force in everyone’s lives. 

• Fascist regimes are masters of manipulation, especially through mass media. 

• Private economic goals are swept aside. 

• Contempt for other forms of government, especially communism, is 

characteristic of fascist regimes. 

• Fascist regimes usually work toward military expansion. 

• Unlike Communists, who had Karl Marx, or the founding fathers of the United States 

who had John Locke, Fascists had no central philosopher or concrete theory. Rather, 

several philosophers in the late 1800s published views on government and human 

nature. 

• German philosopher, Arthur Schopenhauer 

• French social philosopher, George Sorel 

• Italian philosopher, Giovanni Gentile 

• German poet and philosopher, Friedrich Nietzsche 

• Social, economic, and political conditions that encourage the growth of fascism may 

include: 

• a depressed economy 

• high unemployment 

• dissatisfied workers and unsympathetic factory owners 

• diminished national pride 

• lack of confidence in the traditional political leadership 

• young radical groups ready to offer an alternative 

• The first fascist state by definition was established in Italy in the early 20th century. 

• Mussolini used propaganda, intimidation, kidnapping, and murder to expand his 

power, and he declared himself dictator of Italy. 

• Nazi Germany also had a strong fascist system during World War II with Hitler as 

leader. 

• Many political scientists agree that a third classic fascist state was established in 

Spain, but Franco never sought to expand its territory. 


Fast Facts 

7

Vocabulary 

8 

FASCISM — totalitarian rule where all loyalty lies with the state 

DEMOCRACY — government by the people, either directly or through 

elected representatives 

CHARISMATIC — captivating, magnetic personality 

UNITY — agreement, harmony 

MANIPULATION — mistreatment, influence or manage deviously 

PROPAGANDA — misinformation, biased information 

EXPLOIT — to take advantage of, to selfishly make use of 

DICTATOR — absolute ruler or tyrant 

ALLEGIANCE — loyalty, faithfulness 

Fast Facts 


Name 

What You Know 

Completing the following activity will help you discover how much you 

already know about Fascism! 

Step 1: Complete the first two boxes. Remember that there are no right or 

wrong answers. 

Step 2: Watch the Fascism video. 

Step 3: Complete the last box using what you learned from the video. 

K W 

L 

What I Know 

What I Want 

to Know 

What I Have 

Learned 


Before Viewing 

Activity 1 

9

Name 

10 

Discussion 


Activity 2 

How would you describe the differences between a leader and a dictator? Do 

these two positions have any similarities? If so, what do you think they are? 

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Do you think that if someone has many of the characteristics of a great leader 

and is put in a position of leadership that he/she will always lead the group 

to great things? When might this not work? 

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Name 

Think—Pair —Share 

Supplies: 

index cards 

pens/pencils 

overhead/white board 

Step 1: Think — Consider the characteristics of a person who is a great 

leader. What are the top three traits you think are essential 

for a great leader? Write these top three traits you think of 

on an index card that you get from your teacher. 

Step 1: Pair — Find a partner in the classroom. Compare your list to that of 

your partner. Each of you should take a minute to discuss 

why you chose the traits you did. After your discussion, 

collectively decide on the top two traits among the ones 

listed. Be sure to discuss why those two are the most 

important. 


Activity 3 

Step 1: Share — __Each pair of students will share their top two traits for a 

great leader. In addition, they will share why they think 

these two are the most important traits for a leader. Compile 

a list of all the traits mentioned on the marker board. 

Following the video, compare these qualities to those of 

Mussolini and Hitler. Did these two leaders have some of the 

qualities of a great leader? Have the students discuss what 

happens when leaders lead people in the wrong direction. 

How are they able to do so? 


11

Name 

12 

FACT OR FICTION? 


Activity 4 

Read the following statements about Fascism. Before watching the video, 

decide if each statement is fact or fiction. Write your answer on the line. 

After you watch the video, be sure to go back and check your answers. 

1. ______________ Fascism is a form of totalitarian rule where all loyalty lies 

with the state. 

2. ______________ Individual rights and freedoms are considered very 

important in a fascist state. 

3. ______________ The word Fascism comes from the Latin word ‘fascis,’ an 

ancient Roman symbol for weakness. 

4. ______________ A single, charismatic leader rises to power, embodying the 

ideals of the national culture. 

5. ______________ Fascist regimes rarely use mass media. 

6. ______________ Contempt for other forms of government, especially 

communism, is characteristic of fascist regimes. 

7. ______________ Fascist regimes usually work toward military expansion. 

8. ______________ Fascists had one concrete theory their ideas were based 

on. 

9. ______________ Social, economic, and political conditions that encourage 

the growth of fascism may include a depressed economy 

with high unemployment. 

10. ______________ The first fascist state by definition was established in 

America in the early 20th century. 

11. ______________ Mussolini used propaganda, intimidation, kidnapping, 

and murder to expand his power, and declared himself 

dictator of Italy. 

12. ______________ Nazi Germany also had a strong fascist system during 

World War II with Hitler as leader. 


Name 

Graphic Organizer 

During the video, three fascist leaders will be discussed. Record the names 

of the three fascist leaders referenced in the video in the blanks below. 

Include five facts about each person. 

name: ______________________ 

facts: ________________________ 

______________________________ 

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______________________________ 

Fascist 

Leaders 

name: ______________________ 

facts: ________________________ 

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name: ______________________ 

facts: ________________________ 

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______________________________ 

During Viewing 

Activity 1 


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Name 

14 

Graphic Organizer 


Activity 2 

There are three good examples of fascist nations in history: Italy, Germany, 

and Spain. While watching the video, listen and take notes on the three. 

Italy: ________________________________________________________________________ 

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Germany: __________________________________________________________________ 

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Spain: ______________________________________________________________________ 

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Name 

Note Taking 

In the video, important statements about friendship appear at the bottom of 

the screen. The statements are written, in part, below. As you see the 

statements on the screen, fill in the missing information below. 

• Fascist regimes have several ______________________characteristics. 

• Fascists are ___________________________, often extolling the ethnic and physical 


• A _______________________________ rises to power, embodying the ideals of the 


• Fascist regimes demand absolute _________________________. The advancement of 

the state becomes the driving force in everyone’s lives. 

• Fascist regimes are masters of ______________________, especially through mass 

media. 

• Private ______________________ goals are swept aside. 

• Contempt for other forms of ______________________, especially communism, is 


• Fascist regimes usually work toward ____________________________. 


Activity 3 

• Following what would become standard fascist procedures, Mussolini used 

________________________, intimidation, kidnapping, and murder, to _______________ 

______________________. Within two months, he seized control of the 

______________________, banned all opposing political parties, and declared himself 

______________________of Italy. 

• Adolph Hitler had seized power in ______________________much the same way 

Mussolini had in Italy, by exploiting German humiliation 

from______________________. 

• The infamous “Blitzkrieg” offensive drew the rest of the world into another 

______________________. It would take the next ______________________ years and cost 

millions of lives to stop the fascist expansion of Italy and Germany. The deaths of 

_____________________________ and ___________________________ and capture of their 

empires put an end to these famous ______________________ powers. 

• Democratic governments have a purpose for the power they amass: to preserve 

the ________________________________ of its people. Building a powerful state just for 

the sake of having power is ______________________. Once the momentum is 

created, greed for more power and success can overshadow ethics. Without 

democratic direction, the fundamental rights of the people are abandoned leaving 

citizens ________________________________________. 

15 

© Sunburst Visual Media, a division of Global Video, LLC Fascism

Name 

16 

Fascism Facts 


Activity 4 

Use this outline to help you take notes while you are watching the video. 

This activity will allow you to organize the important information attained 

from the video about Fascism. A few have been completed for you. HINT: 

Most of the information will appear in writing during the video. 

The word Fascism comes form the Latin word ‘fascis,’ an ancient Roman 

symbol of ___________________ ___________________. 

Fascism has three good examples in history. These are: 

1. Italy 2. _________________ 3. _________________ 

Fascist regimes have several common characteristics. These include: 

1. ______________________________, often extolling the ethnic and physical 


2. A ____________________________ rises to power. 

3. Regimes demand ____________________________ 

4. ____________________________, especially through mass media. 

5. Leaders regulate or ____________________________. 

6. There is contempt for ____________________________. 

7. Usually work toward aggressive ____________________________. 

Several philosophers in the late 1800s published views on government and 

human nature. Summarize what each of these philosophers contributed to 

the fascist idea. 

• German philosopher, Arthur Schopenhauer: ______________________________ 

______________________________________________________________________________ 

• French social philosopher, George Sorel: ________________________________ 

______________________________________________________________________________ 

• Italian philosopher, Giovanni Gentile: ____________________________________ 

______________________________________________________________________________ 

• German poet and philosopher, Friedrich Nietzsche: ______________________ 

______________________________________________________________________________ 

Social, economic, and political conditions that encourage the growth of 

fascism may include: 

1. depressed ______________________ 2. high ____________________________. 

3. dissatisfied ____________________ 4. unsympathetic ________________. 

5. diminished __________________________________________________________. 

6. lack of confidence in the __________________________________________. 

7. young radical groups ready to ____________________________________. 


Name 

Can You Solve These Mysteries? 

Was it Hitler, Mussolini, or Franco? 

Read each of the events in the paragraphs below. Decide whether Adolf 

Hitler, Benito Mussolini, or Francisco Franco was responsible for the event. 

Record the correct name in the blank provided. 

After Viewing 

Activity 1 

1. ____________________ In typical fascist form, this man banned all opposing 

political parties and forced governmental control of labor 

and production. Yet his watered-down version of fascism 

did not require the complete loyalty or acceptance of his 

people as other fascist leaders were able to acquire. 

2. ____________________ This man focused the blame for his country’s problems on 

those outside of the ‘master race.’ He targeted Jews, 

Slavs, Gypsies, and other minorities with hatred and 

persecution. Millions of minorities were murdered when 

he was in power. 

3. ____________________ This leader forced anyone who desired a government job 

to join the Fascist party. To avoid opposition from the 

church, he adopted Catholicism as the official state 

religion and gained official recognition from the Pope. 

4. ____________________ He was a master propagandist. His elaborate rallies, 

military displays, and demonstrations of unity were 

pushed to a maniacal frenzy by the raving Fuhrer. 

5. ____________________ This dictator eventually set his sights on expanding his 

power internationally. After brief wars, his country took 

control of Abyssinia, now called Ethiopia, in 1936, and 

Albania in 1939. 

6. ____________________ Power was seized in this dictator’s country in a similar 

fashion as Italy’s dictator, by exploiting German 

humiliation from World War I losses. 

7. ____________________ This man took control during the bloody Spanish Civil War 

of 1936-39. 

8. ____________________ This young Italian used the philosophies of Arthur 

Schopenhaur, George Sorel, Gentile, and Nietzsche to 

justify his means of taking power. 

9. ____________________ This dictator’s commandants organized youth groups and 

trained them to be Nazi soldiers. Loyalty to the Nazi 

party was enforced with strong-arm tactics. Nazi storm 

troopers ensured the total loyalty and compliance of the 

German people. 


17

Name 

18 

Matching Mania 

AFTER Viewing 

Activity 2 

Match each event with the correct year that corresponds when it occurred. 

Some dates will be used more than once. You may use information from the 

video, your social studies book, or any other resources to locate the 

information. 

Year 

1922 

1932 

1936 

1939 

Year 

1940 

1945 

1975 

2001 

1. ___________ Which year did Italy take control of the country of Albania? 

2. ___________ Nazi Germany and Fascist Italy were defeated in what year? 

3. ___________ In what year did Slobodan Milosevic stand trial for crimes 

committed against Albanians from the former Yugoslavia? 

4. ___________ In what year did Germany invade Poland? 

5. ___________ Sir Oswald Mosley resigned as a member of England’s Labor 

Party and founded the British Union of Fascists in what year? 

6. ___________ During what year did Hitler’s troops invade the Netherlands, 

Belgium, Luxembourg, and France? 

7. ___________ In what year did Italy take control of Abyssinia, now called 

Ethiopia? 

8. ___________ Francisco Franco died and thus ended his dictatorship of Spain 

in what year? 

9. ___________ In what year did Mussolini bring the Fascists into a coalition 

or temporary union with the established Italian government? 


Name 

Quoting Fun 

Next to each person, write what that person might say about his goals for 

his country. Try to include a few characteristics of fascism in your quote. The 

quotes need to be at least three sentences each. 

Hitler: ______________________________________________________________________ 

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Mussolini: __________________________________________________________________ 

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Franco: ______________________________________________________________________ 

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AFTER Viewing 

Activity 3 


19

Name 

20 

After Viewing 

Activity 4 

MIX UP!! 

Your teacher has lost the history book! Your teacher has the facts about 

Fascism all mixed up. Can you help sort them out? 

PART I 

Put the following events in the order in which they happened, starting with the 

earliest. The first has been done for you. 

_______ Franco’s dictatorship in Spain lasted until his death. 

_______ 1 

Several philosophers published views on government and human nature 

that helped form the fascist party. 

_______ The Taliban used religious justification to discriminate against women. 

_______ Italy joined forces with Germany in World War II. 

_______ Italy established a fascist state with Mussolini as leader. 

_______ WWI began. 

PART II 

Decide if you agree or disagree with the following statements about the 

characteristics of fascism. Circle your choice. Fix the underlined part of the 

statements you disagree with to make them true. 

AGREE DISAGREE 

_________________________ 


_________________________ 


_________________________ 


_________________________ 


_________________________ 


_________________________ 


_________________________ 

Fascists are ultra-nationalistic, often extolling the ethnic 

and physical superiority of the party in power. 

Many quiet leaders rise to power, embodying the 


Fascist regimes demand individual rights be respected. 

Fascist regimes are masters of manipulation, especially 

through mass media. 

Private economic goals are very important. 

Contempt for other forms of government, especially 

communism, is characteristic of fascist regimes. 

Fascist regimes usually work toward military 

expansion. 


Name 

Show What You Know! 

PART I 

The following passage contains important information about Fascism. Using 

the word bank, fill in the correct term in each blank. Hint: Each word will 

be used only once. 

WORD 

BANK: 

leader 

fascism 

Spain 

communism 

unemployment 

national pride 

Fascism is a form of _______________ rule where all loyalty lies with the state. 

Individual rights and freedoms are considered a threat to the moral fiber of the 


After Viewing 

Content Quiz 

fascist state. Fascist regimes have several common characteristics: Fascists are ultra- 

nationalistic, often extolling the ethnic and physical superiority of the party in 

power. A single, charismatic _______________ rises to power, embodying the ideals of 

the national culture. Fascist regimes demand absolute national _______________. The 

advancement of the state becomes the driving force in everyone’s lives. Fascist 

regimes are masters of _______________, especially through _______________. Private 

economic goals are swept aside. Contempt for other forms of government, 

especially _______________, is characteristic of fascist regimes. Fascist regimes usually 

work toward military _______________. Social, economic, and political conditions that 

encourage the growth of _______________ may include a depressed economy, high 

_______________, dissatisfied workers and unsympathetic factory owners, diminished 

_______________, lack of confidence in the traditional political leadership, and young 

radical groups ready to offer an alternative. 

totalitarian 

Mussolini 

expansion 

Hitler 

Italy 

unity 

The first fascist state by definition was established in _______________ in the early 

20th century. _______________ used propaganda, intimidation, kidnapping, and 

murder, to expand his power, and declared himself dictator of Italy. Nazi Germany 

also had a strong fascist system during World War II with _______________ as leader. 

Many political scientists agree that a third classic fascist state was established in 

_______________, but Franco never sought to expand its territory. 

manipulation 

mass media 

21

Name 

22 


After Viewing 

Content Quiz 

PART II 

Describe what it might be like to be a citizen in a fascist state. Use details 

about fascism that you learned from the video. 

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Name 

Vocabulary Quiz 

Match each term with its correct definition. Write the correct letter on the 

line provided. 

______ Fascism A. misinformation, biased information 

______ Democracy B. mistreatment, influence or manage deviously 

______ Charismatic C. extreme ruler 

______ Unity D. loyalty, faithfulness 


After Viewing 


______ Manipulation E. government by the people, either directly or through 

elected representatives 

______ Propaganda F. to take advantage of, to selfishly make use of 

______ Exploit G. totalitarian rule where all loyalty lies with the state 

______ Dictator H. agreement, harmony 

______ Allegiance I. captivating, magnetic personality 

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Interdisciplinary Ideas 

24 

Technology 

WEB QUEST RACE 

Make a checklist of important facts about Fascism. Hand out the list to each 

student, or pair of students. Instruct the students that this is a race using the 

Internet. Ask students to use the web to find websites giving the information 

from the checklist. They may check off the fact on the checklist as they find it 

on the web. Have students write down the web address next to each fact. 

The student who finds all the facts first wins! 

Writing/Research/Other 

TALK SHOW 

Teacher Instructions: Assign the following parts to your students for a role-play 

scenario: Hitler, Mussolini, two talk show hosts, Arthur Schopenhauer, George 

Sorel, Giovanni Gentile, Friedrich Nietzsche, Franco, announcer, audience 

members 

Student Instructions: We are going to role-play a talk show during the time of 

World War II. Each of you has been assigned a part. You must research your 

part and be prepared to role-play a talk show. You must stay in character 

throughout the skit. There will be no script, but you may have your notes so 

that you know how to answer questions or lead discussions. Talk show hosts 

should have questions ready (can be personal; this will be fun), philosophers 

should be ready to explain their work, and audience members must be 

prepared to participate by giving opinions and asking questions. Announcer 

needs to introduce guests with background information as they come out. 

Leaders of Italy, Germany, and Spain must stay in character and answer 

questions as they would have answered. Be creative! 

Social Studies/Writing/Problem-Solving 

Additional 

Resources 

Divide students into groups of four or five. Tell them the President of the 

United States has decided to turn the country into a fascist state. You must 

convince him otherwise! Write an argument explaining why fascism would be 

a mistake for America. Include reasons America does not satisfy the required 

conditions to support a fascist party, and include why the citizens would be 

unhappy. Your argument must be at least one page. Be prepared to share 

with the class. 


Interdisciplinary Ideas 

Research/Reading 

Working in groups of three, have students use the Internet to research 

Germany, Italy, and Spain during the fascist regimes. Ask students to 

compare and contrast the three using a triple Venn diagram. 

Research 

Have the students research the philosophies of Arthur Schopenhaur, George 

Sorel, Giovanni Gentile, and Friedrich Nietzsche in small groups. How did 

Mussolini manipulate their philosophies to his own advantage? 

Language Arts/Reading 

Read Anne Frank: The Diary of a Young Girl by Anne Frank either independently, in 

literature groups, or as a read aloud. Before reading, have the students 

make a list of at least five things they would miss if they were forced to be 

away from home for a long time. After reading the first part of the diary, 

have them compare their lists to Anne’s. 

Divide the students into groups of 4-5. Ask them to imagine that they were in 

the same predicament as Anne. Ask them to discuss how they would cope 

with living in such a small space as well as living in continuous fear. Have 

them brainstorm some strategies they might use to find relief from such 

difficulty and discomfort. Have them compare their lists to Anne’s actions. 

Visit the Anne Frank House website: 

www.annefrank.org/content.asp?pid=1&lid=2 

Have the students read some of Anne’s stories and see related pictures. There 

is a wealth of information on this site. 


Additional 

Resources 

25

Classroom Discussion Prompts 

26 

The following discussion questions could be used after watching the video to 

get your students thinking about the topic of fascism on a deeper level. These 

questions have no right answers, only opinions. Be sure you encourage your 

students to think through all sides of the issues and to always back up their 

opinions with facts, examples, people, or events. 

1. After watching the video, how do you think fascist parties get started in a 

country? 

2. Do you think conditions in America are ripe for the growth of fascism? 

3. Are there any benefits to a country for becoming fascist? 

4. Would you make a good fascist leader? Why or why not? 

Additional 

Resources 

5. Hitler blamed Germany’s problems on different groups of people including 

Jews, Slavs, and Gypsies. How do you think it would feel if you were 

judged based on your skin color, country of origin, or religious background? 

Does this type of discrimination still exist today? If so, give an example of a 

situation where it occurs. 

6. When Mussolini became the dictator of Italy he seized control of newspapers 

and used, among other things, propaganda to expand his power. How do 

you think seizing control of the newspapers would help him to expand his 

power? 


Suggested Reading List 

Boyar, Burt and Jane. Hitler Stopped By Franco. Marbella House, 2001. This historical 

novel describes how Francisco Franco was able to keep Adolf Hitler from 

entering Spain during World War II. It details how he was at the same time 

able to rescue tens of thousands of Jews from the Nazis. Boyars’ book 

proves that military power alone will not necessarily win a war. 

Frank, Anne. Anne Frank: The Diary of a Young Girl. Bantam Books. Translated by B.M. 

Mooyaart, 1993. Originally published in 1947, this book is the journal of 

Anne Frank who received a diary for her 13th birthday. In her diary she 

recounts over two years of her life when she and her family were in hiding 

from the Nazis in Amsterdam. She vividly describes the wretched conditions 

as well as the fears she faced during her time in hiding. 

Lyttle, Richard. Il Duce: The Rise and Fall of Benito Mussolini. Simon & Schuster, 1st 

edition, 1987. This book is a biography of the Italian dictator, Benito 

Mussolini. It describes his rise to power in Italy in the 1920s as well as his 

eventual demise at the end of World War II. 

Mussolini, Benito; Lamb, Richard; Ascoli, Max. My Rise and Fall. Da Capo Press, 

1998. My Rise and Fall is Mussolini’s autobiography, and it provides an upclose 

view of 20th century Italy. This book features two parts; the first part 

was written before World War II, while the second was written during the 

war. His book offers an in-depth look into this infamous fascist dictator. 

Passmore, Kevin. Fascism: A Very Short Introduction. Oxford University Press, 2002. 

This introduction to fascism argues that fascism is both revolutionary and 

reactionary. Passmore’s book offers a series of scenes from fascist life. He 

recounts the history of fascist regimes in Italy and Germany as well as the 

failed fascist attempts in other countries. 

Ruby, Lois. Skin Deep. Scholastic Paperbacks, 1994. The nature of hatred is 

examined in Ruby’s novel Skin Deep. In this book a teenage boy, Dan, 

becomes a neo-Nazi skinhead after a series of unfortunate events. This 

book offers a modern-day look at hatred. 

Strasser, Todd. The Wave. Laure Leaf, Reissue edition, 1981. Strasser’s book is 

based on an experiment that was conducted at a California high school in 

1969. A teacher introduces a “new” system in his classroom which was an 

experiment in group pressure that spread through many historic movements 

such as Nazism. The “Wave” begins to spread through the entire school as 

it did in fascist states; thus, the teacher had to bring it to a halt. 


Additional 

Resources 

27

Internet Sites 

28 

Below are a list of sites that you may use to find more information about 

the fascism. Due to routine web maintenance, not all of the links will be 

accurate at the time of access. If the link is not available, try to conduct a 

search on that topic from the main site or from a search engine. 

Fascism as Science: The Bell Curve 

David Lethbridge reviews Herrnstien’s book, The Bell Curve, at this website. 

Richard J. Herrnstein pretended to be a scientist at Harvard University. He 

promoted fascism and all that it implies when he published this book. 

www.bethuneinstitute.org/documents/asscience.html 

Fascism/Nazism: A Pluto Phenomenon? 

This interesting website claims an association between Hitler and Mussolini’s 

fascist parties and the planet of Pluto. The site includes planetary maps 

aligned over German and Italy during the 1930s and 40s. Links to relevant 

websites are included. 

finblake.home.mindspring.com/ger45map.htm 

Anti-Fascist Action and Debate 

The author of this site provides links to websites, which include fascist 

propaganda, and other racist content. The author claims the reason for 

including these links is to help fight against fascist attitudes by educating 

the public on exactly what those fascist attitudes are. By monitoring the 

information on the websites, the author feels like we will stay better 

protected. 

www.geocities.com/famousdog/MEDIA.HTM 

American Fascism 

Written by Andrew Sarchus, this article examines the similarities the 

American government has with fascism. Comparing America to Italy, 

Germany, and Spain, Sarchus criticizes Bush and his policies. Includes an 

interesting debate on governmental philosophies. 

www.democraticunderground.com/articles/03/01/23_fascism.html 

Bush and the Threat of Fascism- the Newest Liberal Scare Tactic 

Mary Mostert, the author of this article, is an analyst for the Banner of 

Liberty. She claims that the topic of fascism is coming up in our country now 

due to lack of better news. She shares critical e-mails she has received from 

people accusing her of sharing fascist propaganda. 

www.bannerofliberty.com/OS2-01MQC/2-19-2001.1.html 

REGARDING MEDIA: Orwell, Right or Wrong? 

Additional 

Resources 


Internet Sites 

This site is an article about the literary dispute of George Orwell. Orwell’s 

style of using literature, not journalism, is discussed. The three issues of the 

20th century, including fascism, are explored from Orwell’s point of view. 

www.hnn.us/comments/8767.html 


The Encyclopedia Britannica Online defines fascism. The site also includes an 

article with additional detail on the topic. 

www.britannica.com/ebi/article?eu=296151&source=SEO 

Fascism from Wikipedia 

Another encyclopedia site, Wikipedia offers free online information for 

researchers. This link includes pictures, links, definitions, examples, and 

articles related to the topic. This site is easy to navigate due to the detailed 

table of contents. 

en.wikipedia.org/wiki/Fascism 


Additional 

Resources 

29

30 

Answer Key - Before Viewing Activity Sheet 4 

FACT OR FICTION? 

Read the following statements about Fascism. Before watching the video, 

decide if each statement is fact or fiction. Write your answer on the line. 

After you watch the video, be sure to go back and check your answers. 

1. ______________ Fact Fascism is a form of totalitarian rule where all loyalty lies with the 

state. 

2. ______________ Fiction Individual rights and freedoms are considered very important in a 

fascist state. 

3. ______________ Fiction The word Fascism comes from the Latin word ‘fascis,’ an ancient 

Roman symbol for weakness. 

4. ______________ Fact A single, charismatic leader rises to power, embodying the ideals of 

the national culture. 

5. ______________ Fiction Fascist regimes rarely use mass media. 

6. ______________ Fact Contempt for other forms of government, especially communism, is 


7. ______________ Fact Fascist regimes usually work toward military expansion. 

8. ______________ Fiction Fascists had one concrete theory their ideas were based on. 

9. ______________ Fact Social, economic, and political conditions that encourage the growth 

of fascism may include a depressed economy with high 

unemployment. 

10. ______________ Fiction The first fascist state by definition was established in America in the 

early 20th century. 

11. ______________ Fact Mussolini used propaganda, intimidation, kidnapping, and murder 

to expand his power, and declared himself dictator of Italy. 

12. ______________ Fact 

Nazi Germany also had a strong fascist system during World War II 

with Hitler as leader. 


Note Taking 

Answer Key - During Viewing Activity Sheet 3 

In the video, important statements about friendship appear at the bottom of 

the screen. The statements are written, in part, below. As you see the 

statements on the screen, fill in the missing information below. 

• Fascist regimes have several ______________________characteristics. 

common 

• Fascists are ___________________________, ultra-nationalistic often extolling the ethnic and physical 


• A _______________________________ charismatic leader rises to power, embodying the ideals of the 


• Fascist regimes demand absolute _________________________. national unity The advancement of 

the state becomes the driving force in everyone’s lives. 

• Fascist regimes are masters of ______________________, manipulation especially through mass 

media. 

• Private ______________________ economic goals are swept aside. 

• Contempt for other forms of ______________________, government especially communism, is 


• Fascist regimes usually work toward ____________________________. 

military expansion 

• Following what would become standard fascist procedures, Mussolini used 

________________________, propaganda intimidation, kidnapping, and murder, to _______________ expand 

______________________. his power Within two months, he seized control of the 

______________________, newspapers banned all opposing political parties, and declared himself 

______________________of dictator Italy. 

• Adolph Hitler had seized power in ______________________much Germany 

the same way 

Mussolini had in Italy, by exploiting German humiliation 

from______________________. 

WWI losses 

• The infamous “Blitzkrieg” offensive drew the rest of the world into another 

______________________. massive war It would take the next ______________________ five 

years and 

cost millions of lives to stop the fascist expansion of Italy and Germany. The 

deaths of _____________________________ Benito Mussolini and ___________________________ Adolph Hitler and capture 

of their empires put an end to these famous ______________________ fascist powers. 

• Democratic governments have a purpose for the power they amass: to preserve 

the ________________________________ rights and freedoms of its people. Building a powerful state just 

for the sake of having power is ______________________. dangerous Once the momentum is 

created, greed for more power and success can overshadow ethics. Without 

democratic direction, the fundamental rights of the people are abandoned 

leaving citizens ________________________________________. 

vulnerable to corruption. 


31

32 

Fascism Facts 

Answer Key - During Viewing Activity Sheet 4 

Use this outline to help you take notes while you are watching the video. 

This activity will allow you to organize the important information attained 

from the video about Fascism. A few have been completed for you. HINT: 

Most of the information will appear in writing during the video. 

The word Fascism comes form the Latin word ‘fascis,’ an ancient Roman 

symbol of ___________________ governmental ___________________. 

authority 

Fascism has three good examples in history. These are: 

1. Italy 2. _________________ Germany 3. _________________ 

Spain 

Fascist regimes have several common characteristics. These include: 

1. ______________________________, ultra-nationalistic often extolling the ethnic and physical 


2. A ____________________________ single, charismatic leader rises to power. 

3. Regimes demand ____________________________ 

absolute national unity 

4. ____________________________, masters of manipulation especially through mass media. 

5. Leaders regulate or ____________________________. 

take control of the economy 

6. There is contempt for ____________________________. 

democracy, communism 

7. Usually work toward aggressive ____________________________. 

military expansion 

Several philosophers in the late 1800s published views on government and 

human nature. Summarize what each of these philosophers contributed to 

the fascist idea. 

• German philosopher, Arthur Schopenhauer: ______________________________ 

answers will vary 

______________________________________________________________________________ 

• French social philosopher, George Sorel: ________________________________ 


______________________________________________________________________________ 

• Italian philosopher, Giovanni Gentile: ____________________________________ 


______________________________________________________________________________ 

• German poet and philosopher, Friedrich Nietzsche: answers ______________________ 

will vary 

______________________________________________________________________________ 

Social, economic, and political conditions that encourage the growth of 

fascism may include: 

1. depressed ______________________ economy 2. high ____________________________. 

employment 

3. dissatisfied ____________________ workers 4. unsympathetic ________________. 

factory workers 

5. diminished __________________________________________________________. 


6. lack of confidence in the __________________________________________. 

traditional political leadership 

7. young radical groups ready to ____________________________________. 

offer an alternative 


Answer Key - After Viewing Activity Sheet 1 

Can You Solve These Mysteries? 

Was it Hitler, Mussolini, or Franco? 

Read each of the events in the paragraphs below. Decide whether Adolf 

Hitler, Benito Mussolini, or Francisco Franco was responsible for the event. 

Record the correct name in the blank provided. 

1. ____________________ Franco In typical fascist form, this man banned all opposing 

political parties and forced governmental control of labor 

and production. Yet his watered-down version of fascism 

did not require the complete loyalty or acceptance of his 

people as other fascist leaders were able to acquire. 

2. ____________________ Hitler This man focused the blame for his country’s problems on 

those outside of the ‘master race.’ He targeted Jews, 

Slavs, Gypsies, and other minorities with hatred and 

persecution. Millions of minorities were murdered when 

he was in power. 

3. ____________________ Mussolini This leader forced anyone who desired a government job 

to join the Fascist party. To avoid opposition from the 

church, he adopted Catholicism as the official state 

religion and gained official recognition from the Pope. 

4. ____________________ Hitler He was a master propagandist. His elaborate rallies, 

military displays, and demonstrations of unity were 

pushed to a maniacal frenzy by the raving Fuhrer. 

5. ____________________ Mussolini This dictator eventually set his sights on expanding his 

power internationally. After brief wars, his country took 

control of Abyssinia, now called Ethiopia, in 1936, and 

Albania in 1939. 

6. ____________________ Hitler Power was seized in this dictator’s country in a similar 

fashion as Italy’s dictator, by exploiting German 

humiliation from World War I losses. 

7. ____________________ Franco This man took control during the bloody Spanish Civil 

War of 1936-39. 

8. ____________________ Mussolini This young Italian used the philosophies of Arthur 

Schopenhaur, George Sorel, Gentile, and Nietzsche to 

justify his means of taking power. 

9. ____________________ Hitler 

This dictator’s commandants organized youth groups and 

trained them to be Nazi soldiers. Loyalty to the Nazi 

party was enforced with strong-arm tactics. Nazi storm 

troopers ensured the total loyalty and compliance of the 

German people. 


33

34 


Matching Mania 

Match each event with the correct year that corresponds when it occurred. 

Some dates will be used more than once. You may use information from the 

video, your social studies book, or any other resources to locate the 

information. 

Year 

1922 

1932 

1936 

1939 

Year 

1940 

1945 

1975 

2001 

1. ___________ 1939 Which year did Italy take control of the country of Albania? 

2. ___________ 1945 Nazi Germany and Fascist Italy were defeated in what year? 

3. ___________ 2001 In what year did Slobodan Milosevic stand trial for crimes 

committed against Albanians from the former Yugoslavia? 

4. ___________ 1939 In what year did Germany invade Poland? 

5. ___________ 1932 Sir Oswald Mosley resigned as a member of England’s Labor 

Party and founded the British Union of Fascists in what year? 

6. ___________ 1940 During what year did Hitler’s troops invade the Netherlands, 

Belgium, Luxembourg, and France? 

7. ___________ 1936 In what year did Italy take control of Abyssinia, now called 

Ethiopia? 

8. ___________ 1975 Francisco Franco died and thus ended his dictatorship of Spain 

in what year? 

9. ___________ 1922 In what year did Mussolini bring the Fascists into a coalition 

or temporary union with the established Italian government? 



MIX UP!! 

Your teacher has lost the history book! Your teacher has the facts about 

Fascism all mixed up. Can you help sort them out? 

PART I 

Put the following events in the order in which they happened, starting with 

the earliest. The first has been done for you. 

_______ 5 

Franco’s dictatorship in Spain lasted until his death. 

_______ 1 Several philosophers published views on government and human 

nature that helped form the fascist party. 

_______ 6 The Taliban used religious justification to discriminate against women. 

_______ 4 Italy joined forces with Germany in World War II. 

_______ 3 Italy established a fascist state with Mussolini as leader. 

_______ 2 WWI began. 

PART II 

Decide if you agree or disagree with the following statements about the 

characteristics of fascism. Circle your choice. Fix the underlined part of the 

statements you disagree with to make them true. 


_________________________ 


_________________________ 

a single, charismatic leader 


_________________________ 

absolute national unity 


_________________________ 


_________________________ 

swept aside 


_________________________ 


_________________________ 

Fascists are ultra-nationalistic, often extolling the 

ethnic and physical superiority of the party in 

power. 

Many quiet leaders rise to power, embodying the 


Fascist regimes demand individual rights be 

respected. 

Fascist regimes are masters of manipulation, 

especially through mass media. 

Private economic goals are very important. 

Contempt for other forms of government, 

especially communism, is characteristic of fascist 

regimes. 

Fascist regimes usually work toward military 

expansion. 


35

36 

Answer Key - After Viewing Content Quiz 


PART I 

The following passage contains important information about Fascism. Using 

the word bank, fill in the correct term in each blank. Hint: Each word will 

be used only once. 

WORD 

BANK: 

leader 

fascism 

Spain 

Fascism is a form of _______________ totalitarian rule where all loyalty lies with the state. 

Individual rights and freedoms are considered a threat to the moral fiber of 

the fascist state. Fascist regimes have several common characteristics: Fascists 

are ultra-nationalistic, often extolling the ethnic and physical superiority of 

the party in power. A single, charismatic _______________ leader rises to power, 

embodying the ideals of the national culture. Fascist regimes demand 

absolute national _______________. unity The advancement of the state becomes the 

driving force in everyone’s lives. Fascist regimes are masters of 

_______________, manipulation especially through _______________. mass media Private economic goals are 

swept aside. Contempt for other forms of government, especially 

_______________, communism is characteristic of fascist regimes. Fascist regimes usually 

work toward military _______________. expansion Social, economic, and political conditions 

that encourage the growth of _______________ fascism may include a depressed 

economy, high _______________, unemployment dissatisfied workers and unsympathetic factory 

owners, diminished _______________, national pride lack of confidence in the traditional 

political leadership, and young radical groups ready to offer an alternative. 

The first fascist state by definition was established in _______________ Italy in the 

early 20th century. _______________ Mussolini used propaganda, intimidation, 

kidnapping, and murder, to expand his power, and declared himself dictator 

of Italy. Nazi Germany also had a strong fascist system during World War II 

with _______________ Hitler as leader. Many political scientists agree that a third 

classic fascist state was established in _______________, Spain but Franco never sought 

to expand its territory. 

communism 

unemployment 


totalitarian 

Mussolini 

expansion 

Hitler 

Italy 

unity 

manipulation 

mass media 


Answer Key - After Viewing Vocabulary Quiz 


Match each term with its correct definition. Write the correct letter on the 

line provided. 

______ G Fascism A. misinformation, biased information 

______ E Democracy B. mistreatment, influence or manage deviously 

______ I Charismatic C. extreme ruler 

______ H Unity D. loyalty, faithfulness 

______ B Manipulation E. government by the people, either directly or 

through elected representatives 

______ A Propaganda F. to take advantage of, to selfishly make use of 

______ F Exploit G. totalitarian rule where all loyalty lies with the state 

______ C Dictator H. agreement, harmony 

______ D Allegiance I. captivating, magnetic personality 


37

38 

Script 

SCENE ONE 

Bob Rue 

Have you ever debated an issue that you feel strongly about? Chances 

are the discussion got pretty intense. In a democratic society, you have 

the right to express your opinion. 

Democratic governments encourage debate. Freedom to express 

opinions and argue political issues makes for a more informed, 

involved electorate. In the United States of America, the freedoms of 

speech and press are protected by the Constitution. 

Not all political systems have these freedoms. As a matter of fact, 

some governments go to great lengths to ensure citizens do not 

express opinions that oppose the government. It is hard to imagine 

living under such tyranny. Would anyone choose to do so? The answer 

is yes! That’s what makes the study of Fascism so interesting. 

SCENE TWO 

CAST 

Bob Rue..........................................................Narrator 

Bob Rue 

Fascism is a form of totalitarian rule where all loyalty lies with the 

state. Individual rights and freedoms are considered a threat to the 

moral fiber of the fascist state. 

The word Fascism comes from the Latin word ‘fascis,’ an ancient 

Roman symbol of strength, unity, and governmental authority. The 

symbol is a bundle of wooden rods with an ax blade in the center all 

bound together by a red cord. 

Although some historians believe Napoleon’s efforts to expand the 

French empire were fascist by nature, the first fascist state by 


Script 

definition was established in Italy in the early 20th century. 

Several fascist movements and regimes have taken shape in different 

countries and on different continents. Most have a similar goal: power. 

That power may be used to build a strong industrial nation, to 

preserve racial or religious unity, or to expand control of territory. 

With enough momentum, fascist nations may even strive for world 

dominance. 

Regardless of their intentions, fascist regimes have several common 

characteristics. Fascists are ultra-nationalistic, often extolling the ethnic 

and physical superiority of the party in power. Some have even 

attempted to cleanse their territory of ethnic diversity. 

A single, charismatic leader rises to power, embodying the ideals of the 

national culture. This leader is always portrayed with exceptional, 

often super-human capabilities. 

Fascist regimes demand absolute national unity. The advancement of the 

state becomes the driving force in everyone’s lives. Those who openly 

oppose the system are destroyed, either in secret or openly as a lesson 

to others. Public dissent weakens the Fascist mission. 

Fascist regimes are masters of manipulation, especially through mass 

media. Skilled orators sway public opinion with propaganda, or 

biased information. Pageantry and elaborate military parades 

encourage patriotism. These displays stir the emotions of citizens and 

unite them in a common cause. Loyalty and allegiance become the 

duty of all citizens. 

Fascist rulers often allow the wealthy to maintain private ownership of 

industry, but commonly dictate economic decisions. Private economic 

goals are swept aside when they conflict with the progress of the 

fascist state. Manufacturing of military equipment and supplies is of 

primary importance. 

Contempt for other forms of government, especially communism, is 

characteristic of fascist regimes. The communist belief in serving the 

needs of the individual worker is seen as a dangerous threat to the 

survival of the state. Fascism supports a structured society with definite 

levels of distinction, where elite, middle, and lower classes each know 

their place. Socialism and Democracy are believed to perpetuate 

mediocrity, and eventually national destruction. 


39

40 

Script 

And finally, fascist regimes usually work toward military expansion. 

Fascists believe that Social Darwinism, or survival of the fittest, also 

applies to political systems: great nations must conquer weaker 

nations to survive. Military aggression is dismissed as the right and the 

destiny of a strong nation and people. 

Unlike Communists, who had Karl Marx, or the founding fathers of the United States 

who had John Locke, Fascists had no central philosopher or concrete theory. 

Rather, several philosophers in the late 1800’s published views on government and 

human nature. 

German philosopher Arthur Schopenhauer, reasoned that will is 

supreme, that humans are subject to supreme will, and that humans 

are not the authors of their own destinies. 

French social philosopher, George Sorel, argued that a society tends to 

decay unless its people are led by a strong leadership. 

Italian philosopher Giovanni Gentile offered the idea of the state as an 

entity in and of itself. He also proposed that the state gives meaning to 

an individual’s life. 

German poet and philosopher Friedrich Nietzsche developed the 

concept of the “overman,” or superman, who symbolizes the highest 

intellectual and creative capabilities of mankind. An eager young Italian 

used these philosophies to justify the means by which he usurped power. His name 

was Benito Mussolini. 

SCENE THREE 

Bob Rue 

Though not economically prepared to fight a war, Italy joined the Allies 

in WWI in return for promises of territorial expansion and financial 

aid. During WWI, Mussolini was drafted into the Italian army, and 

spent several months at the front. 

The war’s end brought peace to the world, but the Italians received 

little gains in territory or national pride. Instead, they lost a half million 

soldiers. To make matters worse, the Italian economy was nearly 

destroyed. The Allied financial aid that was stabilizing Italy dried up 

when the war ended, and the war industry had faded just as returning 

veterans needed jobs. 


Script 

Social, economic and political conditions in Italy were ripe for the 

growth of fascism: a depressed economy, high unemployment, 

dissatisfied workers and unsympathetic factory owners, diminished 

national pride, lack of confidence in the traditional political leadership, 

and young radical groups ready to offer an alternative. 

Mussolini began to exploit this turbulent political climate. He formed 

the “Fasci di Combattimento,” a group of black-shirted Fascists who 

sympathized with the factory owners and bankers. They served as 

strike busters against socialist union workers. 

Italian prime minister Giovanni Giolitti hoped this upstart group would 

control the troublesome workers’ party, so he invited Mussolini’s group 

to join a national block of official political parties. 

Mussolini, a dynamic speaker, struck a cord with many Italians who 

were impressed with the get-tough attitude and quick results. The 

Fascists quickly gained popularity and influence. 

In 1922, Mussolini brought the Fascists into a coalition or temporary 

union with the established Italian government. Not satisfied with 

partial power, 28,000 Fascists marched on Rome and demanded more 

control. 

Fearing civil war or revolution, King Victor Emanuel III allowed the 

Fascists to form their own government with Benito Mussolini as the 

new prime minister. 

Following what would become standard fascist procedures, Mussolini 

used propaganda, intimidation, kidnapping, and murder, to expand 

his power. Within two months, he seized control of the newspapers, 

banned all opposing political parties, and declared himself dictator of 

Italy. 

Anyone who desired a government job had to join the Fascist party. 

Teachers were required to swear an oath of loyalty to the Fascists. The 

Fascist hierarchy chose candidates for elected office. To avoid 

opposition from the church, Mussolini adopted Catholicism as the 

official state religion and gained official recognition from the Pope. 

Next, Mussolini set his sights on expanding his power internationally. 

After brief wars, Italy took control of Abyssinia, now called Ethiopia, in 

1936, and Albania in 1939. In 1939, Italy signed the “Pact of Steel” 

and joined forces in World War II with the other great fascist power - 

Nazi Germany. 


41

42 

Script 

Adolph Hitler had seized power in Germany much the same way 

Mussolini had in Italy, by exploiting German humiliation from WWI 

losses. 

Hitler was a master propagandist. Elaborate rallies, military displays, 

and demonstrations of unity were pushed to a maniacal frenzy by the 

raving Fuhrer. 

Hitler’s commandants organized youth groups and trained them to be 

Nazi soldiers. As in Italy, loyalty to the Nazi party was enforced with 

strong-arm tactics. Nazi storm troopers ensured the total loyalty and 

compliance of the German people. 

Hitler focused the blame for Germany’s problems on those outside of 

the ‘German master race.’ Jews, Slavs, Gypsies, and other minorities 

were targeted with hatred and persecution. The Nazis organized 

camps at Auschwitz and Dachau to enslave and eventually eliminate 

these minority races. Millions were murdered. 

Nazi Germany began a massive arms build-up, which solved its post 

WWI unemployment problems, and prepared the country for military 

expansion. In 1939, Germany invaded Poland. Germany expanded 

its territory at an amazing rate. In 1940 Hitler’s troops invaded the 

Netherlands, Belgium, Luxembourg, and France. 

The infamous “Blitzkrieg” offensive drew the rest of the world into 

another massive war. It would take the next five years and cost 

millions of lives to stop the fascist expansion of Italy and Germany. The 

deaths of Benito Mussolini and Adolph Hitler and capture of their 

empires put an end to these famous fascist powers. 

At the close of World War II, German Nazi officers were tried for their 

war crimes, especially the racist persecution and murder of millions of 

Jews and other minorities. The story of the Holocaust is an important 

and dreadful reminder of the absolute evil man is capable of carrying 

out. 

Other lesser-known fascist regimes existed during this turbulent time. 

But most of them self-destructed after the defeat of Nazi Germany and 

Fascist Italy in 1945. 

In 1932, Sir Oswald Mosley resigned as a member of England’s labor 

party and founded the British Union of Fascists. Mosley vowed to unite 

young, patriotic Englishmen against what he considered ineffective 

political parties. 


Script 

Within a year, 5,000 youth had joined his party; however, his 

promotion of Hitler’s anti-Semitic views and violent tactics soon 

alienated him from most of the English population. Mosley was 

arrested at the start of WWII, and his party faded further into 

obscurity. 

Fascism never prospered in England; the conditions were not right. 

Most Englishmen felt great pride in their nation’s position in the world. 

There was no great dissatisfaction among the working class that could 

fuel fascist tendencies. Additionally, England had a long history of 

stability in the government, and most of the British were satisfied with 

the monarchy. 

Many political scientists agree that a third classic fascist state was 

established in Spain. But some argue that Spain did not incorporate all 

of the fascist characteristics. General Francisco Franco took control 

during the bloody Spanish Civil War of 1936-39. Fascist Italy and 

Germany supported Franco, whose opponents included communists 

and pro-democracy groups. 

However, Franco’s relations with Mussolini and Hitler suffered at the 

close of Spain’s Civil War, and Spain chose to remain neutral during 

WWII. 

SCENE FOUR 

Bob Rue 

In typical fascist form, Franco banned all opposing parties and forced 

government control of labor and production. Yet Franco’s watereddown 

version of fascism did not require the complete loyalty or 

acceptance of the Spanish population. 

Nor did Franco seek to expand Spain’s territory. Franco’s dictatorship 

lasted until his death in 1975. 

In the late 20th century, a number of small governments and political 

regimes adopted fascist systems to help build their weak economies 

into strong industrial ones. Encouraging allegiance to a nation state 

may seem honorable, but the fascist structure lacks a healthy ideology, 

or end to a means. 


43

44 

Script 

Democratic governments have a purpose for the power they amass: to 

preserve the rights and freedoms of its people. Building a powerful 

state just for the sake of having power is dangerous. Once the 

momentum is created, greed for more power and success can 

overshadow ethics. Without democratic direction, the fundamental 

rights of the people are abandoned leaving citizens vulnerable to 

corruption. 

Not all fascist systems set out to intentionally violate the rights of 

minorities. In fact, Hitler’s original intent was to create a socialist state 

in Germany. Money and power corrupted the German leaders enough 

to influence the Third Reich to commit extremely detestable acts. 

Even with the lessons of the Holocaust, Fascism still takes hold in 

groups with less than honorable intentions. In the 1990’s, Slobodan 

Milosevic ordered the persecution, removal, and murder of ethnic 

Albanians from the former Yugoslavia. In 2001, he stood trial for these 

crimes against humanity. 

The world faces new dangers as fascist thought joins with religious 

fanaticism. The combination of ultra- nationalism and religious 

devotion has lead to an increase in the threat of global terrorism and 

suicide attacks. 

The Taliban, an Islamic fundamentalist group who ruled Afghanistan, 

promoted the discrimination brutal punishment of Islamic women who 

do not follow their strict rules. The Taliban justified these horrible acts 

as religious preservation. 

Cultural and ethnic factors can lead to acceptance of fascist ideology. 

Fear of losing one’s way of life, and ignorance about the importance of 

human rights are the breeding grounds of fascism. Traditional 

populations in countries experiencing a rapid rise in immigration may 

feel threatened or resentful, as growing minority populations affect the 

culture they know. 

Resentment can lead to feelings of superiority, as immigrant 

populations eagerly accept low-paying employment. If adverse 

economic conditions lead to high unemployment, fear and resentment 

escalate, as traditional populations are forced to compete with the 

immigrants for the same jobs. 

As a result, groups like white supremacists have formed in Western 

nations such as Great Britain, Germany, and the United States. Fascist 

ideologies ignore the principles of common decency and respect. Much 


Script 

like the bullies on a playground, fascist leaders use fear, prejudice, 

and coercion to gain power and preserve their way of life. 

History has shown that a country’s political instability can quickly 

escalate to threaten its neighbors, if not the entire world. Who, if 

anyone, should intervene? At what stage should intervention take 

place? What form should that intervention take? These questions 

remain a matter of international debate. 


45

Fascism

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