McDougal Littell, 
Modern World History
Chapters 14/15 
Pages 389-400, 
427-435

Hemingway, Ernest, 
For Whom the Bell Tolls
Orwell, George, 
Animal Farm

883077
Hitler
(1990 - 55 minutes)

883076
Lenin
(1990 - 40 minutes)

883074
Mussolini
(1990 - 50 minutes)

884397
War Years: 1931-1941
(1989 - 60 minutes)

882306
World in Conflict 
(1988 - 26 minutes)

20th century documents: 
www.yale.edu/
lawweb/avalon/20th.htm

Nazi Propaganda Archive 
http://www.calvin.edu/
academic/cas/gpa/ww2
era.htm

Russia and Stalin 
www.ncsa.uiuc.edu/
SDG/Experimental/
soviet.exhibit/intro1
.html

World War II Commemoration www.gi.grolier.com/
wwii/wwii_mainpage
.html

AT 65, 69
CT 30, 31, 66
GT 30, 31

Repression and Terror: Stalin in Control
http://www.ncsa.uiuc.edu:
80/SDG/Experimental/
soviet.exhibit/repress.
html
Description: In the 1920s, Joseph Stalin set the stage for gaining absolute power by employing police repression against opposition elements within the Communist Party. These had not previously been used against party members themselves.
Resource Type: Mix of Text and Graphics
Graphics Content: High
 

Stalinism: Internal Workings of the Soviet System
http://www.ncsa.uiuc.edu/
SDG/Experimental/
soviet.exhibit/intro1.html
Description: This iste details the Stalinist police terror inflicted upon the party and the Soviet population in the 1930s; millions perished, and subjected all aspects of Soviet society to strict party-state control.
Resource Type: Mix of Text and Graphics
Graphics Content: High
 

Nazi Propaganda Archive
http://www.calvin.edu/
academic/cas/gpa/
ww2era.htm
Description: Read speeches translated into English, see posters, pamphlets, and instructions for propagandists. You can even read an article from an SS newspaper attacking Superman.
Resource Type: Mix of Text and Graphics
Graphics Content: High
 

Nazi & Soviet Art
http://www.primenet.com/
~byoder/artofnz.htm
Description: While the Nazi and Soviet political movements were undoubtedly among the most vile developments of the 20th century, they inspired works of art which have the ability to expose some of the best and worst that art can achieve. See them here.
Resource Type: Photos or Pictures
Graphics Content: High
 

Adolf Hitler's First Antisemitic Writing, 1919
http://www.h-net.msu.edu/
~german/gtext/kaiserreich/
hitler2.html
Description: Here is the text of an anti-semitic letter from Adolph Hitler written in 1919, long before he took control of Germany with his Nazi party.
Resource Type: Primary Source Text
Graphics Content: High
 

Anatoly Lunacharsky-- 1923 Revolutionary
http://csf.Colorado.EDU/
psn/marx/Other/
Lunacharsky/Silhouettes/
Description: Here is a book by Anatoly Lunacharsky, who was the USSR's first Commissar of Education. Died in 1933, thereby spared the Stalinist party purges of the 1930s, when his book (archived at this site) probably would have cost him his life.
Resource Type: Primary Source Text
Graphics Content: High
 

Catholic Church and the Third Reich
http://listserv.american.edu/
catholic/church/papal/
pius.xi/p11brenn.txt
Description: This is a statement of Pope Pius XI on the relationship of the Catholic Church and the Third Reich of Nazi Germany. Issued March 14, 1937, approximately five years prior to the entrance of the U.S. into WW II.
Resource Type: Primary Source Text
Graphics Content: High
 

Catholicism and Communism
http://listserv.american.edu/
catholic/church/papal/
pius.xi/p11-divi.txt
Description: Papal Encyclical of Pope Pius XI issued March 19, 1937 as a response to Communism. Outlines the official Church position with regard to this totalitarian political system prior to WWII.
Resource Type: Primary Source Text
Graphics Content: High
 

Cybrary of the Holocaust
http://remember.org/
Description: This is a very comprehensive compilation of resources on the Internet concerning the Holocaust.
Comments: Contains guide for teachers, historical perspectives, and witness sections.
Resource Type: Compilation of Links
Graphics Content: Low
 

Das Volk: Redefining the Salute
http://www-osp.stanford.edu/
drama258/van_winkle/
default.html
Description: Here is a brief illustrated essay which offers some reasons why Hitler and the Nazis were able to influence Germans and rise to totalitarian control.
Resource Type: Mix of Text and Graphics
Graphics Content: High

Individual Learning Assignment:

Students will devise a chart comparing the dictators who came to power after World War I:  Lenin/Stalin,  Hitler, Mussolini, Franco.  Information required:
dictator, country, dates of power, how they came to power, type of government,
tenets of government, etc

Nazi Germany Through An Examination of the Holocaust
http://score.rims.k12.ca.us/
activity/holocaust/index.html
This is a problem-based unit, in which the students are presented with a real-world situation to produce a news series on the Holocaust, in the context of current pressures from neo-Nazis and others espousing Holocaust Denial theories. The underlying questions relate to the moral and ethical climate of the times, and compare to the present. The involve the potential for human evil and unbridled power in the totalitarian state of Nazi Germany, as well as the heroism displayed by individuals who resisted and in some cases triumphed.
Author: Peter Milbury
 
 

Rescuers: Those Who Risked Their Lives to Save Others
http://catalog.socialstudies.com/
c/@Wmpv2OzYB_jKE/Pages/
article.html?article@rescuers
Many people in the Nazi occupied countries stood idly by as millions of people were rounded up and put to their deaths. However, some risked their lives to help the victims of Nazi persecution. Read and view photographs relating to several of these compelling stories and write reflective essays based on your exploration. 
Author: Social Studies School Service
 
 

Spanish Civil War, Cubism and Pablo Picasso
http://www.kn.pacbell.com/
wired/art/styles.cubist.html
Through examining Picasso's "Guernica," discover how historical and cultural issues of the Spanish Civil War influenced art. 
Author: Tom March

Teacher and students will design a rubric based on the following:  use of primary resources, scope and depth of research, interpretation of internet resources, and depth of involvement during the research and activity.