Discussion Guide: “Fascism in Canada”

It is important for students and teachers to understand that some of the themes/material in this discussion guide include historical beliefs and representations that are now recognized as antisemitic, discriminatory, harmful, and/or inappropriate. Though these beliefs would not be appropriate in today’s context, they provide important insights into the lived experiences, societal norms, and policies of the time. Changing this language would alter the original information and remove its historical context.

Nora Loreto is a writer and podcaster based in Quebec City. She’s the author of five books, including the Canada in Decline series. Her work explores activism, community organizing, and Canadian politics. Loreto is president of the Canadian Freelance Union.

Essential Question

What connections can we make between fascism in the 20th and 21st centuries?

Historical Thinking Concepts

Historical significance, continuity and change, cause and consequence, historical perspectives

Discussion Questions

• Why might Jews and minority groups be used as scapegoats for fascism?
• What is the connection between economic hardship and fascism?
• What strategies or tactics did fascist organizations use to gain support from marginalized groups?
• How did the Canadian government and police address fascism in the 20th century?
• What are the connections between fascism in the past and present in Canada?

Introduction

Start the lesson by defining key terms:

Ask students if they are familiar with the terms “antisemitism" and “fascism.” With a table partner, ask them to discuss what they might already know before inviting them to share their answers with the class.

Define the terms antisemitism and fascism for the class and explain some of fascism’s main characteristics (i.e., militarism, nationalism, discrimination against minorities, cult of personality). Consider writing definitions on the board or projecting them.

Antisemitism: According to the International Holocaust Remembrance Alliance, “Antisemitism is a certain perception of Jews, which may be expressed as hatred toward Jews. Rhetorical and physical manifestations of antisemitism are directed toward Jewish or non-Jewish individuals and/or their property, toward Jewish community institutions and religious facilities.”

Fascism: Fascism is an extreme far-right political ideology that emerged in Europe between the First and Second World Wars. It is characterized by extreme nationalism, militarism and suppression of opposition, discrimination against minorities, and a strong centralized government with a dictatorial leader.

Nationalism: Nationalism is an ideology that emphasizes the importance of one’s own nation, encouraging loyalty and service to national goals above all else. This is often seen through the glorification of a country’s history, military, or culture. Fascism is often considered an extreme form of nationalism. Note that the term “nation” may refer to a country, but can also mean a group of people defined by race or cultural heritage.

Militarism: Militarism is the belief that a country should have a powerful military. In a militaristic country, the government works to build or maintain a strong military and may use the military to carry out aggressive offensive actions against other states. Fascism is connected to militarism because fascist leaders use military forces to suppress opposition and/or expand territory through conflict.

Cult of personality: Fascism is based on the idea of a government that controls both public and private life (an ideology known as totalitarianism). The leader of these governments becomes a symbol to unite the people and create a sense of loyalty.

Discrimination against minorities: One way fascism gathers support from a population is to define an enemy or scapegoat that is blamed for causing problems. In 1930s Germany, creating fear or anger towards Jews and other minority groups (including Roma and Sinti, gay men, Black people, Jehovah's Witnesses and people with disabilities) helped unite the dominant group and was an excuse for a fascist Nazi government to exercise more control. As Jews and other minority groups were discriminated against, Nazis, the dominant group, were idealized. They were encouraged to think of themselves as superior, creating a social divide sometimes referred to as an “us vs. them" narrative. 

PROPAGANDA CASE STUDY:

Political theory is a complex topic. To better understand fascism, historians often study the rise of Nazi Germany as an example of how fascist ideology can develop.

After the First World War, Germany faced political instability and economic crisis. The Nazi Party rose to power by promising national strength, expanding the military, blaming minority groups for the country’s problems, and uniting the country behind Adolf Hitler. These policies were communicated through propaganda, which influenced public opinion and convinced some people to follow the party’s agenda, even as hate and violence escalated into war.

Select a few images of Nazi propaganda and ask students to apply their knowledge by identifying which characteristics of fascism are represented in the samples displayed. This can be done as a class or in small groups. [See Appendix A for primary sources and guiding notes.]

After discussing each of the primary sources and the characteristics of fascism, ask students to work with a partner or small group to reflect on one of the following questions. Afterwards, ask students to share some of their thoughts.

• What is the purpose of these primary sources? What were the publishers trying to achieve?
• How can media, slogans, or political messaging influence public attitudes in Canada today?
• How might news and ideas from Europe, including Nazi ideology, have influenced attitudes towards Jews in Canada?

Activity

Introduce the article “Fascism in Canada” by asking students what they know about fascism in Canada. Start by reading the “How Fascism Works” subheading at the end of the “Fascism in Canada” article. After reading, using the following guiding questions for a class discussion:

• What is fascism? What is its goal?
• What did you learn about fascism? What are the gaps in your understanding?
• What would you like to learn?

As a class, identify one common gap in students’ understanding based on what you have read. Consider how you might address it, including additional research or consulting sources like your school or community library.

Next, read “Fascism in Canada” as a class. Since the article has multiple parts, consider splitting the class into small groups (3-4 students) to read it. You might also consider choosing specific sections of the article to read, based on what is most relevant to your class. As students read, encourage them to make note of unfamiliar words, phrases or historical references. You might choose to explore these as a class or provide time for students to do additional research independently. [See Appendix B for an annotated reading guide which offers context for some of the historical references in the article.]

After reading, write the following quote from the article on the board:

“And while the divide between the rich and the poor in Canada has never been larger — including during the Great Depression — Canadians should look to our past to better understand what made fascism so popular. The formula was simple: a promise of better economic days with the blame for financial troubles laid on a scapegoat.” 

Use the following guiding questions to unpack the quote. Students might need to do supplemental research to address gaps in their understanding:

• What is “the divide between the rich and poor in Canada”? What does this mean?
• What is the significance of the Great Depression? What happened during this time in Canada?
• What is a scapegoat? How might financial hardships create conditions for marginalized people to be used as scapegoats for financial woes?

Next, explore the following discussion questions as a class:

• Why might Jews and minority groups be used as scapegoats for fascism?
• What is the connection between economic hardship and fascism?
• What strategies or tactics did fascist organizations use to gain support from marginalized groups?
• How did the Canadian government and police address fascism in the 20th century?
• What are the connections between fascism in the past and present in Canada?

Based on the “formula” for fascism as well as your class discussion, create a checklist that can be used to evaluate the conditions that are conducive to fascism. You might encourage students to do additional research to support the creation of the checklist.

Your class checklist might include the following criteria:  

• Economic challenges or disparities
• Promises of better financial conditions by a leader
• Using marginalized groups as scapegoats

Reflection

Consider the “formula” you created as a class for the conditions of fascism. What connections can you make between the conditions for fascism in the 20th and 21st centuries in Canada?  

Extension/Additional Reading

Using the checklist you created as a class, explore countries around the world and identify conditions that might be conducive to fascism. Consider examining aspects of their political, social, economic, and environmental conditions to make connections.