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Teacher Resource Bank
GCE History
Scheme of Work
HIS1N: Totalitarian Ideology in Theory and
Practice, c1848–c1941
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Dr Michael Cresswell, Director General.
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Marxist stage theory,
including the
dictatorship of the
proletariat and how it
was adapted by Lenin
and Stalin
The concept of
Totalitarianism
Topic
Outcomes: Skills and Concepts
Ideology
One-party state
Economic control
Propaganda
State terror
Cult of Personality
Monopoly
Communism
Fascism
Nazism
Liberalism
Democracy
* Learning Trouble Spot:
Students need to understand the
difference between socialism
and communism and between
fascism and Nazism.
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Understanding of key concepts:
The relationship between
pragmatism and ideology in relation
to governments’ actions once in
power.
The key concepts of revolution and
causation.
Copyright © 2008 AQA and its licensors. All rights reserved.
Basic analysis of Russia on the eve of the
First World War, the Revolutions of 1917
and the Bolshevik Revolution.
The USSR and Marxism (approx. 19 hours)
Introduce the concept of totalitarianism
and ask students to identify what a
totalitarian state would try to control.
Identify the key features of totalitarianism
that can be used to assess the states
extent of total control. Introduction to
different political ideas.
The Concept of Totalitarianism (approx. 3 hours)
Teaching Suggestions
Teacher Resource Bank / GCE History / Scheme of Work: HIS1N / Version 1.0
1
Internet-based research on the
career of Lenin and Trotsky,
with particular reference to 1917
to 1924.
Steven Kreis’s excellent lecture
The Age of Totalitarianism:
Stalin and Hitler,
www.pagesz.net/
~stevek/europe/lecture10.html is
a useful overview of
totalitarianism in practice in the
Soviet Union and Nazi
Germany.
George Orwell’s 1984 and
Margaret Attwood’s The
Handmaiden’s Tale are different
literary perspectives on
totalitarianism; either the novels
or the films could be used for
extension.
Basic textbooks:
James Staniforth, Totalitarian
Ideology in Theory and in
Practice c1848–1939 is a
valuable starting point for each
section of the specification.
Relevant Support Material
2
The power struggle to
replace Lenin, 1924–
1928: strengths and
weaknesses of Stalin,
Trotsky, Zinoviev,
Kamenev and
Bukharin; the role of
ideology as it relates
to the future of the
revolution and the
Soviet economy
Topic
Use of power point.
Presenting an argument.
Reaching judgements supported by
evidence.
Copyright © 2008 AQA and its licensors. All rights reserved.
Students to work in groups to
produce a power point presentation
on the reasons for Stalin’s victory in
the power struggle.
Understanding the key concepts
that determined the power struggle.
Understanding the importance of
individuals in History.
Outline of the events in the power struggle
and the two key issues – world revolution vs
socialism in one country and NEP vs Rapid
Industrialisation and Collectivisation.
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* Learning Trouble Spot:
Students need to understand the
difference between the two
revolutions of 1917.
Comparison and presentation of the
data in tabula form.
Application of theoretical concepts
to actual historical events.
Presenting an argument verbally
and on paper.
Listening skills and discussion
skills.
The use of search engines on the
internet.
The importance of key technical
language.
Outcomes: Skills and Concepts
The Russian Social Democrats and
Marxism. Students complete a table
identifying the differences between the
Mensheviks and the Bolsheviks. Students
use this to identify how the Bolshevik
Revolution was consistent with Marxism and
how it was an adaptation.
Class discussion of the positives and
negatives of Marxism. This can be followed
by students writing an opinionated summary
explaining why they would rather live in
either a capitalist or socialist state.
Marxist stage theory. Students could
construct a diagram showing each of the
different stages of Marx’s theory, including
identification of the dominant class and the
dialectic that resulted in the next stage.
The Bolshevik Consolidation of Power –
students to research the Constituent
Assembly, the CHEKA, the civil war, war
communism and NEP and to write a
definition and short summary of each term.
Teaching Suggestions
Teacher Resource Bank / GCE History / Scheme of Work: HIS1N / Version 1.0
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Richard Pipes, Three Whys of
the Russian Revolution,
chapter 3
Michael Lynch, ‘Trotsky –
Angel of Enlightenment or
Frustrated Dictator’, History
Review March 1999
Roderick Gordon, Stalin vs
Trotsky – Leadership 1923–
1927, MHR April 1994
The Communist Manifesto
Michael Lynch, Reaction and
Revolutions: Russia 1894–
1924
Relevant Support Material
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The intolerance of
diversity in the 1930s,
with reference to
economic, political,
religious and cultural
diversity, including
the purges
Topic
Powers as General Secretary
The Lenin Legacy
The skill of Stalin
The weaknesses and mistakes of
Trotsky
The weaknesses and mistakes of
Zinoviev and Kamenev
The weaknesses and mistakes of
Bukharin
Conclusion – which factor was most
important
Bibliography
Concept of ‘how far’.
Identification of causation based on
outcomes.
Understanding of AQA style
questions.
Use of publisher software.
Identification of key teaching
content of each area of intolerance.
Task management and team work.
Outcomes: Skills and Concepts
Copyright © 2008 AQA and its licensors. All rights reserved.
Summary discussion – students to identify
the reasons for intolerance and the limits to
intolerance.
Each section to be copied and provided for
the other groups. Other groups to interact
with the material by completing plans for the
practice exam questions.
Students to divide into four groups, each to
research one of the different types of
intolerance: economic, political, religious
and cultural intolerance. Students to write up
their research as a section of an AS
textbook, including photos, a chronology,
glossary of key terms and an exam question
using AQA generic question stems.
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Slides to cover :
Teaching Suggestions
Teacher Resource Bank / GCE History / AS Scheme of Work HIS1N / Version 1.0
John Laver, The
Modernisation of Russia
1856–1985, 2002 is very
strong on the economy.
Rappaport is very helpful on
many of economic, religious
and cultural terms.
If you can find a copy of the
Channel 4 video, Stalin:
Inside the Terror, it is worth
the search.
Julian Reed-Purvis, ‘The
Party That Ate Itself’ in
History Review, September
2001 is very helpful on the
purges.
Specimen paper and mark
scheme Questions 1(a) and
1(b).
3
http://mars.acnet.wnec.edu/~grempel/
courses/ stalin/welcome.html
G Rempel, Stalin vs Trotsky,
Relevant Support Material
4
Fascist ideology, with
reference to
militarism,
nationalism,
corporatism, anticommunism and
racism
Marxist theories of
leadership and the
Cult of Stalin
Topic
* Learning Trouble Spot:
Students can become confused
when considering the place of
racism as a theme in Italian
Fascism.
Understanding of key concepts.
Use of source material.
Understanding of chronology.
Copyright © 2008 AQA and its licensors. All rights reserved.
Students to use knowledge of the USSR
and Italian history to 1922 to reach a
judgment as to which were the most
important themes.
Use of source material to identify key
themes in fascist ideology.
Introduction – synopsis of Italian history to
1922 and potted biography of Mussolini.
Fascist Italy (approx. 19 hours)
End of section examination-style question.
Reasons for the development of the Cult.
Students to carry out research and then
discuss reasons based on the relevant
section from Rappaport (see resources list).
Students to find images that are examples
of the Cult of Stalin. Class to review the
images to identify themes.
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Range of primary sources,
including The Social and
Political Doctrine and What is
Fascism?
Christopher Duggan, ‘The
History of Italy, 1815–1922’,
New Perspectives December
2003
Robert Pearce, Nazism and
Fascism, 1997
Internet search using Google
Images.
Rappaport (see resources list)
Research skills using a search
engine.
Recap on the concept of the Cult of
Personality.
Relevant Support Material
Martin Amis, Koba the Dread
is partly a personal answer to
the misguided left-wing values
of the author’s father, but the
second section is a very
valuable essay on different
aspects of the Stalinist regime
and Stalin’s personal rule.
Outcomes: Skills and Concepts
Extension Activity – the murder of Kirov.
Students to research and write a judgment
as to whether Stalin was behind the murder
of Kirov or not.
Teaching Suggestions
Teacher Resource Bank / GCE History / Scheme of Work: HIS1N / Version 1.0
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The rise of Fascism:
the attraction of
Fascist ideology, the
role of Mussolini, the
weakness of liberal
Italy post-war, the fear
of communism; the
establishment of the
one party state
Topic
Understanding of key concepts,
including Italia Irrendenta,
proportional representation,
squadrimissimo, biennio rosso,
coalition government, rule by
decree, legitimation.
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Edward Townley, Mussolini
and Italy.
Long-term vs short-term causation.
The role of the individual.
Mark Robson, Liberalism and
Fascism, 1870–1945.
Roderick Gordon, ‘The Nature
of Fascism’, MHR February
1998
Martin Blinkhorn, Mussolini
and Italian Fascism, 1984
Italy: The Road to War –
Channel 4 Video; again worth
searching for as the first 25
minutes contains an excellent
overview of Mussolini’s rise to
power and Fascist ideology.
The original translated text of
the Doctrine of Fascism is
available at
www.worldfuturefund.org/
wffmaster/Reading/Germany/
mussolini.htm
See bibliography for internet
site.
Relevant Support Material
Critical reading to identify
causation.
Outcomes: Skills and Concepts
Copyright © 2008 AQA and its licensors. All rights reserved.
Discussion of the inevitability of the rise of
Fascism; students to consider the long-term
structural problems and the impact of the
war.
Students to identify the weaknesses of
Liberal Italy. Plenary should help divide the
weaknesses into long-term problems and
short-term problems, with particular
reference to the impact of the First World
War and the rise of Communism and
Fascism.
Extension activity – was Fascism
revolutionary or reactionary? Students
consider the different forms of Fascism
identified by De Grand as discussed by
Staniforth and consider who each form was
identified to appeal to, with reference to
National Syndicalism, Rural Fascism,
Technocractic Fascism, Conservative
Fascism, Nationalist Fascism.
Teaching Suggestions
Teacher Resource Bank / GCE History / AS Scheme of Work HIS1N / Version 1.0
6
The intolerance of
diversity with
reference to, political,
economic, religious
and cultural diversity
Topic
Skills of listening, argument and
critical evaluation of others
arguments.
Research skills in preparation for
discussion.
Application of concepts to a
different historical context.
Comparison
Learning Hint. Introducing the
concepts of proportional
representation and coalition
governments will make studying
Nazi Germany easier, but is
easier for students in the Italian
context because there are less
elections of importance.
Essay writing
Outcomes: Skills and Concepts
Copyright © 2008 AQA and its licensors. All rights reserved.
Students to review their work on the Soviet
Union and consider which of the reasons for
the Bolshevik intolerance of diversity were
applicable in Italy and what further reasons
there may be (hint – militarism and
expansionism).
Assessment activity: Exam-style question on
the rise to power of Mussolini.
Debate: Was the murder of Matteotti the
turning point in the establishment of Fascist
power?
Students to analyse the events of November
1922 to October 1926 and to classify events
in the consolidation of power; possible
headings include use of terror, use of legal
power, propaganda, actions of other parties,
actions of the King.
The role of Mussolini. Students now to
research the role of Mussolini, including his
part in October 1922, and to then consider if
their previous view on the rise of Fascism is
changed by consideration of the role of
Mussolini (the individual). Finally the role of
further individuals can be identified (the
King, Facta etc).
Teaching Suggestions
Teacher Resource Bank / GCE History / Scheme of Work: HIS1N / Version 1.0
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Graham Goodlad, ‘Mussolini's
domestic policies 1922–40:
Mussolini wanted to transform
Italy into a self-sufficient
nation of supermen. How
close did he come to
succeeding?’, Modern History
Review, November 2004
Both Robson and Townley
are again very useful.
Relevant Support Material
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Il Duce and the Cult of
Mussolini in relation
to Fascist ideology
Topic
Understanding of the concept of
the superman.
Understanding of the concept of
‘how far’.
Exemplification of arguments.
Classification of reasons.
Identification of key causes.
Essay writing
Outcomes: Skills and Concepts
Copyright © 2008 AQA and its licensors. All rights reserved.
End of section examination-style question.
Limits to the Cult – students should be
able to suggest the importance of the
Papacy and the monarchy from their other
studies.
Examples of the Cult.
Spider diagram on the reasons for the
development of the Cult.
Assessment activity – analysis of the
extent of intolerance.
Extension Activity – comparison of the
extent of intolerance between the Soviet
Union and Italy. Which was more
intolerant and more importantly, why?
Each student to prepare for a debate in
which they will provide the evidence for
their team in relation to the intolerance or
limits to intolerance of diversity in relation
to one of the key areas of content above.
The destruction of political opposition and
Mussolini’s control of the Fascist Party,
the Corporate State – theory and reality –
and economic intolerance, religious
diversity, cultural diversity, with reference
to education, leisure, the family and race.
Teaching Suggestions
Relevant Support Material
7
John Pollard, ‘No matter the
image created for him,
Mussolini’s cult of leadership
involved a range of
compromises’, New Perspective,
volume number 2, December
1998
Teacher Resource Bank / GCE History / AS Scheme of Work HIS1N / Version 1.0
8
The rise to power of
Hitler from 1928 to
January 1933: the
economic crisis in
agriculture and
industry, the
attraction and
strengths of the Nazis
and Nazism, the
failures of democracy
and the role of the
elite
Nazi ideology, with
reference to
nationalism,
socialism, race and
anti-Semitism and
Volksgemeinschaft
Topic
Outcomes: Skills and Concepts
The importance of social,
economic, structural and personal
factors in historical causation.
Application of social and economic
understanding of demographic
groups to the political context.
Ian Kershaw, Hitler 1889–1936,
Penguin, 1999
Understanding of PR in the
German Context, Presidential
powers, tariffs.
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Roderick Gordon, ‘Hitler’s Rise to
Power, 1930–33’, Modern
History Review, September 2002
Laurence Rees, The Nazi’s: A
Warning From History, BBC
Books, 2005
Sebastian Haffner, Defying
Hitler, 2002
Robert Pearce, Nazism and
Fascism
Extracts from Mein Kampf can
also be effectively used, as can
speeches by Hitler.
The 25 Point Programme is
abridged and simplified in
Staniforth and in reproduced in
full in Pridham and Noakes,
Documents on Nazism.
A good starting point for Nazi
ideology is
http://www.schoolshistory.org.uk/
ASLevel_History/sourcematerial_
earlynaziideology.htm
Relevant Support Material
Appreciation of the fractured
nature of politics.
* Learning Trouble Spot:
Students can become fixated by
the inconsistencies in Nazi
ideology. Tackle the confusion
by identifying it as a key part of
Nazi ideology.
Key concepts, including National
Self Determination, Lebensraum,
Volksgemeinschaft, race and
religion with reference to antiSemitism.
The importance of the Treaty of
Versailles.
Chronology
Copyright © 2008 AQA and its licensors. All rights reserved.
The Nazi Party by 1928. Overview of the
Munich Putsch, the Golden Years and the
debate regarding 1924–1929, with
reference to the penetration of the Weimar
economy.
Overview of the political parties – students
to identify the key policies and attitude
towards the Weimar Republic of the
NSDAP, DNVP, DVP, Centre Party, DDP,
SPD and KPD. Students then to work out
who would support each party.
Review of the key concepts of nationalism,
socialism and anti-Semitism. Assessment
of the 25 Point Programme and
classification of ideas as ‘Nationalist’,
‘Socialist’ or ‘Anti-Semitic’.
The importance of the First World War.
Students to identify the terms of the Treaty
of Versailles which were considered to be
a national humiliation.
Overview of German history from 1862 to
1918 to frame the development of Nazi
ideology.
Nazi Germany (approx. 19 hours)
Teaching Suggestions
Teacher Resource Bank / GCE History / Scheme of Work: HIS1N / Version 1.0
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The intolerance of
diversity with
reference to antiSemitism, the Roma,
asocials and
competing political
ideologies
The establishment of
the dictatorship from
January 1933 to the
Army Oath of Loyalty
Topic
William Sheridan Allen, The Nazi
Seizure of Power provides a
strong analysis of why the ‘Nazi
Revolution’ was accepted so
easily.
Assessment of events, linked to
structuring of essays.
Essay writing
Selection of key historical
examples (evidence).
Lisa Pine, ‘Nazi Family Policy’,
Modern History Review, April
2000
9
Alan Farmer, Anti-Semitism and
the Holocaust
Chronology and identification of
key events.
Classification of events.
Andrew Boxer, Hitler’s Domestic
Policy
Comparison between different
right-wing totalitarian states.
Individual research skills.
Haffner is again useful on these
eighteen months.
Copyright © 2008 AQA and its licensors. All rights reserved.
Causes of anti-Semitism. Completion of a
timeline of events in the persecution of the
Jews. Students to colour code with
examples of legal, economic and violent
persecution, and relaxation of persecution.
Students to review their work on
Mussolini’s Italy and consider which of the
reasons for the Fascist intolerance of
diversity were applicable in Germany and
what further reasons there may be (hint –
race).
Students to research one leading Nazi and
complete a profile sheet, e.g. Goering,
Goebbels, Himmler, Heydrich etc.
Events January 1933 to August 1934.
Students to consider the methods used by
the Nazis to consolidate power. Reflection
on the reasons suggested in the study of
Mussolini’s consolidation of power should
provide a framework for students.
Roger Griffin, ‘A disintegrating
society led millions of Germans
to vote Nazi to achieve the
rebirth of their nation’, New
Perspective, December 2001
Relevant Support Material
Application of understanding from
a previous context.
* Learning Trouble Spot:
Students can use language
imprecisely, arguing ‘Hitler won
a majority’, or ‘was elected as
Chancellor’.
The economic crisis. Students to identify
the key agricultural and industrial
problems 1928 to 1932 and which groups
would be affected. Students then to
determine how Nazi propaganda might try
and appeal to these groups.
Debate. Review of the work on
Mussolini’s rise to power, followed by
discussion on the long-term, economic
and personal reasons for the appointment
of Hitler as Chancellor.
Outcomes: Skills and Concepts
Teaching Suggestions
Teacher Resource Bank / GCE History / AS Scheme of Work HIS1N / Version 1.0
10
The Führer Myth and
Nazi ideology,
including the
Führerprinzip
Topic
Essay writing
Presentation
Selection of key examples.
Research using different media.
Outcomes: Skills and Concepts
Copyright © 2008 AQA and its licensors. All rights reserved.
End of section examination-style question.
Assessment: the extent of the Cult of the
Führer.
Examples of the Hitler Myth – students to
research examples and present to the rest
of the group.
Identification of the key reasons for the
development of the Cult of the Führer –
discussion: was the cult manufactured by
Goebbels or created by the people?
Assessment: the significance of the use of
terror and propaganda in the creation of
the Nazi state.
Assessment: the limits to intolerance.
The presentation of Nazism and the
destruction of ideological and political
opposition.
Key examples of intolerance of gypsies,
asocials, the homeless, work-shy and
sexual deviants. Identification of key
reasons why the Nazis were intolerant of
these groups.
Teaching Suggestions
Teacher Resource Bank / GCE History / Scheme of Work: HIS1N / Version 1.0
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Richard Bessel (Editor), Life in
the Third Reich, 1987 contains
an excellent essay by Kershaw
covering Hitler’s appeal to the
German people.
Riefenstahl’s, Triumph of the Will
always makes thought provoking
viewing.
Matthew Stibbe, ‘Women and the
Nazi State’, History Today
November 1993
Relevant Support Material