Part VI: Between the Wars
History Odyssey Teacher Guide: Modern Times Level 2
Lesson
SUMMARY
Students study fascism
and complete a Polical
Doctrine Worksheet for
fascism. Students also
complete short summaries, add to the list of
Treaty of Versailles outcomes, add meline dates,
and add to the Make the
Connecon poster.
GET READY
KFH
Worksheet: Polical
Doctrine Worksheet
Worksheet: Make the
Connecon
Review Worksheet:
Lessons 57-59
ITEMS TO ASSESS
Worksheet: Polical
Doctrine Worksheet
5 Short Summaries
Treaty of Versailles outcome addions – check
progress
Worksheet: Make the
Connecon Addions
– progress
Timeline Dates
Review Worksheet:
Lessons 57-59
VOCABULARY
fascism, avenge, parsan,
obscurity, dictator, gypsy,
ruthless, charisma
59
Fascism
POLITICAL DOCTRINE WORKSHEET FASCISM
Students complete a Polical Doctrine Worksheet for fascism. A sample completed worksheet is found with this lesson. Make sure students answer the
quesons listed below within their worksheet. Ulize the Polical Doctrine
Worksheet Grade Rubric found in Appendix B: Assessment Rubrics when
grading this assignment.
POLITICAL DOCTRINE INFORMATION TO BE INCLUDED IN WORKSHEET
1. What is the basic premise of fascism? The success of a naon depends on
discipline, ruthless acon, and a determined will.
2. What advantages does fascism offer? Fascism offers strong leadership,
centralized power, naonal pride, and consolidaon of all services – schools,
religion, newspapers.
3. What are the limitaons of fascism? Fascism encourages racism and
prejudice with those not included in the ruling party. The use of secret police
can lead to distrust. Fascism can only succeed by displacing/killing those of
other beliefs/races.
4. What are the social, economical, and polical goals of fascism?
Social Goals – Fascists would succeed if their race ruled other races. There
was an encouragement of racism.
Economic Goals – Fascists want to bring a naon out of economic depression, to end poverty, and to end massive unemployment.
Polical Goals – Fascists organize the military and secret police to serve only
the new leader. Fascists also eliminate the threat of communism.
5. How did this doctrine become popular? What were the condions? Communism was beginning to take hold throughout Europe. The uprising of
labor forces was occurring and change was inevitable. Massive unemployment, poverty, the rise of communism, economic recession, and hardships in
Germany were condions prior to the rise of fascism.
6. How is the success of fascism dependent on the charisma of the leader?
The leader must be strong enough to unite polical pares, suppress opposion, and push forward his economic and polical agendas while at the
same me, killing all those who oppose him and promong his race above
all others. A charismac leader will maintain a strong following while murdering millions.
7. Where did fascism begin? Where did it spread? And Why? Fascism began
in Italy in 1919, with Benito Mussolini. Fascism then spread to Germany
with the rise of Adolf Hitler. It connued to spread to Spain, Portugal,
Austria, the Balkan States, and South America. England even had a fascist
party. Fascism spread with the threat of communism and the post-war
economic difficules.
8. How does fascism differ from socialism and communism? Communism
supports equality for all people while fascism supports equality for a few at
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Part VI: Between the Wars
History Odyssey Teacher Guide: Modern Times Level 2
Lesson
LITERATURE
ASSIGNMENT
Animal Farm: Chapter 7
ADVANCED
LEARNERS
Complete lesson
independently
Reserve me to discuss
fascism
59
Fascism (connued)
the expense of the opposing party and/or race of people. Socialism is a point
in society’s development when capitalism is overthrown, but communism is
not yet in place. With socialism, people are rewarded based on contribuon
to society. Eventually, communism comes into place with a superabundance
of goods and materials and people are rewarded based on need rather than
contribuon. Fascism succeeded with a ruthless leader, strong naonal
goals, and centralized power versus worker- centralized power.
POLITICAL DOCTRINE WORKSHEET SAMPLE
INTERMEDIATE
LEARNERS
Review and discuss
student answers to fascism quesons prior to
compleon of Polical
Doctrine Worksheet
RESEARCH GOALS
Students connue writing first dra.
COOP/GROUP
OPTION
Complete Polical
Doctrine Worksheet in
small groups
Fascism – The basic premise of fascism is that the success of a nation depends on
discipline, ruthless action, and a determined will.
Fascism began in Italy in 1919, with Benito Mussolini. Fascism then spread to Germany with the
rise of Adolf Hitler. It continued to spread to Spain, Portugal, Austria, the Balkan States, and South
America. England even had a fascist party. Fascism spread with the threat of communism and the
post-war economic difficulties.
Communism was beginning to take hold throughout Europe after WWI. The uprising of labor forces
was occurring and change was inevitable. Massive unemployment, poverty, the rise of communism,
economic recession, and hardships in Germany were conditions prior to the rise of fascism.
Leadership is held by one charismatic individual. This leader must be strong enough to
unite political parties, suppress opposition, and push forward his economic and political
agendas while at the same time, killing all those who oppose him and promoting his race
above all others. A charismatic leader will maintain a strong following while murdering
millions.
Laws are created by the ruling leader. Power is enforced with the use of brutality,
imprisonment, mass murder, and secret police. Personal liberties exist only for those
directly under the party’s care. If your race or affiliation is not of the party’s preference, you have no rights at all.
Personal liberties are granted only to those of the appropriate race, and to those complying
with the ruling party. The secret police monitor the population, and racism is encouraged.
The government promises, although does not always come through on, economic upturn,
jobs, and a decrease in poverty. The citizens must follow the party without question and
often live in fear of reprisal. Consent with the government is required and enforced with
penalty of imprisonment, loss of job, or even death.
Benito Mussolini, Adolf Hitler. Francisco Franco
Italy: “The Leader!," “Long live the Leader!," “Liberty is not a right; it is a duty.," “Believe!
Obey! Fight!”
Germany: “One People! One State! One Leader!
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Part VI: Between the Wars
History Odyssey Teacher Guide: Modern Times Level 2
Lesson
59
Fascism (connued)
SUMMARY WORK
This lesson contains five short summaries. Each summary is to be a few sentences in length. Ulize the “Short Summary” grade rubric located in Appendix
B: Assessment Rubrics, and the sample summaries located in this lesson to
grade this assignment. Refer to Lesson 59 in HOMT2 Student Guide to determine where summaries are to be filed. The summaries listed are not definive
summaries. A list of important details is also given for your informaon and
for an aid when grading the summaries.
SAMPLE SUMMARY: BENITO MUSSOLINI
Benito Mussolini (1883-1845) – Benito Mussolini founded fascism in 1919, in
Italy. He invaded Abyssinia, formed an Alliance with Germany, and his country
was defeated in WWI. He was dismissed from power by Victor Emmanuel in
1943 and executed in 1945.
Important Details:
1883-1845
Founded fascism in 1919
Fascist dictator of Italy
Invaded Abyssinia
Formed an Alliance with Germany
Defeated in WWI
Imprisoned by King Victor Emmanuel in 1943
Executed in 1945
SAMPLE SUMMARY: FRANCISCO FRANCO
Francisco Franco – Francisco Franco was the general of the Spanish naonalist
forces during the Spanish Civil War of 1936-1939. Franco took power of Spain
in 1939, and was supported by the Falange Party. He ruled Spain as a dictator
unl his death in 1975.
Important Details:
General of the Spanish Naonalist forces during the Spanish Civil War
(1936-1939)
Took power of Spain in 1939
Ruled Spain as dictator from 1939-1975
Died in 1975
SAMPLE SUMMARY: FALANGE PARTY
Falange Party – The fascist Falange Party was formed by José Antonio in 1933,
in Spain. This party supported General Francisco Franco who became dictator
of Spain in 1939, aer the Spanish Civil War.
Important Details:
Formed by José Antonio in 1933 in Spain
Fascist Party
Supported General Francisco Franco who became dictator of Spain in 1939
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Part VI: Between the Wars
History Odyssey Teacher Guide: Modern Times Level 2
Lesson
59
Fascism (connued)
SAMPLE SUMMARY: ADOLF HITLER
Adolf Hitler – Adolf Hitler founded the Naonal Socialist German Worker’s
Party (Nazis) in 1933. He was appointed Chancellor of Germany and promised
to end poverty and unemployment in Germany, and he wanted to make Germany into a great state once again. Hitler crushed all opposion, ordered the
murder of millions of Jews, gypsies and others, and led Germany into WWII in
1939. When faced with defeat, Hitler commied suicide rather than surrender.
Important Details:
Founded Naonal Socialist Germany Worker’s Party (Nazis) in 1933
Appointed Chancellor of Germany
Promised to end poverty and unemployment
Envisioned Germany as a great state
Crushed all opposion
Ordered the murder of millions of Jews, gypsies, and others
Led Germany into WWII in 1939
Commied suicide when faced with defeat
SAMPLE SUMMARY: NAZIS
Nazis – The Nazis were also known as the Naonal Socialist Germany Worker’s
Party. This fascist party was formed by Adolf Hitler in Germany in the 1930s.
Important Details:
Otherwise known as the naonal Socialist Germany Worker’s Party
Formed by Adolf Hitler in Germany
TREATY OF VERSAILLES OUTCOME
In Lesson 54 students completed a summary of the Treaty of Versailles – which
ended WWI. Students are now adding to a growing list of effects of the treaty.
Possible outcomes are listed below. Students should list at least one outcome
with this lesson. Check to make sure students have added to their list.
Possible Effects List
Harsh treaty terms led to economic recession and large-scale unemployment.
High parcipaon in German polics due to the country’s economic woes.
Polical turmoil and violence in Germany was common aer WWI.
MAKE THE CONNECTIONS WORKSHEET
Students begin the mul-lesson Make the Connecon Worksheet with Lesson
57. Students add to this worksheet with this lesson. Check progress on this assignment with each applicable lesson. Ulize the General Project Rubric found
in Appendix B: Assessment Rubrics when giving this assignment a final grade.
Students are encouraged to make connecons not shown here. Any of the
possible connecons shown in blue are acceptable for this lesson.
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Part VI: Between the Wars
History Odyssey Teacher Guide: Modern Times Level 2
Lesson
59
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Fascism (connued)
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Part VI: Between the Wars
History Odyssey Teacher Guide: Modern Times Level 2
Lesson
59
Fascism (connued)
TIMELINE WORK
Check melines. Students should have all of the below dates listed on their
melines. They may have addional dates, but these are the key dates for
Lesson 59. Ulize the Timeline Dates Grade Rubric located in Appendix B:
Assessment Rubrics.
Fascism Timeline
1919
Benito Mussolini founds Fascist Party
1922
Mussolini becomes prime minister of Italy
1928
Mussolini becomes fascist dictator of Italy
1933
José Antonio forms Spanish Falange Party;
Hitler appointed chancellor of Germany
1939
General Franco becomes fascist dictator of Spain;
WWII begins
LESSON REVIEW WORKSHEET
Students complete a review worksheet for the Russian Revoluon, Communism, and Fascism, Lessons 57-79. The review worksheet and answer key are
found in the Appendix C: Reviews.
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Part VI: Between the Wars
History Odyssey Teacher Guide: Modern Times Level 2
Lesson
SUMMARY
Students summarize the
Spanish Civil War with a
Record of War Worksheet,
connue short summary
work, and complete map
work. There is a movie
opon for this lesson.
60
The Spanish Civil War
RECORD OF WAR OR CONFLICT WORKSHEET THE SPANISH CIVIL WAR
Students complete a Record of War or Conflict for the Spanish Civil War. Ulize
the Record of War or Conflict Grade Rubric, located in Appendix B: Assessment Rubrics, and the sample Record of War or Conflict, located in this lesson,
to grade this assignment.
GET READY
KFH
Worksheet: Record of
War or Conflict
Map 15: Spain
Worksheet: Make the
Connecons
Atlas
ITEMS TO ASSESS
Worksheet: Record of
War or Conflict
2 Short Summaries
Record of War or Conflict
1936-1939
War or Conflict: Spanish Civil War
Dates:
General Summary:
The Spanish Civil War was a war between the beliefs of socialism and fascism. People from
many countries traveled to Spain to participate in this war and support their beliefs. Almost
1 million people were killed before the government surrendered and fascist General Francisco
Franco took over leadership of Spain.
Parties Involved: General Francisco Franco of the nationalist Falange Party was supported
by Italy and Germany. These nationalists fought against the republicans or socialists.
The republicans were supported by the Soviet Union.
Events Leading Up to the War or Conflict:
• Political turmoil and economic depression
• Spanish fought during 1920s to claim Morocco with unrest in Morocco leading
to the fascist military dictatorship of General Primo de Rivera until 1930.
• New Popular Front Government elected in 1936 under Manuel Azana and
supported by the Socialist Workers Party and the Communist Party.
• The new government was opposing fascist supported Roman Church.
Map Sketch
Reasons For the Fighting (Causes):
Continued political turmoil
Fascist army generals in Morocco began a rebellion
Map 15
Worksheet: Make the
Connecons – check
progress
Significant Battles and Their Outcomes:
Basque town of Guernica – Germany, in support of the nationalists, sent dive bombers
to bomb civilian areas.
Barcelona – Socialist government surrenders in January, 1939.
Madrid – Socialist government surrenders in March, 1939.
VOCABULARY
subdue, Popular Front
Government, aerial bombing, dive bombers
LITERATURE
ASSIGNMENT
Animal Farm: Chapter 8
Final Outcome:
General Franco of the nationalists formed a fascist government and was declared
Caudillo of the Realm and Head of State.
Results (Future Effects):
Opposition to the Falange party was banned throughout the country.
Power of the Roman Catholic Church was restored.
Spain withdrew from the League of Nations.
Spain remained neutral during WWII, although sympathetic to Hitler
Spain remained under dictatorship until 1975.
Other Information and Your Assessment:
Answers will vary.
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Part VI: Between the Wars
History Odyssey Teacher Guide: Modern Times Level 2
Lesson
ADVANCED
LEARNERS
Complete lesson
independently.
Challenge: Read Ernest
Hemingway’s For Whom
the Bell Tolls.
INTERMEDIATE
LEARNERS
Complete lesson
independently.
60
The Spanish Civil War (connued)
SUMMARY WORK
This lesson contains two short summaries. Each summary is to be a few sentences in length. And each summary is a connuaon of a previous summary.
Ulize the “Short Summary” grade rubric located in Appendix B: Assessment
Rubrics, and the sample summaries located in this lesson to grade this assignment. Refer to Lesson 60 in HOMT2 Student Guide to determine where summaries are to be filed.
The summaries listed are not definive summaries. A list of important details
is also given for your informaon and for an aid when grading the summaries.
SAMPLE SUMMARY: FRANCISCO FRANCO
RESEARCH GOALS
Students connue
wring first dra.
COOP/GROUP
OPTION
Complete Record of
War or Conflict Worksheet in Small Groups.
Students work in
groups of three to
create “voices” for the
different sides of the
Spanish Civil War. See
lesson informaon below for more details.
Pandia Press
Francisco Franco – During his rule, Franco banned all opposion to the Falange
Party, restored power to the Roman Catholic Church, and took Spain out of the
League of Naons. Franco kept Spain neutral during WWII, although he was
sympathec to Hitler.
Important Details:
• Banned all opposion to the Falange Party
• Restored power to the Roman Catholic Church
• Took Spain out of the League of Naons
• Kept Spain neutral during WWII
• Sympathec to Hitler
SAMPLE SUMMARY: FALANGE PARTY
Falange Party – During the Spanish Civil War the Falange Party allowed Germany to conduct unrestricted aerial raids on civilians, thus changing the scope
of war worldwide. The Falange Party remained the ruling party unl 1975.
Important Details:
• Allowed Germany to conduct unrestricted air raids on civilians
• Ruling party unl 1975
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Part VI: Between the Wars
History Odyssey Teacher Guide: Modern Times Level 2
Lesson
60
The Spanish Civil War (connued)
MAP 15: SPAIN
Students should complete map work in color. This lesson provides a
completed map key for this map. Use this map key and the map rubric
located in Appendix B: Assessment Rubrics when grading Map 15.
Refer directly to the student guide for map work instrucons specific
to Lesson 60.
MAKE THE CONNECTIONS WORKSHEET
Students begin the mul-lesson Make the Connecon Worksheet with Lesson
57. Students add to this worksheet with this lesson. Check progress on this assignment with each applicable lesson. Ulize the General Project Rubric found
in Appendix B: Assessment Rubrics when giving this assignment a final grade.
Students are encouraged to make connecons not shown here. Any of the
possible connecons shown in blue are acceptable for this lesson.
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History Odyssey Teacher Guide: Modern Times Level 2
Lesson
60
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The Spanish Civil War (connued)
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Part VI: Between the Wars
History Odyssey Teacher Guide: Modern Times Level 2
Lesson
60
The Spanish Civil War (connued)
OPTIONAL MOVIE
Students may watch the movie For Whom the Bell Tolls. The seng for this
movie is the Spanish Civil War. Students will need to watch this movie or have
read Ernest Hemingway’s For Whom the Bell Tolls if they are working in a
group to complete the Oponal Co-op/Group Acvity.
COOP/GROUP OPTION
VOICES OF THE SPANISH CIVIL WAR
Background: The Spanish Civil War is in full swing. Not only are the cizens of
Spain fighng this war, but people all over the world feel called to be a part of
this cause. Francisco Franco’s Fascist Falange Party – or naonalists – is backed
by Germany and Italy. These naonalists fight against the republicans who
receive support from the Soviet Union and many cizens of other countries
from around the world.
Procedure:
1. Divide students into groups of three.
2. Each group will have a member of the American Abraham Lincoln Brigades,
a fascist speech writer, and Robert Jordan – the protagonist in For Whom
the Bell Tolls.
3. Each group member will have a specific assignment as outlined below.
4. Students can use the library, KFH, and the website listed in the HOMT2
Student Guide for research starng point.
5. Reserve me for each group to present their assignments.
6. Grade assignments using the Group Oral Presentaon /Group Project Grade
Rubric found in Appendix B: Assessment Rubrics.
7. Display completed projects.
American Abraham Lincoln Brigades Role: Many Americans, including Ernest
Hemingway, felt strongly compelled to join the republican – or socialist – side
of the Spanish Civil War.
A. Research the American Abraham Lincoln Brigades.
B. Think about Robert Jordan’s book/movie role.
C. Design a pamphlet to be sent to America calling for more supporters to
join the war effort in Spain.
D. This is a persuasive wring assignment, so include informaon about life
in the Brigades, what is happening in the war now with the Brigades, and
why they should join and support the Brigades.
E. The pamphlet should be a tri-fold leer-size pamphlet. It can be typed or
handwrien, but must have photos and/or illustraons of the war and
the Brigade efforts.
F. The pamphlet will be presented in class.
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Part VI: Between the Wars
History Odyssey Teacher Guide: Modern Times Level 2
Lesson
60
The Spanish Civil War (connued)
Fascist Speech Writer: Francisco Franco needs a great speech writer. Not everyone in the country supports the Falange Party.
A. Research the Falange Party and its goals for Spain.
B. Write a persuasive speech for Francisco Franco. He will give this speech
all over the country as a means of gaining support for the naonalist side
of the Spanish Civil War.
C. The speech should be 2-3 minutes in length, it should list the posive
reforms offered by Franco’s party, and should be very persuasive.
D. Student presents speech in class.
Robert Jordan’s Role: This is a first person account of life as a revoluonary
during the Spanish Civil War. The student creates Robert Jordan’s last three
days of life minus details about Maria.
A. Research life as a revoluonary during the Spanish Civil War.
B. Choose a way to give a first person narrave of Jordan’s last three days of
life. This could be in leer form, diary form, completely in illustraons, or
some combinaon of ways. Be creave.
C. Include informaon using your five senses: how the war sounded, felt,
smelled, etc.
D. Include informaon about why you were there, what you did, and how
you felt.
E. Be prepared to creavely present Robert Jordan’s last three days of life
in class.
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