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SECTION 3 OVERVIEWPOWER: HOW DID DICTATORSHIP AFFECT PEOPLE’S LIVES?

SHP History Year 9 Teacher’s Resource Book 61

This section compares the two dictatorshipsthat dominated the first half of the twentiethcentury, focusing on the lives of people livingunder the rule of Joseph Stalin in the SovietUnion and Adolf Hitler in Nazi Germany. Thesecond part of the section is a study of theHolocaust, using the story of one of thesurvivors as a starting point for research andending by asking why this event is still one ofthe most significant in history.

Lesson sequence 8:Comparing dictatorships:how similar were JosephStalin and Adolf Hitler?(pp. 106–122)

How did Stalin and Hitler manage to gainsuch power, what impact did they have onthe people of the Soviet Union and NaziGermany and how similar were the twodictatorships?

Lesson sequence 9: Whatcan the story of Frank Brightand his classmates tell usabout the Holocaust?(pp. 123–141)

Why were the Jews persecuted? Whathappened to them? How should the event beremembered? Why is it so significant?

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ObjectivesBy the end of this lesson sequence pupilsshould be able to:• explain how Stalin and Hitler rose to power• exemplify similarities and differences

between the two dictators’ beliefs• describe similarities and differences between

the two dictators’ methods of control• explain changes that the dictators brought

about in their countries• understand advantages and disadvantages of

living in the Soviet Union or Nazi Germany• write an effective comparison of the two

dictatorships.

Lesson sequence

Starter

How similar were Stalin and Hitler? (pages 106–107)It is hard to believe that there will be any pupilswho have not heard of Adolf Hitler and who donot know that he was the ruler of Nazi

Germany. There may be some, however, whohave never heard of Joseph Stalin, know verylittle about the Soviet Union and have no realidea about communist philosophy. At the start,Stalin can be very briefly introduced as thedictator who ran the Soviet Union at more orless the same time as Hitler ruled Germany,though it may be necessary to clarify themeanings of democracy and dictatorship.Before using the text book, Activity sheet 28 is avery straightforward opportunity to testprevious knowledge about these two styles ofgovernment by providing the definitions frompage 107 in the form of a card sort, whichshould be carried out in just two or threeminutes. If appropriate, the two terms shouldbe added to pupils’ glossaries.Activity sheet 29 contains the chart from theActivity on page 107. Pupils could work in pairsto complete this. It may be better copied to A3size to allow space for writing enough detail.Similarities and differences for the first row ofthe chart could be more rapidly found byinstructing half the class to read theinformation on Stalin and half on Hitler. The

Comparing dictatorships: howsimilar were Joseph Stalin andAdolf Hitler?

Plan forlessonsequence 8

Summary Stalin and Hitler both came from lowly backgrounds to rise tobecome dictators of two of the most powerful countries in the world,at more or less the same time. This lesson sequence compares thetwo men, their methods and the impact they had on their people.Doing History on page 122 guides pupils through how to writeeffective comparisons.

Time needed 2–4 hours, depending on how much depth individual teachers wantto give to the study of the dictatorships

Key concepts Cause and consequence: how did Stalin and Hitler rise to power? and processes What did they do and with what results?

Change and continuity: how did living in a dictatorship changepeople’s lives?Communicate about the past: writing effective comparisons

Resources • Pupil’s Book pages 106–122• Activity sheets 28–31

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Development

What did Stalin believe in? (page 108)Whilst it is important not to lose pace byspending too long checking on pupils’understanding, many do have difficulty withpolitical terminology, including ‘communism’,usually defined by the statement that ‘everyoneis equal’. Just asking pupils to read and discusspage 108 may be enough to clarify theimportant points but it may also be useful towrite down answers to a few basic questions(Activity sheet 30) or to make a diagram orposter using the information. Whatever meansare used, it should not take too much time awayfrom the main focus of the lesson and might,perhaps, be a suitable homework task. Once theprinciples are understood, a brief summary canbe made to include in the chart – the secondrow of Stalin’s column (Activity sheet 29).How did Stalin rise to power? (page 109)Points to include in discussion:1. The advantages Trotsky had over Stalin:

• respectable academic background• close ally of Lenin• opportunity to use publicity and

propaganda through two communistnewspapers

• leading role in the Revolution and in theRed Army gave him status within theCommunist Party

• good public speaker and political thinker.

2. Reasons for Trotsky losing the leadership ofthe Party to Stalin:• bad luck falling ill at the wrong time• underestimated Stalin• arrogance annoyed other communists• Stalin used his role as General Secretary to

increase his support• Stalin used trickery.

Row three in the chart (Activity sheet 29)should reflect the mistakes of the opposition,notably Trotsky, and Stalin’s clevermanipulation of every opportunity to gainadvantage.How did Stalin control the Soviet Union?(pages 110–111)Summary of points for row four of Stalin’scolumn in the chart (Activity sheet 29):Terror:• no toleration of any opposition• use of secret police, spies and informers• labour camps, called gulags, set up in icy

north – prisoners worked long hours withoutpay

• purges and show trials – millions sent to thegulags and/or died.

Censorship and propaganda:• control of news media – papers and radio• religion banned• paintings, posters, films and statues all

reinforced the message that Stalin was thesupreme, god-like leader

• images with children also portrayed Stalin asa father-figure – caring for his people.

Stalin Hitler

Year born 1879 10 years later

Relationships at home Problem father, abandoned family Same

Politically active Yes Yes

Affiliation Communist Member and then leader of National SocialistGerman Workers’ Party (Nazi Party)

Illegal activity Violent bank raids, exiled to Siberia Involved in attempted coup, imprisoned

Leadership qualities Not good at public speakingRegarded as slow and dullDevious and ruthlessGeneral Secretary of his Party

Great public speakerRegarded as energetic and charismaticDevious and ruthlessLeader of his Party

teacher could then call out the categories listedbelow to elicit the points for recording in theappropriate columns.Using this information, the similarity rating forthe top row of the table would be 3 or 4.

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How did Stalin change life in the Soviet Union?(pages 112–113)The ideas listed below will have to be shortenedstill further to fit into the chart but key pointsabout the impact Stalin made were:For workersPositive impact• Five-Year plans for industry, setting targets

which, though almost unattainable, did leadto amazing increases in production, so theSoviet Union became a modern industrialpower and unemployment was virtually non-existent.

Negative impact• Long hours worked for low wages; strict

discipline enforced with severe punishments.• Living conditions were poor –

accommodation was overcrowded in townsand cities.

• In the country, peasants had to work oncollective farms, under the control of acommunist leader.

• Those who wanted to work for themselvesand refused to co-operate were sent to labourcamps – problems with the new system andits enforcement led to famine in 1932–1933.

For women and families:• Women were ‘equal’ and as such were

expected to contribute to the labour force,not just have a domestic role, so child carewas arranged by the government.

• Crèche facilities and day-care centres werenot adequate, so children suffered.

• Women were not encouraged to becomeactively involved in politics.

Young people:• Education was free and universal, combining

basic learning, technical and industrialtraining and political propaganda, but wasnot well resourced.

• Children and young people were expected tojoin groups which embedded communistvalues, before joining the Communist Partyas adults (those who did not join any of thesewhen young or as adults were disadvantagedwhen it came to jobs, promotion, housing,etc.).

What did Hitler and the Nazi Party believe in?(page 114)Pupils should read the points at the top of thepage 114, which give the necessary informationfor completion of columns three or four in thesimilarities and differences with Stalin chart(Activity sheet 29). Apart from the need for a

dictator to enforce the programme, the policiesare different. How did Hitler rise to power? (pages 114–116)Reading and understanding of problems 1–3(on pages 114–115) will be needed for thediscussion suggested, unless pupils have anybackground knowledge of the Treaty ofVersailles and the Weimar Republic.There is a fair amount of information for pupilsto absorb relating to the difficulties faced byGermany in the 1920s and how much time isgiven to studying it obviously depends on theteacher. Pupils probably do not need toremember more than: 1. the Treaty of Versailles humiliated and

weakened Germany2. some German workers liked communist

ideas but many other Germans feltthreatened by the possibility of riots andrevolution

3. economic problems caused by the war andthe Treaty of Versailles led to hyper-inflation,which meant money (and savings) was moreor less worthless. The USA helped out untilits stock market crashed, causingbankruptcies and unemployment and aperiod known as the Great Depression,which spread to much of the rest of theworld and, especially, Germany.

Apart from reading and summarising the keypoints there are various possible activities whichmight help pupils to recall and understand themain events, if sufficient time is available:• in groups of about four or five, pupils use

gestures and body language with slogans andheadlines written on large sheets of paper, tocreate tableaux illustrating each problem

• groups devise and act out a role play asGermans discussing the evils of the WeimarGovernment

• pupils design a series of cartoons orillustrations or mini-models to highlight eachof the issues.

If pupils understand the problems that existedin Germany by 1933, the additional factors ofNazi propaganda and Hitler’s skills in publicspeaking make the reasons for his rise to powerself-evident. Until 1933, similarities with Stalinare minimal, apart from both taking advantageof the weaknesses in the opposition. Hitlerconsolidated his position using similar means toStalin – fear, arrest and censorship – but thesecan be included in the next row of the table(Activity sheet 29).

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How did Hitler control Germany? (pages 117–119)As with previous pages, the amount of timegiven to reading and recording the answer tothis question is optional. Pupils generally enjoymaking posters showing Nazi methods ofcontrol but just reading through and discussingthe information will show that Hitler was verysimilar to Stalin in two ways:Terror:• the opposition was sought out and destroyed

by the SS and Gestapo, with help from spiesand informers

• trials were used to give the appearance ofjustice

• imprisonment in concentration camps*,where hard labour was enforced.

*the differences between concentration camps,PoW camps and death camps often need to bemade explicit.Censorship and propaganda:• Nazi achievements were exaggerated

through mass rallies, films, art and posters• benefits of Hitler’s rule were broadcast in the

streets• newspapers and radio controlled by Goebbels• history used as a propaganda weapon.How did Nazi rule change life in Germany?(pages 120–121)As with Stalin, there were positive and negativeaspects to Hitler’s industrial and politicalpolicies for ordinary people.For workersSimilarities:• increased production of weapons and

equipment for military use and job schemesthat improved public facilities, in addition tomass recruitment into the armed forces,reduced unemployment to a minimum

• total government control of the work force• long hours and low wages.Differences:• concentration on the military rather than

improving industry more generally, thoughthe outcomes were broadly similar

• offer of leisure and sporting opportunities toreinforce the benefits of Nazi rule andencourage the development of a healthyGerman race.

For women and familiesSimilarities:• No role for women in politicsDifferences:• women should stay at home as ‘good’ wives

and mothers – many female professionalswere sacked

• unless ‘imperfect’, women were encouraged,with financial inducements, to marry andhave large families

• Nazi policy dictated how women should dressand behave.

For young peopleSimilarities:• education was totally controlled by the state

and used for reinforcement of Nazi ideas –history was used to promote a Nazi version ofthe past

• young people were expected to join theHitler Youth which was designed to ensuretheir loyalty to the Nazi Party when adult(members of the Party had advantages).

Differences:• the curriculum encouraged physical exercise

to promote good health and it was racist andsexist

• the Hitler Youth had an emphasis on trainingyoung people for military service.

Plenary

Doing History: Making effective comparisons(page 122)The instructions for writing an answer to thequestion, ‘How similar were Stalin and Hitler?’are clear and detailed. Using their charts(Activity sheet 29), pupils should have plenty ofexamples to choose from for each of theparagraphs. For those who require extrasupport, Activity sheet 31 suggests possiblestarter sentences and connectives but, generally,pupils should be encouraged to devise theirown, perhaps following some analysis of the keypoints in the double hamburger example onpage 122.The completed answer, or perhaps just a copyof the conclusion, would make a suitable recordof this work for the Learning Log.

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Assessment for learning –Outcomes to look for

a) Can pupils explain how Stalin and Hitlerrose to power?

b) Can pupils give examples of similarities anddifferences between the two dictators’beliefs?

c) Can pupils describe similarities anddifferences between the two dictators’methods of control?

d) Can pupils explain changes that the dictatorsbrought about in their countries?

e) Have pupils shown understanding of theadvantages and disadvantages of living in theSoviet Union or Nazi Germany in theirdiscussion and writing?

f) Did pupils write an effective comparison ofthe two dictatorships?

Linked web-based activitiesReichstag 1932–1933: How did Hitler finallygain power?www.thinkinghistory.co.uk/ActivityBase/ReichstagHitler.html

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ObjectivesBy the end of this lesson sequence pupilsshould be able to:• explain reasons why the Jews were

persecuted• understand ways in which Jews’ lives were

restricted during the 1930s and link therestrictions to consequences

• explain how Nazi treatment of the Jewschanged during the war

• understand different ideas about who was toblame

• using their research, show why the Holocaustshould be remembered.

Lesson sequence

Starter

The puzzle on page 123 gives a lead into thelesson sequence. Pupils should be encouragedto speculate, discussing clothes, surroundings,ages, facial expressions, etc. and possible datesand places.

The source is a school photograph, probablytaken for similar reasons that such photographsare taken anywhere, though it may have beenbecause this group of school friends guessedthey may soon be separated. The picture wastaken in 1942 in Prague, Czechoslovakia, butpupils looking for clues may reasonably guessany time within a decade either side and anylocation in Europe, unless they are aware of theidentity of the children, who are Jewish. Theclue and unusual feature pupils might spot isthat many children in the photo have visiblestars sewn to their clothes. In fact, of course, allthe children will have had to wear that badge ofidentity.Holocaust Memorial Day is 27 January in theUK.

Development

What can the story of Frank Bright and hisclassmates tell us about the Holocaust? (pages124–125)The over-arching task for this section is tocreate a presentation for Holocaust Memorial

What can the story of Frank Brightand his classmates tell us aboutthe Holocaust?

Plan forlessonsequence 9

Summary For this lesson sequence, pupils have to carry out research forwhich guidance is given in the first Doing History. The story of FrankBright gives pupils material for three key questions about theHolocaust: Why were the Jews persecuted? What happened tothem? How should the event be remembered? In addition, thesecond Doing History task focuses on ‘Why is the Holocaust sosignificant?’. The section ends with a summary of more recentgenocides round the world.

Time needed Around 4 hours, including completing the presentation

Key concepts Cause and consequence: why were the Jews persecuted and what and processes happened to them?

Interpretation: how should the Holocaust be remembered?Significance: why is the Holocaust significant?Communicate about the past: research and produce a coherentpresentation for Holocaust Memorial Day

Resources • Pupil’s Book pages 123–141• Activity sheets 32–33

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SHP History Year 9 Teacher’s Resource Book

Day. If it’s possible, this would be morecompelling if the group of pupils whoproduced the best result were able to use it toteach others through an assembly held on oraround 27 January.Pages 124 and 125 explain the answers to thephotograph puzzle and serve as an introductionto the Holocaust, which pupils can read anddiscuss.Doing History: Organising your research (page126)Research skills include asking big questions(and sometimes devising the questions),selecting relevant material and sources fromwhich to find the answers and then organisingthe information by breaking it down into littlequestions, which can be recorded as sub-headings. These skills need to be specificallytaught.Difficulties pupils have are usually:• maintaining clear focus on the question• avoiding copying chunks of text, which may

be adapted by changing a word or two oromitting the odd phrase or adjective nowand again, so they can claim that the result is‘written in their own words’

• deciding how to sort out large quantities ofinformation into manageable sections – inother words thinking up the little questions

• spending hours ‘colouring the title’ (or ICTequivalent) and missing the essentials in thefinal presentation of their work.

At some stage pupils will have to decide whatform the final presentation will take – ‘book’,talk supported by illustrations, PowerPointpresentation, Moviemaker film, or anyreasonable alternative – but to start with thefocus should be on finding out about theHolocaust and making good, detailed notes.Key question 1: Why did the Nazis persecutethe Jews? (page 126)Although the text book does not give reasonsfor the anti-Semitism, suggestions have beenthat early Christians blamed the Jews forChrist’s crucifixion; that Jews did not havereligious laws against usury and were thereforeable to become money lenders, even to royaltyand governments, making them especiallyunpopular when the debts ran out of control;that people were jealous of the financial successof many Jews, notably in banking; that exclusivecommunities, particularly Orthodox Jews, mayappear a threat to those on the outside. Thesesorts of justification for persecution are, of

course, totally unreasonable but may indicatewhere some of the prejudice has come from.Hitler blamed the Jews for the German defeatin the First World War in much the sameridiculous way as some had made them ascapegoat for the Black Death in the fourteenthcentury. His obsessional hatred fuelled the Nazipolicies of persecution and Aryan superiority.Key Question 2: How did the Nazis persecutethe Jews? (pages 127–136)This part of the research is divided up usingseveral little questions based on the chronologyof events.What can Frank’s story tell us about how Jewswere treated in Germany when the Nazis cameto power? Frank’s Story Part 1: Berlin 1928–1938 (page127)Possible answers to the Activity on this page are:

What can Frank’s story tell us about how Jewswere persecuted in countries that the Nazisoccupied?Frank’s Story Part 2: Prague 1938–1942 (pages128–130)Pupils can use the restrictions and consequencecards, Activity sheets 32A and B, to carry out thematching Activity on page 128. They should beencouraged to think quite deeply about theeffects of the restrictions and include additionaldifficulties these might have created for Jewishfamilies. Pupils should not copy out the detailbut, for Activity 3, use careful thought to selectthree examples to use in their presentation.How did the Nazis’ treatment of the Jewschange during the Second World War? (page130)Notes about changes in Nazi persecution of theJews from the outbreak of war should include:• From the invasion of Poland and as the war

continued, the Nazis found thousands moreJews came under their jurisdiction so they

Frank says: Supported by:

Jews were only allowed tosit on one bench in thepark.

Source 19, a photographshowing a bench labelled‘For Jews only’.

Cartoons showed Jewsas ugly and exploitative

Source 20, an illustrationfrom a Nazi children’s book

There were signs sayingJews were not welcome.

Source 21, sign in a smalltown saying ‘Jews notwanted in this place’.

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had to adapt their policies to deal with theselarge numbers.

• Ghettos set up in cities could be controlledwith minimum manpower at a time when themilitary were needed for fighting.

• Ghettos were overcrowded with very limitedfood, which meant many Jews (half a millionin the Warsaw Ghetto) died from hunger anddisease, but those that were able-bodiedcould be used for slave labour to help theGerman war effort.

• Large numbers of Jews were just murdered.What can Frank’s story tell us about life in theghetto? Frank’s Story Part 3: Theresienstadt Ghetto1943–1944 (page 131)Evidence from Frank’s story that Theresienstadtwas not a model camp:• multiple gallows erected, used for excessive

punishment of minor misdemeanours• families separated• overcrowded with no space for personal

belongings or privacy• starvation rations, especially for the elderly,

weak or ill, who were expected to die anyway

• dirty, no soap, and bugs, which all spreaddisease.

It should be made clear to pupils that this is notjust Frank’s word against an official report –there is, of course, masses and masses ofevidence that shows how dreadful conditionswere. For pupils to get a better idea of what aghetto might have looked like there arephotographs and film clips that could beshown, including carefully selected shots fromSchindler’s List, for example, bearing in mindthat the film as a whole is certificate 15.What happened to the pupils in Frank’s classafter they left the ghetto? (pages 132–133)What can Frank’s story tell us about the deathcamps? Frank’s Story Part 4: Auschwitz October 1944(pages 134–135)There is a fair amount of text to study on themurders committed by the Einsatzgruppen andon the ‘Final Solution’ (pages 132–135) butmany pupils will be able to read withconcentration, given the nature of the material.After a first reading they can go through itagain to gather the evidence required, makingnotes for their presentation. It may be useful tohave some discussion about the enormity of thedecision, made in cold blood by Hitler and

leading Nazis, to plan and carry out theextermination of all Jews.What can Frank’s story tell us about the slavelabour camps? Frank’s Story Part 5: Friedland Slave LabourCamp 1944–1945 (page 136)Slave labourers were chosen from the strongestand healthiest Jews, although many still diedfrom the conditions they were subjected to. Thewar ended in time for Frank and he survived.Key Question 3: How should the Holocaust beremembered? (pages 137–139)Other groups persecuted by the Nazis shouldbe included when remembering the Holocaustand also the bravery of Jews who tried to standup to the persecution. It is important to drawout the idea that resistance was attempted inmany forms, as is clear from the information onpage 138.In remembering the Holocaust pupils mustconsider not just the role played by Hitler andhis close advisers, but also the part taken bythousands of others, without whose help Nazipolicy could not have been implemented.Pupils need to think about what motivatedthose people and the extent to which they canlegitimately use excuses such as ‘followingorders’, ‘fear’ or ‘didn’t know any better’ –having been brainwashed by the propaganda ofthe Nazi machine.Pupils may also reflect on how they might havebehaved under similar circumstances and atwhat point they would have been prepared totake a stand against something they could seewas wrong. Analogies from their own lives, forexample being prepared to stand up to schoolbullies, may be relevant. Most will stand up fortheir friends but how far would the bullyinghave to go before they would intervene for anacquaintance or someone they did not like?The fourteen possible candidates for blamelisted on page 139 make up Activity sheet 33.These are to be used to help decide who wasmost responsible for the Holocaust. The RippleDiagram is a series of concentric circles orsquares with the centre labelled ‘Mostresponsible’ or ‘Most to blame’. The diagramcan be drawn to any scale, depending onwhether it is being used by pairs, groups or awhole class. Pupils could be asked to copy oneexample each from the list onto a post-it noteto use on a large scale diagram. The exercisecould be set up and carried out on a whiteboard.

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Plenary

Doing History: SignificanceKey Question 4: Why is the Holocaust sosignificant? (pages 140–141)At this stage pupils may need an opportunity toassemble their research, review their answers tothe first three key questions and to create thepresentation. They should then have theevidence and understanding to consider thesignificance of the Holocaust and to finish thepresentation by answering the questions posedon page 140.The additional stories of more recent genocideshould provide compelling reasons for allyoung people to learn about the Holocaust butthey also suggest that people are still slow,unwilling or ineffective in trying to stop suchhorrors.

Assessment for learning –Outcomes to look for

a) Can pupils explain reasons why the Jews werepersecuted?

b) Can they give examples of ways in which theJews’ lives were restricted during the 1930sand make links to consequences?

c) Can they explain ways in which Nazitreatment of Jews changed during the war?

d) Do pupils show understanding of differentideas about who was to blame?

e) In the presentation of their research, didpupils show why the Holocaust should beremembered?


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