...That is correct that Stalin ordered the burning of these books in order to erase Jewish culture in the Soviet Union. Although unlike Hitler, Stalin did not target the Jews as a race, he embraced anti-Semitic stereotypes at times, such as in the infamous doctor's plot. See http://www.jewishvirtuallibrary.org/jsource/History/Human_Rights/plot.html We learn from our text, that "Stalin forced writers and artists to use the techniques of approved 'socialist realism' for artistic and literary expression" (235). Do you think that this is comparable to the Nazi book burnings? I think Stalin, like Mark mentioned, enforced only areas of education which benefited his plans for the government and its people. There was a big change in the way that classes of people were treated; Stalin cared much less about women than the previous leader and he aimed to increase profits through industry for the already wealthy elite and the military (Goff, 2008). During this time he promoted education which would reinforce the values of hard work and discipline, but did very little for the people who worked just as hard as others, the farmers. They were living in poverty. I think that the only difference between Stalin and Hitler here is that Stalin's goals were centered around earning more wealth and making people more productive, though at the expense of certain classes' qualities of life. Hitler sought to "extinguish" an entire race of people, based on superior beliefs of a duty to cleanse the world...
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...• Mussolini differed from Hitler in regard to Jews and Homosexuals and other groups from power. • Mussolini faced more opposition from Liberals and leftist groups, while Hitler adopted totalitarianism with a lot of nationalistic pride. • Both used something called Secret policy. • Yet both policies were different in nature. Hitler focused more a pollution of the German state and influences from the Aryan race. While Mussolini utilized bandits and hooligans to keep and strengthen his power. • Hitler and Mussolini placed fear into the hearts of the general public. Trepidation was present but for different reasons. • People beneath Hitler were afraid of not fitting in. conformity took over and wanted to be apart of the Aryan race. Because if you did not fit in, the consequences were grave such as death camps, and so...
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...Hong Kong Diploma of Secondary School Education History School-based Assessment Task One Study Outline Name of Student : Cheng Ho Wai, Gavin Class : 5A Class No.: 06 Title : Compare and contrast economic policies of Stalin (5 Years Plan) and Mao (First 5 Year Plan & Three Red Banners) Study Outline : The first half of the 20th century saw the rise of some single-party states and the rise to power of some of the famous and controversial figures. Leaders of these states, such as Hitler, Mao and Stalin, not only influenced other countries around the world, but also changed their countries internally as well. In Russia and China, Stalin and Mao built themselves up as a great and god-like leaders, they promoted personality cult and also forced their countries to go under a series of reforms, especially in the aspect of economy. As both of them are leader of communist countries, their aim of economic policies are likely to be the same. However, there are still some differences to be seen. Now, I would like to compare the economic policies of the supreme leaders in the world history. Compare of Stalin and Mao .The conditions of Stalin and Mao are similar. Their countries both faced a hand-to-mouth existence at that time. In order to improve the livelihood of the people and to solid the rule of the communists, they both introduced economic reforms. However, their reforms were different from each other and brought different blessing to their...
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...The Japanese poster provided depicts a short asian man, that looks similar to a vampire. The pointed ears and fangs portray the Japanese as monsters. The man is holding a knife, perhaps to signify the presumed Japanese ‘betrayal’ of America. Additionally, there is a swastika depicted on the Japanese coat, probably used to signify the Japanese choosing the side of the Axis powers, in contrast to the allied United States. Of course, our society now sees these ‘racial stereotypes’, depicted in posters such as the one provided, as WWII propaganda used to input fear and racial prejudice towards the Japanese Americans. Many, as of today, probably see this poster as blatant racism and as a poor, offensive joke. However, within the WWII era, these propaganda posters were very effective in influencing the ways Americans viewed Japanese immigrants, or even Japanese Americans. In fact, several imprisonment camps were set in order to over-look the Japanese Americans after Pearl Harbor. Additionally, Japanese Americans were prime suspects of spying and plotting attacks with the Japanese attackers. Compare this to today’s...
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...created | | III. Peace and a “new Europe” | | a. League of Nations-world organization that would maintain peace | | b. Treaty of Versailles was created | | c. 59 nations became a league, while the U.S. refused to join | | | What economic event | 2. The Great Depression and the Rise of Totalitarianism | Marked the starting point of | The loss of life ushered in a new era | The Great Depression? | I. Economic Crisis | | a. The stock market crash marked the beginning of the depression | | b. The U.S. government became involved with reviving the economy | | II. Political Tensions | | a. Both economic and political tensions arose in Europe | | b. Hitler became der Fuhrer of the Third Reich | | c. Joseph Stalin ended the NEP and created the Five-Year Plan | | | | 3. Nationalist Movements Around the World | | Extreme changes occurred in Europe | How did the nationalists | I. Turkey, Persia, and Africa | Affect Turkey, Persia, and | a. Greek troops occupied Turkey | Africa? | b. Nationalists also took control of Persia | | c. During the 1930’s many Africans called for independence | | II. Asia and Latin America |...
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...1.) Compare and contrast the two types of totalitarian governments that arose after 1917, that is, communism and fascism. What were the origins of these governments, their accomplishments, and their failures? What accounts for the fact that the masses mobilized to support these movements? Elaborate. Communism is founded by Karal Marx and Friedrich Engels. Communism is Classless society, government-less and automatic system based on the common ownership and social sameness. There is no one is rich or poor people in a communist system. It stands for a stateless society where all are equal. On the other hand, Fascism was founded in Italy by Benito Mussolini. Fascism is the glorification of the state and it considers state on top of everything; believes in nationalism where state control everything. Communism means state ownership and fascism means state control. Fascism became popular between 1919 and 1945. Communism became popular after the Revolution of Russia in 1917. Fascism began to rise in Europe directly following the First World War because there was a fear of Socialism. The first nation where fascism rose to power was in Italy with Mussolini and his government. He created this ideology as the exact opposite of socialism and the way to combat the rise of socialism. He saw the rise of the Soviet Union and was afraid that they would move across Europe to force communism. Fascism has the government supporting private business instead of the government . In the...
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...Corruption of Pigs, Leaders and Modern Day Life Corruption is a provoking issue for many societies around the world, impacting multiple generations and at various degrees. Corruption is defined by Merriam Webster Dictionary as, ‘dishonest or illegal behavior especially by powerful people’. It is displayed by Hitler in the Holocaust, George Orwell’s book Animal Farm, and even in our modern day. George Orwell conveys a powerful message that applies to all three situations, supporting Orwell’s compelling message. Orwell’s political message about corruption of the government and leaders abuse of power is depicted in the way Hitler led Germany, the current U.S. government and George Orwell’s portrayal of the Russian Revolution in Animal Farm. There are many examples of people taking advantage of power in our country today. In a New York Times Article titled “ "Officials Push to Bolster Law on Wiretapping", author Charlie Savage informs readers of the government’s new push for an increase in surveillance. Recently, phone companies and networks have updated their software, causing it to be additionally difficult for the government to spy on them and take the customers personal information(Savage 1). As the U.S. government continues to wiretap and collect information from large phone carriers such as AT&T and Verizon(Savage 1), it will become an extreme and impactful invasion of privacy. This push will extend the laws to companies like Gmail, Facebook and Skype(Savage 2). Savage...
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...s/he presents the concerns: right vs wrong; conservative vs radical, or elite vs commonplace. Orwell published “1984” in 1948 just after the end of World War II. Although at this time, Hitler’s reign was brought to an end, Joseph Stalin, another ruthless leader was still in power. Though they were adversaries during WW II, both men shared acute similarities in their success towards creating a totalitarian government much like the one seen in “Nineteen Eighty-Four.” The ghastly, but impressive ease with which each ruler rose and remained in power is possibly what caused Orwell to focus so heavily on political concerns in his novel. While there are no direct allusions to the Adolf Hitler or Stalin, the political devices used by the Party to control Party members in Oceania are undeniably parallel to the manipulation and brutality that each ruler used to control government. Big Brother for instance, is a fearless leader who is loved by all of the Party members. Though it is never confirmed whether or not he is a real person or just an idea, citizens praise him almost instinctively, posters of him are found in every building, and badmouthing him is not only an act of audacity, but punishable by death. Nazi Germany shared the same attitude towards Hitler. He was beloved by his constituents and a celebrity as much as he was a dictator. Even physically, Big Brother, as he is described in the beginning of the novel when the narrator mentions the “black-mustachio’d face” (Orwell 2), corresponds...
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...| | |Comparing and Contrasting Economic Systems | | | | | |Introduction to Sociology | | | | | |The Industrial Revolution changed |How it changed the economy |1900 and Today | |The number of people employed in industrial |The use of machines began to spread throughout |Implementation of the production line | |manufacturing (textiles, iron goods, metal, |the world | | |pottery, etc.) ...
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...Compare and contrast the theme of control in The Handmaids Tale and Nineteen Eighty-Four Control is a central theme in both dystopian texts and control is present in both novels. Both societies in the novels are heavily controlled and restricted, but the key difference is in the regime used by the respective governments in each text. In The Handmaids Tale the government’s ideologies are theosophical whereas Nineteen Eighty-Four is based on socialism. These ideologies play a key role in the ways that control is presented in each novel. The governments use different forms of control to maintain their regimes and power and these include: indoctrination through control of hierarchy, language and religion. The governments act as totalitarian regimes which constantly monitor the lives of its citizens to keep them under their control. Orwell took inspiration from the plight of Britain during the time the novel was written; 1948. Britain had just come out of a horrifying war that devastated the world - World War Two - and her economy and overseas relations were in deep water. Britain’s economy was at its lowest in decades and very unstable; her Empire was dissolving in to the common wealth and international relations were quickly turning sour. Similarly to The Handmaids Tale, Nineteen Eighty-Four warns against governments’ overwhelming acquirement of power. Orwell himself was well-versed in the world of politics and strategies deployed by governments to gain control. He was also a traditional...
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...HISTORY 4C: WESTERN CIVILIZATION: 1715-PRESENT Description of the Course: This course surveys the history of Europe from the beginning of the 18th century until the end of the 20th century. We will study major political, economic, social and intellectual developments that affected European societies during that time period and changed lives of people throughout the world. Major themes of the course will include the French and Industrial Revolutions, emergence of ideologies such as liberalism, nationalism and socialism as well as their practical impact on politics and culture, the rise and fall of European global dominance, wars and revolution of the 20th century. Goals of the Course: I. Understanding Historical Heritage of our Civilization: The major purpose of this course is to familiarize you with heritage of the western civilization and help you understand significance of its impact on contemporary world. This class will aim to illustrate how the past impacts people’s lives in the present and how our actions, ideas, and self-image are shaped by historical developments. II. Acquiring Critical Thinking: History consists of more than just memorization of names, dates and narratives of historical events. Although knowledge of factual information is imperative, it is important to realize that history is interpretation of facts, trends and ideas. Therefore, neither professor nor Teaching Assistants will give you “right” or “wrong” answers. Instead, another major...
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...Karachi school for business and leadership | Financial Institutions (Banks) & Industrial Development in Germany, Russia & India | Global and South Asian Business Development | Dr. Imran Ali | | 3/24/2014 | Salik Chaturbhai M2130024 Taimour Abdullah M2130017 Zeeshan Jessani M2130034 Salik Chaturbhai M2130024 Taimour Abdullah M2130017 Zeeshan Jessani M2130034 Contents Introduction 2 Review of Literature 3 Looking at the Past: Industrialization and Financial Institutions 8 Germany 8 Deutsche Bank, Germany 10 Russia 13 Sberbank, Russia 16 India 17 The State Bank of India 18 Major Themes: Comparison & Contrast 24 The debate between Capitalist and Communist Industrialization 25 Fiscal and Industrialization policy 27 Mission Statement and goals 30 The Banking Sector 31 Target Markets 32 Colonized Industrialization or De-industrialization 34 Conclusion 37 Appendix 1 39 Appendix 2 40 Work Cited 42 Introduction Mankind as a whole and the world as has been observed in the past has undergone much change in all aspects of human life. The concept of economic development in light of increasing industrial growth, free labour, the growth of private property as an institution and the development of the international trade as a concept have changed the way humans and hence nations interact and intervene in the world economic system. These gradual yet drastic changes in the structure of human interactions led to a wave...
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...GCE History |Contents |Page | | | | |Unit A2 1: Option 1, Anglo–Spanish Relations 1509–1609 |5 | |Unit A2 1: Option 2, Crown and Parliament in England 1600–1702 The Changing Role and |17 | |Status of Parliament | | | |37 | |Unit A2 1: Option 3, Liberalism and Nationalism 1815–1914 | | |Unit A2 1: Option 4, Nationalism and Unionism in Ireland 1800–1900 |51 | |Unit A2 1: Option 5, The Clash of Ideologies in Europe 1900–2000 |67 | Introduction CCEA has developed new GCE specifications for first teaching from September 2008. This scheme of work has been designed to support...
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...http://www.nybooks.com/articles/archives/1967/feb/23/a-special-supplement-the-responsibility-of-intelle/ the responsibility of intellectuals A Special Supplement: The Responsibility of Intellectuals Noam Chomsky FEBRUARY 23, 1967 ISSUE TWENTY-YEARS AGO, Dwight Macdonald published a series of articles in Politicson the responsibility of peoples and, specifically, the responsibility of intellectuals. I read them as an undergraduate, in the years just after the war, and had occasion to read them again a few months ago. They seem to me to have lost none of their power or persuasiveness. Macdonald is concerned with the question of war guilt. He asks the question: To what extent were the German or Japanese people responsible for the atrocities committed by their governments? And, quite properly, he turns the question back to us: To what extent are the British or American people responsible for the vicious terror bombings of civilians, perfected as a technique of warfare by the Western democracies and reaching their culmination in Hiroshima and Nagasaki, surely among the most unspeakable crimes in history. To an undergraduate in 1945-46—to anyone whose political and moral consciousness had been formed by the horrors of the 1930s, by the war in Ethiopia, the Russian purge, the “China Incident,” the Spanish Civil War, the Nazi atrocities, the Western reaction to these events and, in part, complicity in them—these questions had particular significance and poignancy. With respect to...
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...The Edexcel International GCSE in History Schemes of work We are happy to provide these new enhanced schemes of work for you to amend and adapt to suit your teaching purposes. We hope you find them useful. Practical support to help you deliver this specification Schemes of work These schemes of work have been produced to help you implement this Edexcel specification. They are offered as examples of possible models that you should feel free to adapt to meet your needs and are not intended to be in any way prescriptive. It is in editable word format to make adaptation as easy as possible. These schemes of work give guidance for: * Content to be covered * Approximate time to spend on different key themes * Ideas for incorporating and developing the assessment skills related to each unit. Suggested teaching time This is based on a two year teaching course of five and a half terms with one and a half hours of history teaching each week. This would be a seventy week course with total teaching time of approximately 100 hours. The schemes suggest the following timescale for the different sections: * Paper 1: 20 hours for each of the two topics: Total 40 hours. * Paper 2 Section A: 20 hours for the topic: Total 20 hours. * Paper 2 Section B: 25 hours for the topic since it covers a longer period in time. Total 25 hours. * Revision: 15 hours. Possible options for those with less teaching time * 20 hours for Section Paper 2 Section B ...
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