Tenth Grade · History · week 23

Militarism, purges, and a world that looked away

Describe Japanese militarism in Manchuria and China, Stalin's Great Purge and the Holodomor, and the failure of appeasement, and define totalitarianism's shared features across four regimes.

In Japan, a militarist faction increasingly dominated a weak civilian government through the 1930s. In 1931, Japanese officers staged the Mukden Incident as a pretext to invade Manchuria, setting up a puppet state; the League of Nations condemned the invasion but took no real enforcement action, and Japan simply withdrew from the League in 1933, exposing the League's fatal lack of teeth. Japan's full-scale invasion of China in 1937 brought the Nanjing Massacre that December and January, in which Japanese forces killed an estimated 200,000 to 300,000 or more Chinese civilians and prisoners of war in an occupied city -- a documented atrocity taught honestly, the same way this course treats every other hard-history topic.

Meanwhile in the Soviet Union, Stalin's forced collectivization of agriculture caused a famine that killed millions, especially devastating in Ukraine, where it is known as the Holodomor (1932-1933); his Great Purge (1936-1938) then used show trials, mass executions, and sentences to Gulag labor camps to eliminate millions of real and imagined political enemies, including much of the old Bolshevik leadership and military officer corps. Faced with rising aggression from Germany, Italy, and Japan, Britain and France pursued appeasement, hoping each demand would be the last: they did nothing when Hitler remilitarized the Rhineland in 1936, watched the Spanish Civil War (1936-1939) become a "dress rehearsal" for a wider war as Hitler and Mussolini backed Franco's Nationalists, accepted Germany's 1938 annexation of Austria, and finally, at the Munich Agreement of September 1938, let Hitler annex Czechoslovakia's Sudetenland in exchange for a promise of "peace in our time" -- a promise Hitler broke within six months by seizing the rest of Czechoslovakia.

📋 For the teacher
Teach it (10–15 min):
  • Teach the Nanjing Massacre and the Holodomor/Great Purge with the same steady, factual, respectful standard used for every hard-history topic this year -- clear on scale and mechanism, without dwelling on graphic detail.
  • Discuss the League of Nations' failure here as a direct lesson later applied to founding the United Nations with (theoretically) more enforcement power -- a thread to pick up again near the end of the course.
  • Sit with the bitter irony of "peace in our time" in hindsight -- ask what it teaches about believing an aggressive power's promises.
  • Build the four-way comparison chart (Italy, Germany, USSR, Japan) together, distinguishing shared totalitarian METHOD from differing stated ideology.
Talk about it:
  • Why might a country simply withdrawing from an international organization (as Japan did from the League) expose that organization's real weakness?
  • Why do you think appeasement seemed like a reasonable strategy to British and French leaders at the time, even though it now looks like a clear mistake in hindsight?
  • What is the difference between a regime's stated ideology and its actual method of ruling -- and why might that distinction matter more than the ideology itself?

Mastery looks like: They can name a specific atrocity connected to each of at least two totalitarian regimes, and define totalitarianism's shared features clearly enough to explain why very different ideologies can produce a similar method of ruling.

Common stumbles: Treating "totalitarian" as a synonym for one specific ideology (like communism alone or fascism alone), rather than recognizing it as a shared method of ruling found across regimes with different stated goals.

Homework for this lessonType it, write it with a stylus, or print it for pencil & paper.open →
Records attendance + 15 min of History for this learner.
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