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Teacher’s Guide<br />
<strong>Fascism</strong><br />
Grades 5-12<br />
FATV
CREDITS<br />
Program Production<br />
Teacher’s Guide<br />
Print Material Design<br />
© 2004 Sunburst Visual Media, a division of Global Video, LLC<br />
Hawthorne, NY 10532<br />
Approximate running time: 26 minutes<br />
<strong>Fascism</strong><br />
Sunburst Visual Media<br />
Tonya Y. Burnley, M.Ed. and<br />
Stacy Wilburn, M.Ed.<br />
Desktop Productions
Table of<br />
Contents<br />
Guide Information ............................5<br />
Fast Facts ........................................7<br />
Before Viewing Activities..................9<br />
During Viewing Activities ..............13<br />
After Viewing Activities ..................17<br />
After Viewing Quizzes....................21<br />
Additional Resources ......................24<br />
Answer Keys..................................30<br />
Script ............................................38<br />
© Sunburst Visual Media, a division of Global Video, LLC <strong>Fascism</strong>
About This Guide<br />
Providing students with visual media is an excellent way to take them out of<br />
the classroom and into the real world. Our programs offer real-world footage,<br />
dynamic graphics, engaging dramatizations, and first-person testimonials that<br />
keep students interested and help them visualize difficult concepts. More<br />
importantly, they reinforce critical learning objectives shaped by state and<br />
national educational standards. However, the learning doesn’t begin and end<br />
when the program does. You can make the learning experience even more<br />
effective by using the materials provided in this Teacher’s Guide.<br />
This guide is divided into the following sections:<br />
• Fast Facts are designed to give your students a quick overview of the<br />
information presented within the video.<br />
• Before Viewing Activities help identify what students already know<br />
about the subject, what they are curious about, and what they hope to<br />
learn.<br />
• During Viewing Activities may be used during viewing to enhance<br />
students’ understanding of the video.<br />
• After Viewing Activities help students summarize and draw<br />
conclusions from the information that was presented.<br />
• After Viewing Quizzes test students’ retention of the information<br />
presented in the program and activity sheets.<br />
• Additional Resources are designed to help you extend the information<br />
presented in the program into other areas of your curriculum.<br />
• Answer Keys are provided for relevant activities or reproducible<br />
pages.<br />
• Script content is provided in an unabridged version for future<br />
reference.<br />
© Sunburst Visual Media, a division of Global Video, LLC <strong>Fascism</strong><br />
Guide<br />
Information<br />
5
Program Overview<br />
6<br />
This video begins with comparison of a democratic society to a fascist<br />
society. <strong>Fascism</strong> is clearly defined as totalitarian rule where all loyalty<br />
lies with the state. It further describes in detail how Italy came to be the<br />
first fascist nation in the early 20th century with Benito Mussolini as the<br />
dictator. It provides an in-depth look at the manipulative nature of<br />
fascist regimes via mass media as well as the characteristics of former<br />
fascist leaders.<br />
The progression of various fascist leaders is tracked through this video.<br />
Beginning with Mussolini, his control of Italy is described followed by<br />
his alliance with Hitler’s Nazi Germany during World War II. It further<br />
illustrates how an end was finally put to these two infamous fascist<br />
powers. Finally, more current world affairs are displayed as examples<br />
of where fascism could reign again.<br />
Viewing Objectives<br />
After viewing the DVD/video and utilizing the activities provided in<br />
the teacher’s guide, the students will be able to:<br />
• Examine the way <strong>Fascism</strong> affects the citizens of a nation<br />
• Identify the major characteristics of a fascist nation<br />
• Describe the economic and social conditions needed for<br />
the growth of fascism in a country<br />
• Analyze the similarities and differences between the<br />
three classic fascist states: Italy, Germany, and Spain<br />
• Identify the philosophers who published views on<br />
government<br />
and human nature, which helped to establish fascist<br />
systems<br />
Guide<br />
Information<br />
<strong>Fascism</strong> © Sunburst Visual Media, a division of Global Video, LLC
Fast Facts<br />
• <strong>Fascism</strong> is a form of totalitarian rule where all loyalty lies with the state. Individual<br />
rights and freedoms are considered a threat to the moral fiber of the fascist state.<br />
• The word <strong>Fascism</strong> comes from the Latin word ‘fascis,’ an ancient Roman symbol of<br />
strength, unity, and governmental authority.<br />
• Fascist regimes have several common characteristics:<br />
• Fascists are ultra-nationalistic, often extolling the ethnic and physical<br />
superiority of the party in power.<br />
• A single, charismatic leader rises to power, embodying the ideals of the<br />
national culture.<br />
• Fascist regimes demand absolute national unity. The advancement of the state<br />
becomes the driving force in everyone’s lives.<br />
• Fascist regimes are masters of manipulation, especially through mass media.<br />
• Private economic goals are swept aside.<br />
• Contempt for other forms of government, especially communism, is<br />
characteristic of fascist regimes.<br />
• Fascist regimes usually work toward military expansion.<br />
• Unlike Communists, who had Karl Marx, or the founding fathers of the United States<br />
who had John Locke, Fascists had no central philosopher or concrete theory. Rather,<br />
several philosophers in the late 1800s published views on government and human<br />
nature.<br />
• German philosopher, Arthur Schopenhauer<br />
• French social philosopher, George Sorel<br />
• Italian philosopher, Giovanni Gentile<br />
• German poet and philosopher, Friedrich Nietzsche<br />
• Social, economic, and political conditions that encourage the growth of fascism may<br />
include:<br />
• a depressed economy<br />
• high unemployment<br />
• dissatisfied workers and unsympathetic factory owners<br />
• diminished national pride<br />
• lack of confidence in the traditional political leadership<br />
• young radical groups ready to offer an alternative<br />
• The first fascist state by definition was established in Italy in the early 20th century.<br />
• Mussolini used propaganda, intimidation, kidnapping, and murder to expand his<br />
power, and he declared himself dictator of Italy.<br />
• Nazi Germany also had a strong fascist system during World War II with Hitler as<br />
leader.<br />
• Many political scientists agree that a third classic fascist state was established in<br />
Spain, but Franco never sought to expand its territory.<br />
© Sunburst Visual Media, a division of Global Video, LLC <strong>Fascism</strong><br />
Fast Facts<br />
7
Vocabulary<br />
8<br />
FASCISM — totalitarian rule where all loyalty lies with the state<br />
DEMOCRACY — government by the people, either directly or through<br />
elected representatives<br />
CHARISMATIC — captivating, magnetic personality<br />
UNITY — agreement, harmony<br />
MANIPULATION — mistreatment, influence or manage deviously<br />
PROPAGANDA — misinformation, biased information<br />
EXPLOIT — to take advantage of, to selfishly make use of<br />
DICTATOR — absolute ruler or tyrant<br />
ALLEGIANCE — loyalty, faithfulness<br />
Fast Facts<br />
<strong>Fascism</strong> © Sunburst Visual Media, a division of Global Video, LLC
Name<br />
What You Know<br />
Completing the following activity will help you discover how much you<br />
already know about <strong>Fascism</strong>!<br />
Step 1: Complete the first two boxes. Remember that there are no right or<br />
wrong answers.<br />
Step 2: Watch the <strong>Fascism</strong> video.<br />
Step 3: Complete the last box using what you learned from the video.<br />
K W<br />
L<br />
What I Know<br />
What I Want<br />
to Know<br />
What I Have<br />
Learned<br />
© Sunburst Visual Media, a division of Global Video, LLC <strong>Fascism</strong><br />
Before Viewing<br />
Activity 1<br />
9
Name<br />
10<br />
Discussion<br />
Before Viewing<br />
Activity 2<br />
How would you describe the differences between a leader and a dictator? Do<br />
these two positions have any similarities? If so, what do you think they are?<br />
__________________________________________________________________________________<br />
__________________________________________________________________________________<br />
__________________________________________________________________________________<br />
__________________________________________________________________________________<br />
__________________________________________________________________________________<br />
__________________________________________________________________________________<br />
__________________________________________________________________________________<br />
__________________________________________________________________________________<br />
Do you think that if someone has many of the characteristics of a great leader<br />
and is put in a position of leadership that he/she will always lead the group<br />
to great things? When might this not work?<br />
__________________________________________________________________________________<br />
__________________________________________________________________________________<br />
__________________________________________________________________________________<br />
__________________________________________________________________________________<br />
__________________________________________________________________________________<br />
__________________________________________________________________________________<br />
__________________________________________________________________________________<br />
__________________________________________________________________________________<br />
<strong>Fascism</strong> © Sunburst Visual Media, a division of Global Video, LLC
Name<br />
Think—Pair —Share<br />
Supplies:<br />
index cards<br />
pens/pencils<br />
overhead/white board<br />
Step 1: Think — Consider the characteristics of a person who is a great<br />
leader. What are the top three traits you think are essential<br />
for a great leader? Write these top three traits you think of<br />
on an index card that you get from your teacher.<br />
Step 1: Pair — Find a partner in the classroom. Compare your list to that of<br />
your partner. Each of you should take a minute to discuss<br />
why you chose the traits you did. After your discussion,<br />
collectively decide on the top two traits among the ones<br />
listed. Be sure to discuss why those two are the most<br />
important.<br />
Before Viewing<br />
Activity 3<br />
Step 1: Share — __Each pair of students will share their top two traits for a<br />
great leader. In addition, they will share why they think<br />
these two are the most important traits for a leader. Compile<br />
a list of all the traits mentioned on the marker board.<br />
Following the video, compare these qualities to those of<br />
Mussolini and Hitler. Did these two leaders have some of the<br />
qualities of a great leader? Have the students discuss what<br />
happens when leaders lead people in the wrong direction.<br />
How are they able to do so?<br />
© Sunburst Visual Media, a division of Global Video, LLC <strong>Fascism</strong><br />
11
Name<br />
12<br />
FACT OR FICTION?<br />
Before Viewing<br />
Activity 4<br />
Read the following statements about <strong>Fascism</strong>. Before watching the video,<br />
decide if each statement is fact or fiction. Write your answer on the line.<br />
After you watch the video, be sure to go back and check your answers.<br />
1. ______________ <strong>Fascism</strong> is a form of totalitarian rule where all loyalty lies<br />
with the state.<br />
2. ______________ Individual rights and freedoms are considered very<br />
important in a fascist state.<br />
3. ______________ The word <strong>Fascism</strong> comes from the Latin word ‘fascis,’ an<br />
ancient Roman symbol for weakness.<br />
4. ______________ A single, charismatic leader rises to power, embodying the<br />
ideals of the national culture.<br />
5. ______________ Fascist regimes rarely use mass media.<br />
6. ______________ Contempt for other forms of government, especially<br />
communism, is characteristic of fascist regimes.<br />
7. ______________ Fascist regimes usually work toward military expansion.<br />
8. ______________ Fascists had one concrete theory their ideas were based<br />
on.<br />
9. ______________ Social, economic, and political conditions that encourage<br />
the growth of fascism may include a depressed economy<br />
with high unemployment.<br />
10. ______________ The first fascist state by definition was established in<br />
America in the early 20th century.<br />
11. ______________ Mussolini used propaganda, intimidation, kidnapping,<br />
and murder to expand his power, and declared himself<br />
dictator of Italy.<br />
12. ______________ Nazi Germany also had a strong fascist system during<br />
World War II with Hitler as leader.<br />
<strong>Fascism</strong> © Sunburst Visual Media, a division of Global Video, LLC
Name<br />
Graphic Organizer<br />
During the video, three fascist leaders will be discussed. Record the names<br />
of the three fascist leaders referenced in the video in the blanks below.<br />
Include five facts about each person.<br />
name: ______________________<br />
facts: ________________________<br />
______________________________<br />
______________________________<br />
______________________________<br />
______________________________<br />
______________________________<br />
______________________________<br />
______________________________<br />
Fascist<br />
Leaders<br />
name: ______________________<br />
facts: ________________________<br />
______________________________<br />
______________________________<br />
______________________________<br />
______________________________<br />
______________________________<br />
______________________________<br />
______________________________<br />
name: ______________________<br />
facts: ________________________<br />
______________________________<br />
______________________________<br />
______________________________<br />
______________________________<br />
______________________________<br />
______________________________<br />
______________________________<br />
During Viewing<br />
Activity 1<br />
© Sunburst Visual Media, a division of Global Video, LLC <strong>Fascism</strong><br />
13
Name<br />
14<br />
Graphic Organizer<br />
During Viewing<br />
Activity 2<br />
There are three good examples of fascist nations in history: Italy, Germany,<br />
and Spain. While watching the video, listen and take notes on the three.<br />
Italy: ________________________________________________________________________<br />
______________________________________________________________________________<br />
______________________________________________________________________________<br />
______________________________________________________________________________<br />
______________________________________________________________________________<br />
______________________________________________________________________________<br />
Germany: __________________________________________________________________<br />
______________________________________________________________________________<br />
______________________________________________________________________________<br />
______________________________________________________________________________<br />
______________________________________________________________________________<br />
______________________________________________________________________________<br />
Spain: ______________________________________________________________________<br />
______________________________________________________________________________<br />
______________________________________________________________________________<br />
______________________________________________________________________________<br />
______________________________________________________________________________<br />
______________________________________________________________________________<br />
<strong>Fascism</strong> © Sunburst Visual Media, a division of Global Video, LLC
Name<br />
Note Taking<br />
In the video, important statements about friendship appear at the bottom of<br />
the screen. The statements are written, in part, below. As you see the<br />
statements on the screen, fill in the missing information below.<br />
• Fascist regimes have several ______________________characteristics.<br />
• Fascists are ___________________________, often extolling the ethnic and physical<br />
superiority of the party in power.<br />
• A _______________________________ rises to power, embodying the ideals of the<br />
national culture.<br />
• Fascist regimes demand absolute _________________________. The advancement of<br />
the state becomes the driving force in everyone’s lives.<br />
• Fascist regimes are masters of ______________________, especially through mass<br />
media.<br />
• Private ______________________ goals are swept aside.<br />
• Contempt for other forms of ______________________, especially communism, is<br />
characteristic of fascist regimes.<br />
• Fascist regimes usually work toward ____________________________.<br />
During Viewing<br />
Activity 3<br />
• Following what would become standard fascist procedures, Mussolini used<br />
________________________, intimidation, kidnapping, and murder, to _______________<br />
______________________. Within two months, he seized control of the<br />
______________________, banned all opposing political parties, and declared himself<br />
______________________of Italy.<br />
• Adolph Hitler had seized power in ______________________much the same way<br />
Mussolini had in Italy, by exploiting German humiliation<br />
from______________________.<br />
• The infamous “Blitzkrieg” offensive drew the rest of the world into another<br />
______________________. It would take the next ______________________ years and cost<br />
millions of lives to stop the fascist expansion of Italy and Germany. The deaths of<br />
_____________________________ and ___________________________ and capture of their<br />
empires put an end to these famous ______________________ powers.<br />
• Democratic governments have a purpose for the power they amass: to preserve<br />
the ________________________________ of its people. Building a powerful state just for<br />
the sake of having power is ______________________. Once the momentum is<br />
created, greed for more power and success can overshadow ethics. Without<br />
democratic direction, the fundamental rights of the people are abandoned leaving<br />
citizens ________________________________________.<br />
15<br />
© Sunburst Visual Media, a division of Global Video, LLC <strong>Fascism</strong>
Name<br />
16<br />
<strong>Fascism</strong> Facts<br />
During Viewing<br />
Activity 4<br />
Use this outline to help you take notes while you are watching the video.<br />
This activity will allow you to organize the important information attained<br />
from the video about <strong>Fascism</strong>. A few have been completed for you. HINT:<br />
Most of the information will appear in writing during the video.<br />
The word <strong>Fascism</strong> comes form the Latin word ‘fascis,’ an ancient Roman<br />
symbol of ___________________ ___________________.<br />
<strong>Fascism</strong> has three good examples in history. These are:<br />
1. Italy 2. _________________ 3. _________________<br />
Fascist regimes have several common characteristics. These include:<br />
1. ______________________________, often extolling the ethnic and physical<br />
superiority of the party in power.<br />
2. A ____________________________ rises to power.<br />
3. Regimes demand ____________________________<br />
4. ____________________________, especially through mass media.<br />
5. Leaders regulate or ____________________________.<br />
6. There is contempt for ____________________________.<br />
7. Usually work toward aggressive ____________________________.<br />
Several philosophers in the late 1800s published views on government and<br />
human nature. Summarize what each of these philosophers contributed to<br />
the fascist idea.<br />
• German philosopher, Arthur Schopenhauer: ______________________________<br />
______________________________________________________________________________<br />
• French social philosopher, George Sorel: ________________________________<br />
______________________________________________________________________________<br />
• Italian philosopher, Giovanni Gentile: ____________________________________<br />
______________________________________________________________________________<br />
• German poet and philosopher, Friedrich Nietzsche: ______________________<br />
______________________________________________________________________________<br />
Social, economic, and political conditions that encourage the growth of<br />
fascism may include:<br />
1. depressed ______________________ 2. high ____________________________.<br />
3. dissatisfied ____________________ 4. unsympathetic ________________.<br />
5. diminished __________________________________________________________.<br />
6. lack of confidence in the __________________________________________.<br />
7. young radical groups ready to ____________________________________.<br />
<strong>Fascism</strong> © Sunburst Visual Media, a division of Global Video, LLC
Name<br />
Can You Solve These Mysteries?<br />
Was it Hitler, Mussolini, or Franco?<br />
Read each of the events in the paragraphs below. Decide whether Adolf<br />
Hitler, Benito Mussolini, or Francisco Franco was responsible for the event.<br />
Record the correct name in the blank provided.<br />
After Viewing<br />
Activity 1<br />
1. ____________________ In typical fascist form, this man banned all opposing<br />
political parties and forced governmental control of labor<br />
and production. Yet his watered-down version of fascism<br />
did not require the complete loyalty or acceptance of his<br />
people as other fascist leaders were able to acquire.<br />
2. ____________________ This man focused the blame for his country’s problems on<br />
those outside of the ‘master race.’ He targeted Jews,<br />
Slavs, Gypsies, and other minorities with hatred and<br />
persecution. Millions of minorities were murdered when<br />
he was in power.<br />
3. ____________________ This leader forced anyone who desired a government job<br />
to join the Fascist party. To avoid opposition from the<br />
church, he adopted Catholicism as the official state<br />
religion and gained official recognition from the Pope.<br />
4. ____________________ He was a master propagandist. His elaborate rallies,<br />
military displays, and demonstrations of unity were<br />
pushed to a maniacal frenzy by the raving Fuhrer.<br />
5. ____________________ This dictator eventually set his sights on expanding his<br />
power internationally. After brief wars, his country took<br />
control of Abyssinia, now called Ethiopia, in 1936, and<br />
Albania in 1939.<br />
6. ____________________ Power was seized in this dictator’s country in a similar<br />
fashion as Italy’s dictator, by exploiting German<br />
humiliation from World War I losses.<br />
7. ____________________ This man took control during the bloody Spanish Civil War<br />
of 1936-39.<br />
8. ____________________ This young Italian used the philosophies of Arthur<br />
Schopenhaur, George Sorel, Gentile, and Nietzsche to<br />
justify his means of taking power.<br />
9. ____________________ This dictator’s commandants organized youth groups and<br />
trained them to be Nazi soldiers. Loyalty to the Nazi<br />
party was enforced with strong-arm tactics. Nazi storm<br />
troopers ensured the total loyalty and compliance of the<br />
German people.<br />
© Sunburst Visual Media, a division of Global Video, LLC <strong>Fascism</strong><br />
17
Name<br />
18<br />
Matching Mania<br />
AFTER Viewing<br />
Activity 2<br />
Match each event with the correct year that corresponds when it occurred.<br />
Some dates will be used more than once. You may use information from the<br />
video, your social studies book, or any other resources to locate the<br />
information.<br />
Year<br />
1922<br />
1932<br />
1936<br />
1939<br />
Year<br />
1940<br />
1945<br />
1975<br />
2001<br />
1. ___________ Which year did Italy take control of the country of Albania?<br />
2. ___________ Nazi Germany and Fascist Italy were defeated in what year?<br />
3. ___________ In what year did Slobodan Milosevic stand trial for crimes<br />
committed against Albanians from the former Yugoslavia?<br />
4. ___________ In what year did Germany invade Poland?<br />
5. ___________ Sir Oswald Mosley resigned as a member of England’s Labor<br />
Party and founded the British Union of Fascists in what year?<br />
6. ___________ During what year did Hitler’s troops invade the Netherlands,<br />
Belgium, Luxembourg, and France?<br />
7. ___________ In what year did Italy take control of Abyssinia, now called<br />
Ethiopia?<br />
8. ___________ Francisco Franco died and thus ended his dictatorship of Spain<br />
in what year?<br />
9. ___________ In what year did Mussolini bring the Fascists into a coalition<br />
or temporary union with the established Italian government?<br />
<strong>Fascism</strong> © Sunburst Visual Media, a division of Global Video, LLC
Name<br />
Quoting Fun<br />
Next to each person, write what that person might say about his goals for<br />
his country. Try to include a few characteristics of fascism in your quote. The<br />
quotes need to be at least three sentences each.<br />
Hitler: ______________________________________________________________________<br />
______________________________________________________________________________<br />
______________________________________________________________________________<br />
______________________________________________________________________________<br />
______________________________________________________________________________<br />
______________________________________________________________________________<br />
Mussolini: __________________________________________________________________<br />
______________________________________________________________________________<br />
______________________________________________________________________________<br />
______________________________________________________________________________<br />
______________________________________________________________________________<br />
______________________________________________________________________________<br />
Franco: ______________________________________________________________________<br />
______________________________________________________________________________<br />
______________________________________________________________________________<br />
______________________________________________________________________________<br />
______________________________________________________________________________<br />
______________________________________________________________________________<br />
AFTER Viewing<br />
Activity 3<br />
© Sunburst Visual Media, a division of Global Video, LLC <strong>Fascism</strong><br />
19
Name<br />
20<br />
After Viewing<br />
Activity 4<br />
MIX UP!!<br />
Your teacher has lost the history book! Your teacher has the facts about<br />
<strong>Fascism</strong> all mixed up. Can you help sort them out?<br />
PART I<br />
Put the following events in the order in which they happened, starting with the<br />
earliest. The first has been done for you.<br />
_______ Franco’s dictatorship in Spain lasted until his death.<br />
_______ 1<br />
Several philosophers published views on government and human nature<br />
that helped form the fascist party.<br />
_______ The Taliban used religious justification to discriminate against women.<br />
_______ Italy joined forces with Germany in World War II.<br />
_______ Italy established a fascist state with Mussolini as leader.<br />
_______ WWI began.<br />
PART II<br />
Decide if you agree or disagree with the following statements about the<br />
characteristics of fascism. Circle your choice. Fix the underlined part of the<br />
statements you disagree with to make them true.<br />
AGREE DISAGREE<br />
_________________________<br />
AGREE DISAGREE<br />
_________________________<br />
AGREE DISAGREE<br />
_________________________<br />
AGREE DISAGREE<br />
_________________________<br />
AGREE DISAGREE<br />
_________________________<br />
AGREE DISAGREE<br />
_________________________<br />
AGREE DISAGREE<br />
_________________________<br />
Fascists are ultra-nationalistic, often extolling the ethnic<br />
and physical superiority of the party in power.<br />
Many quiet leaders rise to power, embodying the<br />
ideals of the national culture.<br />
Fascist regimes demand individual rights be respected.<br />
Fascist regimes are masters of manipulation, especially<br />
through mass media.<br />
Private economic goals are very important.<br />
Contempt for other forms of government, especially<br />
communism, is characteristic of fascist regimes.<br />
Fascist regimes usually work toward military<br />
expansion.<br />
<strong>Fascism</strong> © Sunburst Visual Media, a division of Global Video, LLC
Name<br />
Show What You Know!<br />
PART I<br />
The following passage contains important information about <strong>Fascism</strong>. Using<br />
the word bank, fill in the correct term in each blank. Hint: Each word will<br />
be used only once.<br />
WORD<br />
BANK:<br />
leader<br />
fascism<br />
Spain<br />
communism<br />
unemployment<br />
national pride<br />
<strong>Fascism</strong> is a form of _______________ rule where all loyalty lies with the state.<br />
Individual rights and freedoms are considered a threat to the moral fiber of the<br />
© Sunburst Visual Media, a division of Global Video, LLC <strong>Fascism</strong><br />
After Viewing<br />
Content Quiz<br />
fascist state. Fascist regimes have several common characteristics: Fascists are ultra-<br />
nationalistic, often extolling the ethnic and physical superiority of the party in<br />
power. A single, charismatic _______________ rises to power, embodying the ideals of<br />
the national culture. Fascist regimes demand absolute national _______________. The<br />
advancement of the state becomes the driving force in everyone’s lives. Fascist<br />
regimes are masters of _______________, especially through _______________. Private<br />
economic goals are swept aside. Contempt for other forms of government,<br />
especially _______________, is characteristic of fascist regimes. Fascist regimes usually<br />
work toward military _______________. Social, economic, and political conditions that<br />
encourage the growth of _______________ may include a depressed economy, high<br />
_______________, dissatisfied workers and unsympathetic factory owners, diminished<br />
_______________, lack of confidence in the traditional political leadership, and young<br />
radical groups ready to offer an alternative.<br />
totalitarian<br />
Mussolini<br />
expansion<br />
Hitler<br />
Italy<br />
unity<br />
The first fascist state by definition was established in _______________ in the early<br />
20th century. _______________ used propaganda, intimidation, kidnapping, and<br />
murder, to expand his power, and declared himself dictator of Italy. Nazi Germany<br />
also had a strong fascist system during World War II with _______________ as leader.<br />
Many political scientists agree that a third classic fascist state was established in<br />
_______________, but Franco never sought to expand its territory.<br />
manipulation<br />
mass media<br />
21
Name<br />
22<br />
Show What You Know!<br />
After Viewing<br />
Content Quiz<br />
PART II<br />
Describe what it might be like to be a citizen in a fascist state. Use details<br />
about fascism that you learned from the video.<br />
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<strong>Fascism</strong> © Sunburst Visual Media, a division of Global Video, LLC
Name<br />
Vocabulary Quiz<br />
Match each term with its correct definition. Write the correct letter on the<br />
line provided.<br />
______ <strong>Fascism</strong> A. misinformation, biased information<br />
______ Democracy B. mistreatment, influence or manage deviously<br />
______ Charismatic C. extreme ruler<br />
______ Unity D. loyalty, faithfulness<br />
© Sunburst Visual Media, a division of Global Video, LLC <strong>Fascism</strong><br />
After Viewing<br />
Vocabulary Quiz<br />
______ Manipulation E. government by the people, either directly or through<br />
elected representatives<br />
______ Propaganda F. to take advantage of, to selfishly make use of<br />
______ Exploit G. totalitarian rule where all loyalty lies with the state<br />
______ Dictator H. agreement, harmony<br />
______ Allegiance I. captivating, magnetic personality<br />
23
Interdisciplinary Ideas<br />
24<br />
Technology<br />
WEB QUEST RACE<br />
Make a checklist of important facts about <strong>Fascism</strong>. Hand out the list to each<br />
student, or pair of students. Instruct the students that this is a race using the<br />
Internet. Ask students to use the web to find websites giving the information<br />
from the checklist. They may check off the fact on the checklist as they find it<br />
on the web. Have students write down the web address next to each fact.<br />
The student who finds all the facts first wins!<br />
Writing/Research/Other<br />
TALK SHOW<br />
Teacher Instructions: Assign the following parts to your students for a role-play<br />
scenario: Hitler, Mussolini, two talk show hosts, Arthur Schopenhauer, George<br />
Sorel, Giovanni Gentile, Friedrich Nietzsche, Franco, announcer, audience<br />
members<br />
Student Instructions: We are going to role-play a talk show during the time of<br />
World War II. Each of you has been assigned a part. You must research your<br />
part and be prepared to role-play a talk show. You must stay in character<br />
throughout the skit. There will be no script, but you may have your notes so<br />
that you know how to answer questions or lead discussions. Talk show hosts<br />
should have questions ready (can be personal; this will be fun), philosophers<br />
should be ready to explain their work, and audience members must be<br />
prepared to participate by giving opinions and asking questions. Announcer<br />
needs to introduce guests with background information as they come out.<br />
Leaders of Italy, Germany, and Spain must stay in character and answer<br />
questions as they would have answered. Be creative!<br />
Social Studies/Writing/Problem-Solving<br />
Additional<br />
Resources<br />
Divide students into groups of four or five. Tell them the President of the<br />
United States has decided to turn the country into a fascist state. You must<br />
convince him otherwise! Write an argument explaining why fascism would be<br />
a mistake for America. Include reasons America does not satisfy the required<br />
conditions to support a fascist party, and include why the citizens would be<br />
unhappy. Your argument must be at least one page. Be prepared to share<br />
with the class.<br />
<strong>Fascism</strong> © Sunburst Visual Media, a division of Global Video, LLC
Interdisciplinary Ideas<br />
Research/Reading<br />
Working in groups of three, have students use the Internet to research<br />
Germany, Italy, and Spain during the fascist regimes. Ask students to<br />
compare and contrast the three using a triple Venn diagram.<br />
Research<br />
Have the students research the philosophies of Arthur Schopenhaur, George<br />
Sorel, Giovanni Gentile, and Friedrich Nietzsche in small groups. How did<br />
Mussolini manipulate their philosophies to his own advantage?<br />
Language Arts/Reading<br />
Read Anne Frank: The Diary of a Young Girl by Anne Frank either independently, in<br />
literature groups, or as a read aloud. Before reading, have the students<br />
make a list of at least five things they would miss if they were forced to be<br />
away from home for a long time. After reading the first part of the diary,<br />
have them compare their lists to Anne’s.<br />
Divide the students into groups of 4-5. Ask them to imagine that they were in<br />
the same predicament as Anne. Ask them to discuss how they would cope<br />
with living in such a small space as well as living in continuous fear. Have<br />
them brainstorm some strategies they might use to find relief from such<br />
difficulty and discomfort. Have them compare their lists to Anne’s actions.<br />
Visit the Anne Frank House website:<br />
www.annefrank.org/content.asp?pid=1&lid=2<br />
Have the students read some of Anne’s stories and see related pictures. There<br />
is a wealth of information on this site.<br />
© Sunburst Visual Media, a division of Global Video, LLC <strong>Fascism</strong><br />
Additional<br />
Resources<br />
25
Classroom Discussion Prompts<br />
26<br />
The following discussion questions could be used after watching the video to<br />
get your students thinking about the topic of fascism on a deeper level. These<br />
questions have no right answers, only opinions. Be sure you encourage your<br />
students to think through all sides of the issues and to always back up their<br />
opinions with facts, examples, people, or events.<br />
1. After watching the video, how do you think fascist parties get started in a<br />
country?<br />
2. Do you think conditions in America are ripe for the growth of fascism?<br />
3. Are there any benefits to a country for becoming fascist?<br />
4. Would you make a good fascist leader? Why or why not?<br />
Additional<br />
Resources<br />
5. Hitler blamed Germany’s problems on different groups of people including<br />
Jews, Slavs, and Gypsies. How do you think it would feel if you were<br />
judged based on your skin color, country of origin, or religious background?<br />
Does this type of discrimination still exist today? If so, give an example of a<br />
situation where it occurs.<br />
6. When Mussolini became the dictator of Italy he seized control of newspapers<br />
and used, among other things, propaganda to expand his power. How do<br />
you think seizing control of the newspapers would help him to expand his<br />
power?<br />
<strong>Fascism</strong> © Sunburst Visual Media, a division of Global Video, LLC
Suggested Reading List<br />
Boyar, Burt and Jane. Hitler Stopped By Franco. Marbella House, 2001. This historical<br />
novel describes how Francisco Franco was able to keep Adolf Hitler from<br />
entering Spain during World War II. It details how he was at the same time<br />
able to rescue tens of thousands of Jews from the Nazis. Boyars’ book<br />
proves that military power alone will not necessarily win a war.<br />
Frank, Anne. Anne Frank: The Diary of a Young Girl. Bantam Books. Translated by B.M.<br />
Mooyaart, 1993. Originally published in 1947, this book is the journal of<br />
Anne Frank who received a diary for her 13th birthday. In her diary she<br />
recounts over two years of her life when she and her family were in hiding<br />
from the Nazis in Amsterdam. She vividly describes the wretched conditions<br />
as well as the fears she faced during her time in hiding.<br />
Lyttle, Richard. Il Duce: The Rise and Fall of Benito Mussolini. Simon & Schuster, 1st<br />
edition, 1987. This book is a biography of the Italian dictator, Benito<br />
Mussolini. It describes his rise to power in Italy in the 1920s as well as his<br />
eventual demise at the end of World War II.<br />
Mussolini, Benito; Lamb, Richard; Ascoli, Max. My Rise and Fall. Da Capo Press,<br />
1998. My Rise and Fall is Mussolini’s autobiography, and it provides an upclose<br />
view of 20th century Italy. This book features two parts; the first part<br />
was written before World War II, while the second was written during the<br />
war. His book offers an in-depth look into this infamous fascist dictator.<br />
Passmore, Kevin. <strong>Fascism</strong>: A Very Short Introduction. Oxford University Press, 2002.<br />
This introduction to fascism argues that fascism is both revolutionary and<br />
reactionary. Passmore’s book offers a series of scenes from fascist life. He<br />
recounts the history of fascist regimes in Italy and Germany as well as the<br />
failed fascist attempts in other countries.<br />
Ruby, Lois. Skin Deep. Scholastic Paperbacks, 1994. The nature of hatred is<br />
examined in Ruby’s novel Skin Deep. In this book a teenage boy, Dan,<br />
becomes a neo-Nazi skinhead after a series of unfortunate events. This<br />
book offers a modern-day look at hatred.<br />
Strasser, Todd. The Wave. Laure Leaf, Reissue edition, 1981. Strasser’s book is<br />
based on an experiment that was conducted at a California high school in<br />
1969. A teacher introduces a “new” system in his classroom which was an<br />
experiment in group pressure that spread through many historic movements<br />
such as Nazism. The “Wave” begins to spread through the entire school as<br />
it did in fascist states; thus, the teacher had to bring it to a halt.<br />
© Sunburst Visual Media, a division of Global Video, LLC <strong>Fascism</strong><br />
Additional<br />
Resources<br />
27
Internet Sites<br />
28<br />
Below are a list of sites that you may use to find more information about<br />
the fascism. Due to routine web maintenance, not all of the links will be<br />
accurate at the time of access. If the link is not available, try to conduct a<br />
search on that topic from the main site or from a search engine.<br />
<strong>Fascism</strong> as Science: The Bell Curve<br />
David Lethbridge reviews Herrnstien’s book, The Bell Curve, at this website.<br />
Richard J. Herrnstein pretended to be a scientist at Harvard University. He<br />
promoted fascism and all that it implies when he published this book.<br />
www.bethuneinstitute.org/documents/asscience.html<br />
<strong>Fascism</strong>/Nazism: A Pluto Phenomenon?<br />
This interesting website claims an association between Hitler and Mussolini’s<br />
fascist parties and the planet of Pluto. The site includes planetary maps<br />
aligned over German and Italy during the 1930s and 40s. Links to relevant<br />
websites are included.<br />
finblake.home.mindspring.com/ger45map.htm<br />
Anti-Fascist Action and Debate<br />
The author of this site provides links to websites, which include fascist<br />
propaganda, and other racist content. The author claims the reason for<br />
including these links is to help fight against fascist attitudes by educating<br />
the public on exactly what those fascist attitudes are. By monitoring the<br />
information on the websites, the author feels like we will stay better<br />
protected.<br />
www.geocities.com/famousdog/MEDIA.HTM<br />
American <strong>Fascism</strong><br />
Written by Andrew Sarchus, this article examines the similarities the<br />
American government has with fascism. Comparing America to Italy,<br />
Germany, and Spain, Sarchus criticizes Bush and his policies. Includes an<br />
interesting debate on governmental philosophies.<br />
www.democraticunderground.com/articles/03/01/23_fascism.html<br />
Bush and the Threat of <strong>Fascism</strong>- the Newest Liberal Scare Tactic<br />
Mary Mostert, the author of this article, is an analyst for the Banner of<br />
Liberty. She claims that the topic of fascism is coming up in our country now<br />
due to lack of better news. She shares critical e-mails she has received from<br />
people accusing her of sharing fascist propaganda.<br />
www.bannerofliberty.com/OS2-01MQC/2-19-2001.1.html<br />
REGARDING MEDIA: Orwell, Right or Wrong?<br />
Additional<br />
Resources<br />
<strong>Fascism</strong> © Sunburst Visual Media, a division of Global Video, LLC
Internet Sites<br />
This site is an article about the literary dispute of George Orwell. Orwell’s<br />
style of using literature, not journalism, is discussed. The three issues of the<br />
20th century, including fascism, are explored from Orwell’s point of view.<br />
www.hnn.us/comments/8767.html<br />
<strong>Fascism</strong><br />
The Encyclopedia Britannica Online defines fascism. The site also includes an<br />
article with additional detail on the topic.<br />
www.britannica.com/ebi/article?eu=296151&source=SEO<br />
<strong>Fascism</strong> from Wikipedia<br />
Another encyclopedia site, Wikipedia offers free online information for<br />
researchers. This link includes pictures, links, definitions, examples, and<br />
articles related to the topic. This site is easy to navigate due to the detailed<br />
table of contents.<br />
en.wikipedia.org/wiki/<strong>Fascism</strong><br />
© Sunburst Visual Media, a division of Global Video, LLC <strong>Fascism</strong><br />
Additional<br />
Resources<br />
29
30<br />
Answer Key - Before Viewing Activity Sheet 4<br />
FACT OR FICTION?<br />
Read the following statements about <strong>Fascism</strong>. Before watching the video,<br />
decide if each statement is fact or fiction. Write your answer on the line.<br />
After you watch the video, be sure to go back and check your answers.<br />
1. ______________ Fact <strong>Fascism</strong> is a form of totalitarian rule where all loyalty lies with the<br />
state.<br />
2. ______________ Fiction Individual rights and freedoms are considered very important in a<br />
fascist state.<br />
3. ______________ Fiction The word <strong>Fascism</strong> comes from the Latin word ‘fascis,’ an ancient<br />
Roman symbol for weakness.<br />
4. ______________ Fact A single, charismatic leader rises to power, embodying the ideals of<br />
the national culture.<br />
5. ______________ Fiction Fascist regimes rarely use mass media.<br />
6. ______________ Fact Contempt for other forms of government, especially communism, is<br />
characteristic of fascist regimes.<br />
7. ______________ Fact Fascist regimes usually work toward military expansion.<br />
8. ______________ Fiction Fascists had one concrete theory their ideas were based on.<br />
9. ______________ Fact Social, economic, and political conditions that encourage the growth<br />
of fascism may include a depressed economy with high<br />
unemployment.<br />
10. ______________ Fiction The first fascist state by definition was established in America in the<br />
early 20th century.<br />
11. ______________ Fact Mussolini used propaganda, intimidation, kidnapping, and murder<br />
to expand his power, and declared himself dictator of Italy.<br />
12. ______________ Fact<br />
Nazi Germany also had a strong fascist system during World War II<br />
with Hitler as leader.<br />
<strong>Fascism</strong> © Sunburst Visual Media, a division of Global Video, LLC
Note Taking<br />
Answer Key - During Viewing Activity Sheet 3<br />
In the video, important statements about friendship appear at the bottom of<br />
the screen. The statements are written, in part, below. As you see the<br />
statements on the screen, fill in the missing information below.<br />
• Fascist regimes have several ______________________characteristics.<br />
common<br />
• Fascists are ___________________________, ultra-nationalistic often extolling the ethnic and physical<br />
superiority of the party in power.<br />
• A _______________________________ charismatic leader rises to power, embodying the ideals of the<br />
national culture.<br />
• Fascist regimes demand absolute _________________________. national unity The advancement of<br />
the state becomes the driving force in everyone’s lives.<br />
• Fascist regimes are masters of ______________________, manipulation especially through mass<br />
media.<br />
• Private ______________________ economic goals are swept aside.<br />
• Contempt for other forms of ______________________, government especially communism, is<br />
characteristic of fascist regimes.<br />
• Fascist regimes usually work toward ____________________________.<br />
military expansion<br />
• Following what would become standard fascist procedures, Mussolini used<br />
________________________, propaganda intimidation, kidnapping, and murder, to _______________ expand<br />
______________________. his power Within two months, he seized control of the<br />
______________________, newspapers banned all opposing political parties, and declared himself<br />
______________________of dictator Italy.<br />
• Adolph Hitler had seized power in ______________________much Germany<br />
the same way<br />
Mussolini had in Italy, by exploiting German humiliation<br />
from______________________.<br />
WWI losses<br />
• The infamous “Blitzkrieg” offensive drew the rest of the world into another<br />
______________________. massive war It would take the next ______________________ five<br />
years and<br />
cost millions of lives to stop the fascist expansion of Italy and Germany. The<br />
deaths of _____________________________ Benito Mussolini and ___________________________ Adolph Hitler and capture<br />
of their empires put an end to these famous ______________________ fascist powers.<br />
• Democratic governments have a purpose for the power they amass: to preserve<br />
the ________________________________ rights and freedoms of its people. Building a powerful state just<br />
for the sake of having power is ______________________. dangerous Once the momentum is<br />
created, greed for more power and success can overshadow ethics. Without<br />
democratic direction, the fundamental rights of the people are abandoned<br />
leaving citizens ________________________________________.<br />
vulnerable to corruption.<br />
© Sunburst Visual Media, a division of Global Video, LLC <strong>Fascism</strong><br />
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32<br />
<strong>Fascism</strong> Facts<br />
Answer Key - During Viewing Activity Sheet 4<br />
Use this outline to help you take notes while you are watching the video.<br />
This activity will allow you to organize the important information attained<br />
from the video about <strong>Fascism</strong>. A few have been completed for you. HINT:<br />
Most of the information will appear in writing during the video.<br />
The word <strong>Fascism</strong> comes form the Latin word ‘fascis,’ an ancient Roman<br />
symbol of ___________________ governmental ___________________.<br />
authority<br />
<strong>Fascism</strong> has three good examples in history. These are:<br />
1. Italy 2. _________________ Germany 3. _________________<br />
Spain<br />
Fascist regimes have several common characteristics. These include:<br />
1. ______________________________, ultra-nationalistic often extolling the ethnic and physical<br />
superiority of the party in power.<br />
2. A ____________________________ single, charismatic leader rises to power.<br />
3. Regimes demand ____________________________<br />
absolute national unity<br />
4. ____________________________, masters of manipulation especially through mass media.<br />
5. Leaders regulate or ____________________________.<br />
take control of the economy<br />
6. There is contempt for ____________________________.<br />
democracy, communism<br />
7. Usually work toward aggressive ____________________________.<br />
military expansion<br />
Several philosophers in the late 1800s published views on government and<br />
human nature. Summarize what each of these philosophers contributed to<br />
the fascist idea.<br />
• German philosopher, Arthur Schopenhauer: ______________________________<br />
answers will vary<br />
______________________________________________________________________________<br />
• French social philosopher, George Sorel: ________________________________<br />
answers will vary<br />
______________________________________________________________________________<br />
• Italian philosopher, Giovanni Gentile: ____________________________________<br />
answers will vary<br />
______________________________________________________________________________<br />
• German poet and philosopher, Friedrich Nietzsche: answers ______________________<br />
will vary<br />
______________________________________________________________________________<br />
Social, economic, and political conditions that encourage the growth of<br />
fascism may include:<br />
1. depressed ______________________ economy 2. high ____________________________.<br />
employment<br />
3. dissatisfied ____________________ workers 4. unsympathetic ________________.<br />
factory workers<br />
5. diminished __________________________________________________________.<br />
national pride<br />
6. lack of confidence in the __________________________________________.<br />
traditional political leadership<br />
7. young radical groups ready to ____________________________________.<br />
offer an alternative<br />
<strong>Fascism</strong> © Sunburst Visual Media, a division of Global Video, LLC
Answer Key - After Viewing Activity Sheet 1<br />
Can You Solve These Mysteries?<br />
Was it Hitler, Mussolini, or Franco?<br />
Read each of the events in the paragraphs below. Decide whether Adolf<br />
Hitler, Benito Mussolini, or Francisco Franco was responsible for the event.<br />
Record the correct name in the blank provided.<br />
1. ____________________ Franco In typical fascist form, this man banned all opposing<br />
political parties and forced governmental control of labor<br />
and production. Yet his watered-down version of fascism<br />
did not require the complete loyalty or acceptance of his<br />
people as other fascist leaders were able to acquire.<br />
2. ____________________ Hitler This man focused the blame for his country’s problems on<br />
those outside of the ‘master race.’ He targeted Jews,<br />
Slavs, Gypsies, and other minorities with hatred and<br />
persecution. Millions of minorities were murdered when<br />
he was in power.<br />
3. ____________________ Mussolini This leader forced anyone who desired a government job<br />
to join the Fascist party. To avoid opposition from the<br />
church, he adopted Catholicism as the official state<br />
religion and gained official recognition from the Pope.<br />
4. ____________________ Hitler He was a master propagandist. His elaborate rallies,<br />
military displays, and demonstrations of unity were<br />
pushed to a maniacal frenzy by the raving Fuhrer.<br />
5. ____________________ Mussolini This dictator eventually set his sights on expanding his<br />
power internationally. After brief wars, his country took<br />
control of Abyssinia, now called Ethiopia, in 1936, and<br />
Albania in 1939.<br />
6. ____________________ Hitler Power was seized in this dictator’s country in a similar<br />
fashion as Italy’s dictator, by exploiting German<br />
humiliation from World War I losses.<br />
7. ____________________ Franco This man took control during the bloody Spanish Civil<br />
War of 1936-39.<br />
8. ____________________ Mussolini This young Italian used the philosophies of Arthur<br />
Schopenhaur, George Sorel, Gentile, and Nietzsche to<br />
justify his means of taking power.<br />
9. ____________________ Hitler<br />
This dictator’s commandants organized youth groups and<br />
trained them to be Nazi soldiers. Loyalty to the Nazi<br />
party was enforced with strong-arm tactics. Nazi storm<br />
troopers ensured the total loyalty and compliance of the<br />
German people.<br />
© Sunburst Visual Media, a division of Global Video, LLC <strong>Fascism</strong><br />
33
34<br />
Answer Key - After Viewing Activity Sheet 2<br />
Matching Mania<br />
Match each event with the correct year that corresponds when it occurred.<br />
Some dates will be used more than once. You may use information from the<br />
video, your social studies book, or any other resources to locate the<br />
information.<br />
Year<br />
1922<br />
1932<br />
1936<br />
1939<br />
Year<br />
1940<br />
1945<br />
1975<br />
2001<br />
1. ___________ 1939 Which year did Italy take control of the country of Albania?<br />
2. ___________ 1945 Nazi Germany and Fascist Italy were defeated in what year?<br />
3. ___________ 2001 In what year did Slobodan Milosevic stand trial for crimes<br />
committed against Albanians from the former Yugoslavia?<br />
4. ___________ 1939 In what year did Germany invade Poland?<br />
5. ___________ 1932 Sir Oswald Mosley resigned as a member of England’s Labor<br />
Party and founded the British Union of Fascists in what year?<br />
6. ___________ 1940 During what year did Hitler’s troops invade the Netherlands,<br />
Belgium, Luxembourg, and France?<br />
7. ___________ 1936 In what year did Italy take control of Abyssinia, now called<br />
Ethiopia?<br />
8. ___________ 1975 Francisco Franco died and thus ended his dictatorship of Spain<br />
in what year?<br />
9. ___________ 1922 In what year did Mussolini bring the Fascists into a coalition<br />
or temporary union with the established Italian government?<br />
<strong>Fascism</strong> © Sunburst Visual Media, a division of Global Video, LLC
Answer Key - After Viewing Activity Sheet 4<br />
MIX UP!!<br />
Your teacher has lost the history book! Your teacher has the facts about<br />
<strong>Fascism</strong> all mixed up. Can you help sort them out?<br />
PART I<br />
Put the following events in the order in which they happened, starting with<br />
the earliest. The first has been done for you.<br />
_______ 5<br />
Franco’s dictatorship in Spain lasted until his death.<br />
_______ 1 Several philosophers published views on government and human<br />
nature that helped form the fascist party.<br />
_______ 6 The Taliban used religious justification to discriminate against women.<br />
_______ 4 Italy joined forces with Germany in World War II.<br />
_______ 3 Italy established a fascist state with Mussolini as leader.<br />
_______ 2 WWI began.<br />
PART II<br />
Decide if you agree or disagree with the following statements about the<br />
characteristics of fascism. Circle your choice. Fix the underlined part of the<br />
statements you disagree with to make them true.<br />
AGREE DISAGREE<br />
_________________________<br />
AGREE DISAGREE<br />
_________________________<br />
a single, charismatic leader<br />
AGREE DISAGREE<br />
_________________________<br />
absolute national unity<br />
AGREE DISAGREE<br />
_________________________<br />
AGREE DISAGREE<br />
_________________________<br />
swept aside<br />
AGREE DISAGREE<br />
_________________________<br />
AGREE DISAGREE<br />
_________________________<br />
Fascists are ultra-nationalistic, often extolling the<br />
ethnic and physical superiority of the party in<br />
power.<br />
Many quiet leaders rise to power, embodying the<br />
ideals of the national culture.<br />
Fascist regimes demand individual rights be<br />
respected.<br />
Fascist regimes are masters of manipulation,<br />
especially through mass media.<br />
Private economic goals are very important.<br />
Contempt for other forms of government,<br />
especially communism, is characteristic of fascist<br />
regimes.<br />
Fascist regimes usually work toward military<br />
expansion.<br />
© Sunburst Visual Media, a division of Global Video, LLC <strong>Fascism</strong><br />
35
36<br />
Answer Key - After Viewing Content Quiz<br />
Show What You Know!<br />
PART I<br />
The following passage contains important information about <strong>Fascism</strong>. Using<br />
the word bank, fill in the correct term in each blank. Hint: Each word will<br />
be used only once.<br />
WORD<br />
BANK:<br />
leader<br />
fascism<br />
Spain<br />
<strong>Fascism</strong> is a form of _______________ totalitarian rule where all loyalty lies with the state.<br />
Individual rights and freedoms are considered a threat to the moral fiber of<br />
the fascist state. Fascist regimes have several common characteristics: Fascists<br />
are ultra-nationalistic, often extolling the ethnic and physical superiority of<br />
the party in power. A single, charismatic _______________ leader rises to power,<br />
embodying the ideals of the national culture. Fascist regimes demand<br />
absolute national _______________. unity The advancement of the state becomes the<br />
driving force in everyone’s lives. Fascist regimes are masters of<br />
_______________, manipulation especially through _______________. mass media Private economic goals are<br />
swept aside. Contempt for other forms of government, especially<br />
_______________, communism is characteristic of fascist regimes. Fascist regimes usually<br />
work toward military _______________. expansion Social, economic, and political conditions<br />
that encourage the growth of _______________ fascism may include a depressed<br />
economy, high _______________, unemployment dissatisfied workers and unsympathetic factory<br />
owners, diminished _______________, national pride lack of confidence in the traditional<br />
political leadership, and young radical groups ready to offer an alternative.<br />
The first fascist state by definition was established in _______________ Italy in the<br />
early 20th century. _______________ Mussolini used propaganda, intimidation,<br />
kidnapping, and murder, to expand his power, and declared himself dictator<br />
of Italy. Nazi Germany also had a strong fascist system during World War II<br />
with _______________ Hitler as leader. Many political scientists agree that a third<br />
classic fascist state was established in _______________, Spain but Franco never sought<br />
to expand its territory.<br />
communism<br />
unemployment<br />
national pride<br />
totalitarian<br />
Mussolini<br />
expansion<br />
Hitler<br />
Italy<br />
unity<br />
manipulation<br />
mass media<br />
<strong>Fascism</strong> © Sunburst Visual Media, a division of Global Video, LLC
Answer Key - After Viewing Vocabulary Quiz<br />
Vocabulary Quiz<br />
Match each term with its correct definition. Write the correct letter on the<br />
line provided.<br />
______ G <strong>Fascism</strong> A. misinformation, biased information<br />
______ E Democracy B. mistreatment, influence or manage deviously<br />
______ I Charismatic C. extreme ruler<br />
______ H Unity D. loyalty, faithfulness<br />
______ B Manipulation E. government by the people, either directly or<br />
through elected representatives<br />
______ A Propaganda F. to take advantage of, to selfishly make use of<br />
______ F Exploit G. totalitarian rule where all loyalty lies with the state<br />
______ C Dictator H. agreement, harmony<br />
______ D Allegiance I. captivating, magnetic personality<br />
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SCENE ONE<br />
Bob Rue<br />
Have you ever debated an issue that you feel strongly about? Chances<br />
are the discussion got pretty intense. In a democratic society, you have<br />
the right to express your opinion.<br />
Democratic governments encourage debate. Freedom to express<br />
opinions and argue political issues makes for a more informed,<br />
involved electorate. In the United States of America, the freedoms of<br />
speech and press are protected by the Constitution.<br />
Not all political systems have these freedoms. As a matter of fact,<br />
some governments go to great lengths to ensure citizens do not<br />
express opinions that oppose the government. It is hard to imagine<br />
living under such tyranny. Would anyone choose to do so? The answer<br />
is yes! That’s what makes the study of <strong>Fascism</strong> so interesting.<br />
SCENE TWO<br />
CAST<br />
Bob Rue..........................................................Narrator<br />
Bob Rue<br />
<strong>Fascism</strong> is a form of totalitarian rule where all loyalty lies with the<br />
state. Individual rights and freedoms are considered a threat to the<br />
moral fiber of the fascist state.<br />
The word <strong>Fascism</strong> comes from the Latin word ‘fascis,’ an ancient<br />
Roman symbol of strength, unity, and governmental authority. The<br />
symbol is a bundle of wooden rods with an ax blade in the center all<br />
bound together by a red cord.<br />
Although some historians believe Napoleon’s efforts to expand the<br />
French empire were fascist by nature, the first fascist state by<br />
<strong>Fascism</strong> © Sunburst Visual Media, a division of Global Video, LLC
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definition was established in Italy in the early 20th century.<br />
Several fascist movements and regimes have taken shape in different<br />
countries and on different continents. Most have a similar goal: power.<br />
That power may be used to build a strong industrial nation, to<br />
preserve racial or religious unity, or to expand control of territory.<br />
With enough momentum, fascist nations may even strive for world<br />
dominance.<br />
Regardless of their intentions, fascist regimes have several common<br />
characteristics. Fascists are ultra-nationalistic, often extolling the ethnic<br />
and physical superiority of the party in power. Some have even<br />
attempted to cleanse their territory of ethnic diversity.<br />
A single, charismatic leader rises to power, embodying the ideals of the<br />
national culture. This leader is always portrayed with exceptional,<br />
often super-human capabilities.<br />
Fascist regimes demand absolute national unity. The advancement of the<br />
state becomes the driving force in everyone’s lives. Those who openly<br />
oppose the system are destroyed, either in secret or openly as a lesson<br />
to others. Public dissent weakens the Fascist mission.<br />
Fascist regimes are masters of manipulation, especially through mass<br />
media. Skilled orators sway public opinion with propaganda, or<br />
biased information. Pageantry and elaborate military parades<br />
encourage patriotism. These displays stir the emotions of citizens and<br />
unite them in a common cause. Loyalty and allegiance become the<br />
duty of all citizens.<br />
Fascist rulers often allow the wealthy to maintain private ownership of<br />
industry, but commonly dictate economic decisions. Private economic<br />
goals are swept aside when they conflict with the progress of the<br />
fascist state. Manufacturing of military equipment and supplies is of<br />
primary importance.<br />
Contempt for other forms of government, especially communism, is<br />
characteristic of fascist regimes. The communist belief in serving the<br />
needs of the individual worker is seen as a dangerous threat to the<br />
survival of the state. <strong>Fascism</strong> supports a structured society with definite<br />
levels of distinction, where elite, middle, and lower classes each know<br />
their place. Socialism and Democracy are believed to perpetuate<br />
mediocrity, and eventually national destruction.<br />
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And finally, fascist regimes usually work toward military expansion.<br />
Fascists believe that Social Darwinism, or survival of the fittest, also<br />
applies to political systems: great nations must conquer weaker<br />
nations to survive. Military aggression is dismissed as the right and the<br />
destiny of a strong nation and people.<br />
Unlike Communists, who had Karl Marx, or the founding fathers of the United States<br />
who had John Locke, Fascists had no central philosopher or concrete theory.<br />
Rather, several philosophers in the late 1800’s published views on government and<br />
human nature.<br />
German philosopher Arthur Schopenhauer, reasoned that will is<br />
supreme, that humans are subject to supreme will, and that humans<br />
are not the authors of their own destinies.<br />
French social philosopher, George Sorel, argued that a society tends to<br />
decay unless its people are led by a strong leadership.<br />
Italian philosopher Giovanni Gentile offered the idea of the state as an<br />
entity in and of itself. He also proposed that the state gives meaning to<br />
an individual’s life.<br />
German poet and philosopher Friedrich Nietzsche developed the<br />
concept of the “overman,” or superman, who symbolizes the highest<br />
intellectual and creative capabilities of mankind. An eager young Italian<br />
used these philosophies to justify the means by which he usurped power. His name<br />
was Benito Mussolini.<br />
SCENE THREE<br />
Bob Rue<br />
Though not economically prepared to fight a war, Italy joined the Allies<br />
in WWI in return for promises of territorial expansion and financial<br />
aid. During WWI, Mussolini was drafted into the Italian army, and<br />
spent several months at the front.<br />
The war’s end brought peace to the world, but the Italians received<br />
little gains in territory or national pride. Instead, they lost a half million<br />
soldiers. To make matters worse, the Italian economy was nearly<br />
destroyed. The Allied financial aid that was stabilizing Italy dried up<br />
when the war ended, and the war industry had faded just as returning<br />
veterans needed jobs.<br />
<strong>Fascism</strong> © Sunburst Visual Media, a division of Global Video, LLC
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Social, economic and political conditions in Italy were ripe for the<br />
growth of fascism: a depressed economy, high unemployment,<br />
dissatisfied workers and unsympathetic factory owners, diminished<br />
national pride, lack of confidence in the traditional political leadership,<br />
and young radical groups ready to offer an alternative.<br />
Mussolini began to exploit this turbulent political climate. He formed<br />
the “Fasci di Combattimento,” a group of black-shirted Fascists who<br />
sympathized with the factory owners and bankers. They served as<br />
strike busters against socialist union workers.<br />
Italian prime minister Giovanni Giolitti hoped this upstart group would<br />
control the troublesome workers’ party, so he invited Mussolini’s group<br />
to join a national block of official political parties.<br />
Mussolini, a dynamic speaker, struck a cord with many Italians who<br />
were impressed with the get-tough attitude and quick results. The<br />
Fascists quickly gained popularity and influence.<br />
In 1922, Mussolini brought the Fascists into a coalition or temporary<br />
union with the established Italian government. Not satisfied with<br />
partial power, 28,000 Fascists marched on Rome and demanded more<br />
control.<br />
Fearing civil war or revolution, King Victor Emanuel III allowed the<br />
Fascists to form their own government with Benito Mussolini as the<br />
new prime minister.<br />
Following what would become standard fascist procedures, Mussolini<br />
used propaganda, intimidation, kidnapping, and murder, to expand<br />
his power. Within two months, he seized control of the newspapers,<br />
banned all opposing political parties, and declared himself dictator of<br />
Italy.<br />
Anyone who desired a government job had to join the Fascist party.<br />
Teachers were required to swear an oath of loyalty to the Fascists. The<br />
Fascist hierarchy chose candidates for elected office. To avoid<br />
opposition from the church, Mussolini adopted Catholicism as the<br />
official state religion and gained official recognition from the Pope.<br />
Next, Mussolini set his sights on expanding his power internationally.<br />
After brief wars, Italy took control of Abyssinia, now called Ethiopia, in<br />
1936, and Albania in 1939. In 1939, Italy signed the “Pact of Steel”<br />
and joined forces in World War II with the other great fascist power -<br />
Nazi Germany.<br />
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Adolph Hitler had seized power in Germany much the same way<br />
Mussolini had in Italy, by exploiting German humiliation from WWI<br />
losses.<br />
Hitler was a master propagandist. Elaborate rallies, military displays,<br />
and demonstrations of unity were pushed to a maniacal frenzy by the<br />
raving Fuhrer.<br />
Hitler’s commandants organized youth groups and trained them to be<br />
Nazi soldiers. As in Italy, loyalty to the Nazi party was enforced with<br />
strong-arm tactics. Nazi storm troopers ensured the total loyalty and<br />
compliance of the German people.<br />
Hitler focused the blame for Germany’s problems on those outside of<br />
the ‘German master race.’ Jews, Slavs, Gypsies, and other minorities<br />
were targeted with hatred and persecution. The Nazis organized<br />
camps at Auschwitz and Dachau to enslave and eventually eliminate<br />
these minority races. Millions were murdered.<br />
Nazi Germany began a massive arms build-up, which solved its post<br />
WWI unemployment problems, and prepared the country for military<br />
expansion. In 1939, Germany invaded Poland. Germany expanded<br />
its territory at an amazing rate. In 1940 Hitler’s troops invaded the<br />
Netherlands, Belgium, Luxembourg, and France.<br />
The infamous “Blitzkrieg” offensive drew the rest of the world into<br />
another massive war. It would take the next five years and cost<br />
millions of lives to stop the fascist expansion of Italy and Germany. The<br />
deaths of Benito Mussolini and Adolph Hitler and capture of their<br />
empires put an end to these famous fascist powers.<br />
At the close of World War II, German Nazi officers were tried for their<br />
war crimes, especially the racist persecution and murder of millions of<br />
Jews and other minorities. The story of the Holocaust is an important<br />
and dreadful reminder of the absolute evil man is capable of carrying<br />
out.<br />
Other lesser-known fascist regimes existed during this turbulent time.<br />
But most of them self-destructed after the defeat of Nazi Germany and<br />
Fascist Italy in 1945.<br />
In 1932, Sir Oswald Mosley resigned as a member of England’s labor<br />
party and founded the British Union of Fascists. Mosley vowed to unite<br />
young, patriotic Englishmen against what he considered ineffective<br />
political parties.<br />
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Within a year, 5,000 youth had joined his party; however, his<br />
promotion of Hitler’s anti-Semitic views and violent tactics soon<br />
alienated him from most of the English population. Mosley was<br />
arrested at the start of WWII, and his party faded further into<br />
obscurity.<br />
<strong>Fascism</strong> never prospered in England; the conditions were not right.<br />
Most Englishmen felt great pride in their nation’s position in the world.<br />
There was no great dissatisfaction among the working class that could<br />
fuel fascist tendencies. Additionally, England had a long history of<br />
stability in the government, and most of the British were satisfied with<br />
the monarchy.<br />
Many political scientists agree that a third classic fascist state was<br />
established in Spain. But some argue that Spain did not incorporate all<br />
of the fascist characteristics. General Francisco Franco took control<br />
during the bloody Spanish Civil War of 1936-39. Fascist Italy and<br />
Germany supported Franco, whose opponents included communists<br />
and pro-democracy groups.<br />
However, Franco’s relations with Mussolini and Hitler suffered at the<br />
close of Spain’s Civil War, and Spain chose to remain neutral during<br />
WWII.<br />
SCENE FOUR<br />
Bob Rue<br />
In typical fascist form, Franco banned all opposing parties and forced<br />
government control of labor and production. Yet Franco’s watereddown<br />
version of fascism did not require the complete loyalty or<br />
acceptance of the Spanish population.<br />
Nor did Franco seek to expand Spain’s territory. Franco’s dictatorship<br />
lasted until his death in 1975.<br />
In the late 20th century, a number of small governments and political<br />
regimes adopted fascist systems to help build their weak economies<br />
into strong industrial ones. Encouraging allegiance to a nation state<br />
may seem honorable, but the fascist structure lacks a healthy ideology,<br />
or end to a means.<br />
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Democratic governments have a purpose for the power they amass: to<br />
preserve the rights and freedoms of its people. Building a powerful<br />
state just for the sake of having power is dangerous. Once the<br />
momentum is created, greed for more power and success can<br />
overshadow ethics. Without democratic direction, the fundamental<br />
rights of the people are abandoned leaving citizens vulnerable to<br />
corruption.<br />
Not all fascist systems set out to intentionally violate the rights of<br />
minorities. In fact, Hitler’s original intent was to create a socialist state<br />
in Germany. Money and power corrupted the German leaders enough<br />
to influence the Third Reich to commit extremely detestable acts.<br />
Even with the lessons of the Holocaust, <strong>Fascism</strong> still takes hold in<br />
groups with less than honorable intentions. In the 1990’s, Slobodan<br />
Milosevic ordered the persecution, removal, and murder of ethnic<br />
Albanians from the former Yugoslavia. In 2001, he stood trial for these<br />
crimes against humanity.<br />
The world faces new dangers as fascist thought joins with religious<br />
fanaticism. The combination of ultra- nationalism and religious<br />
devotion has lead to an increase in the threat of global terrorism and<br />
suicide attacks.<br />
The Taliban, an Islamic fundamentalist group who ruled Afghanistan,<br />
promoted the discrimination brutal punishment of Islamic women who<br />
do not follow their strict rules. The Taliban justified these horrible acts<br />
as religious preservation.<br />
Cultural and ethnic factors can lead to acceptance of fascist ideology.<br />
Fear of losing one’s way of life, and ignorance about the importance of<br />
human rights are the breeding grounds of fascism. Traditional<br />
populations in countries experiencing a rapid rise in immigration may<br />
feel threatened or resentful, as growing minority populations affect the<br />
culture they know.<br />
Resentment can lead to feelings of superiority, as immigrant<br />
populations eagerly accept low-paying employment. If adverse<br />
economic conditions lead to high unemployment, fear and resentment<br />
escalate, as traditional populations are forced to compete with the<br />
immigrants for the same jobs.<br />
As a result, groups like white supremacists have formed in Western<br />
nations such as Great Britain, Germany, and the United States. Fascist<br />
ideologies ignore the principles of common decency and respect. Much<br />
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like the bullies on a playground, fascist leaders use fear, prejudice,<br />
and coercion to gain power and preserve their way of life.<br />
History has shown that a country’s political instability can quickly<br />
escalate to threaten its neighbors, if not the entire world. Who, if<br />
anyone, should intervene? At what stage should intervention take<br />
place? What form should that intervention take? These questions<br />
remain a matter of international debate.<br />
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