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C. Canada, 1929–1945 · Canada, 1929–1945: Depression, Extremism and the Second World War

The Rise of Extreme Ideologies: Communism, Fascism and Nazism

C3.2 C2.1 C1.5 A1.5 A2.3About 75 minutes
Learning goals
  • I can define ideology, totalitarianism, fascism, Nazism and communism.
  • I can explain why extreme ideologies gained support during the Depression.
  • I can compare Soviet communism, Italian fascism and Nazism.
  • I can describe how extreme ideologies appeared in Canada and how Canadians responded.
  • I can recognize warning signs of extremism and hate propaganda, then and now.

Words to know

ideology
A set of beliefs about how society, the economy and government should work.
extremism
Beliefs or actions that reject democracy, equal rights and the rule of law, often supporting violence or the exclusion of whole groups.
totalitarianism
A system in which one party or leader tries to control every part of life: government, economy, media, education, culture and even private thoughts.
fascism
An extreme nationalist ideology that glorifies the nation and the leader, rejects democracy and individual rights, uses violence against opponents and is fiercely anti-communist.
Nazism
The ideology of Adolf Hitler's National Socialist party in Germany: fascism combined with racism, a belief in a racial hierarchy, and extreme antisemitism.
antisemitism
Prejudice, hatred, discrimination or violence directed at Jewish people.
scapegoat
A person or group unfairly blamed for problems they did not cause.
propaganda
Information, often biased or false, spread to persuade people and shape their beliefs and actions.
Red Scare
Widespread fear of communism and of a communist revolution.
historical perspective
A concept of historical thinking: understanding the beliefs, values and situations of people in the past, without excusing or judging them by today's values alone.

Why this lesson matters

The revised Grade 10 history course asks you to study extreme political and social ideologies because they led directly to the Second World War, the Holodomor and the Holocaust, which you will study in the next lessons. This lesson gives you the tools to understand how ordinary societies came to accept extreme ideas, and to recognize the warning signs today.

Some of this material is upsetting. Take breaks if you need them, and talk with a parent or trusted adult about anything that bothers you.

Ideologies and the political spectrum

An ideology is a set of beliefs about how society should work. Last lesson you placed Canadian parties on the political spectrum. Most were democratic: they competed in elections and accepted the result.

Extreme ideologies go further. They usually:

  • reject democracy and equal rights for all people;
  • demand total loyalty to a party, leader, class or nation;
  • blame a group of people for society's problems;
  • accept or celebrate violence to achieve their goals.

When such an ideology controls a government, the result is often totalitarianism: a state that tries to control every part of life through one party, a leader cult, propaganda, censorship, secret police and terror.

Three extreme regimes

The Soviet Union under Joseph Stalin. After the 1917 Russian Revolution, the Communist Party ruled the Soviet Union (USSR). By the late 1920s Stalin held total power. His Five-Year Plans forced rapid industrialization, and collectivization forced peasants onto state-run collective farms. Millions of people labelled "enemies" were sent to labour camps (the Gulag) or executed, especially during the Great Terror of 1936 to 1938. Stalin's policies also caused the Holodomor in Ukraine (next lesson).

Italy under Benito Mussolini. Mussolini's Fascist party took power in 1922. Fascism glorified the nation, the leader and war, and crushed communists, unions and free newspapers. Italy invaded Ethiopia in 1935.

Germany under Adolf Hitler. Hitler's Nazi party used the Depression, anger at the Treaty of Versailles, and fear of communism to win support. He became chancellor in January 1933 and quickly made Germany a one-party dictatorship. Nazism added racism to fascism: it claimed Germans were a superior "Aryan race" and blamed Jewish people for Germany's problems. The Nuremberg Laws (1935) stripped German Jews of citizenship rights.

The rise of extreme regimes, 1922 to 19381922Mussolini takes power inItaly1928–29Stalin's Five-Year Plans,forced collectivization1931Japan invades Manchuria1933Hitler becomes chancellorof Germany1935Nuremberg Laws; Italyinvades Ethiopia1936–38Stalin's Great Terror;Kristallnacht (Nov. 1938)
Extreme regimes rose over about fifteen years. Notice how the Depression (from 1929) came just before Hitler's rise in 1933. (Events are evenly spaced, not to scale.)
Three extreme ideologies of the 1930sSoviet communism (Stalin)• Goal: classless society• State owns all land andindustry• One party; leader cult• Enemies: "class enemies",kulaks, critics• Secret police, labour camps(Gulag)Fascism (Mussolini)• Goal: a powerfulnation-state• Extreme nationalism;glorifies war• One party; leader cult• Enemies: communists,liberals, unions• Private business, but statecontrolNazism (Hitler)• Goal: "racial" nation andempire• Fascism + racism andantisemitism• One party; leader cult• Enemies: Jews, Roma,communists, others• Terror, camps, propaganda
Communism and fascism were enemies, at opposite ends of the spectrum, yet in practice all three regimes were totalitarian: one party, a leader cult and terror against "enemies".

Why did extreme ideas attract people in the 1930s?

  • Economic despair. Mass unemployment made democracy look like a failure. Extremists promised jobs, order and national pride.
  • Fear. Many business owners and middle-class people feared a communist revolution and saw fascism as protection. Some workers saw communism as protection from fascism and poverty.
  • Resentment. In Germany, many people felt humiliated by defeat in 1918 and the Treaty of Versailles.
  • Scapegoats. Blaming a minority offered a simple, false explanation for complicated problems.
  • Propaganda. New mass media (radio, film, rallies) spread simple messages to millions.
How extreme movements grow: warning signs1. A crisisdepression, defeat in war, fear2. A simple story and a scapegoat"They" are to blame: a minority, foreigners, "enemies of thepeople"3. Dehumanizing propagandathe group is described as dangerous, dirty or less than human4. Attacks on rights and institutionsfree press, courts, opposition parties and elections are shut down5. Discrimination becomes law, then violenceexclusion, seizure of property, camps, mass murder
Extremism usually grows step by step. Each step makes the next easier to accept. Noticing the early steps, and speaking up, matters.

Extreme ideologies in Canada

Canada stayed a democracy, but extreme ideas had supporters here too.

  • Communism. The Communist Party of Canada was small but active among the unemployed and in unions. Governments responded with a Red Scare: Section 98, the 1931 arrests of party leaders, and Quebec's Padlock Act (1937).
  • Fascism and Nazism. In Quebec, Adrien Arcand led a fascist party (the National Social Christian Party, founded in 1934) that published antisemitic propaganda; in 1940 he was interned for the rest of the war. Small pro-Nazi and fascist groups also appeared in other cities, including Toronto and Winnipeg.
  • Swastika Clubs and Christie Pits. In August 1933 in Toronto, young men calling themselves "Swastika Clubs" displayed swastikas at the eastern beaches to intimidate Jewish residents. On August 16, 1933, after a baseball game at Christie Pits involving a mostly Jewish team, members of an antisemitic gang unfurled a swastika banner. Fighting broke out between Jewish youths, joined by Italian Canadians and others, and the gang and its supporters. The Toronto Daily Star reported a crowd of more than 10,000. No one was killed. Afterwards, Toronto's mayor promised to prosecute future swastika displays.

Many Canadians opposed these groups: Jewish community organizations, unions, churches, newspapers and ordinary people who stood with their neighbours. But antisemitism was also widespread in mainstream Canada, as you will see in Lesson 7.

Historical perspective (A1.5)

Using historical perspective means trying to understand why people in the 1930s believed what they did, using evidence from their time: fear of revolution, poverty, propaganda, common prejudices. Understanding is not the same as excusing. Historians explain beliefs and judge their consequences, especially when those beliefs led to discrimination and violence.

Worked example

Let's analyse why an extremist message appealed

A Nazi election message from the early 1930s promised Germans "work and bread" and blamed Germany's problems on Jews and communists. Using historical perspective, explain why this message attracted voters, and what it hid.

  1. Context: in 1932, millions of Germans were unemployed and many were hungry. A promise of "work and bread" spoke directly to real suffering.
  2. Appeal: the message was simple and gave voters someone to blame (a scapegoat), which felt easier than understanding complex economic causes.
  3. Fear: many voters feared a communist revolution and saw the Nazis as a strong force against it.
  4. What it hid: the Nazi plan to destroy democracy and to persecute Jews and others; blaming Jewish people was false and dangerous.
  5. Judgement: understanding these reasons helps explain Nazi support, but does not excuse it. The consequences of accepting a scapegoat were catastrophic.

The message appealed because it offered hope, simple answers and a scapegoat during a desperate crisis, while hiding the regime's real goals of dictatorship and persecution.

Hands-on activity

Propaganda detective (then and now)

You need: paper and pencil, and an adult to help choose safe examples.

  1. With an adult, look at one historical propaganda poster from the 1930s or 1940s (for example from a museum website such as the Canadian War Museum or the United States Holocaust Memorial Museum).
  2. Fill in: Who made it? Who is the audience? What emotion does it target (fear, pride, anger)? Is there a scapegoat? What is left out?
  3. Now think of a modern example of persuasive media (an ad, a meme or a political post) and ask the same questions. Do not search for hateful content; use something ordinary.
  4. Write three warning signs you would look for to spot hate propaganda online.

What to look for: clear answers for both sources, and warning signs such as blaming a whole group, dehumanizing language, conspiracy theories, calls for violence, and claims with no evidence.

Your turn

1

Define totalitarianism and give two of its features.

2

How did Nazism differ from Italian fascism?

3

Give three reasons extreme ideologies gained support in the 1930s.

4

What happened at Christie Pits on August 16, 1933?

5

Who was Adrien Arcand?

6

What was the Red Scare in Canada?

7

Why is understanding why people supported extremists not the same as excusing them?

More practice: warm-up

1

Who led the Soviet Union in the 1930s?

2

When did Mussolini take power in Italy?

3

When did Hitler become chancellor of Germany?

4

What is a scapegoat?

5

What is antisemitism?

More practice: on your own

1

Communism and fascism were enemies. Why do historians still group Stalin's USSR, Mussolini's Italy and Hitler's Germany together?

2

How did the Depression help the Nazis come to power?

3

Explain how the Christie Pits riot showed both conflict and cooperation.

4

Which steps on the warning-signs ladder can you identify in the Nuremberg Laws of 1935?

5

Give two warning signs of hate propaganda you might see online today.

Challenge

1

Why did Canada remain a democracy in the 1930s while Germany and Italy did not? Suggest at least three factors.

2

Using historical perspective, explain why some Canadians in the 1930s were more afraid of communism than of fascism. Then judge that view using later evidence.

3

Why might the revised Ontario curriculum ask students to study extreme ideologies alongside the Holocaust and the Holodomor?

Check your understanding

Quiz

1.

Which feature is shared by Stalin's USSR, Mussolini's Italy and Hitler's Germany?

2.

What did Nazism add to fascism?

3.

When did Hitler become chancellor of Germany?

4.

What happened at Christie Pits in Toronto in August 1933?

5.

Which Canadian fascist leader was interned during the Second World War?

6.

Which is a warning sign of hate propaganda?

For parents and teachers

Big idea: This lesson covers new content in the revised course on extreme political and social ideologies, connected to responses to fascist aggression and the Red Scare (C3.2), conflict in Canada such as Christie Pits (C2.1) and government responses (C1.5). It practises historical perspective (A1.5) and applying history to current issues (A2.3).

Sensitive content: This lesson introduces Nazism and antisemitism and prepares for lessons on the Holodomor and the Holocaust. There is no "Just for fun" box. Keep discussion calm and factual. If your teen sees hateful content online, encourage them to talk to you, not to share it, and to report it on the platform.

Common difficulties:

  • Left and right confusion. Communism and fascism were opposites in ideas but similar in methods (totalitarianism).
  • Perspective vs excuse. Practise saying "People supported X because... but the consequences were...".

How to help: Do the propaganda activity together, and choose the historical poster with your teen from a reputable museum website.