teacher: lizzy scheinkopf lesson duration: 40 minutes ... · closure (5 minutes) after having...
TRANSCRIPT
Teacher: Lizzy Scheinkopf Lesson Duration: 40 minutes
Title of Lesson: Responses to Totalitarianism
Subject Area: World History Grade Level: 9-10
Context of Lesson
This class is comprised of very bright and enthusiastic students, most of whom are freshmen and a few of whom are sophomores. The majority of the students are active participants in discussions and group activities, although there are several students who are quiet and less eager to participate. When engaged by the teacher or peers, the quiet students do contribute to class activities. The students in this class come from a variety of cultural and racial backgrounds, bringing diverse experiences and viewpoints to the class. There is no tracking in social studies courses at Stevenson High School and therefore, the ability levels of students are mixed and quite varied.
Rationale
This lesson is designed to continue students’ exploration of the rise of totalitarian regimes in Europe during the inter-war period. After having established a basic understanding of what totalitarianism is and what the key characteristics of a totalitarian regime look like, students will begin looking at the responses that individuals had to totalitarianism in the 1930s. This lesson will asks students to consider the following prompt: Why did ordinary people choose to support totalitarian regimes in the 1930s? This prompt is designed to encourage students to think about the regular-everyday people who were affected by totalitarianism and the role that free-will played in these people’s decisions to support totalitarian regimes.
This is the third lesson in the Inter-War Period unit, which is part of the required World History curriculum. It follows the study of the World War I and is a prelude to the study of World War II and the Holocaust.
ISBE & Common Core State Learning Standards
16.B.4b (W) Identify political ideas from the early modern historical era to the present which have had worldwide impact.
CCSS.ELA-LITERACY.RH.9-10.1 Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information.
Objectives
1. Identify the reasons as to why people supported totalitarian regimes in the 1930s by analyzing primary sources with other students.
2. Compare and contrast arguments about why people supported totalitarian regimes in the 1930s, through sharing thesis statements with other students.
Instructional Procedure
Announcements (5 minutes) The teacher will begin class with a few brief announcements about turning in missing work before the end of the term.
Source Evaluation Group Activity (15 minutes) Following the announcements, the teacher will introduce the group activity that students will be doing and connect the activity to the previous day’s lesson about the rise of totalitarianism. The teacher will remind the students about the prompt that they had been working with during the previous class period: Why did ordinary people choose to support totalitarian regimes in the 1930s?
The teacher will explain to the students that they will be working with their partner from the previous day, alongside another set of partners. During this activity, the group of four will share the primary sources that they had looked at during the previous class and also share their thesis statements that they had created.
As a group, the students will fill out a discussion guide that asks them to compare and contrast their two thesis statements. When the students are done, they are asked to begin brainstorming a way that they can combine their thesis statements into one coherent statement.
Class Discussion (10-15 minutes) When the groups have finished working on their discussion guide, the teacher will bring the class back together and ask the students to share their responses to the prompt. If it flows organically, the teacher will also be prepared to ask students some or all of the following questions as a way to make the content more tangible to students: 1. What would it look like if we lived in a totalitarian state? 2. How would our lives be different? 3. Would you be willing to let the government look at all of your personal texts, tweets, Facebook posts, pictures, etc. if it would stop a terrorist attack? 4. Would you be willing to give up your right to vote for the rest of you life if the government paid you $5,000?
Closure (5 minutes) After having worked in partners, in groups, and then hearing from other students during the full class discussion, students will now have touched the content in three different ways. As a closure to the lesson, the teacher will ask the students to individually write a new thesis statement that addresses the prompt. The students will turn this in via Haiku, the class website.
Assessment
The teacher will listen to the group discussions to formatively assess students and check for understanding. Students will be expected to turn in their group discussion guides, which will be used to formatively assess student participation. Finally, students will also submit their individual thesis statements at the end of class for the teacher to check for improvement in thesis writing.
Materials and Resources
The teacher will need a computer, a digital projector, and a projector screen to display the class website. Additionally, the teacher will need copies of the discussion guide and the thesis statements that students turned in during the previous day.
The students will need a writing utensil and their iPads to access the sources and post an individual thesis.
Language Demands
Students must be familiar with the content vocabulary terms totalitarianism, regimes, and propaganda. Students will demonstrate their English language development during this lesson by discussing the reasons for why people supported totalitarian regimes in the 1930s.
Modifications
For students who require directions in writing: The instructions for the small group discussions will be delivered vocally and will also be written on the discussion guide.
Additional Information
n/a
World&History&Ms.&Scheinkopf
Names&_____________________________________
Rise%of%Totalitarianism:%Source%Evaluation%
Why&did&people&from&all&walks&of&life&make&the&choice&to&support&totalitarian®imes&in&the&1930s?&Especially&before&Hitler&became&the&dictator&of&Germany,&people&had&a&choice&of&political&parties&and&ideologies,&so&why&did&they&choose&fascism?&&This&is&a&complicated&question&that&we&struggle&to&understand,&and&we&often&oversimplify&the&answers&as&a&result.&&
We&know&that&propaganda&and&new&forms&of&media&played&a&large&role,&but&to&solely&rely&on&propaganda&as&the&answer&takes&away&an&element&of&human&free&will.&&&
The&sources&you&will&look&through&on&Haiku&are&designed&to&challenge&your&assumptions,&or&overIsimpliJications,&of&why&people&opted&to&support&totalitarian&leaders&and&their&ideas.&&You&and&a&partner&will&be&assigned&to&a&set&of&three&sources,&which&may&expose&multiple&reasons&for&this&choice.&&Analyze&the&sources&for&those&various&explanations.&&&
Record&your&Jindings&below&in&the&form&of&a&thesis&that&addresses&this&prompt:&"Why%did%ordinary%people%choose%to%support%totalitarian%regimes%in%the%1930s?"&&Support&your&claim&with&a&bit&of&explanation&(that&references&the&sources&you&read)&to&create&a&full¶graph.&&Only&one¶graph&per&pair&of&students&needs&to&be&submitted.&&
Source&#&________&Description&of&source&________________________________________________________________________________________&
Source&#&________&Description&of&source&________________________________________________________________________________________&
Source&#&________&Description&of&source&________________________________________________________________________________________&
Thesis:&"Why%did%ordinary%people%choose%to%support%totalitarian%regimes%in%the%1930s?"&
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World&History&
Unit&5:&The&West&&&The&World&
&!Twentieth)Century!Totalitarianism!Why&did&extreme&and&radical&political&ideology&gain&popular&support&in&the&1930s?&
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Document&1& & & & & & & & & & & & & &
Theo!Hupfauer,!joined!the!Nazi!Party!in!1930!!Everything&that&happened&after&World&War&I&was&a&product&of&the&Treaty&of&Versailles.&&That&soHcalled&
“peace”&dictated&by&the&winning&side&radicalized&the&whole&political&atmosphere&of&the&1920s.&&
Radicalization&implies&extremes.&&In&Germany,&these&extremists&were&the&National&Socialists&(Nazis)&on&
the&right&and&the&Communists&on&the&left.&&Election&figures&for&these&years&show&that&all&the&other&parties&
lost&votes&and&the&extremists&kept&growing.&&&
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The&radicalization&of&politics&got&worse&after&1928&as&unemployment&increased…That&was&when&I&joined&
the&Nazi&Party,&in&1930.&&To&me,&the&oldHline&conservative&parties&were&too&tame,&too&“establishment.”&&
They&were&for&old&men&who&had&lost&their&fire,&but¬&for&a&young&man&ready&and&willing&to&do&
something!&
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Document&2& & & & & & & & & & & & & &
1930s!Nazi!anti)communist!posters!Left&Poster:&“Bolshevism&Unmasked”&
Right&Poster:&“Only&one&man&can&rescue&us&from&Bolshevism:&Adolf&Hitler!”&
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Document&3& & & & & & & & & & & & & &
Otto!Kumm,!German!born!in!1909,!became!one!of!the!most!highly!decorated!surviving!senior!officers!of!the!Waffen)SS!!…But&in&1930&we&already&had&almost&three&million&unemployed,&half&of&industry&was&at&a&standstill.&&
Endless&lines&of&emaciated,&hungry&people&stood&around&on&the&streets.&&It&was&a&miserable&picture,&
especially&in&the&cities.&&Later,&in&1932,&there&were&six&million&unemployed.&&Along&with&the&dependent&
families,&this&added&up&to&a&third&of&our&population.&
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I&visited&political&gatherings&whenever&and&wherever&possible:&political&assemblies&ranging&from&the&far&
right&to&the&far&left.&&After&listening&to&what&was&said,&I&came&to&the&conclusion&that&–&given&the&fact&that&
millions&of&Communist&Germans&already&looked&to&the&Soviet&Union&as&their&fatherland&–&there&were&two&
options.&&One&could&try&a&new&beginning&with&the&Communists&under&Russian&leadership,&or&join&the&
National&Socialists&(Nazis)&who&were&working&to&free&the&country&from&the&stranglehold&of&the&Versailles&
Treaty&and&make&it&independent&once&again.&&I&couldn't’&see&any&third&option&back&then,&and&I&gues&
millions&of&other&Germans&couldn’t&either.&&That’s&why&I&joined&the&SA&in&October&1930,&without&being&a&
committed&National&Socialist.&
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Document&4& & & & & & & & & & & & & &
“The!Horst!Wessel!Song”!(1930)!&
Raise&the&high&banner!&&Close&the&serried&ranks!&
S.A.&marches&on&with&calm,&firm&stride.&
Comrades&killed&by&the&Red&Front&and&the&Reaction&
March&in&spirit&in&our&ranks.&
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Clear&the&streets&for&the&brown&battalions!&
Clear&the&streets&fro&the&Storm&Troopers!&
The&swastika&gives&hope&to&millions.&
The&day&of&freedom&and&bread&is&breaking.&
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The&roll&call&is&heard&for&the&last&time!&
We&all&stand&ready&for&the&struggle!&
Soon&Hitler’s&banner&will&fly&over&every&street&
And&Germany’s&bondage&will&soon&end.&
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Document&5& & & & & & & & & & & & & &
Nazi!Pamphlet!(1932)!&
Attention!&&Gravediggers&at&work!&
MiddleHclass&citizens!&&Retailers!&&Craftsmen!&&Tradesmen!&
A&new&blow&aimed&at&your&ruin&is&being&prepared&and&carried&out&in&Hanover!...&
The&Marxist&Engels&declared&in&May&1890:&“If&capital&destroys&the&small&artisans&and&retailers&it&does&a&
good&thing…”&
That&is&the&blackHred&system&of&today!&
Put&an&end&to&this&system&and&its&abettors!&&Defend&yourself,&middleHclass&citizen!&&Join&the&mighty&
organization&that&alone&is&in&a&position&to&conquer&your&archHenemies.&&Fight&with&us&in&the&Section&for&
Craftsmen&and&Retail&Traders&within&the&great&freedom&movement&of&Adolf&Hitler!&
Document&6& & & & & & & & & & & & & &
Nazi!posters!from!the!1936!referendum!vote!Left&Poster:&German&construction&expenditures&rose&from&10.9&billion&Marks&in&1932&to&14.5&billion&in&
1935.&&“That&is&what&Adolf&Hitler&has&done&for&German&craftsmen.&&All&classes&vote&on&29&March&for&
freedom,&peace&and&construction.”&
Right&Poster:&German&industrial&production&has&risen&from&34.8&billion&marks&in&1932&to&58.3&billion&in&
1935.&&“An&unprecedented&increase&in&industrial&production&is&the&result&of&the&Fuhrer’s&economic&policy.&&
Keep&it&going!&&Vote&for&the&Fuhrer&on&29.3!”&
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Document&7& & & & & & & & & & & & & &
Martin!Koller,!German!born!in!1923!!Then&the&radio&era&began.&&I&remember&my&father&bringing&home&a&box&one&day&and&setting&it&up&high&
enough&so&that&we&couldn’t&fiddle&with&it…All&at&once&the&world&barged&into&our&living&room.&&From&there&
I&followed&the&events&of&the&Day&of&Potsdam,&as&it&was&called&in&1933.&&You&could&hear&the&bells&ringing,&
the&marching&music&playing,&and&then&“the&Fuhrer,&the&Fuhrer.”&&These&were&our&first&impressions&of&a&
new&technology&that&let&us&take&part&in&what&was&happening&in&the&world.&&Or&so&we&thought.&&Now&I&know&
the&Nazis&very&consciously&used&this&new&instrument&to&influence&the&masses.&
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Like&all&boys&back&then,&we&belonged&to&a&youth&group.&&There&were&the&Socialists,&the&were&the&
Communists…But&all&that&ended&in&1934,&when&all&youth&groups&were&dissolved&by&a&national&decree,&and&
everybody&had&to&join&the&Hitler&Youth,&or&the&soHcalled&“State&Youth.”&&Suddenly&we&were&a&Hitler&Youth&
troop.&
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Document&8& & & & & & & & & & & & & &
Report!on!the!Problem!of!Stemming!the!Spread!of!Nazi!Ideas!in!the!Protestant!Youth!Movement!(1931)!&
…certainly&70&percent&of&our&young&people,&often&lacking&knowledge&of&the&facts,&are&in&ardent&sympathy,&
must&be®arded,&as&far&as&our&ranks&are&concerned,&more&as&anðical&than&a&political&matter.&&Our&
young&people&show&little&political&interest.&&Secondary&school&students&are¬&really&much&concerned&
with&the&study&of&Hitler’s&thoughts;&it&is&simply&something&irrational,&something&infectious&that&makes&the&
blood&pulse&through&one’s&veins&and&conveys&and&impression&that&something&great&is&under&way,&the&
roaring&of&a&stream&which&one&does¬&wish&to&escape…&
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Document&9& & & & & & & & & & & & & &
Nazi!posters!advertise!the!Nazi!charity,!the!NSV.!Left&Poster:&“Health,&child&protection,&fighting&poverty,&aiding&travellers,&community,&helping&mothers:&
These&are&the&tasks&of&the&National&Socialist&People’s&Charity.&&Become&a&member!”&
Right&Poster:&“Support&the&assistance&program&for&mothers&and&children.”&
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Document&10&& & & & & & & & & & & & &
Jutta!Rudiger,!head!of!the!Nazi!League!of!German!Girls,!1937)1945!&
But&when&I&think&of&my&childhood,&1923&was&the&most&important&year.&&Everyone&was&against&the&
Versailles&Treaty.&&Even&as&children&we&were&told,&“Never&forget⁢&always&think&about⁢&never&talk&about&
it.”&
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All&these&things&strengthened&my&nationalism.&&And&then&came&the&economic&depression&and&
unemployment.&&I&was&a&student&at&the&University&of&Wurzburg,&and&my&father&was&an&electrical&engineer.&&
One&day&they&told&him,&“Herr&Rudiger,&you’re&going&to&have&to&accept&a&very&large&salary&reduction&to&
keep&your&job.”&&He&had&to&borrow&from&his&younger&brother,&who&was&single,&to&keep&me&in&school.&&It&
hurt&his&pride,&and&it&hurt&mine.&
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One&day&some&friends&took&me&to&a&meeting&of&National&Socialist&(Nazi)&students.&&I&was&greatly&
impressed…What&you&have&to&understand&is&that&we&really&had&two&camps&in&Germany,&the&national&and&
the&socialist.&&And&the&Communists&were&making&converts&among&the&socialists&for&their&Bolshevik&
program.&&The&Nazis&told&us&that&Hitler&had&learned&a&great&truth&from&his&experiences&in&the&war:&The&
important&thing&was¬&whether&someone&had&money&or&a&title,&but&whether&he&contributed&to&the&wellH
being&of&his&people.&&Hitler&said&nationalism&and&socialism&should&be&identical.&&The&nationalist&should&be&
there&for&every&one&of&his&countrymen&and&socialism&must&be&adapted&to&the&nature&of&a&people.&&Thus,&
National&Socialism.&&&
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For&us&it&meant&comradeship&–&solidarity,&you&might&call&it&today.&&The&concept&really&impressed&us.&&We&
said,&“This&is&the&only&possible&answer&to&Bolshevism.”&&And&that’s&how&I&came&to&join&the&National&
Socialist&German&Students’&League.&
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Document&11&& & & & & & & & & & & & &
Mid)1930s!Nazi!posters!Left&poster:&“Hitler&is&building.&&Help&him.&&Buy&German&goods.”&
Right&poster:&“Germans&buy&German&goods.&&German&Week,&German&Goods,&German&Labor”&
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Document&12&& & & & & & & & & & & & &
Heribert!Suntrop,!German!born!in!1928!!During&the&Olympic&Games&it&rained&medals.&&Meanwhile,&there&was&a&rapid&decrease&in&unemployment&
and&an&improvement&in&the&social&situation&of&classes&of&society&that&previously&had&been&poor.&&There&
was&also&a&Nazi&program&for&the&improvement&of&the&quality&of&life…Not&surprisingly,&all&of&this&led&to&
public&enthusiasm,&or&at&least&sympathy,&for&the&new®ime&and&the&new&state.&&
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I&can&remember&very&well&when&selfHconfidence&–&even&euphoria&–&suddenly&emerged.&&For&example,&I&
remember&the&day&when&people&on&the&street&called&out,&“The&Zeppelin&is&coming,&the&Zeppelin&is&
coming!”&&Everyone&looked&up&at&the&sky,&filled&with&pride&a&this&technical&wonder&the&Germans&had&
created…At&a&major&international&flying&event&in&Switzerland,&our&bombers&flew&faster&than&the&other&
bombers&in&the&competition.&&The&entire&world&envied&us&for&these&achievements.&&We&had&become&
somebody&again!&
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Document&13&& & & & & & & & & & & & &
Nazi!tourist!posters!Left&Poster:&promoting&the&German&highway&system&from&the&1930s&
Right&Poster:&promoting&German&architecture&at&the&1937&Paris&World’s&Fair&
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Document&14&& & & & & & & & & & & & &
Albert!Bastian,!German!born!in!1927,!member!of!the!Hitler!Youth!!In&the&spring&of&1938,&two&Labor&Service&camps&were&erected¬&far&from&our&village.&&I&had&become&
friendly&with&two&of&the&troop&leaders&who&always&took&me&with&them&on&their&Sunday&patrols&along&the&
border.&&Their&comments&about&the&Fuhrer,&the&Treaty&of&Versailles,&the&purpose&and&meaning&of&the&
Labor&Service,&and&the&German&youth&which&would&restore&Germany’s&honor&made&an&impression&on&me.&&&
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I&had&already&been&a&member&of&the&Jungvolk)(Hitler&Youth)&for&ten&months.&&In&our&small&village&on&the&French&border,&the&leader&of&the&Jungvolk)group&was&our&teacher.&&He&had&already&talked&to&us&about&the&Jews:&“The&downfall&of&Germany&in&the&First&World&War.&&You&have&to&fight&them&wherever&you&can&–&
these&capitalists,&these&bloodHsuckers,&who&are&only&concerned&with&their&profit,&who&don't’&work&but&
only&deal&in&trade.”&
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Document&15&& & & & & & & & & & & & &
Nazi!posters!promoting!the!Nazi!League!of!German!Girls!Left&Poster:&“Every&girl&belongs&to&us”&
Right&Poster:&“Build&Youth&Hostels&and&Homes”&
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Document&16&& & & & & & & & & & & & &
Jutta!Rudiger,!head!of!the!Nazi!League!of!German!Girls,!1937)1945!!National&Socialism&(Nazism)&attracted&many&women&who&were¬&ordinary&housewives&impressed&by&
Hitler’s&talk&about&“children,&church,&and&kitchen.”&
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…By&1937,&I&was&head&of&[the&Nazi&League&of&German&Girls]&–&at&the&ripe&age&of&27…We&gave&[the&girls]&a&
lot&of&opportunities,&and&they&participated&enthusiastically.&&We&also&tried&to&see&that&every)girl&had&job&training.&&Earlier&this&wasn’t&the&case.&&Either&they&were&from&“good&families”&and&did¬hing,&or&they&
were&unskilled&workers.&&We&in&the&League&were&determined&that&every&girl&should&be&able&to&stand&on&
her&own&feet,&whether&she&was&married&or¬…&
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I&first&met&Hitler&personally&in&1931&in&Dusseldorf.&&His&sonorous&voice&impressed&me.&&I&felt,&“Here&is&a&
man&who&thinks¬&of&himself,&but&of&Germany!”&
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Document&17&& & & & & & & & & & & & &
Nazi!poster!from!1936/37!and!1940!Left&Poster:&“Adolf&Hitler’s&youth&attends&community&schools.”&
Right&Poster:&“Youth&Serves&the&Fuhrer.&&All&10HyearHolds&into&the&Hitler&Youth.”&
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Document&18&& & & & & & & & & & & & &
Inge!Aicher)Scholl,!German!born!in!1917!!I&was&16,&Hans&15,&and&Sophie&was&12&years&old.&&Politics&became&an&issue&for&the&first&time&in&our&lives.&&
There&was&a&great&deal&of&talk&about&the&fatherland,&of&comradeship,&of&the&love&of&our&homeland&and&the&
unity&of&the&German&people.&&It&impressed&us&because&we&loved&our&home&very&much;&also&our&home&in&
the&larger&sense,&the&fatherland,&though&we&wouldn’t&have&been&able&to&say&why.&&And&Hitler,&or&so&we&
heard,&wanted&to&bring&greatness,&fortune,&and&prosperity&to&this&fatherland.&&He&wanted&to&see&that&
everyone&had&work&and&bread,&that&every&German&became&a&free,&happy,&and&independent&person.&&We&
thought&that&was&wonderful,&and&we&wanted&to&do&everything&we&could&to&contribute.&&So&it&was&no&
wonder&that&all&five&of&us&joined&the&Hitler&Youth.&&
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We&just&could¬&understand&why&our&father&was&against&it&from&the&beginning.&&He&even&compared&
Hitler&to&the&Pied&Piper.&&All&of&his&attempts&to&hold&us&back&failed&in&the&face&of&our&excitement.&&
!Document&19&& & & & & & & & & & & & &
Lev!Kopelev,!Middle)class!Ukranian!Jew.!!Excerpt!from!his!memoirs!published!in!1978!&
The&grain&front!&&Stalin&and&the&struggle&for&grain&was&the&struggle&for&socialism.&&I&was&convinced&that&we&
were&warriors&on&the&invisible&front,&fighting&against&kulak&sabotage&for&the&grain&which&was&needed&by&
the&country,&by&the&fiveHyear&plan.&&Above&all,&for&the&grain,&but&also&for&the&souls&of&these&peasants&who&
were&mired&in&unconscientiousness,&in&ignorance,&who&succumbed&to&enemy&agitation,&who&did¬&
understand&the&great&truth&of&communism...&
&
How&could&I&have&participated&in&it?...&
&
We&were&raised&as&the&fanatical&[believers]&of&a&new&creed,&the&only&true&religion)of&scientific&socialism.&&The&party&became&our&church&militant,&bequeathing&to&all&mankind&eternal&salvation,&eternal&peace&and&
the&bliss&of&an&earthly¶dise.&&It&victoriously&surmounted&all&other&churches,&schisms,&and&heresies.&&
The&works&of&Marx,&Engels,&and&Lenin&were&accepted&as&holy&writ,&and&Stalin&was&the&infallible&high&
priest.&
&
Document&20&& & & & & & & & & & & & &
A.O.!Avdienko,!hymn!to!Stalin,!1936.!&
Thank&you,&Stalin.&&Thank&you&because&I&am&joyful.&&Thank&you&because&I&am&well.&&No&matter&how&old&I&
become,&I&shall&never&forget&how&we&received&Stalin&two&days&ago.&&Centuries&will&pass,&and&the&
generations&still&to&come&will®ard&us&as&the&happiest&of&mortals,&as&the&most&fortunate&of&men,&because&
we&lived&in&the¢ury&of¢uries,&because&we&were&privileged&to&see&Stalin,&our&inspired&leader.&&Yes,&
and&we®ard&ourselves&as&the&happiest&of&mortals&because&we&are&the&contemporaries&of&a&man&who&
never&had&an&equal&in&world&history.&
&
The&men&of&all&ages&will&call&on&thy&name,&which&is&strong,&beautiful,&and&marvelous.&&Thy&name&is&
engraven&on&every&factory,&every&machine,&every&place&on&earth,&and&in&the&hearts&of&all&men.&
&
Every&time&I&have&found&myself&in&his&presence&I&have&been&subjugated&by&his&strength,&his&charm,&his&
grandeur.&&I&have&experienced&a&great&desire&to&sing,&to&cry&out,&to&shout&with&joy&and&happiness.&&And&
now&see&me&–&me!&–&on&the&same&platform&where&the&Great&Stalin&stood&a&year&ago.&&In&what&country,&in&
what&part&of&the&world&could&such&a&thing&happen…&
&
O&great&Stalin,&O&leader&of&the&peoples,&
Thou&who&broughtest&man&to&birth.&
Thou&who&fructifies&the&earth,&
Thou&who&restores&to¢uries,&
Thou&who&makest&bloom&the&spring,&
Thou&who&makest&vibate&the&musical&chords…&
Thou,&splendor&of&my&spring,&O&thouh,&
Sun&reflected&by&millions&of&hearts.&
&
Document&21&& & & & & & & & & & & & &
Yevgeny!Yevtushenko,!Ukrainian,!!grew!up!in!Siberia!in!the!1930s.!!Recollection!of!his!childhood!at!5!years!old.!!I&didn’t&know&that&my&mother&stood&night&after&night&in&that&street&with&the&beautiful&name,&Marine&
Silence&Street,&among&thousands&of&other&women&who&were&also&trying&to&find&out&whether&their&fathers,&
husbands,&brothers,&sons&were&still&alive.&&I&was&to&learn&all&this&later…&
&
But&at&this&time&I&knew¬hing.&
&
I&went&with&my&father&and&mother&to&watch&the&holiday¶des,&organized&worker’s&demonstrations,&
and&I&would&beg&my&father&to&lift&me&up&a&little&higher.&&I&wanted&to&catch&sight&of&Stalin.&&And&as&I&waved&
my&small&red&flag,&riding&high&in&my&father’s&arms&above&that&sea&of&heads,&I&had&the&feeling&that&Stalin&
was&looking&right&at&me…&
&
To&explain&away&the&cult&of&Stalin’s&personality&by&saying&simply&that&it&was&imposed&by&force&is,&to&say&
the&least,&rather&naïve.&&There&is&no&doubt&that&Stalin&exercised&a&sort&of&hypnotic&charm.&&&
&
Did&the&Russian&people&understand&what&was&really&happening?&&I&think&the&broad&masses&did¬…the&
Russian&people&preferred&to&work&rather&than&to&think&and&to&analyze…&
World&History&Ms.&Scheinkopf
Group&Names&____________________________________&
____________________________________
Source&Evaluation:&Totalitarianism&Discussion&Guide&
As&a&continuation&of&yesterday’s&analysis&of&primary&sources&about&totalitarianism,&we&will&again&attempt&to&answer&the&following&prompt:&Why$did$ordinary$people$choose$to$support$totalitarian$regimes$in$the$1930s?$
In&doing&so,&we&will&expand&upon&the&arguments&that&we&developed&yesterday&by&comparing&and&contrasting&our&thesis&statements.&
Your$goal:&In&your&newly&created&group&of&four,&you&will&read/view&the&sources&that&you&looked&at&yesterday.&After&looking&at&your&sources,&you&will&then&share&your&thesis&statements.&While&doing&this,&you&will&Jill&out&the&discussion&guide&below.&
1. What&aspects&of&your&thesis&statements&are&similar?&
2. What&aspects&of&your&thesis&statements&are&different?&
Source&#s&Used&By&Partner&Group&1&
A. ___________&
B. ___________&
C. ___________
Source&#s&Used&By&Partner&Group&2&
A. ___________&
B. ___________&
C. ___________
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World&History&Ms.&Scheinkopf
Group&Names&____________________________________&
____________________________________
3. Partner&Group&1:&If&you&were&to&adjust&something&about&your&thesis&statement,&what&would&it&be?&
4. Partner&Group&2:&If&you&were&to&adjust&something&about&your&thesis&statement,&what&would&it&be?&
5. Write&a&new&thesis&statement&that&incorporates&ideas/arguments&from&both&of&the&partner&groups.&
_________________________________________________________________________________________________________&
_________________________________________________________________________________________________________&
_________________________________________________________________________________________________________&
_________________________________________________________________________________________________________&
_________________________________________________________________________________________________________&
_________________________________________________________________________________________________________&
_________________________________________________________________________________________________________&
_________________________________________________________________________________________________________&
_________________________________________________________________________________________________________&
_________________________________________________________________________________________________________&
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