Democracy+vs.+Authoritarianism+in+the+Wake+of+World+War+I


 * Historical Context:** In the period after World War I, nations attempted to restore prosperity and ensure peace. But in the 1920s and 1930s, economic hardship and instability challenged democratic tradition. Nations unhappy with the Treaty of Versailles were resentful and tensions remained high. Reparations, war debt, and a switch back to peacetime industry left deficits high and countries struggling to stabilize their economies. This instability gave rise to authoritarianism and totalitarianism (in places like Italy, Germany, the Soviet Union and Japan), who gave promises of stability and played on nationalistic uprisings to gain power and authority. By the mid-1930s, democracies and authoritarian countries were locked in a competition to see which type of government would be the wave of the future.

**//Overall Question://** //Which proved more effective in the post-war world, democracies or authoritarian governments?//

**Goal and Audience:** The year is 1939 and you are a respected member of the International Government Study Group which is composed of a number of professors and ex-heads of state. Since the end of the First World War in 1918 this group has been studying the changing governments around the world. Over the past decade they have noticed that a number of countries have moved away from democracy and towards authoritarianism in an attempt to deal with issues like economic, political, and military weakness. You and your colleagues have decided to have a debate to determine which type of government you feel has been the most effective since the Great War. Based on the results of your findings you will be able to recommend either democracy or authoritarianism to the countries who come to you looking for help.

**Task:** You and your group will choose a side and a topic (economic, social, or political). You will then create an //Educreation// (6-10 minutes long) which explains your group’s position. After viewing your //Educreation// your opponents will have up to 10 minutes to ask you questions and challenge your findings.

**Content of your Educreation:**
 * Must be between 6 and 10 minutes long. Anything falling above or below this time will lose 5 points, and an additional five points for every additional 2 minutes above or below.
 * Your //Educreation// must have a clear introduction containing: audience awareness, thesis, arguments
 * Each person in your group is responsible for presenting evidence from a different country to prove your thesis. Essentially, each country will be used to create a specific argument (which must also be clearly stated!)
 * Each “argument” must have AT LEAST 3 specific pieces of historical information, which must then be analyzed and explained.

**Defending Your Position**
 * After each //Educreation//, the group that presented it will spend 8-10 minutes defending their findings
 * Part of your grade will measure how effectively you answer these arguments

**Challenging Your Opponents**
 * After the presentation of your opponent’s //Educreation//, you will be challenging their findings. It is expected that your group will view your opponent’s //Educreation// prior to class and come up with a series of insightful and challenging questions. This process will last between 8-10 minutes.
 * Part of your grade will measure how effectively you challenge your opponent’s findings

**Annotated Works Consulted Page:** = = =** Databases and ebooks **=
 * Each __individual__ is responsible for using 3 sources, at least one of which must be a Primary Source.
 * You must also annotate each source. Your annotation must explain how your information passed the CRAP test and it must FULLY EXPLAIN how the historical information in your project goes beyond what is in the text book.


 * = [[image:abc-clio_world_modern.png width="288" height="63" link="@http://worldhistory.abc-clio.com"]] || [[image:Sharpe_Online_logo.jpg width="272" height="37" link="@http://%20http://www.sharpe-online.com/SOLR/a/browsetitle"]] || media type="custom" key="14093804" || media type="custom" key="14093784" ||
 * [[image:salemhistory.png width="242" height="32" link="@http://history.salempress.com"]] || [[image:abc_war.png width="286" height="59" link="@http://worldatwar.abc-clio.com"]] || media type="custom" key="14093860" || media type="custom" key="14093832" ||

= Websites =
 * EarthTrends - Environmental Information
 * CIA - The World Factbook
 *  Liberty, Equality, Fraternity: Exploring the French Revolution Provides an accessible and lively introduction to the French Revolution as well as an extraordinary archive of some of the most important documentary evidence from the Revolution, including 338 texts, 245 images, and a number of maps and songs.
 *  Library of Congress: Country Studies The Country Studies Series presents a description and analysis of the historical setting and the social, economic, political, and national security systems and institutions of countries throughout the world.
 * The World Wide Web Virtual Library for Russian & East European Studies
 * Totalitarianism 1919 - 1939
 * Primary Source Documents
 * Eurodocs
 * World History Sourcebook

**Germany **
 * Age of Totalitarianism: Stalin and Hitler
 * Hitler's Leadership Style
 * Internet Modern History Sourcebook: Nazism
 * The Rise of Adolf Hitler


 * Russia**
 * Age of Totalitarianism: Stalin and Hitler
 * Internal Workings of the Soviet System
 * Soviet Dictatorship Introduction
 * Stalin and the Cult of Personality
 * U.S. Department of State Background Notes:Russia
 * BBC News:Russian Country Profile.
 * Embassy of Russia to the USA, Washington
 * Embassy of Russia to the USA, Washington

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