wh07_te_ch28_s04_ca_s.fm Page 440 Monday, October 24, 2005 4:41 PM
wh07_se_ch28_s04_s.fm Page 440 Tuesday, July 12, 2005 10:22 AM
SECTION
4
Standards-Based
Instruction
Standards-at-a-Glance
• History-Social Science
Students have learned about Mussolini’s
totalitarian state in Italy. In this section, they
will learn how Stalin gained and maintained
control of the Soviet Union—disregarding
any human costs.
• Analysis Skills
HI3 Students interpret past events and issues
within the context in which an event
unfolded rather than solely in terms of
present-day norms and values.
• English-Language Arts
Writing 2.3
■
L3
WITNESS HISTORY Read the selection
aloud or play the audio.
AUDIO Witness History Audio CD,
The Heart of the Party
Ask Based on clues in the image
and selection from Pravda, what
do you think the official view of
Stalin was? (He was to be viewed as
the ideal leader.) Ask students to speculate what Soviets may have secretly
thought of him.
■
■
■
Focus Point out the Section Focus
Question and write it on the board.
Tell students to refer to this question
as they read. (Answer appears with
Section 4 Assessment answers.)
Preview Have students preview the
Section Standards and the list of
Terms, People, and Places.
Have students read this
section using the Paragraph Shrinking
strategy (TE, p. T20). As they read,
have students fill in the chart with the
main ideas about Stalin’s rule in the
Soviet Union.
Reading and Note Taking
Study Guide, p. 117
440 The Rise of Totalitarianism
AUDIO
The Heart of the Party
On the occasion of Stalin’s sixtieth birthday, the
Communist party newspaper, Pravda, or “Truth,”
printed this praise of Stalin:
is no similar name on the planet like the
“ There
name of Stalin. It shines like a bright torch of freedom, it flies like a battle standard for millions of
laborers around the world. . . . Stalin is today’s
Lenin! Stalin is the brain and heart of the party!
Stalin is the banner of millions of people in
their fight for a better life.
”
Far from helping people fight for a better life,
Stalin’s ruthless policies brought suffering and
death to millions of Soviets.
Focus Question How did Stalin transform the
Soviet Union into a totalitarian state?
L3
Remind students that Lenin founded the
Soviet state, and after he died in 1924,
Stalin took power. Ask them to recall
what else they already know about Stalin.
Set a Purpose
WITNESS HISTORY
The Soviet Union Under Stalin
Prepare to Read
Build Background Knowledge
4
In this propaganda
image, children surround
a gentle Stalin.
Standards Preview
H-SS 10.7.2 Trace Stalin’s rise to power in the Soviet
Union and the connection between economic policies,
political policies, the absence of a free press, and systematic
violations of human rights (e.g., the Terror Famine in
Ukraine).
H-SS 10.7.3 Analyze the rise, aggression, and human
costs of totalitarian regimes (Fascist and Communist) in Germany, Italy, and the Soviet Union, noting especially their
common and dissimilar traits.
Terms, People, and Places
command economy
collectives
kulaks
Gulag
socialist realism
russification
atheism
Comintern
A Totalitarian State
Karl Marx had predicted that under communism the state would
eventually wither away. Under Stalin, the opposite occurred. He
turned the Soviet Union into a totalitarian state controlled by a
powerful and complex bureaucracy.
Reading Strategy: Identify Main Ideas
Summarize the main points of the section in a
chart like the one below.
The Soviet Union Under Stalin
Five-Year
Plans
Methods of
Control
In January 1924, tens of thousands of people lined up in Moscow’s
historic Red Square. They had come to view the body of Lenin, who
had died a few days earlier. Lenin’s widow, Nadezhda Krupskaya,
wanted to bury him simply next to his mother. Communist party
officials—including Joseph Stalin—wanted to preserve Lenin’s
body and put it on permanent display. In the end, Lenin’s body
was displayed in Red Square for more than 65 years. By preserving Lenin’s body, Stalin wanted to show that he would carry on the
goals of the revolution. However, in the years that followed, he
used ruthless measures to control the Soviet Union and its people.
Daily Life
Stalin’s Five-Year Plans Once in power, Stalin imposed government control over the Soviet Union’s economy. In the past, said
Stalin, Russia had suffered because of its economic backwardness.
In 1928, he proposed the first of several “five-year plans” aimed at
building heavy industry, improving transportation, and increasing
farm output. He brought all economic activity under government
control. The government owned all businesses and distributed all
Vocabulary Builder
Use the information below and the following resources to teach the high-use words from this section.
Teaching Resources, Unit 3, p. 49; Teaching Resources, Skills Handbook, p. 3
High-Use Words
conform, p. 444
access, p. 446
Definitions and Sample Sentences
vi. to obey a set of standards
Elena hated plaid skirts but had to conform to the school’s mandatory dress code.
n. a way of using
Because he worked in the principal’s office, he had access to all the students’
records.
wh07_te_ch28_s04_ca_s.fm
Page 441 July
Monday,
wh07_se_ch28_s04_s.fm
Page 441 Wednesday,
13, 2005October
12:37 PM24,
2005 4:42 PM
resources. The Soviet Union developed a command economy, in which
government officials made all basic economic decisions. By contrast, in a
capitalist system, the free market determines most economic decisions. Privately owned businesses compete to win the consumer’s choice. This competition regulates the price and quality of goods.
goals, especially for heavy industry and transportation. The government
pushed workers and managers to meet these goals by giving bonuses
to those who succeeded—and by punishing those who did not. Between
1928 and 1939, large factories, hydroelectric power stations, and huge
industrial complexes rose across the Soviet Union. Oil, coal, and steel
production grew. Mining expanded, and new railroads were built.
Despite the impressive progress in some areas, Soviet workers had little to show for their efforts. Some former peasants did become skilled factory workers or managers. Overall, though, the standard of living
remained low. Central planning was often inefficient, causing shortages
in some areas and surpluses in others. Many managers,
concerned only with meeting production quotas, turned
out large quantities of low-quality goods. Consumer products such as clothing, cars, and refrigerators were scarce.
Wages were low and workers were forbidden to strike. The
party restricted workers’ movements.
Forced Collectivization in Agriculture Stalin also
brought agriculture under government control, but at a
horrendous cost. The government wanted farmers to produce more grain to feed workers in the cities. It also hoped
to sell grain abroad to earn money.
As you have read, under Lenin’s New Economic Plan
(NEP), peasants had held on to small plots of land. Many
had prospered. Stalin saw that system as being inefficient
and a threat to state power. Stalin wanted all peasants to
farm on either state-owned farms or collectives, large
farms owned and operated by peasants as a group. On collectives, the government would provide tractors, fertilizers, and better seed, and peasants would learn modern
farm methods. Peasants would be permitted to keep their
houses and personal belongings, but all farm animals and
implements were to be turned over to the collective. The
state set all prices and controlled access to farm supplies.
Some peasants did not want to give up their land and
sell their crops at the state’s low prices. They resisted collectivization by killing farm animals, destroying tools, and
burning crops. Stalin was furious. He believed that
kulaks, or wealthy farmers, were behind the resistance.
He responded with brutal force. In 1929, Stalin declared
his intention to “liquidate the kulaks as a class.” To this
end, the government confiscated kulaks’ land and sent
them to labor camps. Thousands were killed or died from overwork.
Even after the “de-kulakization,” angry peasants resisted by growing just
enough to feed themselves. In response, the government seized all of their
grain to meet industrial goals, purposely leaving the peasants to starve.
In 1932, this ruthless policy, combined with poor harvests, led to a terrible
A Totalitarian State
H-SS 10.7.2, 10.7.3
Effects of the Five-Year Plans
on Soviet Industry
■
Introduce: Key Terms Have students
find the key term command economy
(in blue) in the text. Point out that
Stalin’s government took complete control over of the Soviet Union’s economy;
in other words, it was the government
who “commanded” the economy. Then
ask students to explain the difference
between a command economy and a
capitalist economy.
■
Teach Ask students to list the goals of
Stalin’s five-year plans. Then ask Why
did some peasants resist the collectivization plan? (They did not want to
give up their farms and sell crops at the
low prices set by the state.) How did
Stalin respond to this resistance?
(He sent kulaks, or well-to-do farmers,
to labor camps and seized all grain,
leaving people to starve.)
■
Quick Activity Direct students to the
graph on the next page, Soviet Agriculture Output, 1928 and 1932, and have
them answer the caption question.
Then ask What were the effects of
the collectivization plan on Soviet
life? (Though it did not increase farm
output, it increased Stalin’s control of
the peasantry. It also led to the Terror
Famine.)
15
10
5
0
1928
1933
1938
Year
Steel
L3
Instruct
20
Output (in millions
of metric tons)
Mixed Results in Industry Stalin’s five-year plans set high production
Teach
Brown Coal
SOURCE: B.R. Mitchell, European Historical Statistics,
1750–1970
“Industrialism is the Path to Socialism”
As this 1928 poster proclaims, Stalin’s
government saw rapid industrialization as
the key to the success of the Soviet Union.
Using the line graph, describe the effect
of the Five-Year Plans on steel and brown
coal output.
Connect to Our World
Connections to Today For many years, Ukrainian interest groups have worked for international
recognition of the Terror Famine. This was a deliberate
Soviet policy meant to destroy the will of the Ukrainian people. Their quest is in some ways similar to
that of Armenian groups who hope to gain recognition of the genocide of Armenians that took place in
the Ottoman empire during World War I.
A big step for Ukrainians occured in 1984 when the
U.S. Congress set up the Commission on the Ukraine
Famine to compile the information available on the
famine. The Committee concluded: “There is no doubt
that large numbers of inhabitants of the Ukrainian
SSR and the North Caucasus Territory starved to death
in a man-made famine in 1932–1933, caused by the
seizure of the 1932 crop by Soviet authorities.”
Answer
Caption The output for each more than
quadrupled.
Chapter 13 Section 4 441
wh07_te_ch28_s04_ca_s.fm Page 442 Monday, October 24, 2005 4:42 PM
wh07_se_ch28_s04_s.fm
Page 442 Friday, July 22, 2005 10:36 AM
Independent Practice
famine. Later called the Terror Famine, it caused between five and eight
million people to die of starvation in the Ukraine alone.
Although collectivization increased Stalin’s control of the peasantry, it
did not improve farm output. During the 1930s, grain production inched
upward, but meat, vegetables, and fruits remained in short supply. Feeding the population would remain a major problem in the Soviet Union.
Have students write two statements, one
that argues for collectivization and one
that argues against it. Using the ThinkWrite-Pair-Share strategy (TE, p. T23),
have students share and discuss their
statements.
Monitor Progress
As students complete their charts, circulate to make sure they list collectivization
as one of the main points of the five-year
plans. For a completed version of the
chart, see
Note Taking Transparencies, 103
Standards Check How did Stalin take control of the Soviet Union’s
economic life? H-SS 10.7.2, 10.7.3
Food as a Weapon
In 1932, when peasants failed to meet
unrealistic crop quotas, Stalin retaliated by
seizing all of their grain to sell on the
market, leaving millions to starve. Below, a
woman and her son search for food during
the famine. Describe the effect of Stalin’s
ruthless policies on the production of oats,
wheat, and potatoes.
Stalin’s Terror Tactics
In addition to tactics like the Terror Famine, Stalin’s Communist party
used secret police, torture, and violent purges to ensure obedience. Stalin
tightened his grasp on every aspect of Soviet life, even stamping out any
signs of dissent within the Communist elites.
Output
(in millions of metric tons)
Soviet Agriculture Output
1928 and 1932
50
40
30
20
10
0
Potatoes
Wheat
Oats
Year
1928
1932
SOURCE: B.R. Mitchell, European Historical Statistics,
1750–1970
Terror as a Weapon Stalin ruthlessly used terror
as a weapon against his own people. He perpetrated
crimes against humanity and systematically violated
his people’s individual rights. Police spies did not
hesitate to open private letters or plant listening
devices. Nothing appeared in print without official
approval. There was no free press, and no safe
method of voicing protest. Grumblers or critics were
rounded up and sent to the Gulag, a system of brutal labor camps, where many died.
The Great Purge Even though Stalin’s power
was absolute, he still feared that rival party leaders were plotting against him. In 1934, he launched
the Great Purge. During this reign of terror, Stalin
and his secret police cracked down especially on
Old Bolsheviks, or party activists from the early
days of the revolution. His net soon widened to target army heroes, industrial managers, writers, and
ordinary citizens. They were charged with a wide
range of crimes, from counterrevolutionary plots to
failure to meet production quotas.
Between 1936 and 1938, Stalin staged a series of
spectacular public “show trials” in Moscow. Former
Communist leaders confessed to all kinds of crimes
after officials tortured them or threatened their families or friends. Many of the purged party members
were never tried but were sent straight to the Gulag.
Secret police files reveal that at least four million
people were purged during the Stalin years. Some
historians estimate the toll to be much greater.
Results of the Purge The purges increased Stalin’s power. All Soviet citizens were now well aware
of the consequences of disloyalty. However, Stalin’s
government also paid a price. Among the purged
were experts in industry, economics, and engineering, and many of the Soviet Union’s most talented
Solutions for All Learners
L4 Gifted and Talented
Answers
Stalin’s government took control of all businesses, distributed all resources, and made all
basic economic decisions.
Caption Output of potatoes, wheat, and oats all
fell between 1928 and 1932.
442 The Rise of Totalitarianism
L4 Advanced Readers
Tell students that the Gulag looms large in the cultural
life of the former Soviet Union. It is the subject of Nobel
Prize winner Aleksandr Solzhenitsyn’s first book, One
Day in the Life of Ivan Denisovitch, in which Solzhenitsyn draws from his own Gulag experience to chronicle
a typical day in a prison camp. Ask students to conduct
further research to learn more about conditions in a
Gulag. Then ask them to write a fictional letter from a
Gulag prisoner to a family member, describing what life
is like as a prisoner. The letter should include details
about daily life in the camp, the prisoner’s views on the
Communist government, and the prisoner’s hopes for
the future after getting out of prison.
wh07_te_ch28_s04_ca_s.fm
Page July
44322,
Monday,
October
wh07_se_ch28_s04_s.fm
Page 443 Friday,
2005 10:36
AM
24, 2005 4:42 PM
For: Audio guided tour
Web Code: mzp-2841
The Soviet Union, 1928–1941
0°
°N
40° E
Stalin’s Terror Tactics
60° N
180°
Arctic
Ocean
20° E
H-SS 10.7.2, 10.7.3
160° E
80
Union of Soviet Socialist Republics, 1938
Forced labor camp region
Isolation camp region
S.S.R. boundaries
Gulag labor camps
N
Instruct
E 140° E
W
60° E
S
80° E
■
Introduce Display Color Transparency 80: Gulag Prisoners, by
Nikolai German to show a painting
from the Gulag. Tell students that Stalin used the threat of these labor camps
to control life in the Soviet Union. Ask
students to predict other methods that
Stalin used.
Color Transparencies, 80
■
Teach Ask What was the Great
Purge? (the arrest and execution of
hundreds of thousands of people whom
Stalin suspected of disloyalty) How
did the purges increase Stalin’s
power? (They made all Soviet citizens
aware of the consequences of disagreement or disloyalty, and they replaced
old revolutionaries with young party
members loyal to Stalin.) How do you
think this affected Soviets’ feelings
toward their government? (Sample:
It probably made them feel either more
loyal or become more secretive.)
■
Quick Activity Have students access
Web Code mzp-2841 to take the
Geography Interactive Audio
Guided Tour and then answer the
map skills questions in the text.
120° E
iv
er
RUSSIAN SOVIET FEDERATED SOCIALIST REPUBLIC
Ob R
iv
Moscow
l
i ve
r
Stalingrad
Lake
Baikal
TURKEY
n Sea
Uzbek
Turkmen S.S.R.
S.S.R.
IRAN
Manchuria
J A PA N
Kazakh
S.S.R.
spi a
Azerbaijan
S.S.R.
Aral
Sea
Ca
Georgian S.S.R.
Armenian S.S.R.
Sakhalin
ei R
er
Vo
ga R .
Ye ni s
Ukrainian
S.S.R.
Sea of
Okhotsk
40
POLAND
Belorussian
S.S.R.
Black
Sea
Pacif ic
Ocean
°N
Archangel
Leningrad
Amu r R .
EUROPE
Lena R
FINLAND
LITHUANIA LATVIA
ESTONIA
Vladivostok
Lake
Balkhash
M O N G O LI A
KO R E A
Kirghiz
S.S.R.
AFGHANISTAN
Tadzhik
S.S.R.
Conic Projection
500
0
0
500
1000 mi
1000 km
CHINA
Map Skills Stalin used terror and Gulag
INDIA
labor camps to control the huge, multinational Soviet Union.
1. Locate (a) Ukrainian S.S.R (b) Russian
Soviet Federated Socialist Republic
(c) forced labor camp region
2. Regions How does the map help
explain why Russia was the most influential republic in the Soviet Union?
3. Make Inferences What does the
number of labor camps in the Soviet
Union indicate about Stalin’s rule?
A Gulag labor camp in 1934
writers and thinkers. The victims included most of the nation’s military
leaders and about half of its military officers, a loss that would weigh
heavily on Stalin in 1941, when Germany invaded the Soviet Union.
Standards Check In what ways did Stalin’s terror tactics harm the
Soviet Union? H-SS 10.7.2, 10.7.3
Communist Attempts to Control Thought
At the same time that he was purging any elements of resistance in
Soviet society, Stalin also sought to control the hearts and minds of
Soviet citizens. He tried to do this by tirelessly distributing propaganda,
censoring opposing ideas, imposing Russian culture on minorities, and
replacing religion with communist ideology.
Propaganda Stalin tried to boost morale and faith in the communist
system by making himself a godlike figure. He used propaganda as a tool
to build up a “cult of personality” around himself. Using modern technology, the party bombarded the public with relentless propaganda. Radios
Solutions for All Learners
L1 Special Needs
L2 Less Proficient Readers
Ask students to refer to the Infographic on totalitarianism in the previous section. Have them create a
table, listing the six basic features of a totalitarian
state in one column, and how those basic features
played out in Stalin’s Soviet Union in a second column.
For a review at the end of the chapter, consider asking
students to add columns Italy and Germany.
L3
Independent Practice
Link to Literature To help students
better understand Stalinist Russia, have
them read the selection from Arthur
Koestler’s Darkness at Noon and complete
the worksheet.
Teaching Resources, Unit 3, p. 54
Monitor Progress
■
Check answers to map skills questions.
■
Refer students to the image of the
Gulag on this page. To review this section, ask students to list Stalin’s terror
tactics.
Answers
L2 English Language Learners
Use the following resources to help students acquire
basic skills.
Adapted Reading and Note Taking
Study Guide
■ Adapted Note Taking Study Guide, p. 117
■ Adapted Section Summary, p. 118
Map Skills
1. Review locations with students.
2. Russia was the largest republic and the capital,
Moscow, was located there.
3. that Stalin needed the threat of labor camps to
guarantee his dominance
The country lost many of its intellectual and
military leaders.
Chapter 13 Section 4 443
wh07_te_ch28_s04_ca_s.fm Page 444 Monday, October 24, 2005 4:43 PM
wh07_se_ch28_s04_s.fm
Page 444 Friday, July 22, 2005 10:36 AM
and loudspeakers blared into factories and villages. In movies, theaters,
and schools, citizens heard about communist successes and the evils of
capitalism. Billboards and posters urged workers to meet or exceed production quotas. Headlines in the Communist party newspaper Pravda,
or “Truth,” linked enemies at home to foreign agents seeking to overthrow the Communist regime.
Communist Attempts
to Control Thought
H-SS 10.7.2, 10.7.3
L3
Instruct
■
Introduce: Vocabulary Builder Have
students read the Vocabulary Builder
term and definition. Ask them if they
have ever felt pressure to conform to a
set of rules or customs from their parents or peers. Ask what it would be like
if they felt this pressure from the state.
Explain that those were the daily conditions in Stalinist Russia.
■
Teach Ask How did Stalin control
cultural life in the Soviet Union?
(by distributing propaganda, censoring
ideas, promoting Russification, and
destroying religion) How do you
think people reacted to the policy
of Russification? (Sample: They probably resented it, because previously,
they had been encouraged to celebrate
their autonomy.)
■
Quick Activity Read the Primary
Source selection aloud or play the
accompanying audio. Ask How long
has Akhamatova’s son been in
prison? (almost a year and a half)
What feelings does Akhamotova
describe in this poem? (fear, desperation) Based on clues in this feature,
how effective do you think censorship was in controlling writers?
(Students may suggest that it was ineffective, as writers continued to work in
secrecy, or they may suggest that it was
effective, because writers could not publish or share their ideas with others
within the Soviet Union.)
AUDIO Witness History Audio CD,
Anna Akhmatova
Independent Practice
To help students recognize propaganda,
have them write two propaganda pieces
for two different newspapers. One should
be a statement in support of Stalin’s policies and should be similar to the quote
from Pravda at the beginning of the section. The other should be a statement typical to what an illegal anti-Stalinist
newspaper might have printed. Both
should incorporate facts about Stalin’s
policies in some way.
Monitor Progress
As students write their statements, circulate to make sure they understand how
the two newspapers would have different
views of Stalin’s policies.
444 The Rise of Totalitarianism
Censorship and the Arts At first, the Bolshevik Revolution had
meant greater freedom for Soviet artists and writers. Under Stalin, however, the heavy hand of state control also gripped the arts. The government controlled what books were published, what music was heard, and
which works of art were displayed. Stalin required artists and writers to
create their works in a style called socialist realism. Its goal was to
show Soviet life in a positive light and promote hope in the communist
future.
In theory, socialist realism followed in the footstep of Russian greats
Tolstoy and Chekhov; in practice it was rarely allowed to be realistic.
Socialist realist novels usually featured a positive hero, often an engineer or scientist, battling against the odds to accomplish a goal. Popular
themes for socialist-realist visual artists were peasants, workers, heroes
of the revolution, and—of course—Stalin.
Vocabulary Builder
conform—(kun FAWRM) vi. to obey a set
If they refused to conform to government expectations writers, artists,
of standards
and composers faced government persecution. The Jewish poet Osip
Mandelstam, for example, was imprisoned, tortured, and exiled for composing a satirical verse that was critical of Stalin. Out of fear for his
wife’s safety, Mandelstam finally submitted to threats and wrote an “Ode
to Stalin.” Boris Pasternak, who would later win fame for his novel
Doctor Zhivago, was afraid to publish anything at all during the Stalin
years. Rather than write in the favored style of socialist realism, he
translated foreign literary works instead.
Despite restrictions, some Soviet writers produced magnificent works.
Soviet Art
Yevgeny Zamyatin’s classic anti-Utopian novel We became well known
In this Socialist Realist sculpture, a
outside of the Soviet Union, but was not published in his
factory worker and a collective farmer
raise the hammer and sickle together.
home country until 1989. The novel depicts a nightmare future in which people go by numbers, not
names, and the “One State” controls people’s
Anna Akhmatova (ahk MAH tuh vuh), one of Russia’s
thoughts. And Quiet Flows the Don, by Mikhail
greatest poets, could not publish her works because
Sholokhov, passed the censor. The novel tells the
she had violated state guidelines. Still, she wrote
story of a man who spends years fighting in World
secretly. In this passage from “Requiem,” she
War I, the Russian Revolution, and the civil war.
describes the ordeal of trying to visit her 20-year-old
Sholokhov later won the Nobel Prize for
son, imprisoned during the Stalinist terrors:
literature.
Primary Source
Russification Yet another way Stalin
For seventeen long months my pleas,
controlled the cultural life of the Soviet
My cries have called you home.
Union was by promoting a policy
I’ve begged the hangman on my knees,
of russification, or making a
My son, my dread, my own.
nationality’s culture more
My mind’s mixed up for good, and I’m
Russian. By 1936, the U.S.S.R
No longer even clear
was made up of 11 Soviet
Who’s man, who’s beast, nor how much time
Socialist Republics. The Russian Soviet
Before the end draws near.
Federated Socialist Republic consisted
—Anna Akhmatova, “Requiem”
of the old Russian heartland and was
(tr. Robin Kemball)
AUDIO
the largest and dominant republic.
“
”
Link to Humanities
Sergei Eisenstein and Early Soviet Cinema
In the Soviet Union, filmmakers used motion pictures
to express revolutionary ideals. “Of all the arts, for us
the cinema is the most important,” said Lenin, who
valued film as a propaganda tool.
In 1925, director Sergei Eisenstein’s Battleship
Potemkin went far beyond propaganda to become true
art. Eisenstein worked with a technique called montage,
in which two or more images are juxtaposed in order to
convey an emotional impact or a new idea. Eisenstein
won international acclaim for his use of this technique in
Battleship Potemkin. In fact, many critics consider the
film to be the best ever made. It was also the last film
over which Eisenstein had full control. Like other Soviet
artists, Eisenstein was constrained by government regulations and expectations after Stalin’s takeover.
wh07_te_ch28_s04_ca_s.fm
Page July
44522,
Monday,
October
wh07_se_ch28_s04_s.fm
Page 445 Friday,
2005 10:36
AM
24, 2005 4:43 PM
Soviet Society Under
Stalin H-SS 10.7.2
The other SSRs, such as Uzbek and the Ukraine,
were the homelands of other nationalities and had
their own languages, historical traditions, and cultures. At first, Stalin encouraged the autonomy, or
independence, of these cultures. However, in the late
1920s, Stalin turned this policy on its head and systematically tried to make the cultures of the non-Russian SSRs more Russian. He appointed Russians to
high-ranking positions in non-Russian SSRs and
required the Russian language to be used in schools
and businesses.
L3
Instruct
War on Religion The Communist party also tried
to strengthen its hold on the minds of the people by
destroying their religious faith. In accordance with
the ideas of Marx, atheism, or the belief that there is
no god, became an official state policy. Early on, the
Communists targeted the Russian Orthodox Church,
which had strongly supported the tsars. Many priests
and other religious leaders were among those killed in
the purges or sent to die in prison camps. Other religions were persecuted as well. At one show trial,
15 Roman Catholic priests were charged with teaching
religion to the young, a counterrevolutionary activity.
The state seized Jewish synagogues and banned the
use of Hebrew. Islam was also officially discouraged.
The Communists tried to replace religion with
their own ideology. Like a religion, communist ideology had its own “sacred” texts—the writings of Marx
and Lenin—and its own shrines, such as the tomb of
Lenin. Portraits of Stalin replaced religious icons in Russian homes.
However, millions of Soviets continued to worship, in private and sometimes in public, in defiance of the government’s prohibitions.
Standards Check How did Stalin use censorship and propaganda to
support his rule? H-SS 10.7.2, 10.7.3
The Party Versus the Church
To weaken the power of the Russian
Orthodox Church, the party seized church
property and converted churches into offices
and museums. Here, Red Army soldiers carry
off religious relics from a Russian church.
How might the policy of destroying
churches in such a public way have
backfired on the party?
Soviet Society Under Stalin
The terror and cultural coercion of Stalin’s rule made a mockery of the
original theories and promises of communism. The lives of most Russians
did change. But, while the changes had some benefits, they were often
outweighed by continuous shortages and restricted freedoms.
The New Elite Takes Control The Communists destroyed the old
social order of landowning nobles at the top and peasants at the bottom.
But instead of creating a society of equals as they promised, they created
a society where a few elite groups emerged as a new ruling class. At the
head of society were members of the Communist party. Only a small fraction of Soviet citizens could join the party. Many who did so were motivated by a desire to get ahead, rather than a belief in communism.
The Soviet elite also included industrial managers, military leaders,
scientists, and some artists and writers. The elite enjoyed benefits denied
to most people. They lived in the best apartments in the cities and rested
at the best vacation homes in the country. They could shop at special
■
Introduce: Vocabulary Builder Ask
students if they know what the word
elite means. (a small, priviledged group
or ruling class) Ask them who they
think probably comprised the elite in
Soviet society. (members of the Communist party) Then have them read the
Vocabulary Builder term and definition. Ask What do you think the
elites would gain access to that the
rest of Russia probably would not?
(better housing, better jobs, better food)
■
Teach Ask How did life change
under Soviet rule for those not in
the elite party? (Though they had
access to free schooling, free medical
care, and inexpensive housing, key
necessities remained scarce.)
■
Quick Activity Divide the class into
small groups. Using the Idea Wave
strategy (TE, p. T22), ask students to
decide whether or not women’s lives
improved under Soviet rule.
Independent Practice
Have students fill in the Outline Map
The Soviet Union in the 1930s and label
the SSRs and the major industrial centers.
Teaching Resources, Unit 3, p. 57
Monitor Progress
Circulate to make sure students are correctly labeling the SSRs on their Outline
Maps.
History Background
The Russian Orthodox Church The Russian
Orthodox Church survived more than half a century of
Communist persecution. Under Stalin, clergy were
often imprisoned and killed because of their beliefs.
Church buildings were destroyed or converted for
government uses. The government softened its policy
towards the church in the late 1940s, but then cracked
down again under Khrushchev and Brezhnev in the
1950s and 1960s.
After the fall of the Communist government in
1991, the Church experienced a revival in the Russian
Federation. Its membership has swelled to perhaps as
many as 80 million people. One Muscovite put it this
way: “The Orthodox Church is perhaps the last, lone
symbol of Russian national identity to have survived
communism more or less intact. People . . . want and
need such a symbol.”
Answers
Caption For the religious, it would encourage
secret worship and dislike of the Communist
Party.
Stalin used censorship and propaganda to
glorify his work and stifle those who did not
agree with him.
Chapter 13 Section 4 445
wh07_te_ch28_s04_ca_s.fm Page 446 Monday, October 24, 2005 4:43 PM
wh07_se_ch28_s04_s.fm
Page 446 Friday, July 22, 2005 10:36 AM
Soviet Foreign Policy
H-SS 10.7.3
stores for scarce consumer goods. On the other hand, Stalin’s purges
often fell on the elite.
L3
Instruct
■
Introduce: Key Terms Have students
find the key term Comintern (in blue)
in the text and explain its meaning.
Ask What was its purpose? (to
encourage worldwide revolution) Ask
students to speculate on how Western
nations might view this goal.
■
Teach Ask What foreign policy goals
did both Lenin and Stalin pursue?
(to bring about a worldwide revolution
and to win the support of other countries) Lead students in a discussion of
how these goals were incompatible.
Then ask What progress did the
Soviet Union make toward the
goal of winning the support of
other nations? (It slowly won recognition from Western powers, increased
trade with them, and joined the League
of Nations.)
Independent Practice
Have students make a Venn diagram comparing the goals and practices of Stalin
and Lenin. Have them refer back to
Chapter 11 for more information on Lenin.
Vocabulary Builder
access—(AK ses) n. a way of using
Crowded Lives
At the start of the first Five-Year Plan,
millions of Soviets moved from the country
to cities to take jobs in new industrial plants.
This influx led to extremely crowded living
conditions. These men gather in close
quarters in a Soviet hostel in the early
1930s. How does this photograph reflect
the drawbacks of a centrally planned
command economy?
Benefits and Drawbacks Although excluded from party membership,
most people did enjoy several new benefits. The party required all children to attend free Communist-built schools. The state supported technical schools and universities as well. Schools served many important
goals. Educated workers were needed to build a modern industrial state.
The Communist party also set up programs for students outside school.
These programs included sports, cultural activities, and political classes
to train teenagers for party membership. However, in addition to important basic skills, schools also taught communist values, such as atheism,
the glory of collective farming, and love of Stalin.
The state also provided free medical care, day care for children, inexpensive housing, and public recreation. While these benefits were real,
many people still lacked vital necessities. Although the state built massive apartment complexes, housing was scarce. Entire families might be
packed into a single room. Bread was plentiful, but meat, fresh fruit, and
other foods remained in short supply.
Women in the Soviet Union Long before 1917, women such as
Nadezhda Krupskaya and Alexandra Kollontai worked for the revolution, spreading radical ideas among peasants and workers. Under the
Communists, women won equality under the law. They gained access to
education and a wide range of jobs. By the 1930s, many Soviet women
were working in medicine, engineering, or the sciences. By their labor,
women contributed to Soviet economic growth. They worked in factories,
in construction, and on collectives. Within the family, their wages were
needed because men and women earned the same low salaries.
Standards Check How did Communist schools benefit the state and
the Communist party? H-SS 10.7.2
Monitor Progress
■
To review this section, ask students to
summarize the Soviet Union’s foreign
policy goals. (to bring about worldwide
revolution, to gain support of other
nations)
■
Check Reading and Note Taking Study
Guide entries for student understanding.
History Background
Answers
Caption The people in the photograph seem to
be living in cramped and crowded conditions,
indicating a breakdown in planning.
Schools taught communist values but also
gave more students opportunities for higher
education and extracurricular programs.
446 The Rise of Totalitarianism
Educating the Youth The Soviet government
used schools and youth groups to indoctrinate young
people with communist ideals. One Soviet reader for
elementary students began with this assertion: “The
first country of socialism in the world became the first
country of children’s happiness in the world.”
The Communist party also set up three youth
groups: the Little Octobrists, for young children, the
Young Pioneers, for children ages 9 to 14, and the
Komsomol, for young Soviets ages 14 to 28. Komsomol members were often given better scholarships
and jobs than non-members. They were also favored
for Communist Party membership, with all of its
advantages.
wh07_te_ch28_s04_ca_s.fm
Page
Monday,
24,10:24
2005 AM
4:43
wh07_se_ch28_s04_s.fm
Page
447447
Tuesday,
JulyOctober
12, 2005
PM
Soviet Foreign Policy
Assess and Reteach
Between 1917 and 1939, the Soviet Union pursued two very different
goals in foreign policy. As Communists, both Lenin and Stalin wanted to
bring about the worldwide revolution that Marx had predicted. But as
Soviets, they wanted to guarantee their nation’s security by winning the
support of other countries. The result of pursuing these two different
goals was a contradictory and generally unsuccessful foreign policy.
In 1919, Lenin formed the Communist International, or Comintern.
The purpose of the Comintern was to encourage world-wide revolution.
To this end, it aided revolutionary groups around the world and urged
colonial peoples to rise up against imperialist powers.
The Comintern’s support of revolutionary groups outside the Soviet
Union and its propaganda against capitalism made Western powers
highly suspicious of the Soviet Union. In the United States, fear of Bolshevik plots led to the “Red Scare” in the early 1920s. Britain broke off
relations with the Soviet Union when evidence revealed Soviet schemes
to turn a 1926 strike into a revolution. Even so, the Soviet Union slowly
won recognition from Western powers and increased trade with capitalist
countries. It also joined the League of Nations. However, mistrust still
poisoned relations, especially after the Great Purge.
Assess Progress
■
Have students complete the Section
Assessment.
■
Administer the Section Quiz.
■
To further assess student understanding, use
Progress Monitoring Transparencies, 55
Teaching Resources, Unit 3, p. 47
Reteach
If students need more instruction, have
them read the section summary.
Reading and Note Taking
L3
Study Guide, p. 118
Standards Check How did the Soviet Union’s foreign policy goals
contradict one another? H-SS 10.7.3
L1 L2
Adapted Reading and
Note Taking Study Guide, p. 118
Spanish Reading and
L2
Note Taking Study Guide, p. 118
Looking Ahead
By the time Stalin died in 1953, the Soviet Union had become a military
superpower and a world leader in heavy industry. Yet Stalin’s efforts
exacted a brutal toll. The Soviet people were dominated by a totalitarian
system based on terror. The reality of communism fell far short of Lenin’s
promises. Most people in the Soviet Union lived meager lives compared
with people in the West.
4
Terms, People, and Places
1. What do many of the key terms listed at
the beginning of the section have in
common? Explain.
2. Reading Skill: Identify Main
Ideas Use your completed chart to
answer the section Focus Question:
How did Stalin transform the Soviet
Union into a totalitarian state?
Comprehension and Critical Thinking
Extend
Standards Monitoring Online
For: Self-quiz with vocabulary practice
Web Code: mza-2841
4. Contrast How did the command
economy under Stalin differ from a
capitalist economy?
5. Synthesize Information What methods did Stalin use to create a totalitarian state?
6. Synthesize Information One historian has said that socialist realism was
“communism with a smiling face.”
What do you think he meant?
7. Compare Compare life under Stalin’s
rule with life under the Russian tsars.
3. Identify Effects What were the goals
and results of Stalin’s five-year plans?
How did the effects differ between
industry and agriculture?
Section 4 Assessment
1. Most of the terms apply to changes that
resulted Communist rule.
2. Stalin brought all economic activity under
government control and he used terror
tactics to control Soviet life.
3. The five-year plans were aimed at building
up and improving industry and agriculture. The plans resulted in progress in
L3
● Writing About History
Quick Write: Choose an Organization
Compare-and-contrast essays are often
organized either point by point or by block.
The first organization involves a discussion
of one idea first, followed by the discussion
of another, and emphasizes the two ideas.
The second discusses all of the similarities,
followed by all the differences, and emphasizes the comparison or contrast itself.
Write an outline for each type for an essay
comparing and contrasting the results
of the Five-Year Plans in industry and agriculture.
industry but failed to increase agricultural
output. Peasants resisted collectivization.
4. Command: government controls economy;
Capitalist: free market controls most economic decisions.
5. tightened control and used force to punish
opposition or protest
6. Soviet policy dictated that artists could
only show Soviet life in a positive light.
7. Both repressed opposition, rejected
democracy, tried to build up industry, and
L4
Tell students that in the 1990s, the
breakup of the Soviet Union led to a
revival of religion, particulary the Russian Orthodox Church. Ask students to
form groups and discuss this question:
Why do you think the Soviets were
unsuccessful in their attempt to
destroy religion?
Answer
By aiding revolutionary groups in other countries and urging colonial peoples to rise up
against imperialist powers, the Soviet Union
also undermined potential trade relationships.
Standard
H-SS 10.7.2
H-SS 10.7.3
E-LA W 2.3
Assessment
2, 3, 5
4, 5, 6, 7
Quick Write
carried out programs of russification.
However, the tsars supported religion
whereas Stalin opposed it.
● Writing About History
Students’ outlines should reflect understanding of the two types of organization.
For additional assessment, have students
access Standards Monitoring Online at
Web Code mza-2841.
Chapter 13 Section 4 447