cover Teacher Manual - CBSE International

CBSE-iHistoryRise ofFacisam and NazismTeachers’ ManualCLASSIXUNIT-5Shiksha Kendra, 2, Community Centre, Preet Vihar, Delhi-110 092 India

The CBSE-International is grateful for permission to reproduceand/or translate copyright material used in this publication. Theacknowledgements have been included wherever appropriate andsources from where the material may be taken are duly mentioned. Incase any thing has been missed out, the Board will be pleased to rectifythe error at the earliest possible opportunity.All Rights of these documents are reserved. No part of this publicationmay be reproduced, printed or transmitted in any form without theprior permission of the CBSE-i. This material is meant for the use ofschools who are a part of the CBSE-International only.

PrefaceEducation plays the most important role in acquiring professional and social skills and a positive attitude to face thechallenges oflife. Curriculum is a comprehensive plan of any educational programme. It is also one of the means of bringing about qualitativeimprovement in an educational system. The Curriculum initiated by Central Board of Secondary Education-International(CBSE-i) is a progressive step in making the educational content responsive to global needs. It signifies the emergence of a freshthought process in imparting a curriculum which would restore the independence of the learner to pursue the learning processin harmony with the existing personal, social and cultural ethos.The CBSE introduced the CBSE-i curriculum as a pilot project in few schools situated outside India in 2010 in classes I and IX andextended the programme to classes II, VI and X in the session 2011-12. It is going to be introduced in classes III, VII and for SeniorSecondary classes with class XI in the session 2012-13.The Senior Secondary stage of education decides the course of life of any student. At this stage it becomes extremely importantfor students to develop the right attitude, a willingness to learn and an understanding of the world around them to be able totake right decisions for their future. The senior secondary curriculum is expected to provide necessary base for the growth ofknowledge and skills and thereby enhance a student's potential to face the challenges of global competitiveness. The CBSE-iSenior Secondary Curriculum aims at developing desired professional, managerial and communication skills as per therequirement of the world of work. CBSE-i is for the current session offering curriculum in ten subjects i.e. Physics Chemistry,Biology, Accountancy, Business-Studies, Economics, Geography, ICT, English, Mathematics I and Mathematics II. Mathematicsat two levels caters to the differing needs of students of pure sciences or commerce.The Curriculum has been designed to nurture multiple intelligences like linguistic or verbal intelligence, logical mathematicalintelligence, spatial intelligence, sports intelligence, musical intelligence, inter-personal intelligence and intra-personalintelligence.The Core skills are the most significant aspects of a learner's holistic growth and learning curve. The objective of this part of thecore of curriculum is to scaffold the learning experiences and to relate tacit knowledge with formal knowledge. This involvestrans-disciplinary linkages that would form the core of the learning process. Perspectives, SEWA (Social Empowerment throughWork and Action), Life Skills and Research would be the constituents of this 'Core'. The CBSE-i Curriculum evolves by buildingon learning experiences inside the classroom over a period of time. The Board while addressing the issues of empowerment withthe help of the schools' administering this system strongly recommends that practicing teachers become skilful and lifelonglearners and also transfer their learning experiences to their peers through the interactive platforms provided by the Board.The success of this curriculum depends upon its effective implementation and it is expected that the teachers will make efforts tocreate better facilities, develop linkages with the world of work and foster conducive environment as per recommendationsmade in the curriculum document.I appreciate the effort of Dr. Sadhana Parashar, Director (Training), CBSE and her team involved in the development of thisdocument. I specially appreciate the efforts of (Late) Dr. Srijata Das for working tirelessly towards meeting deadlines.The CBSE-i website enables all stakeholders to participate in this initiative through the discussion forums. Any furthersuggestions on improving the portal are always welcome.Vineet JoshiChairman, CBSE

AcknowledgementsAdvisoryShri Vineet Joshi, Chairman, CBSEDr. Sadhana Parashar, Director (Academics & Training),CBSEIdeatorsConceptual FrameworkShri G. Balasubramanian, Former Director (Acad), CBSEMs. Abha Adams, Consultant, Step-by-Step School,NoidaDr. Sadhana Parashar, Director (Academics & Training),CBSEDr. Anju Srivastava Ms. Sarita ManujaMs. Varsha Seth Prof. Chand Kiran SalujaMr. N. K. Sehgal Ms. Preeti Hans Ms. Sunita TanwarDr. Uma ChaudhryMs. Anita SharmaDr. Usha SharmaMs. P Rajeshwary Ms. S. Radha Mahalakshmi Ms. Renu AnandMs. Suganda VallliMs. Neelima SharmaMaterial Production GroupsDr. Rajesh HassijaMr. Mukesh KumarEnglish :Ms. Gayatri KhannaaMs. Renu AnandMs. P. RajeshwaryMs. Sarabjit KaurHindi :Ms. Sunita JoshiMs. Babita SinghMs. Veena SharmaSh. Akshay Kumar DixitCore- SEWAMs. VandnaMs. Nishtha BharatiMs. Seema BhandariMs. Seema ChopraMs. MadhuchhandaMs. Reema AroraMs. Neha SharmaChemistryMs. Charu MainiMs. S. AnjumPhysics:Ms. Novita ChopraMs. Meenambika MenonBiology :Ms. Pooja SareenMs. Neeta RastogiCore- PrespectivesMs. Madhuchhanda,RO(Innovation)Ms. Varsha Seth,ConsultantMs. Neha SharmaCore-ResearchMs. Renu AnandMs. Gayatri KhannaDr. N. K. SehgalMs. Anita SharmaMs. Rashmi KathuriaMs. Neha SharmaMs. Neeta RastogiMs. Manjushtha BoseMs. Varsha MankuDr. K. L. ChopraMathematics :Dr. K.P. ChindaDr. Ram AvtarMr. Mahendra ShankarMr. J.C. NijhawanMs. Rashmi KathuriaMs. Reemu VermaMs. ArtiMs. Himani AshijaEconomics:Ms. Anubha MalhotraMs. Vintee SharmaMs. Chaitali SenguptaICT:Mr. Yogesh KumarMs. Nancy SehgalMs. Purvi SrivastavaMs. Babita MahajanMs. Ritu AroraMs. Swati PanhaniMs. Chanchal ChandnaGeography:Ms. Meena BharihokeMs. Parul TyagiMs. Sudha TyagiMs. Sonia JarulMs. Neena PhogatMr. Nisheeth KumarHistory:Ms. Sajal ChawalaMs. Jyoti SharmaMs. Kamma KhuranaMs. Shalini ChatarvediMr. Dalia HaldarMs. Preeti GuptaPolitical Science:Dr. Sangeetha MathurMs. Ananya RoyMs. Sunita RatheeMs. Amarjit KaurMs. Nishu SharmaMs. Manisha AnthwalMs. Mamta TalwarChief Co-ordinator : Ms. Kshipra Verma, EOCoordinators:(Late) Dr. Srijata Das, EOShri R. P. Singh, AEOMs. Deepa ShuklaConsultant (Biology)Ms. S. Radha Mahalakshmi, EOMs. Monika Munjal Gandhi(Co-ordinator)Ms. Reema AroraConsultant (Chemistry)Mr. Navin Maini, RO (Tech)Sh. R. P. SharmaConsultant (Science)Ms. Prabhjot KaurConsultant (Social Studies)Shri Al Hilal Ahmed, AEOMs. Neelima Sharma,Consultant (English)Mr. Sanjay Sachdeva, DO

CONTENTSPrefaceAcknowledgement1. Introduction 62. The World from 1919 to Second World WarEurope between the two World Wars 6-73. Rise of Fascist MovementFascism and rise of Benito Mussolini 10-12Nazism and rise of Hitler 21-224. Character Sketch ofBenito Mussolini 13-16Adolf Hitler 25-295. Period of Great Depression 246. The Effects of the 1st World WarAggression Committed by Fascist Powers(Italy, Germany and Japan)7. Fascist PropagandaEstablishment of a Racial State 39Crimes against humanity 46Holocaust 51

UNIT V : RISE OF FACISAM AND NAZISAMUNIT-MATRIXContent Knowledge Understanding Application Analysis Synthesis EvaluationWorldIdentify theLearn about aLearnComparePrepare aThe studentsbetween twomajor causesdictator andabout thetheproject onwill beWorld Warsfor the rise ofrise ofthendifferencethe basis ofevaluated onFascism inFascism inprevailingbetweenthe causesthe basis ofItaly andEurope.socio-War andfor the riseFormativeFascism andRise ofMussoliniGermanyand Identifyrelatedpersonalities.Understandincident likeMarchtowardseconomicconditionsin Europe.RelateWorld War.of FascismandNazism.andSummativeAssessments.TestingNazism andRise of HitlerRome andBerlin for riseof Fascistreasonsfor rise ofFascism- Worksheets-CharacterSketch ofHitler andMussoliniGovernment.and relatereasonsbehindWar andWorldWarAssignments- Debates/ClassDiscussions- IntraSectionAggressionCommittedby FascistpowersIdentify theboundariesof the Fascistaggression inItaly as wellas Germany.Understandthe impact of1 st World Waron Italy andGermanywhichresulted in therise of FascismConstructTimelinechartsdepictingvariousevents of :-- Rise ofAnalyzethe roles ofFascistleaders ofItaly andGermanyand theirSynthesizetheexperienceof 1stWorld Warand 2 ndWorldCompetitionsMap Work1

Content Knowledge Understanding Application Analysis Synthesis Evaluationin Europe.Fascismeffects.War.- SecondEstablishmentDevelopmenRelate to theWorld Warof a racialState, Crimesagainsthumanity andHolocaust.t of Fascismand theradicalchanges inthe societyandeconomy.causes and theeffects ofFascism inEurope.Studentswill locateon the mapAlliedpowerParticipatein QuizTorecognizetheDictatorsinhumanapproach indifferentiatiThey canformulatethe need foran idealDemocraticStatedifferentThey willsummarizecommonfeatures ofFascism inItaly and inGermany.Sessions.Collectinformationaboutng betweenGermanAryans andJews.from FascistState.Debate onthe topicDemocracyand Fascism.differentFascistcountries ofthe worldand analysetheirdifferencesaccording tothe PoliticalSituations.2

SCOPEIn this unit the students will come to know about various events which were linkedwith the rise of Fascism and Nazism (1919). A comparison between both the Fascistmovements will be drawn. Effect of the First World War (1914-1919) and the result ofthe Second World War (1939-1945) will be enumerated. The impact of Great Depressionperiod in Europe and its effect in the Fascist countries. The students would furtherexplore about:-Common features of the Fascist Movements.Consequences of the victory of Fascism.Objectives of external policy of Italy and Germany.Weakness of Weimar Republic of Germany.Dismantling of Democracy, Enabling Act.ReconstructionNazi World View:Nazi Motherhood cultureThe Act of PropagandaHolocaustLEARNING OBJECTIVESTo gather information about the World Wars.Critically examine the political, social and economic causes behind the rise ofFascism.Understand the rise of Fascist Movements –Rise of Benito Mussolini, Rise ofAdolf HitlerThe emergence of political parties like, Social Democratic Party, GermanNational People‘s Party and Communist Party etc.3

Generate awareness about Mussolini rise to power by marching towards Romeand Adolf Hitler`s rise to power by marching towards Berlin.Acquire indepth knowledge about the course of expansion of Fascist powers,major events and consequences of Fascism and also the defeat of Italy andGermany in the Second World War.Develop a clear perspective regarding rise of Democratic States in the world anddecline of Fascist regime.Analyze the rise of Resistance Movements against Fascism and Nazism andrestoring Democracy.TEACHER’S NOTESAll the topics have been conceptualised as per the requirement of the students ofClass-IX Teachers can go beyond text (NCF 2005) and should bring innovativeactivities apart from suggested activities.Teacher should have a Pre-planned idea and well organised way in dealing inhandling this subject.After every sub topic an activity is given for students, which the teacher shouldconduct in the class to reinforce the concept being taught.After each concept the teacher should also use the worksheet as per numbergiven in the Student Manual.The teacher should also explain with examples how teaching of this module canbe linked with the teaching of other subjects.A number of websites, sources have been given in the student‘s manual whichshould be used by the teachers and students to develop a completeunderstanding of the topic and express different perspective of the same topic.4

Map skills (if needed) and other life skills to be developed, while dealing withthis topicThe unit on the whole to be made activity based and research based as per theConcept of CBSE-i.5

INTRODUCTIONDuring the period of the World Wars, both Germany and Italy succumbed toAuthoritarian rule and supported intense Nationalism and Militarism. In this chapteryou will read about the rise of Fascism in Italy and Nazism in Germany in the seconddecade of the 20 th Century which was a drastic change in the history of Europe, inwhich you will observe that the concept of Nationalism, Democracy and Revolutionwill move away and Germany and Italy will be promoting political domination andDictatorial Government which will witness the two World Wars. The FascistGovernments will wage a genocidal war which will prove moral and ethical decline andserious crime against humanity.Warm up Activity – 1Click the following link to get the video clipping of the Fascism in Europe (Italy).Video on Benito MussoliniORTeacher can start the topic with the effects of the First World War and how it wasdifferent from the other wars. The student will do comprehensive research on thedifference between both types of wars. Their comparative discussion on ―World War‖and ―War‖ will be based on examples from various other wars of the world for e.g.Russo-Japanese War, Anglo-Indian War, Sino-Japanese war etc. The teacher can recallany e.g. of war and civil war covered in the previous class before starting the topic.THE WORLD FROM 1919 TO SECOND WORLD WARThe world statesmen had labeled the First World War (1914-1919) to be ‗The war to endall wars they expected that there would be establishment of world peace and the life ofmasses would become more prosperous and peaceful. However, their hopes were soondashed. The two decades between the first, and the second World Wars (1939-1945)proved to be a period of mammoth changes all over the world.6

Europe in 1914-1919 (The map shows countries involved in the first world war)Europe in 1939-1945 (The map shows countries involved in the World War-II)Activity-Teacher will hold a class discussion of the effects of the 1 st world War and Riseof Fascism. Students will observe a related animated map (Video) of Europe.7

Re-Structuring of Political Boundaries in Europe-Socialist took over the Governmentin Russia through the October Revolution of 1917 normally called the RussianRevolution. The German Revolution was the politically-driven civil conflict in Germanyat the end of the First World War, which resulted in the replacement of Germany'simperial Government with a Republic. The Revolutionary period lasted fromNovember 1918 until the formal establishment of the Weimer Republic in August 1919.Germany, a powerful empire in early 20 th C, fought the First World War but wasdefeated by the Allies (England, France and Russia). The humiliating treaty of Versaillesin the First World War made the existing Weimar Republic of Germany unpopular.Austria, Hungary and Ottoman Empire were also in the state of decline after the FirstWorld War. The rivalries between the different countries of the world would lead towars and restructuring of their political boundaries.RISE OF FASCIST MOVEMENTSA number of political movements which came into existence in Europe in the postWorld War I period are generally known as the Fascist movements. The term Fascismcame from the word fasces, an axe- tightly wound with sticks. According to some otherhistorian the origin of the word ‗Fascism‘ lies in the Latin word ‗fascio‘ which means abundle of sticks with an axe in it. Fascism can be defined as a political attitude and massmovement that arose during the time between the first and the Second World War.Fascism is the attitude of giving full interest in economic, social and military power to adominant race or state led by a single dominant leader. Fascism basically rejected theidea of socialism, capitalism, Democracy. Fascism is characterized by terrorism andpolice surveillance. It focuses on ethnicity and on our race being better than ‗your‘ race.Each culture can believe that it is better than his fellow man. Fascism is used tocategorize censorship and oppression. Ones who take away freedom from others can beconsidered Fascist. Several countries of the world embraced Fascism between WorldWar I and World War II, Norway, Denmark, Great Britain, Belgium and France hadlarge Fascist movements. Others as Spain, Austria, Hungry, Romania, Poland and8

Finland, gained substantially Fascist Governments. Fascism had the largest effect onItaly and Germany. Fascism and Nazism respectively proved to be dangerous andharmful for the entire world. In this chapter we will focus on the rise of Fascism in Italyand rise of Nazism in Germany which led to the Second World War and eventually fallof the Fascist Governments.Common Features of the Fascist Movements:1. All Fascist movements were hostile to Democracy2. They were against Socialism3. Their main aim was the establishment of Dictatorship4. They were opposed to all liberal and Social ValuesACTIVITY-2Collage MakingObjective:To help the students to make a collage of the different Fascist leaders of the world.Material required:A3 size sheetsFevicol, Scissors and Sketch pensMethod:The class will be divided into groups of 6-7 students each.The teacher can ask the students to collect pictures and information for this classactivity.The students can collect the pictures and information on different leaders fromthe books, magazines, internet etc. to form a collage.The teacher can then put up the collage in the class.9

Emergence of Various Political IdeologiesThere were movements in many European countries for improvement in the livingconditions of the masses. Due to the success of the Russian Revolution (1917), there wasa growth of Socialist and Communist parties in almost every European country.However, the Socialist movement failed to achieve abiding success and within a fewyears in many European countries the Socialist movements were crushed anddictatorial Governments were established. The Dictatorial Governments clamped downon the socialist movements and destroyed Democracy.The emergence of Dictatorial Governments paved the way for the Second World War –the most destructive war of the 20 th century.RISE OF FASCISM IN ITALYThe most significant event in the history of Italy between the two World Wars was therise and growth of Fascism under Benito Mussolini.Mussolini address a rallyBenito MussoliniA. Causes for the Rise and Growth of FascismFollowing were the main factors for the rise and growth of Fascism in Italy.10

1. Dissatisfaction with the Peace TreatiesItaly had entered the war with the aim of gaining colonies. However, Italy‘sshare of the war spoils was the minimum. Italians felt themselves disgracedin the eyes of the world and held their weak government responsible for it.2. Miserable Economic ConditionsThe First World War affected Italy economically. Production declined pricessaved and affected the common man adversely. Mussolini assured the peopleof mitigating their economic conditions by establishing Fascism; therefore thecommon man was drawn towards him.3. Spread of SocialismThere was a rapid spread of socialism in Italy which posted a great threat tothe life and property of the capitalists and landlords. Hence, they were readyto extend their support to any anti-democratic movement which could savethem from socialism.4. Inefficiency of the GovernmentAfter the World War I, Italy was confronted with many serious problems. Butthe inefficient and feeble Government which existed failed to find suitablesolutions of the problems of the masses. Mussolini, the leader of the Fascistparty promised to provide a strong and formidable Government whichgained him popular support.5. Able LeadershipThe able leadership of Benito Mussolini proved to be the most significantfactor for the growth of Fascism. Mussolini efficiently organized the Fascistparty and assured his countrymen of internal security, peace and order.Consequently, the Fascist party started gaining strength steadily.11

B. Principles or Characteristics of Fascism or Fascist IdeologyThe origin of the word ‗Fascism‘ lies in the Latin word ‗fascio‘ which means abundle of sticks with an axe in it. Thus it stands for Unity, Authority andDiscipline. Following were the main principles of Fascism.1. Strong faith in the supremacy of the state.2. No belief in Democracy.3. Emphasis on extreme Nationalism.4. Emphasis on war and its glorification.5. Faith in single political party and one leader.6. Firm faith in militarization and military discipline.C. Main Objectives of Fascism.Following were the main objectives of Fascism:(i)(ii)To increase the power and authority of the stateSecurity of individual property(iii) Establishment of law and order in the country(iv) Organisation of a strong army(v)Development of trade and industry(vi) Increasing the prosperity of the countrymen.(vii) Adoption of a strong foreign policy.D. Growth of Fascism; Mussolini’s Coming to Power.Benito Mussolini was born in Romagna in 1883. He entered the army during theWorld War I but was angered at the behavior meted out to Italy during the PeaceConference. Mussolini started the Black Shirt Movement in Italy called Fascism.12

He systematically organized the Fascist Party on 23 rd March 1919 at Milan. Soon itsmembership started rising.INTERESTING FACTSBenito MussoliniThe Proponent of FascismLife SketchBorn: July 29, 1883Predappio, ItalyDied: April 28, 1945Como, ItalyItalian dictatorBenito Mussolini was head of the Italian Government from 1922 to 1943. He was thefounder of Fascism, and as a dictator he held absolute power and severely mistreatedhis citizens and his country. He led Italy into three straight wars, the last of which led tohis overthrow by his own people.Early life and careerBenito Mussolini was born at Dovia di Predappio, Italy, on July 29, 1883. TheMussolinis were a poor family who lived in a crowded two-bedroom apartment. Hisfather, Alessandro Mussolini was a blacksmith and a follower of Socialism (a systemproviding for the sharing of land and goods equally among all people); his mother,Rosa Mussolini, taught in an elementary school. Benito, although intelligent, wasviolent and had a large ego.He was a poor student at school and learned very little. As a student at a boardingschool in Faenza, Italy, Mussolini stabbed another student, and as a result he was13

expelled. After receiving his diploma in 1901 he briefly taught in secondary school. Hewent to Switzerland in 1902 to avoid military service, where he associated with othersocialists. Mussolini returned to Italy in 1904, spent time in the military, and engaged inpolitics full time thereafter.Mussolini had become a member of the Socialist Party in 1900 and had begun to attractwide admiration. In speeches and articles he was extreme and violent, urgingRevolution at any cost, but he was also well spoken. Mussolini held several posts aseditor and labor leader until he emerged in the 1912 Socialist Party Congress. Hebecame editor of the party's daily paper, Avanti, at the age of twenty-nine. His powerfulwriting injected excitement into the Socialist ranks. In a party that had accomplishedlittle in recent years, his youth and his intense nature was an advantage. He called forRevolution at a time when Revolutionary feelings were sweeping the country.From Socialist to FascistMussolini deserted the Socialist Party in 1914 to cross over to the enemy camp, theItalian middle class. He knew that World War I (1914–18) would bury the old Europe,and he began to prepare for "the unknown." In late 1914 he founded an Independentnewspaper, Popolod'Italia, and backed it up with his own movement, the AutonomousFascists. He drew close to the new forces in Italian politics, the extreme middle-classyouth, and he made himself their spokesman. The Italian working class now calledMussolini "Judas" and "traitor". Mussolini was wounded during army training in 1917,but he managed to return to politics that same year. His newspaper, which he nowbacked with a second political movement, Revolutionary Fascists, was his mainstrength. After the war, Mussolini's career declined. He organized his third movement,Constituent Fascists, in 1918, but it did not survive. Mussolini ran for office in the 1919Parliamentary elections but was defeated.14

Benito Mussolini.Reproduced by permission of AP/Wide World Photos.In March 1919 Mussolini founded another movement, FightingFascists, won the favor of the Italian youth, and waited forevents to favor him. The elections in 1921 sent him to Parliamentat the head of thirty-five Fascist deputies; the third assembly ofhis movement gave birth to a National party, the NationalFascist Party, with more than 250 thousand followers andMussolini as its uncontested leader. In October 1922 Mussolinisuccessfully marched into Rome, Italy. He now enjoyed thesupport of key groups (industry, farmers, military, and church), whose membersaccepted Mussolini's solution to their problems: organize middle-class youth, controlworkers harshly, and set up a tough Central Government to restore "law and order."Thereafter, Mussolini attacked the workers and spilled their blood over Italy. It was thecomplete opposite of his early views of Socialism.Fascist stateOnce in power, Mussolini took steps to remain there. He held general elections, butthey were always fixed provide him with an absolute majority in Parliament. Theassassination of the Socialist leader Giacomo Matteotti, a noted opponent, by Fascistfollowers reversed his fortunes and nearly brought him down. Mussolini, however,recovered. He suspended civil liberties, destroyed all opposition, and imposed openDictatorship (absolute rule). In 1929 his Concordat with the Vatican settled the historicdifferences between the Italian state and the Roman Catholic Church. Pope Pius XI(1857–1939) said that Mussolini had been sent "by Divine Providence‖.As the 1930s began, Mussolini was seated safely in power and enjoyed wide support.The strongest groups who had put Mussolini into power now profited from it.However, the living standard of the working majority fell; the average Italian worker's15

income amounted to one-half of that of a worker in France, one-third of that of a workerin England, and one-fourth of that of a worker in America. As National leader,Mussolini offered no solutions for Italy's problems. He surrounded himself withambitious and greedy people and let them bleed Italy dry while his secret agentsgathered information on opponents.Mossolini‘s march towards Rome Mussolini and Fascist Black shirts during the marchon Rome in 1922March on RomeThe main motive of Mussolini was to usurp power. He aimed at rescuing Italy from‗feeble Government‘. In the morning of 28 th October 1922 around ten thousand Fascistsswarmed Rome and took over the railway stations, post, telegraphs and telephoneofficers etc. The helpless emperor Victor Emmanuel III invited Mussolini on 29 thOctober to join the Government. Thus without firing a shot, Fascists came to power inItaly under the leadership of Mussolini. In history this event came to be known as‗March on Rome’.16

ACTIVITY-3Diary EntryThe teacher will encourage the class to make diary entries as Benito Mussolini. Theseentries should help the students to showcase the following facts from the Mussolini‘slife:His reputation among the Italian peopleHis relation with the Army.His feelings towards his Fascist goals.His concern about his power.His thought about constitutional monarch Victor Emmanuel III.His opinion about 1 st World War.In additionThe act that gave him pride as a Dictator.His biggest regret of Italy‘s defeat in the First World WarHis views about the future with regard to himself and his countryE. Consequences of the Victory of Fascism(i) The victory of Fascism resulted in a reign of terror in Italy. The SocialistMovement was crushed and many Socialist and Communist leaders were eitherarrested or murdered (ii) As a result of the victory of Fascism Democracy came toan end and an Autocratic rule was established. (iii) In 1926 all the Non-Fascistparties and organizations were declared illegal (iv) Mussolini centralized thepower into his own hands appointing men of his confidence to all the positions of17

importance (v) Army was recognized and military strength was increased (vi) Asthe main objective of the home policy of the Fascist Government was to increaseproduction, special attention was paid towards the development of agriculture(vii) The Fascist Government advocated a policy of expansion and colonialism.ACTIVITY-4The teacher will conduct a class discussion on the topic ―Policies of the BenitoMussolini and its effect on Italy‖.The groups would brainstorm and come up with their opinions.The teacher can ask one student to keep a record of all important issues that come upduring the session.In the end the students can summarize all the points and arrive at a conclusion.The teacher will assess the discussion according to the participation of each group andalso the individual performances of the students.Aggression committed by Fascist Movement. (i) In the field of foreign affairs the mainobjective of Mussolini was to restore the lost glory and prestige of Italy and to make hera great nation. To achieve this motive he followed a policy of expansion and aggression.Italy occupied the islands of Dodacanese and Rhodes and established strong navalbases there. It held its control over Albania and occupied Ethiopia in East Africa in May1935. In 1936, Mussolini intervention in Spain, aided Francisco Franco (1892–1975) inSpain's civil war, but had no benefits for Italy. Mussolini then joined forces withGerman dictator Adolf Hitler (1889–1945) and in 1938 began to attack Jewish peoplewithin the country just as Germany was doing. As the 1930s ended, Mussolini statedlosing support within Italy.The outbreak of World War II (1939–45) left Mussolini on the figure of world politics,and he worried that Hitler would redraw the map of Europe without him. He decided"to make war at any cost." The cost was clear: Modern Industry, Modern Armies, and18

popular support. Mussolini lacked all of these. Nonetheless, in 1940 he pushed Italy intowar against the will of the people, ignoring the only meaningful lesson of World War I.The United States alone had decided that conflict, and therefore America, not Germany,was the most important power.ACTIVITY-5The teacher will divide the class into various groups and ask the students to -1. Observe the picture and identify the personality instrumental in Fascism in Italy.2. Discuss how he was responsible for rise of Dictatorial rule in Italy and dissolving allother political parties.The teacher will initiate a class discussion and also assess the written work.Good man gone wrong, as Mussolini supported War19

ACTIVITY-6Topic- Defeat of MussoliniTeacher will give the following task after classdiscussion.Objective: Critical analyzing, thinking and creatingawareness.Time: 30 mins.Method: Study the cartoon given and analyze thatwhy there was nothing left with MussoliniStudents will discuss and give their views inwritingAssessment: Teacher will assess on the basis of the written matter and the participationof the students in the class discussion.Meaning–Hitler saved Mussolini20

Italy lost its war in 1942, Mussolini's power collapsed six months later. Restored asHitler's puppet in northern Italy in 1943, he drove Italy deeper into invasion,occupation, and civil war during 1944 and 1945. The end approached, but Mussolinistruggled to survive. He was finally executed by a firing squad on April 28 th , 1945, atDongo in Como province.ACTIVITY-7Picture AnalysisTeacher’s objective is to help the student analyze the given picture.Skill Developed: Critical analyzing, thinking and creating awareness.Time Required: 30 minsMethod:Group discussion on the ―How Hitler saved Mussolini‖Study the cartoon given and analyze the role of the Fascist dictator BenitoMussolini and Adolf HitlerEach student would give his /her views in written form.Assessment: Teacher will assess the work according to the content.NAZISM AND THE RISE OF HITLERWhat was Nazism? It was a system-a structure of ideas about the world and politics. Itwas not one or two isolated acts. Most of you must be aware of so many facts aboutNazis and Hitler. Hitler‘s determination to make Germany into a mighty power and hisambition of conquering all of Europe is not something of a secret. It is probably knownto all. Thousands of Jews were killed by him. Hitler‘s crimes against humanity raised21

serious moral and ethical questions which attracted worldwide condemnation. Whatwas Nazism all about? This is what we will try and understand in this chapter.ACTIVITY-8Teacher can conduct Character Parade competition or Role Play based on differentpersonalities related to Fascism and Nazism.Assessment will be done according to the performance of the students.The German experience at the end of the First World War partly can be contributed tothe rise of Nazi Germany. What was this experience?Reason behind the Emergence of NazismIn the early years of the twentieth century, Germany, a powerful empire, fought theFirst World War (1914-1918) alongside the Australian empire and against the Allies-England, France and Russia. Hoping to gain from a quick victory all joined the warenthusiastically. But the war stretched on, eventually draining Europe of all itsresources. Initial gains were made by Germany by occupying France and Belgium.However, the Allies strengthened by the US entry in 1917 had won. Germany and theCentral Powers were defeated in November 1918.It was the defeat of Imperial Germany and the abdication of the emperor that gave anopportunity to parliamentary parties to recast German policy. Democratic constitutionwith a federal structure was established at a meeting of National Assembly at Weimar.On the basis of equal and universal votes cast by all adults including women, deputieswere now elected to the German Parliament or Reichstag.However, this Republic was not received well by its own people. The reason of itsrejection was the terms at which it was forced to accept after Germany‘s defeat at theend of the First World War. The Peace Treaty at Versailles with the Allies was harshand humiliating. Germany suffered huge losses. Its overseas colonies, a tenth of its22

population, 13 percent of its territories, 75 per cent of its iron and 26 per cent of its coalwere lost to France, Poland, Denmark and Lithuania. The Allied Powers demilitarizedGermany to weaken its power. Germany was held responsible for the damages theAllied countries suffered by the War Guilt Clause and was forced to pay compensationamounting to a billion. The resource-rich Rhineland was also occupied by the Alliedarmies for much of the 1920s. The new Weimar Republic was held responsible by manyGermans for not only the defeat in the war but also for the disgrace at Versailles.The War EffectsThe entire continent suffered a devastating effect of war both psychologically andfinancially. Europe, from a continent of creditors, turned into one of debtors.Unfortunately, the infant Weimar Republic was being made to pay for the sins of theOld Empire. The Republic carried the burden of war guilt and national humiliation. Itwas financially crippled by being forced to pay compensation. Socialists, Catholics andDemocrats, who supported the Weimar Republic, became easy targets of attack in theconservative nationalist circles. They were mockingly called the ‗November criminals‘.The political developments of the early 1930 were highly influenced by this mindset.A deep imprint was left on European society and policy, by the First World War.Soldiers were placed above civilians. A great stress on the need for men to beaggressive, strong and masculine was laid by the politicians and publicists. The mediaglorified trench life.Economic Crisis and Political RadicalismThe emergence of the Weimar Republic coincided with the revolutionary uprising of theSpartacist League that followed the pattern of the Bolshevik Revolution in Russia. Inmany cities, Soviets of workers and sailors were established. Soviet-style governancecharged the political atmosphere in Berlin. The Socialists, Democrats and Catholics whoopposed this, met in Weimar to give shape to the Democratic Republic. The uprisingwas crushed by the Weimar Republic with the help of a war veteran‘s organization23

called Free Crops. The Communist Party of Germany was founded by the anguishedSpartacists later. Communists and Socialists, henceforth, become irreconcilable enemiesand could not make common cause against Hitler. Radical solutions were sought byboth Revolutionaries and militant Nationalists.Political radicalisation was only heightened by the economic crisis of 1923. SinceGermany had fought the war largely on loans, they had to pay war reparations in gold.This depleted gold reserves at such a time when the resources were scarce.THE PERIOD OF DEPRESSIONSome stability was seen in the years between 1924 and 1928. German investments andindustrial recovery were totally dependent on short-term loans, largely from the USA.When the Wall Street Exchange crashed in 1929 this support was withdrawn. Peoplemade frantic efforts to sell their shares fearing a fall in prices. 13 million shares weresold on one single day, 24 October. This was the start of the Great EconomicDepression. Over the next three years, between 1929 and 1932, the National Income ofthe USA fell by half. As a result factories got shut down, exports fell, farmers werebadly hit and speculators withdrew their money from the market. The effects of thisrecession on the US economy were felt worldwide.ACTIVITY-9Diary EntryImagine yourself to be the one of the German civilians. Write an account of a day inyour life. Remember to highlight your involvement in the politics of the country andalso what influenced your important decisions during the Great Depression period.The teacher will encourage the students to collect information from the internet andlibrary.The teacher will assess the written work.24

The economic crisis hit the German economy badly. Industrial production was reducedto 40 per cent of the 1929 level, by 1932. Workers lost their jobs or were paid reducedwages. The number of unemployed touched an unprecedented 6 million. You could seemen with placards hanging around their necks saying, ―Willing to do any work‖ on thestreets of Germany. Unemployed youths played cards or simply sat at street corners.Desperate queues appeared at the local employment exchange. Total despair becamecommon as jobs disappeared and the youths took to criminal activities.The Weimar Republic was fragile politically too. There were some inherent defects inthe Weimar constitution, which made it unstable and vulnerable to dictatorship. Thismade achieving a majority by any one party a near impossible task. It led to a rule bycoalitions. Within its short life, the Weimar Republic saw twenty different cabinetslasting on an average 239 days and a liberal use of Article 48 that empowered thePresident to impose emergency. Yet it was not possible to manage the crisis. Theconfidence of people was lost in the Democratic Parliamentary system, as it could notoffer any solutions.RISE OF HITLER TO POWERHitler‘s rise to power was mainly due to the crisis in the economy, polity and society.INTERESTING FACTSEarly lifeHitler's father, Alois (born 1837), was illegitimate. For a timehe bore his mother's name, Schicklgruber, but by 1876 hehad established his family claim to the surname Hitler.Adolf never used any other surname.Adolf Hitler as aninfant in (1889-1890)25

Hitler‘s mother Klara Alois Hitler his stern Self portrait of Hitlerminded fatherAfter his father's retirement from the state customs service, Adolf Hitler spent most ofhis childhood in Linz, the capital of Upper Austria. It remained his favourite citythroughout his life, and he expressed his wish to be buried there. Alois Hitler died in1903 but left an adequate pension and savings to support his wife and children.Although Hitler feared and disliked his father, he was a devoted son to his mother, whodied after much suffering in 1907. With a mixed record as a student, Hitler neveradvanced beyond a secondary education. After leaving school, he visited Vienna andthen returned to Linz, where he dreamed of becoming an artist.Painting made by Hitler. His signature can be seen at the bottom left of the painting.26

Later, he used the small allowance and he continued to draw to maintain himself inVienna. He wished to study art, for which he had some faculties, but he twice failed tosecure entry to the Academy of Fine Arts.For some years he lived a lonely and isolated life, earning a precarious livelihood bypainting postcards and advertisements and drifting from one municipal hostel toanother. Hitler already showed traits that characterized his later life loneliness andsecretiveness, a bohemian mode of everyday existence, and hatred of cosmopolitanismand of the multinational character of Vienna.Rise of Military Career and Formation of Nazi PartyIn 1913 Hitler moved to Munich. Screened for Austrian military service in February1914, he was classified as unfit because of inadequate physical vigour; but when WorldWar I broke out he immediately volunteered for the German army and joined the 16thBavarian Reserve Infantry Regiment. He served throughout the war, was wounded inOctober 1916. He was hospitalized when theconflict ended. During the war, he wascontinuously in the front line as aheadquarters runner for his bravery in actionhe was rewarded with the Iron Cross, SecondClass, in December 1914, and the Iron Cross,First Class (a rare decoration for a corporal),in August 1918.When the First World War broke out, hejoined the army as a messenger on the front.He became a corporal, and earned medals forhis bravery. Germany‘s defeat horrified himand the Versailles Treaty made him furious.He joined a small group called the GermanHitler with other German soldiers27

Workers Party in 1919. Subsequently, he took over the organization and renamed it asthe National Socialist German Workers Party. This party came to be known as theNazi Party. He greeted the war with enthusiasm, as a great relief from the frustrationand aimlessness of civilian life. He found discipline and comradeship satisfying andwas confirmed in his belief in the heroic virtues of war.March towards BerlinIn 1923, Hitler planned to seize control of Bavaria, march to Berlin and capture power.He failed in his manoeuvres and was arrested. Hitler soon discovered that he had tworemarkable talents — for public oratory and for inspiring personal loyalty. His streetcorneroratory, attacking the Jews, the Socialists and Liberals, the Capitalists andCommunists, began to attract adherents. Hitler decided to use Ludendorff as a front inan attempt to seize power in Munich, the capital of Bavaria, later known as the "HitlerPutsch" or "March to Berlin" of November 8 th , 1923, the army quickly dispersed themand Hitler was arrested.Hitler was tried for high treason and in April 1924 he was sentenced to five years'imprisonment in Landsberg prison. Here he dictated a book called Mein Kampf (MyStruggle) to his deputy Rudolf Hess. Considered relatively harmless, Hitler was givenan early amnesty and later on released in December 1924.Use : Worksheet No. 1 and 2INTERESTING FACTSAdolf Hitler was found guilty of taking part in the Beer Hall Putsch in 1923 hesentenced to five years in prison. Hitler was sent to Landsberg Castle in Munich toserve his prison sentence. He was treated well and was allowed to walk in the castlegrounds, wear his own clothes and receive gifts. Officially there were restrictions onvisitors but this did not apply to Hitler, and a steady flow of friends, party membersand journalists spent long spells with him.28

Maurice, whose main talent was as a street fighter, was a poorwriter and the job was eventually taken over by Rudolf Hess, astudent at Munich University. Hess made a valiant attempt atturning Hitler's spoken ideas into prose. However, the bookthat Hitler wrote in prison was repetitive, confused, turgid andtherefore, extremely difficult to read. In his writing, Hitler wasunable to use the passionate voice and dramatic bodilygestures which he had used so effectively in his speeches, toconvey his message.The book was originally entitled Four Years of Struggle against Lies, Stupidity, andCowardice. Hitler's publisher reduced it to My Struggle (Mein Kampf). The book is amixture of autobiography, political ideas and an explanation of the techniques ofpropaganda. The autobiographical details in Mein Kampf are often inaccurate, and themain purpose of this part of the book appears to be to provide a positive image ofHitler. For example, when Hitler was living a life of leisure in Vienna he claims he wasworking hard as a labourer.In Mein Kampf Hitler outlined his political philosophy. He argued that the German (hewrongly described them as the Aryan race) was superior to all others. "Everymanifestation of human culture, every product of art, science and technical skill, whichwe see before our eyes today, is almost exclusively the product of Aryan creativepower."Till the early 1930s, the Nazis could not effectively mobilize popular support. It wasduring the Great Depression that Nazism became a mass movement. Nazi propagandastirred hopes of a better future. In 1928, the Nazi Party got no more than 2.6 per centvotes in the Reichstag-the German parliament. However, by 1932, it had become thelargest party with 37 per cent votes.The reformed Nazi Party contested the elections after their ban ended the previous yearHowever, the party received less than 3% of the votes and won just 12 seats in the29

Reichstag. This was due to Hitler, who had been incarcerated in Landsberg prison forhis involvement in the Beer Hall Putsch until Christmas 1924, concentrating on reestablishinghimself as the leader of the party following his release.ACTIVITY-11Role PlayTopic: Personalities related to FascismObjective: To enable the students:(a) To develop research skill (b) to develop creative skills (c) to showcase their actingskillsTime Required: 30-40 minMethod: Teacher will divide the class into groupsEach group will select one character from the Fascism, for e.g. Hitler and Mussolini.Hitler showing the Nazi salute30

Dismantling of DemocracyHitler was offered the Chancellor-ship, thehighest position in the cabinet of ministers, on30 January 1933 by President Hindenburg. Bynow the Nazis had managed to rally theconservatives to their cause. Having acquiredpower, Hitler set out to dismantle thestructures of democratic rule. A mysterious firethat broke out in February in the German Hitler the architect of Nazi GermanyParliament building facilitated his move. He then turned on his arch enemies, theCommunists. Most of them were hurriedly packed off to the newly establishedconcentration camps. The repression of the Communists was severe. Out of thesurviving 6,808 arrest files, 1440 were those of Communists alone. There were 52 typesof victims persecuted by the Nazis across the country and the Communists were one ofthem.The famous Enabling Act was passed on 3 rd March 1933.Dictatorship in Germany was established with the help of thisAct. It gave Hitler all powers to sideline Parliament and ruleby decree. Except for the Nazi Party and its affiliates allpolitical parties and trade unions were banned. CompleteNazi logocontrol over the economy, media, army and judiciary wasestablished by the state.FactsThe Enabling Act (German: Ermächtigungsgesetz) was passed by Germany's Reichstagand signed by President Paul von Hindenburg on 23 rd March 1933. It was the secondmajor step, after the Reichstag Fire Decree, through which Chancellor Adolf Hitlerlegally obtained plenary powers and established his dictatorship. It received its name31

from its legal status as an enabling act granting theCabinet the authority to enact laws without theparticipation of the Reichstag. The act stated that itwas to last for four years unless renewed by theReichstag, which occurred twice. The formal name ofthe Enabling Act was Gesetz zur Behebung der Notvon Volk und Reich (English: "Law to Remedy theDistress of People and Reich").The Nazis created special surveillance and securityforces to control and order society in ways they wanted. In addition to the alreadyexisting regular police in green uniform and the SA or the Storm Troopers, theyincluded the Gestapo (secret state police), the SS (the protection squads), CriminalPolice and the Security Service. With the help of extra-constitutional powers of thesenewly organized forces, the Nazi state earned the reputation as the most dreadedcriminal state. Gestapo torture chambers were used to detain people. They could berounded up and sent to without any legal procedures. The police forces acquiredpowers to rule with no accountability.Hitler's Reichstag speechpromoting the billRare photograph of Hitler with glasses(it was forbidden to show his weakness)32

Activity-Teacher can encourage the students to see the embedded video of thefollowing-Speech of HitlerReconstructionThe responsibility of economic recovery was assigned to the economist, HjalmarSchacht by Hitler.Hitler with Hjalmar Schacht a creative thinkerThe economist aimed at full production and full employment through a state-fundedwork-creation programme. The famous German super highways and the people‘s car,the Volkswagen was the outcome of this project.Use : Worksheet No. 3 and 4ACTIVITY- 12Teacher will ask the students to collect information about Hjalmar Schacht.Imagine you are Hjalmar Schacht. Write a letter to your friend stating how youwill organize business and workers to recover the German economy.Teacher will assess the written work on the basis of facts collected.33

Hitler acquired quick successes in Foreign policy also. In 1933, he pulled out of theLeague of Nations. He reoccupied the Rhineland in 1936, and integrated Austria andGermany in 1938- under the slogan ―One people, one empire, and one leader‖. Since theEnglish, considered the Versailles verdict too harsh, they extended their unspokensupport to Hitler. These quick successes at home and abroad seemed to reverse thedestiny of the country.Hitler attending a rallyNothing could stop Hitler here. Schacht had advised Hitler not to invest hugely inrearmament as the state was still running on deficit financing. The economic crisis of1935-36 caused Schacht and Price Commissioner Dr. Carl Friedrich Goerdeler toreconsider the mounting deficits. They urged a return to free-market economics, cuts inmilitary spending, a shift away from autarkic and protectionist policies, and stoppingthe drift toward a statist economy. Reich Marshall Hermann Goring posed those stepsand was generally supported by Hitler. The implementation of the Four Year Planmanaged by Goring meant that he had won the debate (1936). Schacht resigned asEconomic Minister in 1937.34

AGGRESSION COMMITTED BY NAZISPoland was invaded by Germany in September 1939. This started a war with Franceand England. Germany, Italy and Japan signed a tripartite pact in September 1940,strengthening Hitler‘s claim to international power. In a large part of Europe, puppetregimes, supportive of Nazi Germany, were installed by the end of 1940. Hitler was atthe pinnacle of his power.World map displaying the World War II participants. The Allies depicted in green(those in light green entered after the attack on Pearl Harbor), the Axis Powers inorange and neutral countries in gray.In June 1941, Soviet Union was attacked by Germany. This was a historic blunder.Hitler exposed the German Western front to British aerial bombing and the Easternfront to the powerful Soviet armies by attacking them. A crushing and humiliatingdefeat was inflicted by the Soviet Red Army on Germany at Stalingrad35

ACTIVITY-13Topic- Picture AnalysisIn this picture all the countries spiritsgathered to confront Hitler who seems toshrink on being confronted by them.Objective- Having critical analytical, thinkingand creating awareness.Time Required:30 minsMethod:Study the picture given and analyse why Hitler was confronted by the spirits of allthese countries.Assessment: Teacher will assess the work on the basis of the data gathered, analyticalskills used and coherent presentation of ideas.According to the graph given there was increase in the GDP(Gross Domestic Product) of both Axis power andAllied power from 1940s onwards.36

ACTIVITY-14TOPIC-Global Tension During Second World WarHitler of Germany and Stalin of RussiaTeacher will ask the students to observe the picture and think and discuss how it islinked with the global tension regarding the division of the world into Axis power andAllied power. Assessment will be made on the basis of class discussion.After this the retreating German soldiers were hounded by the Soviet Red Army onGermany at Stalingrad. Until they reached the heart of Berlin, where the Soviet RedArmy established Soviet hegemony over the entire Eastern Europe for half a centurythereafter.37

With Hitler‘s defeat and the US bombing of Hiroshima in Japan, the war ended in May,1945.Bombarding of Hiroshima and Nagasaki (1945)The Nazi WorldviewThe ideology of Nazi was synonymous with Hitler‘s worldview. The crimes theycommitted were linked to a system of belief and set of practices. According to this, therewas no equality between people, but only a racial hierarchy. Blond, blue-eyed, NordicGerman Aryans in this view were at the top, while Jews were regarded as an anti-raceand arch enemies of the Aryans.Depending upon their external features all other colored people were placed inbetween. Hitler‘s racism was borrowed from thinkers like Charles Darwin and HerbertSpencerHowever, racist thinkers and politicians used his ideas to justify imperial rule overconquered peoples. The stronger race would survive and the weak ones would perishthat is what the Nazis believed. According to them the Aryan race was the finest.Therefore, it had to retain its purity, and strength to dominate the world.Hitler‘s ideology‘s other aspect was related to geopolitical concept of living space.According to him, new territories had to be acquired for settlement, to enhance thematerial resources and power of the German nation.38

Establishment of a Racial StateThe Nazis quickly began to implement their dream of creating an exclusive racialcommunity of pure Germans, once they were in power. All those who were seen asundesirable were physically eliminated in the extended empire. Nazis wanted only asociety of pure and healthy Nordic Aryans. Those Germans had no right to exist whowere seen as impure or abnormal. Nazi officials under the Euthanasia Programme hadcondemned to death those Germans who were considered mentally or physically unfit.Teacher willACTIVITY-15Group DiscussionHold an intra-class discussion on ‗Fascism vs. Democracy‘.Conduct a voting session to demarcate the supporters for the given system.Look into the views and analyze varying opinions.Youth in Nazi GermanyThe youth of the country attracted Hitlerfanatically. He felt that only by teaching Naziideology to the children could the Nazi societybe established and made stronger. For thiscontrol was required over the child both insideand outside the school.Germans and Jew children were not allowed tosit or play together. All the undesirable children-The elementary school of the NazisJews, Gypsies, and the physically handicappedwere dismissed from schools and finally were taken to gas chambers in the 1940s.39

All 'Good German' children were subjected to a prolonged period of ideologicaltraining a process of Nazi schooling. School text-books were rewritten. It was taught tothe children to be loyal and submissive, hate Jews, and worship Hitler. Even sportswere used to nurture a spirit of violence and aggression among children. Hitler believedboxing made children iron hearted, strong and masculine.Aryan breed youth of GermanyNazi German YouthThe Deutsches Jungvolk (German Youth) was the subdivision of the Hitler Youth forboys aged 10 to 14. It reinforced the National Socialist view of Aryan ideals andtransmitted the Nazi idea of the Volksgemeinschaft (National or people's community).They were devoted to the Nazi thoughts and they wore scarves. Parents could sendtheir children to become members of the organization up to the age of fourteen. Inmany parts of Germany, young boys were forced to join the Jungvolk as a requirementfor school or just as a result of their town's orders. The Nazis believed that teachingchildren how to become tough would free them from their weaknesses. It sowed anti-Semitism through indoctrination.The Youth League of the Nazis that was founded in 1922 was renamed as Hitler Youth.40

INTERESTING FACTSThe League of German Girls or League of German Maidens: “Bund Deutscher Madel orBDM” was the girl's wing of the overall Nazi party youth movement, the Hitler Youth.It was the only female youth organization in Nazi Germany.At first, the League consisted of two sections: the Jungmädel,or Young Girls League, for girls age 10 to 14, and the Leagueproper for girls age 14 to 18. In 1938, a third section wasintroduced, the Belief and Beauty Society (BDM-WerkGlaubeand Schönheit), which was voluntary and open to girlsbetween the ages of 17 and 21.Ilse Hirsch - a member of the BDM, 1933The Motherhood and Nazi CultIn Nazi Germany, children wererepeatedly told that women wereradically different from men. It waspreached that the fight for equalrights for men and women waswrong. That it would destroy thesociety. The boys were taught to beaggressive, masculine and steelhearted. The girls were taught tobecome good mothers. They weresupposed to rear pure-bloodedAryan children and maintain theMotherhood in Nazi Germanypurity of the race. They had todistance themselves from Jews, look after the home, and over and above teach theirchildren Nazi values.41

In 1933, Hitler said,"In my state the mother is the most important citizen. But in reality, women whobore racially undesirable children were punished and those who produced raciallydesirable children were awarded.”Use : Worksheet No. 5ACTIVITY-16Project WorkTeacher will hold a class discussion on the miserable condition of German Womenin terms of their suppression and lack of rights.Imagine yourself to be one of the women in Hitler`s Germany. Formulate your views onMotherhood cult of the Fascist Government.Assessment will be based on class discussion and written work.The Act of PropagandaLanguage and media in the Nazi regime was used with care, and often to great effect.They coined deceptive and chilling terms to describe their various practices. TheWords 'kill' or 'murder' were never used by Nazis in their official communications.Mass killings were termed special treatment (final solution). Evacuation was used fordeporting people to gas chambers. They were labeled 'disinfection is as'. These chamberslooked like bathrooms equipped with fake showerheads. Visual images, films, radio,posters, catchy slogans the leaflets were used to spread the Nazi ideas. Hatred wascreated for Jews through film propaganda. Propaganda films were made to createhatred for Jews.Topic: Miserable condition of the JewsObjective:ACTIVITY-1742

To develop empathy and reasoning skillsTo sensitize students and help they empathize with the victims of Nazi Regime.Time Required: 35-40 minutesMethod: Imagine yourself to be a Jew. Write a page in your diary about how your lifewas affected by the rule of a Fascist leader.Assessment Criteria: Individual AssessmentKeeping the learning outcomes in mind the teacher will assess this task forFactual detailsEmotional identification with the characterContent of the script and its relevance to the topicINTERESTING FACTSAnne Frank and other JewsOver one million children under the age of sixteen diedin World War II, not because of the bombs, but becausethey did not fit in as Hitler’s image of the "perfect"German.Many children and their parents living in countries, whichhad been invaded by the Germans, were imprisoned andkilled because they were Jewish. Jewish people follow thereligion known as ―Judaism‖. They are Jews.Who was Anne Frank?Anne Frank was an ordinary German Jewish girl. She enjoyed playing with her toys,riding her bike and going to the seaside.43

Why is Anne Frank Famous?Anne Frank is well known because of her diary. It was first published as a book, inDutch, in 1947. Since then, millions of people have read the thoughts and hopes of oneyoung girl and have been inspired by them.Why were Jews imprisoned and killed during World War Two?Hitler wanted to create what he saw was the perfect German, this meant that anyonewho did not fit into his perfect image was persecuted (ill-treated) and/or killed. Hitlerpersecuted German citizens who were Jewish, Gypsies, or otherwise "undesirables".What was life like for a Jew living in Germany?Anne Frank and other Jews were forced to think they were lower and inadequate toeveryone else just because they had a different religious belief. Many laws were madeof what Jews could and couldn't do, Anne describes some of these in her diary:―Jews were required to wear a yellow star, Jews were forbidden to use trams, Jews were requiredto turn in their bicycles, Jews were forbidden to use any public sports centers, Jews were notallowed to watch any form of entertainment and so on.‖Why is Anne Frank's diary important?Through her diary "The Diary of Anne Frank", people all over the world are able to seewhat life as a persecuted Jew was like during World War II; thus gaining anappreciation for the sacrifices people made in the struggle to stay alive. Anne describesin her diary how she felt while she was in hiding, and how it was very hard to survivein such a small living space.When did Anne receive her diary and what was the occasion?Anne received on her 13th birthday in 1942, a diary from her parents.What did she name her diary?Anne called her diary 'Kitty'.44

Anne Frank did not become famous until after her death in the Bergen-Belsenconcentration camp and after the liberation of all concentration camps. Otto Frank, theonly surviving member of the people hiding in the Secret Annex, later had Anne's dairypublished.Quick Facts about the life of Anne FrankJune 12, 1929 - Anne Frank born in Frankfurt, Germany.Her parents were Otto and Edith FrankAnne Frank's sister was called MargotHer father was an officer in the German army in World War I1933 - Adolf Hitler's Nazi party come to power in GermanyHitler begins his campaign against the JewsAnne Frank and her family move to Amsterdam 1933 where they hope to be safefrom the Nazi Germans.May, 1940 - the Germans invade the NetherlandsMay 1942 - all Jews aged six and older are required to wear a yellow Star ofDavid on their clothes to set them apart from non-Jews.Jews are arrested just for being Jews.June 14 1943 - Anne starts writing her diaryJuly 6, 1942 - Frank family go into hidingAugust 4 th , 1944 - Their hiding place is discovered and they are arrested.September 3 rd , 1944 - Frank family are transported to the Auschwitz death campin Poland.45

October, 1944, Anne and Margot are transported from Auschwitz to the Bergen-Belsen concentration camp in Germany.March, 1945 - Anne dies in the Bergen-Belsen concentration camp, from TyphusYou can read about what life was like for Anne Frank through the diary she wrote ofher experience.Use : Worksheet No. 6Crime against Humanity and Ordinary PeopleWhat was the reaction of the common people towards Nazism? Many of the peoplespoke their mind in Nazi language because they saw the world through Nazi eyes.When they saw someone who looked like a Jew, they felt hatred and anger surge insidethem.The Nazis buried thousands of Jews in broad pits like this one.The houses of Jews and reported suspicious neighbours were marked by Nazis. Theyreally thought that Nazism would bring prosperity and improve general well-beingPastor Niemoeller, a resistance fighter, wrote movingly about this silence of theordinary Germans that is the face of brutal and organised crimes committed againstpeople in the Nazi empire.46

What Pastor Niemoeller wrote?―First they came for the Communists. Well, I was not a Communist-So I said nothing.Then they came for the Social Democrats. Well, I was not a Social DemocratSo I did nothing.Then they came for the trade unionists. But I was not a trade unionist.And then they came for the Jews.But I was not a Jew so I did little.Then when they came for me.There was no one leftWho could stand up for me??ACTIVITY 18Teacher will ask the students to read the poem and think and discuss-Why does Erna Kranzsay, ―I could only say for myself ?‖ How do you view heropinion?Keeping the learning outcomes in mind the teacher will assess this task.It is a different story altogether what Jews felt in Nazi Germany. Charlotte Beratesecretly recorded people's dreams in her diary and later published them in a highlydisconcerting book called the "Third Rich Dreams". She described how Jews themselveshad begun (believing in the Nazi stereotypes about them.Many Jesus died many deaths even before they reached the gas chamber.47

ACTIVITY-19Role PlayTopic: Personalities related to the Resistance Fighter of FascismObjective: This activity will enable the students:(a) to develop research skill(b) to develop creative skills(c) to showcase their acting skills(d) to sensitize students and help them gain perspective on Resistance Fighters.Time Required: 30-40 minMethod: Teacher will divide the class into groupsEach group will select one of the characters from the Resistance Fighters ofFascism for e.g. Pastor Niemoeller, Charlotte Berate.Each group will be encouraged to collect information from the internet andschool library on Nazi propaganda, Experience of concentration camps,Holocaust, etc.One student from each group will enact the role of a personality of their choice.The remaining group members will help in collecting necessary resourcematerial, stage- setting, props, dialogues, etc.Assessment Criteria: The teacher will assess the work as a group activity and not as anindividual activity. Credit is to be given for team work. Both the content and thedelivery of the script should be given equal importance.48

Gas ChamberHolocaust49

ACTIVITY-20Picture AnalysisTopic-Hatred for JewsTitle: “The day of revenge is coming”Explanation: A father holds his bleeding son, run over by a car full of careless Jews.This plays on both the charge that Jews were rich and Germans poor, and that Jewscared not at all for the harm they were doing to Germany. (1929)Teacher‘s objective is to help the students to critically analyse the demerits of theDictatorial Government.Method-Observe the picture and analyse why the Jews were hated by Germans?What happened to them and their family?Each student will collect information on the Dictatorial form of Government andits demerits.50

Assessment will be according to the students participation in the classdiscussion.Knowledge about the HolocaustIt was during the last years of the regime that the information about Nazi practiceshad leaked out of Germany. But the horrors of what had happened there came intolimelight before the world only after the war ended and Germany defeated. While theGermans were trying to wriggle out of their own plight as a defeated nation; the Jewswanted the world not to forget the atrocities and sufferings faced by them during theNazi killing operations - also called the Holocaust.Pre-war photograph of three Jewish children with their babysitter. Two of the childrenperished in 1942In spite of all the precautions taken by the Germans to wipe out every trace of theirmisdeeds, the history and memory of the Holocaust still lives on in poetry, memoirs,fictions, documentaries, museums and memorials in many parts of the world today.51

ACTIVITY-21Observe the filmCharlie Chaplin from the film The Great Dictator,1940Teacher will give the following task after the classdiscussion.Objective: Critical analyzing thinking and creatingawareness.Time:30 minMethod: The students will watch the film, at home or in the school auditorium andanalyze the need for making a humorous film on Hitler and the highlights andoutcomes of the film.Students will discuss and give their views in writingAssessment: Teacher will assess on the basis of the written matter and the participationof the students in the class discussion.ConclusionThe rise and fall of Fascism in Italy and Germany, was one of the most importantupheaval of the European history. The Second World War was a ‗Total War‘ in whichalmost all the countries of the world participated. There was hardly any part of theworld which was not involved in the war. The United States of America made use of itsvast resources for carrying on the war.The whole world was shattered by exploitation and terrorism of Fascist power as wellas devastating effect of the Second World War with heavy loss of military and civilianpopulation.52

It will take a lot of years, to reconstruct the world polity, economy and society: It willalso secretly pave the way for a cold war period after 1945 and division of the worldinto two major power blocs USA and USSR.Use : Worksheet No. 7, 8, 9, 10 and 1153

GLOSSARYImportant Terms and Concepts1. Allies: The Allied Powers led by the UK and France.2. Genocidal: Killing on a large-scale leading to destruction of large sections of people.3. Reparation: Make up for a wrong done.4. Wall Street Exchange: The name of the world‘s biggest stock exchange located inthe USA.5. Proletarianisation: To become impoverished to the level of working classes.6. Dictatorship: It is a form of Government in which a person or a group of personspossess absolutely power without effective Constitutional limitations.7. Nazism: A political system introduced by Hitler in Germany. Akin to dictatorshipand Fascism, is also propagated extreme hatred against the Jews.8. Nazi: The short form of Nationalist Socialist German Workers Party. Formed byHitler in 1921, it propagated Nazism.9. Axis Powers: Italy, Germany and Japan formed the Axis powers.10. Allied Powers: Britain, France, Russia and USA were the allied powers.11. Second World War: The global war which took place from September 1939 to may1945 in which over 50 million people were killed and many cities were reduced torubble.12. The Great Depression: A worldwide economic slump lasting from 1929 to 1935.During these years, trade between nations dropped and around 25 million peoplelost their jobs.54

13. Pearl Harbour: Situated on the Hawlian island of Honolulu, it was the main base ofthe US Pacific Fleet. Japanese planes launched from aircraft carriers and attacked thebase on 7 th December 1941. They destroyed 120 aircrafts and killed 2,400 people.14. Gestapo: Short for Geheime Staatspolizei, the secret state police in Nazi Germany. Ithad the power to arrest people without trial and torture and kill them. As a resultthey were the most hated and feared organization in Nazi-occupied Europe.15. Holocaust: It comes from the Greek words ‗holos‘ and ‗kaustos‘ which literallymeans ‗completely burnt‘. It is used to describe the persecution and mass murder ofJews by German Nazis between 1933 and 1945.16. Semite: Usually someone who belongs to any of the peoples of South-west Asia,especially Jews and Arabs. In Nazi Germany the word was used to describe onlyJewish people.17. Reichstag: The name given to the German Parliament.18. Propaganda: Specific type of message directly aimed at influencing the opinion ofpeople through the use of posters, films and speeches.19. Concentration camp: A camp where people were isolated and detained without thedue process of law.20. Persecution: Systematic, organized punishment of those belonging to a group orreligion.21. Jungvolk: Nazi youth groups for children below 14 years of age.55

IMPORTANT DATES AND EVENTS1918: Weimer Republic was established.1919: Treaty of Versailles was signed by Germany. Hitler joins the 'National SocialistGermanWorkers Party'.1929: The Economic Depression occurs in USA.1933: Hitler becomes Chancellor of Germany.1934: Hitler becomes President of Germany.1935: (a) Italy attacks Ethiopia.(b) Anglo-German Naval Agreement signed betweenBritain and Germany.1936: (a) A new constitution is introduced by Stalin(b) Hitler occupies the Rhineland.(c) CivilWar starts in Spain.1937: (a) Japan attacks China(b) Anti-Cominternpactsigned by Germany,Japan and Italy.1938: (a) Hitler's troops marchinto Austria., (b) Munich pact is signed. German troops acquire Sudeten land.1939: (a) Germany attacks Czechoslovakia.(b) Soviet Union signs non-aggression pact with Germany.56

(c) 1st September: Germany invades Poland.(d) 3rd September Britain and France declare war on Germany.1940: (a) Italy declares war on Britain and France.(b) Battle of Britain begins.(c) Italy attacks Egypt.(d) Germany invades Norway and Sweden.(e) France surrenders.1941: (a) 8th April Germany invades the Balkans.(b) 22nd June(c) 15th September(d) 7th DecemberGermany invades the Soviet Union.Siege of Leningrad by the Germans.Japan attacks Pearl Harbour.America joins the war.(e) 11th DecemberGermany and Italy declare war on America.1942: United Nations declaration signed by the representatives of 26 nations.1943: Germany and Italy defeated by the Allied powers in North Africa.1944: 6 th June: The-Day - Opening of the Second Front.1945: (a) 25 th – 26 th August : Liberation of Paris.(b) 28 th April : Italian partisans shoot Mussolini.(c) 30 th April : Hitler commits suicide.(d) 2 nd May : Soviet army enters Berlin.57

(e) 7 th May : Germany surrenders.(j) 8 th May : VE (Victory in Europe) Day celebrated.(g) 9 th May : Stalin announces defeat of the German forces by theRed Army.German naval fleet surrenders.U.S. drops atomic bomb on Hiroshima. Soviet Uniondeclares war on Japan.(j) 9 th August : U.S. drops atomic bomb on Nagasaki.(k) 14 th August : Japan surrenders.(l) 2 nd September : The Second World War ends.(m) 24 th October : U.N.O. comes into existence.58

ASSESSMENT RUBICSGiven below are some guideline for assessment. They are closely related to the skillsand concepts to be developed through the discipline of Social Science. Teachers canarrive at a grade for the task performed keeping in mind the following parameters. Foreach task, the specific learning objectives have been given in the worksheets.Criteria Excellent(A+, A) Satisfactory(B+, B) NeedsImprovement(C, D)KnowledgeDemonstrates detail and inContent is relevantContent isanddepth discussion of ato the chosen topic.sometimeunderstandingchosen topic at a level ofReflects somerelevant to theof the contentrelative complexity.research work done.chosen topic.Content is relevant to theMostly copiedchosen topic and displaysfrom outsiderelevant researchsource.LanguageEmploys complex structureConveys thoughtsIs ambiguousand speech. Conveysmeaningfully andand vague.thoughts meaningfully andsystematically.systematically.Sometimes usescomplex structureand speech.AnalyticalInterprets accurately andInterprets accuratelyDoes notskillappropriately in newand in new contextsinterpret, simplycontexts. Draw wellsometimes.explains.supported conclusion,integrates ideas or develop59

solutions that are clear andcoherent.ParticipationParticipates fully, fullyParticipates fully.Needs muchin Groupgives relevant facts;Listens to others;persuasion fromDiscussionCourteous and listens toGives relevant facts;teachers toothers; Attempts to getGets disturbedparticipate; Getsothers to participate; Does/withdraws whenagitated whennot monopolize thecriticizedstopped inproceedings.between.LogicalHas strong reasoningReasons out hisFinds it difficultreasoningability: is capable ofarguments well canto reason out.solving complex or abstractmake inferences,Needs strongproblems has ability toneeds clues to applyteacher supportmake inferences integratesknowledge to newto applyknowledge and applies tosituations.knowledge to anew situations.new context.Team workIs sociable team orientedIs sociableCollaboratescollaborative, enjoyssometimes prefers tooccasionallyworking towards a sharedwork independentlyprefers to workgoal.independentlyCreativeDemonstrates a wide rangeSome hesitation inSome hesitationexpressionof creativity versatility andexpression meaningMeaning notimagination, highlights theis clear always.always clear.essence, puts ideas inproper context.Originality Uses his own ideas, gives With support Cannot relate to60

his own view points andrelates it to contemporarytime‘s depth in thinking.teachers uses hisview points andrelates it to newsituation.new situationwithout supportfrom teachers.61

REFERENCES AND WEB LINKS:1. Cassels, Alan. Mussolini's Early Diplomacy.2. Princeton, NJ: Princeton University Press, 1970.3. Kirkpatrick, Ivone. Mussolini: A Study in Power. New York, Hawthorn Books, 1964.4. Mack Smith, Denis. Mussolini. New York: Knopf, 1982.5. Mussolini, Benito. The Fall of Mussolini: His Own Story. Edited by Max Ascoli. NewYork:6. Farrar, Straus, 1948. Reprint, Westport, CT: Greenwood Press, 1975.7. Mussolini, Benito. My Rise and Fall. New York: Da Capo Press, 1998.8. Ridley, Jasper Godwin. Mussolini. New York: St. Martin's Press, 1998.9. Davidson, E. (1996). Unmaking of Adolf Hitler. 3).10. Rise of Adolf Hitler.Greenhaven11. Eberle, Henrik and Uhl, Matthias (2005).12. The Hitler Book: The Secret Dossier Prepared for Stalin from the Interrogations ofHitler's Personal Aides. New York: Public Affairs.13. Hitler. Harvest Books.14. Fuchs, T. (2000). A Concise Biography of Adolf Hitler. Berkley15. Gerber, A. (1961). The life of Adolf Hitler, 1889-1945. Mercury Books. ASINB0007EAR9816. Giblin, J. (2002). The Life and Death of Adolf Hitler.17. Hanfstaengl, E. (1994). Hitler : The Missing Years. Arcade Publishing.62

18. Gogerly, L. (2003). Adolf Hitler. Heinemann/Raintree.19. Hallett, G. (2005). Hitler Was a British Agent. Progressive Press.20. Hant, Claus (2010), Young Hitler, London: Quartet Books Publishing,21. Heiber, H. (1972). Adolf Hitler a Short Biography. Berg Pub Ltd.22. Heiden, K. (1936). Hitler: A Biography. A.A. KnopfVIDEO1. Benito Mussolini2. Adolf Hitler‘s speech3. Map of World War Second (Animated)LINKS1. Read more: Benito Mussolini Biography - life, family, story, death, school, mother,old, information, born, time, yearhttp://www.notablebiographies.com/Mo-Ni/Mussolini-Benito.html#ixzz1mw2xL2GV2. http://en.wikipedia.org/wiki/Mein_Kampf3. http://www.historyplace.com/bookshop/titles.htm4. http://en.wikipedia.org/wiki/Adolf_Hitler's_rise_to_power5. www.cartoonstock.com6. http://www.schoolhistory.co.uk/lessons/germany63

SOLUTIONS TO THE WORKSHEETSWorksheet – 1Solutions1 w 2 HAI9 C H A N C E L L O R T4 M U S S O L I N I LSE8 N 3 A Z I P A R T Y RXIRE6 G A S C H A M B E RPOTEWXE 5 G E N O C I D A LR 7 R E I C H S T A GSAN10 J U N G V O L KE64

Down1. The world‘s biggest stock exchange (Wall Street Exchange)2. The leader of the Nazi Party (Hitler)3. Italy, Germany and Japan form the Axis PowerAcross4. Head of the Fascist Party in Italy (Mussolini)5. Killing on a large scale leading to the destructions of a large section of people(Genocidan)6. Nazi killing operations (Gas Chamber)7. The German Parliament (Reichstag)8. Political party in Germany (Nazi Party)9. Hitler was appointed as a German (Chancellor)_ in 193310. Nazi youth group of children below 14 years of age (Jungvolk)Worksheet - 2Answer in one word:1. The latin word ‗Fascio‘ which means a bundle of sticks with an axe in it Fascism2. Name the most important leader of Fascist movement Benito Mussolini3. Name the colour of the shirt for the Fascist in Italy Black4. A killing center made by the Nazis that killed people by gassing them GasChamber65

5. The name of the treaty with the Allies which was harsh and humiliating forGermans Treaty of Versailles6. In 1919, a new constitution was introduced in Germany which is known asWeimar Constitution7. The Spartist league in Germany followed the pattern of the Bolshevik Revolutionin Russia.8. The leading industrial areas of Germany occupied by the French Ruhr Coal Mines9. Name the Hitler‘s economist who took the responsibility of economic recovery ofGermany Hzalman Schacht10. The Nazi propaganda of ‗special treatment‘ for the Jews means DeathWorksheet - 3Solution-4a Adolf Hitler b Aryansc Jews d Auschwitze Final Solution f Concentrationg Work Camp h Nazisi Death factories j Holocaust66

k Anne Frank l Diarym Eight million n Final Solutiono Six million p exterminatedq Concentration camps r EuropesHorrificWorksheet - 4SOLUTION-41. (c) Hjalmar Schacht2. (b) Jungvolk3. (b) is correct. Factual based.4. (c) is correct. The Nuremberg tribunal was set up to try all those war criminalswho were convicted for crimes against humanity. (a), (b) and (d)are distractors.5. (c) is correct. Factual based.6. (b) is correct. As a result of this provision, the President could suspend Reichstagat will and started ruling by decree. It made the Government fragile and unstable.(a), (c) are distractors.7. (c) is correct. Factual based.8. (a) is correct. Hitler appointed him to organise state-funded work creationprogramme. (b), (c) and (d) are distractors.9. (c) is correct. In the time of Great Depression when people all over the world werefacing an economic crisis Hitler promised employment and a better future anddrew the support of people with message of hope. (a), (b) and (d)are distractors.67

10. (c) is correct. This was the people's car developed under the guidance of economistHjalmar Schacht. (a), (b) and (d) are names of various brands of cars. The termYolk means folk or common people.Worksheet – 5Solution-51. (c) is correct. By this Act a dictatorship was established in Germany whichcontinued till Hitler's death. (a), (b) and (d) are distractors.2. (a) is correct. These powers by signing the Pact formed the Axis Powers namedRome Berlin Tokyo Axis. (b), (c) and (d) are distractors.3. (c) is correctly matched.4. (b) is correct. Fact based.5. (a) is correct. Fact based. (b), (c) and (d) are distractors.6. (c) Spencer argued that species who could improve themselves to changingconditions can survive. (a), (b) and (d) are names of other scientists.7. (h) is correct. Nazis used different terms for different types of killing in officialpapers. The word murder or killing was avoided.8. (c) is correct. Poland was attacked by Germany on 1st September 1939. Within 2days England and France declared war on Germany and 2nd World War started.9. (c) is correct. When Japan attacked the US naval base at Pearl Harbour US had noalternative but to attack Japan and join the war.10. (b) is correct. Factual based.11. (b) is correct. Factual based.68

12. (a) is correct. According to the Nazis even the Polish people were consideredundesirable. (b), (c) and (d) are part of Nazi ideology.13. (b) is correct. Mass genocide was termed as Holocaust.14. Others are distractors.15. (b) is correct. The Decree made Hitler all powerful, somebody who could throttleall opposition. (a), (c) are distractors.16. (a) Correctly matched.Workseet - 6SolutionThursday, 9 th July 1942Dearest Kitty,It was agreed that we‘d go into hiding this week. The hiding place was located infather‘s office building.Saturday, 11 th July 1942Dearest Kitty,Father, mummy and Margot still can‘t get used to the sounds of the Westertoren clock,which tells us the time every quarter of an hour. Not me, I loved it from the start.The Annexe is an ideal place to hide in. It may be damp and lopsided, but there‘sprobably not a more comfortable hiding place in all of Amsterdam. No, in all ofHolland. Up till now our bedroom, with its blank walls, was very bare. Thanks toFather – who brought my entire postcard collection and film star collection herebeforehand – and with a brush and a pot of glue, I was able to plaster the walls with69

pictures. It looks much more cheerful now. When the Van Daans arrive, we‘ll be able tobuild cupboards and other odds and ends out of the wood piled in the attic.Margot and mother have recovered somewhat. Yesterday mother felt well enough tocook split-pea soup for the first time, but then she was downstairs talking and forgot allabout it. The peas were scorched black, and no amount of scraping could get them outof the pan.Last night the four of us went down to the private office and listened to England on thewireless. I was so scared someone might hear it that I literally begged Father to take meback upstairs. Mother understood my anxiety and went with me. Whatever we do,we‘re very afraid the neighbours might hear or see us. We started off immediately thefirst day with sewing curtains. Actually, you can hardly call them that, since they‘renothing but scraps of fabric, varying greatly in shape, quality and pattern, which fatherhad stitched crookedly together with unskilled fingers. These works of art wereattached to the windows, where they‘ll stay until we come out of hiding.Someone‘s calling me.Yours, Anne.Worksheet - 7Solution1. Countries associated with Axis power were Germany, Japan, Romania, Hungryand Italy.2. Countries associated with Allied power were Soviet Union, China ,Poland,Indonesia , India, Yogoslavia, French Indo-China, France, United Kingdom ,UnitedStates ,Lithuania, Czechoslovakia, Greece, Burma and Latvia.3. Casualities of the70

Military Population- Axis power- 13%Allied power- 25%Civilian Population-Axis power- 4%Allied power –25%4. (a) By attacking the Soviet Union, Hitler was forced to wage war on two fronts.(b) USSR entered the war on the side of the Allied Power and Hitler`s troops hadto face the Russia on the Eastern Front and the British and the American forces onthe Western Front. This was the beginning of the end of Germany.Worksheet - 8Solution-81. Name two countries associated with Triple Entente(a) Germany(b) Austria-Hungry2. Name two countries associated with Central Power(a) France(b) Russia3. Name two countries associated with Axis Power(a) Germany(b) Italy4. Name two countries associated with Allied Power71

(a) Great Britain(b) France5. Name two neutral countries of the Second World War(a) Portugal(b) Spain6. Explain any one reason why the Second World War is said to be the mostdestructive war in the history.In many ways, the Second World War was more destructive than the First WorldWar. Over 50 million people perished in the Second World War of them about 22million were soldiers and over 28 million civilians.12 million people lost their lives in concentration camps or as a result of the terrorunleashed by the Fascists .The Fascists converted a large part of Europe into a vastgraveyard and a slave – camp.Worksheet - 9Solution-91. United States of America was first country that developed the atom bomb. Manyscientists suspected that Nazi Germany was developing the nuclear bomb andwould use it to terrorize the world, moreover the USA did not want Germany torival it as a superpower therefore it took the initiative to make Atom Bomb andlater on dropped it on Hiroshima and Nagasaki to prove its might and power allover the world.2. (a) On 2 nd May, 1945, the Soviet armies entered Berlin and Hitler committedsuicide.(b) Germany unconditionally surrendered on 7 th May, 1945.72

(c) All hostilities ended on 9 th May, 1945 at 12 noon.3. (a) On 7 th December 1941, Japan attacked the American naval base at PearlHarbour in Hawaii, severely damaging the American Pacific Fleet.(b) The USA lost 30 planes, 5 battleships and 3,700 men.(c) On 8 th December 1941, America declared war on Japan and joined the Allies.With America‘s entry into the war, what had been primarily a Europeanconflict became truly a World War encompassing every continent except SouthAmerica and nearly every country.Worksheet - 10Solution-10(i) Adolf Hitler(ii) Nazi PartyMain objectives of his party were-1. All Fascist movements were hostile to Democracy.2. They were against socialism3. Their main aim was the establishment of dictatorship.4. They were opposed to all liberal and social values.73

Worksheet – 11SolutionNazi EconomyHitler‘s AimDrag Germany outof the worldrecessionSolveunemploymentMaking Germanyself-sufficientTransform theEconomy to focuson warHitler‘s and GoeringUnemploymentSuccess?Biggest inheritedproblemUnemploymentfill as economyimprovedWork creationschemes offeredmotor wareArms industrieslabour incentivesHITLER’SECONOMICPOLICIESDr. HjalmarSchachtDirected Germaneconomy 1933-36Believed in steadygrowth/stablecurrencyPromoted tradeagreementsThis new plan of 1934to reduce imports inGermanyFell out with Hitlerreplaced by GoeringWas it a success?Germaneconomy can beconverted intowar machineGermany mustrearm quickly,conquercountries andtake overeconomiesIncrease theliving standardsat homeGoerings 4 year planSpeed up re-armamentand make Germany readyfor warMake Germany selfsufficientin raw material‗alltarchy‘ by developinghome grown substitutesIn 1933, total many spenton military was 19 millionmarks by 1939, it was 32.3millionUnemploymentdropped quickly wagesroseWorking hours went upto 49 hours per week in1939, 52 in 1943 to over60 by 1945There were fewerconsumer goodsNo trade union rightsreplaced by ‗strengththrough joy – betterleisure opportunities ‘74

CENTRAL BOARD OF SECONDARY EDUCATIONShiksha Kendra, 2, Community Centre, Preet Vihar, Delhi-110 092 India