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DOCUMENT RESUME

ED 048 18/ SP 007 074

TITLE Western Europe and the Soviet Culture Regions.Resource Unit IV, Grade 7. Providence Social StudiesCurriculum Project.

INSTITUTION Providence Public Schools, R.I.; Rhode Island Coll.,Providence.

SPONS AGENCY Office of Education (DREW), Washington, D.C.Cooperative Research Program.

REPORT NO CRP-6-1195PUB LATE 68NOTE 44p.; Part of a set of resource units and curriculum

overviews for K-12 social studies.

EDRS PRICE EDRS Price MF-$0.65 HC-$3.29DESCRIPTORS *Curriculum Guides, Economic Development,

Governmental Structure, *Grade 7, *Social Studies,*Urban Teaching

IDENTIFIERS Europe, Soviet Union

ABSTRACTGRADES OR AGES: Grade 7. SUBJECT MATTER: Social

studies; Europe and the Soviet Union. ORGANIZATION AND PHYSICALAPPEARANCE: The guide is divided into two subunitsgave:Anent andeconomic development. The central portion of each subunit is laid outin three columns, one each for topics, activities, and materials. Theguide is mimeographed and staple-bound with a paper cover. OBJECTIVESAND ACTIVITIES: Objectives for each unit are listed on the first pageof the subunit. Activities are listed in the second column of thecentral portion. Each group of activities is related to a topic inthe first column. INSTRUCTIONAL MATERIALS: Materials are listed inthe third column of each subunit. Each group of materials is relatedto one or more activities in the second column. In addition, five toten pages of appendixes at the end of each unit contain curriculummaterials. STUDENT ASSESSMENT: A one-page section in each subunitentitled "Evaluation" lists ideas students should understand andskills they shculd possess by the end of the subunit. OPTIONS: Theguide is prescriptive as to course content and timing. Activities andmaterials listed are optional. (RT)

U.S. DEPARTMENT OF HEALTH...DUCATION b WELFAREOFFICE OF EDUCATION

THIS DOCUMENT HAS BEEN REr RO-DUCEO EXACTLY AS RECEIVED FROMTHE PERSON OR ORGANIZATION ORIGINATING IT POINTS OF VIEW OR OPINIONS STATED DO NOT NEC:SSARILYREPRESENT OFFICIAL OFFICE OF EDU-CATION POSITION OR FOLD'

TABLE OF CONTENTS

Section I: Political S},stems of Western Europeand the Soviet Culture RegionsA. Major UnderstandingsB. Other UnderstandingsC. VocabularyD. Development of UnitE. Evaluation

PAGE

1

1

2

3

15Appendices:A. Government 16B. Some Important Twentieth Century

Political Leaders-Western Europe . . . 37C. Government and Party -- U.S.S.R. 18D. Some Important Political Leaders

Soviet Culture Region 19

Section II: Economic DevelopmentA. Major Understandings 20B. Other Understandings 20C. Vocabulary 21D. Development of Unit 22E. Evaluation 34Appendices:A. Glossary 35B. Institutions of the ECSC, EEC, and

EURATOM 39C. Output in Soviet Heavy Ii.dustry

1924-1952 41D. Output of Key Soviet Industrial

Commodities 1952, 1968,1963, 1964. . . 42E. USSR - Gross National Product 43F. Soviet Production 1913-1940 44

RU, IV - Gr. 7 1

SEMON I: POLIIICAL 3Y3TEIS OFVE3TERX EUROPE AND THE304IET CULTURE REGIONS

SUGGESTED TIME: 3-4 WEEKS

A. MAJOR UNDERSTANDINGS1. The students should become familiar with the basic govcintal

patterns found in Western Europe and the Soviet Culture Regions.

2. The students should realize that the political divisions ofWestern Europe and the Soviet Culture Regions have changedgreatly through the ages.

R. OTHER UNHIRSTtlNIDING9

It is the specific aim of this unit to develop an understandingof the following:

1. Cultural diversity exists within many of the countries ofWestern Europe and the "Soviet" largely because of the changesin political alignment which have occurred through the years.

2. Nationalism, originally a Western European doctrine, has spreadthroughout the world.

3. The current trend in Western Europe seems to be toward inter-national organizations of various types, the most importantof which is the European Economic Community.

4. The international communist movement has broken down intovarious forms of national communism within the Soviet CultureRegion.

5. The Russian Revolution of 1917 was the culmination of dis-satisfaction with the autocratic regime and had been brewing formany years.

6. Political realities in the U.S.S.R. differ from the theoriesadvanced by Marx and Lenin or the rights proclaimed by Stalinand others.

7. Communist Parties function in the Soviet Union, Western Europe,Eastern Europe, and other parts of the world.

8. The countries of the Western European and Soviet Culture Regionshave participated (and are participating) in such internationalorganizations as the United Nations, NATO, Warsaw Pact,Comecon, and EEC.

RU, IV - Gr. 7 2

C . VOC Al:',111LARY

absolutist internationalism

autocratic limited participation

Bolshevil, monarchic

cabinet nationalism

centralized nationality

Communist Party Nazigth:(Naziism)

czar (tsar) patriotism

Decembrists premier ( prime minister)

democratic presidential

direct participation proletariat

fascism representative

feudal republic

federal soviet

totalitarianism

4

RU, IV - Gr. 7

QUESTIONS

. DEVELOPI ENT OF UNIT

SUGGESTED ACTIVITIES MATERIALS

What are thepresent po-litical di-visions ofWestern Europeand the SovietCulture Regions?

How and why havethese divisionsbeen altered?

Examine maps in the Class-room Atlas and textbooks as wellas iTa-I1 maps to determine thepresent political divisionsfound in Western Europe andthe Soviet. Point out to theclass that the 2 regions havenot always looked as they dotoday.

A brief review should be madeof information gathered earlieron the size of the individualpolitical units and the popu-lation distribution within thoseunits. Discussion of the follow-ing questions would be helpful:

. In each culture region. whereis the population concentrated?

. In each political unit whereis the population concentrated?

. an you determine why thepopulation is distributed asit is?

. What does a large concentrationof urban population indicateabout a country? about aregion?

. What does a large concentrationof rural population indicateabout a country? about ar*gion?

Define the phrase "culturaldiversity." From the study ofSection II the class should ro-call that within most of thecountries of Western Europeand the Soviet, culturaldiversity exists. The classmight be divided into 2 groupsand using charts and maps madeaarlier prepare a discussion onthe cultural diversity whichexists within each culture regionand the reasons for its 2xistance.

3

Rand McNally:Classroom Atlas

Wall maps

TRSS-.39-3Eastern EuropeTRSS-3.9-4Western Europe

RU, IV - Gr.

QUSTIONS

What isnationalism?

Why is it animportantphenomenon?

When did itber-4n tobecome im-portant?

SUGGESTED ACTIVITIES IPIATERIALS

To point out that both cultureregion;; have not been staticbut raTher dynamic areas and thatthe problem of achieving aviable government is a constantone, tact class might examine andthen make maps of what eachculture region looked likepolitically at about the follow-inp:_; dates:

. 1850

. 1900. 1920. 1960

Three groups of students mightdo research on the periods from1650-1900, 1900-1920, and 1920-1960 to determine the causes ofthe various political changesduring these periods.

Class discussion should followthe reports. Questions to bediscussed should include:. What political changes haveoccuyed in Western Europe andthe Soviet culture regionsin the last hundred yearsand why?

. Where has there been politi-cal stability?

. What patterns of change andof stability are apparent?

The terra nationalism hasdifferent meanings. It may benoble or base; a process, feel-ing, or emotion. The teachermight ask various members of theclass for their definition ofnationalism.

According to Carlton J.H. Hayesnationalise, a modern phenonenon,is a fusion of nationality andpatriotism, two long-extantelements. The doctrine ofnationalism advocates unity andindependence. (within a politicalentity). Some suggest that themodern movement toward nationalism

Fidr)ler:Europe WithFocus onNFITTHITT--5F7-6.7:70

Allyn & Bacon:Global History6T Manpp. 171-17'

Allyn and Bacon:Readings ing3T-TdifiTls-drypp. 162-163

RU, IV - Gr. 7 5

QUESTIONS SUGGESTED ACTIVITIES MATERIALS

Class discussion - What elementsare characteristic of a nationalit

Explain to the class that thecharacteristics listed are allsubject to exception. National-ism's most basic and universalcharacteristic is the feeling orawareness a people develop thatthey are a nation. The followingitems contribute to that feeling:

. Uniformity of language -this is most basic althoughthere are exceptions.

. Cultural differentiation(from other nations)

. Religion

. Political Institution

. Common tradition

What is the importance of eachof these characteristics? Whyis a u.)iform language so important.Point out that all of theseconditions are not necessary.Have them name some countrieswhich are examples of exceptions.

A student could prepare areport on the rise of nationalismin various countries of WesternEurope and the "Soviet"

. France. Poland. Italy. Germany

Point out that nationalismis a Western European phenomenonthat has spread to all parts ofthe world. Where is nationalismcurrently a prevalent ideology?

RU,IV - Gr. 7 6


What form hasnationalismtaken todayin WesternEurope andthe SovietCultureRegion?

What are thebasic govern-mental patternsfound inWestern Europeand the"Soviet'?

Originally Marx conceived ofCommunism as an internationalmovement in which the state wouldwither away and one's allegiancewould be to the proletarian or theworking class. Hew does thepresent communist movement compareto this original conception?(Unrest in Eastern Europe in 1968is a good example)

In Western Europe the movementseems to be toward some sort ofan international organization ofWestern European states. TheCommon Market is a start. Whatimplications does this have forthe future of Western Europe?

The government of each countryis, of course, unique and withinany political structure even thosewe refer to as stable, there isconstant change. With the classdiscuss the reasons for constantchange within a political structure.

To determine the various typesof political systems found inthese two culture regions thefollowing categories will beinvestigated. Therefore adiscus ion should precede thework. It should be centeredaround the following ideas:

. What is the structure of thegovernment?A. Fedaral-indicates a

compact in which the localgovernments hav2 retainedcertain powers and turnedother power over to thecentral government.

B. Centralized-all powerconcentrated at nationallevel (it may be delegated)

8

Fideler:Europe WithFocus onGermanypp. 299-309

ScholasticPress:Western Europepp. 123-126

Holt, Rinehart6 Winston:Knowing OurNeighbors p.239

Scott Foresman:Beyond theAmericaspp. 57-60;69;114-120

Life: EasternEurope pp.85-88

N.E.A.: OtherLands OtherPeoplespp. 7-58(selected pages)

RU, IV - Gr. 7 7


What type of control is exerted?A. Democratic - the people

or the electorate have somevoice in government throughrecognized and regulatedchannels. Competing ideasare encouraged.

B. Absolutistic - a dictator-ship of on party or oneperson

How is the head of statedetermeined?A. Monarchic-inherited titleB. Republic-elected leaderWhat type of participation dothe people have in the govern-ment?A. Direct-every member of the

electorate participatesB. Representative-the

electorate choose repre-sentatives to express theirdesires

C. Limited-only a certain group,because of party or familyaffiliation, particite.(This may result fromtheory as in a one-partysystem or custom as in anoligarchy.)

9

Allyn C Bacon:Eastern Landspp.157;159;175;211-214;252-254;279

FilmstripsSS-G-1The German(Under Hitler)SS-M-3-eRise of Democ-racy inEnglandSS-I-14Italy: AStruggle forDemocracy

RU, IV - Gr. 7 8


. What controls are placed onthe leader?A. Cabinet - leader selects

this body. Leader andCabinet are responsibleto Parliament

B. Presidential - regular termelections are held andleader is responsibledirectly to the people.

A report should be preparedby several students on the natureof cabinet government. Theyshould discuss how the Cabinetis chosen, its duties, andthe reason it is called'responsible government"Britain and West Germany may beused as examples of Cabinetgovernment in Western Europe.

After the various terms arediscussed the class might tryto describe the governments ofcountries in Western Europeand the Soviet according to theareas and terms discussed.For instance France would becentralized, democratic,republican, limited, and presi-eential. Refer to Appendix Afor chart.

After this exercise has beencompleted a large chart mightbe made with the above categorieson it and all of the countriesof Western Europe and the Sovieton it. From this chart compari-sons and contrasts can be drawnbetween the governments of thevarious countries.

Class discussion - What typeof government predcminates ineach area? Why?

10

RU, IV - Gr. 79


Who have beensome importanttwentiethcenturypolitical lead-ers in WesternEurope?

Two groups of students mightbe chosen to do research and reporon the two forms of totalitar-ianism that dominated WesternEurope in the 1930's - Sazism%and Fascism. In the report shouldbe an explanation of the meaningof these terms as well as infor-mation on the policies followedby both regimes to institute theirreign.

A group of students might pre-pare reports on the developmentof the government in some specificcountries of Western Europe.

A special report should beprepared on the government ofSpain. What is it in theory?What is it in reality? Anotherreport might be prepared on thegovernment of Portugal.

Work on this question nightbe done by the entire class,several groups of students, orindividual students dependingupon the ability and interestof the class. Refer to theappendix for some suggestionsas to personalities.

Included in the various reportson these political leaders shouldbe the following information:

. Cbuntry

. Position

. Term of office or Dates ofservice

. Accomplishments

. Contributions

. Philosophy

11

Library Books

Encyclopedia

FilmS.N.D.-V-5-I-9Enigma ofCharles deGaulle

RU, IV - Gr. 710

QUESTIONS SUGGESTED ACTIVITIES

What was theRussianRevolution of1917?

Why did itoccur?

Who were itsleaders?

MATERIALS

From the fifteenth centruryuntil the Revolution of 1917,Russia was ruled by the czars.Under their autocratic rule themasses of the People werepeasants and no middle class, aswe know it in America, existeduntil the later 19th century.Dissatisfaction with the

regime had been growing and in1825 a group of enlightenednobles and military officersunited in the hopes of bringingreforms and a limited monarchyto Russia. This Decembristrevolt failed. A group reporton the Decembrist, their aims,and failure could be made.

Under Alexander II who ruledafter Nicholas I, the serfswere freed and some reforms made.However these reforms did notgo far enough. A report onAlexander II in particularand also the political develop-ments in Russ:l.a for the remaindeof the century might be given.

A report on the establishmentof the Duma or Parliament in 1905could be given. Why was itunsatisfactory?

In 1917 two revolutions occurrein Russia. In the Marchrevolution the tsar was over-thrown and in the Novemberrevolution the Bolsheviks es-tablished their control. Tworeports should be given onthese revolutions pointing uutthe leaders, motivation, andresults of both.

A special report should begiven on some of the loaders ofthe Russian revolution of 1917.Among these would be:

12

Ginn: SovietUnion pp.33,48

Allyn & Bacon:Soviet Unionpp. 28-35

Life: Russiapp. 29-a3

Scholastic Press:Soviet Unionpp. 34-64

Fideler: SovietUnion pp. 41-52

Lippincott:Land and Peopleof Russiapp. 132-156

Allyn & Bacon:Readings in WorldHistory pp. 349-350 355-360

Allyn 6 Bacon:Eastern Landspp. 303-306

Scott Foresman:Beyond theAmericaspp. 155-159

Holt, Rinehart& Winston:Knowing Our11-igEbors.pp, 7T9-790

FilmstripsSS-B-16Bolshevik Revo-lution: FiftyYears LaterSS--C-44 TheChallenge toConmunism: TheQuest for Power

-1111=10,

RU, IV - Gr. 7 11

QUESTIONS

How is theSoviet Uniongovernedtciay?

I

SUGGESTED ACTIVITIES

. Alexander Keransky

. Leon TrotskyVladimir IlyichUlianov-Lenin

It should be pointed out thatmany of the Russian revolution-ists changed their names to protecthemselves from the police.

Another report should beprepared on the Bolshevik partywhich rose to power in Novemberof 1917. What was the Marxianphilosophy 'which Bolsheviksadopted? Who was Karl Marx?What was a soviet? Hoy did theBolsheviks gain control of all ofRussia? When was the termU.S.S.R. introduced? What doesit mean? When was the CommunistParty established in Russia?

A report might be prepared onthe attempt by some of the WhiteRussians to re-establish themonarchy. The movement nevergained much support becausethe White Russians were motivatedprimarily by the desire to gettheir lands back.

Theoretically the politicalsystem of the Soviet Union issimilar to that of the UnitedStates. However, there is onlyone legal. political party in theSoviet Union - the CUmmunistParty. A group report shouldbe prepared on the CommunistParty which grew out of theBolshevik Party. There shouldbe information on the structureof the party, its membership,and its methods of control.It should be noted that on]y asmall percentage of thepopulation - about 4% - belongto the Communist Party. It shouldalso be noted that many of thepeople elected to office are notmembers of the Party.

MATERIALS

Filmstripscon'tSS-C:46 TheChallenge ofCommunism: TheBattle for theMinds of Men

FilmS.N.D.v-10-1-4The RussianRevolution andthe Fifty YearsThat Followed

cholastic:oviet Unionp. 67-80

cholastic:-astern Europep. 20-34;6' 71

RusSiap. 49:75-4T35 -109

ife Easternurooe po.47-97.51-15Z

inn: Sovietnion pp, 54-65

RU, IV - Gr. 7 12


At this point some inforAationon Marxian theory Mould bepresented to the class.It should be pointed out thataccording to theory the stateis doomed to wither away. Inits place will be establishedthe dictatorship of theproletariat (worker). No oneindividual will own propertyor the means of productionbut instead it will be oYnedby everyone in common. Aclassless society will beestablished in which everyone isa prolatariat and no one acapitalist. However, in theSoviet Union the state remainsa powerful force and a newclass of political bureaucratshas emerged. These politicalbureaucrats belong to the elite- the Communist Party.

A student report on Karl Marxand his ideas and beliefs mightbe given. Hcw did the timesin which he lived affect Marx'sphilosophy?

A report might be given onthe Constitution of 1936which with its amendments isthe basis for the present govern-ment of the Soviet Union.How does the Soviet Constitutioncompare with the facts?

Class discussion of thefollowing questions: How hasthe Communist Party exertedsuch complete control in theU.S.S.R.?Why has the Soviet governmentgained popularity with the people?

14

Fideler: SovietUnion pp.56-r7

Allyn 6 Baron:Soviet Unionpp. 25-28

Allyn & Bacon:Readings InWorld Historypp. 359-960

Allyn & Bacon:Eastern Landspp. 306-309

Scott Foresman:Beyond theAmericaspp. frr7170

Lippincott:Land and Peopleof Russiapp. 166-D2

FilmstripsSS-L-16Looking Throughthe Iron CurtainSS-Y-4Yugoslavia UnderCommunismSS-S-31-DCitizens Rights .

in the SovietDictatorshipTransparencyTRSS-6 -11Communism inthe World

RU, IV - Gr. 7 13


Who have beensome important20th centuryleaders in theSoviet CultureRegion?

What were theiraccomplishments

and contributions?

A group report should be givenon the Communist Parties inEastern Europe. What are thee,connections with the Party inthe U.S.S.R.? When, why andhow did Communism become thedominant force in EasternEurope?

A map might be made showingthe countries of EasternEurope and the years in whichthey came under Soviet influence.

A report might be given onseveral specific countries inEastern Europe, such as EastGermany or Yugoslavia, showinghow their governments functionand comparing their governmentswith that of the Soviet Union.

A report might be given onthe Hungarian Uprising in 1956.

Class discussion - Have therebeen any more recent forms ofprotest in Eastern Europe?Where? When? For what reason?

Again work on this questionmight be done by the entireclass, several groups ofstudents, or individual studentsdepending upon the ability andinterest of the class. Referto the appendix for somesuggestions as to personalities.

Includedin the various reportson these political leadersshould be the following infor-mation:

. Country

. Position. Term of Office or Dates ofService

. Accomplishments

. Contributions

. Philosophy

15

Scholastic:Soviet Union(selected pages)

Scholastic:Eastern EuropeT-S-elected pages)

Ginn: SovietUnion 15157M48-49

RU, IV - Gr. 7 14

QUESTIONS I SUGGESTED ACTIVITIES MATERIALS

What part haveWestern Europeand the -Sovietplayed inforeign affairssince 1945?

What part havethe countries ofWestern Europeand the 'Soviet'played ininternationalorganizations?

,The U.N.

-_ATNO.warsaw Pact.Comecom.Inte.enationalCongress ofCommunist Party

Several students might read invarious books to determine thegeneral trend in foreign policyfor each culture region. Aninformal report on their find-ings should be followed by classdiscussion.

Points to mention!Soviet Culture Region. Expansion. Military build-up. Aid to underdeveloped areas. Peaceful co-existence. World trade-effects of"dumping" goods on the worldmarket

Who determines this policy?How does the policy of peacefulco-existence fit in with Marxiantheory?

Western Europe. Economic integration. Diffusion:: of European ideas-econceric, scientific, political

. Decline of European leadership

What effect has the economicintegration in Western Europe hadon other forms of integration?

Five groups of students mightbe chosen to deal with theorganizations listed. First theyshould determine the nature andpurpose of each organizationand the period in which it wasfounded. They should also determinewhether or not the organization hasfulfilled its purpose.

In dealing with the U.N. theyshould select specific agenciesin which the countries of WesternEurope and no Soviet" have beenactive. They should also pointout the extent to which eachorganization is and is notinternational in scope. (Note theEEC-Common Market-has been omittedas it is discussed in the EconomicUnit. If the teacher feelsdiscussion of the EEC would bemore appropriate hare she shouldbring it in)

Laidlaw: UnitedStates and theSoviet Challengepp. 39-4T

Laidlaw: TheNew Europe, TheCommon Market andthe United Statespp. 2-31

Allyn & Bacon:A Global History_of Man op.217-222

Ginn: SovietUnion pp.105-118

16

RU, IV - Cr. 7 15

E. EVALUk ION

1. Are the students familiar with the present political divisonsof Western Europe and the Soviet Culture Regions and do theyknow how and why these divisions came to be?

2. Do the students understand the meaning of the term "culturaldiversity" and the reasons for its existence in certain areas?

3. Do the students know the meaning of the term "nationalism"and are they aware of the importance of nationalism in WesternEurope and the Soviet Culture Regions?

4. Can the students discuss the present form of nationalism inWestern Europe and the Soviet Culture Regions?

5. Are the students able to classify the various governments ofWestern Europe and the Soviet according to structure, contrcl,determination of leader, type of participation, and controlsplaced.on the leader?

6. Do the students have some knowledge of Nazism and Fascismas forms of totalitarianism?

7. Are the students familiar with som: important TwentiethCentury political leaders in Western Europe and can theyunderstand why they are important?

8. Do the students know what the Russian Revolution was, whenand why it occurred, and who some of its leaders were?

9. Are the students familiar with the term Bolshevik and can theydiscuss some of the basic Marxian philosophy which the Bolsheviksadapted?

10. Do the students have an understanding of how the Soviet Unionis governed today and what the function of the Communist Partyis in the governments of the Soviet Culture Region?

11. Are the students familiar with some important TwentiethCentury political leaders in the Soviet Culture Region and dothey understand the significance of these?

12. Are the students familiar with current trends in foreignpolicy in the Soviet and Western European Culture Regions?

1")

IV - Gr. 7

APPENDIX A

TERMS RELATED TO

AN ANALYSIS OF GOVERNMENT

QUESTIONS:

What are two basicstructuresfor the

governmentof a country?

federal centralized

Whattypo;ofcontrol

may be exerted?

democratic -"the people" =the electorate

absolutistic -dictatorship ofone party or oneperson .

How is thehead ofstate

selected?

monarchy -inherited

republic -elected

WEE-TIR-Eheremeans by whichthe peoplesny

participate inthe government?

direct representative.

limite

What are two

mode;ofcentralgovernment?

cabinetrespcnsible'to

., parliament

presidential.fixed elections"

18

RU, IV - Gr. 7 17

B. SOME IMPORTANT TWENTIETH CENTURYPOLITICAL LEADERS-WESTERN EUROPE

Konrad Adenauer - West GermanyClement Attlee - United KingdomGeorges Bidault - FranceNeville Chamberlain - United KingdomWinston Chruchill - United KingdomGeorges Clemenceau - FranceAlcide de Gasperi - ItalyCharles De Gaulle - FranceEamon De Valera - IrelandTage Erlander - SwedenFranciso Franco - SpainLloyd George - United KingdomPaul von Hindenburg - GermanyAdolph Hitler - GermanyBenito Mussolini - ItalyVittorio Orlando - ItalyMarshall Henri Petain - FranceAntonio de Oliveira Salazar - PortugalPierre Mendes-France - FranceRobert Schuman - FrancePaul Henri Spaak - Belgium

19

RU, IV - Gr. 7

C. GOVERNMENT AND PARTY -- U.S.S.R.

GOVERNMENT

Council of Ministers(Cabinet)Chairman(Premier)

CPRESIDIUM

Chairman(President)

_

/I'1

Soviet of Nationalities

Supreme SovietSoviet of the Union

<IN

ISoviets1 <Below National Level

11 I DI rii-Mi.on votersI

Real lines of Power

PARTY

SecretariatFirst SecretaryFinal Party Authorita

1

18

PartyPresidium

Cencral CommitteeIn theory, directs Partybetween congresses

41\

_L

Party CongressIn theory, top partyauthority

Party OrganizationsBelow national levelet\

\If

7.2 million CommunistParty Members

Theoretical Lines of Power

Source: Washington Post and Times Herald

911

RU, IV - Gr. 7 19

D. SOME IMPORTANT POLITICAL LEADERSSOVIET CULTURE REGION

Eduard Banes - CzechoslovakiaLev Bronstein (Leon Trotsky) - USSRJosip Broz ( Marshal Tito) - YugoslaviaIosif Vissar;onovich Djugashvili

(Josef Stalin) - USSRAlexander nubcek - CzechoslovakiaGheorghe Gheorghiu-Dej - RomaniaWladyslaw Gomulka - PolandJanos Kadar - HungaryAlexander Kerensky - USSRNikita S. Khrushchev - USSRGeorgii Malenkov - USSRPal Maleter - HungaryJan Masaryk - CzechoslovakiaThomas Masaryk - CzechoslovakiaCardinal Mindszenty - HungaryImre Nagy - HungaryMarshal Jozef Pilsudski - PolandAlexander Stamboliski - Bulgaria

21

RUJIV, Gr. 7 20

SECTION II: CONOiflC DEVELOPMENT

SUGGESTED TIME: 4-5 WEEKS

A. AAJM UNDER32ANDINGS1. The students should understand the basic theoretical and

practical distinctions between a capitalist and a socialisteconomic system.

2. The students should be familiar with the degree to which the'Soviet and Western European culture regions have developedeconomically,

B. OTHER UNDER3TUDINGS

It is the specific aim of this section to develop an under-standing of the following:

1. Basically there are two types of economic systems found inWestern Europe and the 'Soviet" but neither system existsin its purest form.

2. The European Economic Community (EEC) has successfullyachieved a degree of economic integration within WesternEurope.

3. Under communism, economic systems of the Communist Bloc havegrown and developed tremendously.

4. A wide variety of natural resources has helped to make WesternEurope one of the most important manufacturing areas in theworld.

5. The Soviet Union is rich in natural resources but they arescattered throughout the country and in most cases locatedaway from the populated areas.

6. Western Europe's agricultural output is varied.

7. The Soviet Union contains much rich soil, but a great deal ofthis huge territory is not suitable for agriculture.

0. Western Europe is well situated for world trade.

9. The Soviet culture region is well-situated for world tradebut most of its trade is carried on within the Communist Bloc.

PU,IV - Gr. 7

C. VOGL-57,416-a

capital

capitalism

collective farm

commerce

Common Market (EEC)

communism

Communist Bloc

dictatorship

economic system

European Coal and SteelCommunity (ECSC)

European Free TradeAssociation (EFTA)

Gosplan

kolkhoz (y)

market

Marshall Plan

peasant

profit incentive

property

quota

serf

socialism

sovkhoz (y)

tariff

totalitarian

welfare state

21

RU,IV - Gr. 7

D. DEVELOPMENT OF MUT

22


What is aneconomicsystem?

With the class discuss thecharacteristics of an economicsystem. We may define aneconomic system as the nature ofe..tonmic life with particularreference to the ownershipand use of property and theextent of 7,overnment control andregulation. Thus in order tojudge an economic system wewould ask such questions as

. Who owns the proDerty andmeans of production?

. Who determines to what purposethe property will be put?

. How much control does thegovernment have in businessand industry?

. What specific regulations hasthe government set?

Although the specificcountries of Western Europe andthe "Soviermay have a varietyof economic systems, they arebasically of two types:

. CapitalisticSocialistic

The class might be dividedinto 2 groups to read in theirtexts and find the character-istics of each system:

Capitalism. private ownership. free enterprise. individual private initiative. competition. profit incentive. market prices (price atwhich commodity is sold)determined by supply anddemand.

9./I

Scott Foresman:Soviet Union13-577=t7n

Scott foresman:Western Europe15157-7-5124:/I--

Ginn! SovietUnion pp.66-'69

Holt, Rintl-hartE Winston:Knowing OurH-Jihborsp. 325

Lippincott:Land amd Peopleof Russiapp. 14-156

RU,IV - Gr. 724

QUESTIW SUGGESTED ACTIVITIES. MATERIALS

is thepurpose of the

EuropeanEconomicCommunityand how doesit function?

At this point if resources areavailable and the students arecapable assignments might be madeto study the economic systems ofspecific countries and compare thesystem which has developed withthe theoretical model.

Suggested countries. Great Br Cain. France. West Germany. Sweden. Poland. East Germany. Yugoslavia. Czechoslovakia

The EEC is commonly referredto as the Common Market. It isbased on the idea of economicintegration among the countriesof Western DIrope. The movement'coward economic integration beganafter World War II. Severalstudents might report on theeffects of that war on theeconomies of Western Europeancountries.

Vestern Europe was also in-fluenced by the hostile pressuresfrom the East (Communism) andpressure from the United Statesin the form of economic aid withthe condition that Western Europemove toward economic unity.Perhaps some students might reporton the Marshall Plan (1948-1952)and the experience it gaveWestern European countries inworking together.

An important step toward theestablishment of the EEC wasthe start of the European Coaland Steel Community in 1952. Areport should be prepared on thecountries involved, how itoperates, and its accomplishments.

ScholasticPress:Western Europepp. 152-155

Scott Foresman:Western Europepp. 251.57

Fideler:Europe WithDeus on Germanypp. 163-170

Allyn & Bacon:Eastern LandsSee index

Holt, Rinehart& Winston:Knowing Ourgighborspp. 217-218

Library Books

25

RU,I7 - Gr. 7 25


The main.point for the class tounderstand is that the governingbody of the ECSC makes alldecisions about coal, steel, andiron ore.

Another organization whichmight be investigated is Benelux.In what way did it serve as astep toward economic intergration7

One of the .1mporLant stepstaken by the ECSC was the abolition,of tariffs and Quotas on theseproducts. Discuss the importanceof this step.

The European Common Market wasitself formed in 1968. It was theresult of the Treaty of Rome signedin 1957 by 6 countries, A groupreport on this treaty, thepurposes of the EEC. its results,its future, and its members,should be prepared.

Class discussion - what are theadvantages and disadvantages ofthe common market to its members?

One of the countries not inthe Common Market is Britain.Its application for membel.,ship in1993 was vetoed by France thoughaccepted by the other fivecountries. Perhaps a studentmight report on this veto andthe reasons behind it.

A report should be preparedon the European Free TradeAssociation covering its pur-poses, membership, and achieve-ments.

On anoutline map of WesternEurope place the countries inthe EEC and in EFTA.

RU,IV - Grade 726


How has theSoviet economicsystemdeveloped?

What is tY:,communistbloc?

Make a time line showing someof the events leading up to theformation of.the:,EEC:

A special report should beprepared on the effects the EEChas had on the rest of the worldand partionli,ly on the UnitedStates.

For information on the CommonMarket write to:

European Community InformationService

230 Southern BuildingWashington, 5 D. C.

MATERIALS

For many centuries Russiadeveloped apart from the commercialand industrial revolutions inWestern Europe. Until the 20thcentury it was predominately anagrarian country. (as were theUnited States, France, Germany,Italy, etc.)

Some advances in industry andscience were made under the Czars.A report should be given on thesteps taken by Peter the Greatand others to modernize Russia.

A comparative report should bemade on serfdom, and its abolitionin Great Britain, United Statesand Russia.

What economic advances inGreat Britain and in Russia weremade after the abolition of slavery

The czarist government wasoverthrown in March of 1917 andin Nov. of 1917 Lenin and theBolsheviks gained control.

They wanted to industrializequickly and insitute a socialisteconomy but they soon realizedthat it was necessary to plan

Allyn & Bacon:Soviet Unionpp:-44-54

Scott Foresman:Soviet Unionpp. 3-17

Scholastic PressSoviet Unionpp. 81-88;99

Ginn: SovietUnion pp. 70-71,7-8=7t

Fideler:Soviet Unionpp. 3a-39;42045;49-52;118

Holt, RinehartS Winston:Knowing OurNeighbors517.---M:190;333-336

Allyn & Bacon:Readings inWorld History07n-t77=374

RU, IV - Gr. 7 27


carefully. A report on the NewEconomic Polif.y (NEP) might behelpful at this time.

In the mid 1920's Josef Stalinassumed control of Russia. Agroup report should be made onthe economic policies followedby Stalin - the Five Year Plans-on the cost of industrial develop-ment, and on the results.

Khrushchev took over Sovietrule in the mid 1950's. Have areport given on the purposesand accomplishments ofKhrushchev's economic policies.

Class discussion - what is thevalue of economic planning? Atthis time the class might beintroduced to the term "Gosplan"which is the Soviet StatePlanning Commission.

It might be helpful to make anexamination of charts showing theincrease in production in variousRussian industries in order toget an idea of the rapidity withwhich the soviet economic systemgrew.

The Communist Bloc consistsof countries of Eastern Europe -or the other countries in theSoviet Culture Region - and theCommunist countries of Asia.Make a map showing the countriesof the Communist Bloc. Most ofthe foreign trade of the SovietUnion is carried on within thisBloc.

2

FilmS.N.D.-V-10-1-4Russian Revolu-tion and theFifty Yearsthat Followed.

Filmstripn-B-16BolshevikRevolution:Fifty YearsLater

RU,IV Gr, 7 '28


What resources'are availablein WesternEurope and the"Soviet?'

A. Natural andPhysicalResources

B. HumanResources

C. Capital

Perhaps the class could bedivided into 6 groups to in-vestigate and report on theresources found in WesternEurope and the "Soviet". Twolarge groups would report on thenatural resource: in eacharea and perhaps be subdivided intoa grout studying mineral re-sources and one studying forestresources. The students workingon physical and human resourceswould be gathering materialswhich have been covered earlier.

Natural and Physical ResourcesIt would be helpful to have

maps prepared showing thelocation of mineral and forestresources in Western Europe andthe Soviet Culture Regions.

Among the important mineralresources found in Western Europeand the Soviet are:

coaliron orebauxiteleadzincmolybdenumsaltsulfurtinpetroleum

manganesenickelchromiumtungstenvanadiumpotashphosphatespotassium saltsuraniumcopper

In the report on the mineralrcsourcrs information should begiven on where they are found, theiravailability, how they are used, andwhat they look like. Samples ofsome of these minerals would behelpful.

A comparison should be made ofthe amount of certain key resourcesavailable in each area.. coal. Iron ore. Tungsten. Copper

Fideler:Europe Withri5a-ff-75n

bermany-Tp.131-162;1bb-162;236-265

Fideler: SovietUnion pp.IC-W=--13b

Scott Foresman:Soviet Unionpp. 18;27=2

Scott Fore3man:Western Europepp. 12-13T511--

Allyn S Bacon:Soviet Unionpp.42-44;5L1-56

Ginn: SovietUnion pp.6d-65T75

ScholasticPress: SovietUnion pp. U-94;97-99

Holt, Rinehart& WinstonKnowing OurNeighborspp.190-194;199-209;223-227;239;308-313;333-336.

Scott Foresman:Beyond theKiericasop. 458-469

Lippincott:Land and Pelpleof Russiapp.162-168;172-176

RU,IV - Gr. 729


Included in the report on forestresources should be informationon where these resources arelocated and on the major woodproducts of these forests.

Included in the report onresources should be informationon fishing telling where themain fishing grounds are located,the types of fish caught, and theuses of the fish.Physical features are another

natural resource - the basicquettion here is 'how have thephysical features - discusseo insection 1 - helped or hindered theeconomic development of each area?For example how many rivers arcavailable to be used for hydro-electric power? Navigation?Irrigation? How many canals areavailable? How much level land isavailable for farming? This groupmight prepare a panel discussionon their findings.

Oxford Press:Economic Atlas

Ginn: Eurasiapp. 39,47T4-4750;71-72;83-84;85-88;97-98;101-104;114-115;117;120-123;129;131-132;141-143;153-155;157-158;164;167-168;170-171;179-180;181;186;199'.216-217;228-229:236;248;254;261;271.

Van Nostrand:Werld Geographyand foupp.239-252;306-313;342-350

Almanac

The report on natural resources Filmshould be culminated with a com- R-207 Russianparison of resources in the 2 cultur Life Todayregions. This can be gone by usingmaps and statistics. Filmstrips

11-SS-N-20-DHuman Resources Soviet Union. Number of People ransportation. Distribution - rural vs. urban nd Communi-. Education - degree of literacy ation. Life expectancy (discuss reasons iLF-F-1-Dfor differenc,:s) Iconomic

. Number employed in various jobs eography of

. Health and welfare irance

. Skill .S-L-9-D.S.S.R. Goods,

Class discussion - Are the arkets andhuman resources of each area being .toresused to greatest advantuge? .S-L-9-EWhat potential does each area have? .S.S.R.

ransportationnd Communi-ation

I

RU,IV - Gr. 730


Capital - the major questionshere would be:. To what degree are the rawmaterials and natural resources(potential) of each areautilized?

IndustryTrade

What investment is made ineach of the major industries?

EquipmentPlantInventories

Charts or graphs might be madecomparing the amounts of cer-tain materials manufactured inWestern Europe and the "Soviet".These might include:

Lumber. ShoesSteel RefrigeratorsElectric Power Passenger Cars

Which of these are necessities?Luxuries? Which do the Communistcountries concentrate on? Why?Compare the price and availabilityof these products in each area.

Comparative reports mightbe made on various industriesin both areas. To what degreeare these developed? Whatpotential does each have?. Chemical. TextileMetal

I. Automobile. Transportation and Communication

fll

Filmstrips(con't)SS-L-9-GU.S.S.R.NaturalResourcesSS-S-31-AEconomic Lifein the SovietUnionSS- S -39 -b

Industries ofNorwaySS-S-39-eIndustries ofSwedenSS-S-39-gDenmark-Land,People andIndustriesSS-U-8-b USSR-Natural Resourcesand sndustrySS-U-8-cUSSR- The Peopleand ConsumerGoodsSS-U-8-eUSSR-Trans-portation andCommunication

RU, IV -Gr. 732


A group of students shouldprepare a special report on theSoviet collective farms orkolkhoz. In this reportshould be included information onthe movement toward collectivismand the problems the communistencountered. Also information onthe Soviet economic policy inregard to agriculture and thedegree of success to date. Adistinction should be drawnbetween the kolkhoz and thesovkhoz.

MATERIALS

In class discussion compare theagricultural output of the WesternEuropean and the Soviet cultureregions. Also talk about theagricultural production per acreor the number of tractors and othemachinery found Twr acre and thesignificance of the figures.

32

Ginn: SovietUnion517)771-73

Allyn 6 Baoon:Soviet Unionpp. 39-42

Allyn & Bacon:Eastern Landspp. -8)-90;160 -161Scc index

Scott Foresman:Beyond theAmericaspp.68-69;79-80;100-101;103;104;136-137;140;145-147;148 -149

Holt, RinehartWinston:

Knowing Our-176ITEhborspp.195-199;232297-307;318;329-333

Van Nostrand:World Geographyand Youpp. 267- 273;297-305;351 -355

Allyn and BaconReadings inWorld Historypp.376-378


Almanac

FilmstripSS-S-38-cFarming andRural Life-USSR

RU,IV - Gr. 733


How do theSoviet CultureRegion andWestern Europecompare in tradeand commerce?

What inter-nationalagencies haveplayed a volein WesternEurope andthe Soviet?

The purpose here is to dis-cover to what extent each areatrades. This might be done byexaming the figures on importsand exports of key products suchas:. foodstuffs. minerals. manufactured goods

Class discussion might centeraround questions such as: towhat extent can the countryimport and export luxuries aswell as necessities?

A question to discuss andinvestigate is to what extentcommunist and non-communistcountries trade with each other.

Another question to discussand investigate is the economiceffect of both the CommonMarket and the communist systemon the United States.

Two organizations of theUnited Nations which providetechnical aid are the Food andAgricultaral Organization (FAO)located in Rome and the UnitedNations Educational, Scientificand Cultural Organization'(UNESCO) located in Paris.Several students might use thelibrary to prepare reports onthese agencies and the aid theyhave provided to the WesternEuropean and Soviet cultureregions.


Fideler: EuropeWith Focus onGermany op.152-155

Almanac

N.E.A.: OtherLands, OtherPeoples5777-68(selected pages

Scott Foresman:Western Europepp. E9-7O

Library Books

Encyclopedias

Library Books

As an added activity for interested students, library reports mightbe prepared on some of the specific European families which havebeen influential in business. Among these would be:

Krupp-armamentsRothschild-bankingNobel-munitionsBaring-banking

RU, IV - Gr. 7

E. EVALUATION

34

1. Do the students understand the meaning of the term "economicsystem?"

2. Can the students draw distinctions between socialism andcapitalism?

3. Are the students familiar with the functions and purposes ofthe EEC? of the EFTA? of the ECSC?

4. Is there an understanding of the way in which the SovietUnion achieved its rapid economic growth?

5. Are the students able to locate, identify, and give theimportance of the major resources of Western Europe andthe 'Soviet?'

6. Can the students understand why capital and human beingsare considered resources?

7. Are the students aware of the way in which these resourceshave been utilized in the development of the economy?

8. Are the students aware of the extent to which these areas havebeen developed industrially and agriculturally?

9. Is there an understanding of the extent to which agricultureis important to the economy of Western Europe and the Sovietculture regions?

10. Can the students determine and evaluate the effect thattransportation and communication have had on the developmentof the economy in Western Europe and the 'Soviet"?

11. Can the students identify and examine the patterns of trade inWestern Europe and the 'Soviet"?

12. Are the students able to identify any international ager-iwhich have aided in the economic development of WesternEurope or the 'Soviet'?

13. Are the students aware of the effects that "Soviet' andWestern European economic policy has had on the United Sal

14. Are the students able to draw a comparison between theeconomic development of the Western European and Sovietculture regions?

11 A OW AI, VIIMIN11

RU,IV - Gr. 7

capital -

capitalism orT1,ee enterprise -

consumption -

35

APPENDIX

A. GLOSSARY

one of the maior factors of productionconsisting of property from which an incomeis derived, expressed in terms of money.Popularly, the term is frequently used inter-changedly with CAPITAL GOOD. A distinctionis sometimes made between money capital orthat part of the capital hZTain the form ofmoney and bank deposits, and property capital,or that part of the capital held in the formof evidences of ownership such as stocks,bonds, and mortgages. Then again, suchinstruments, together with money, aresometimes referred to as lucrative capitalin contradistinction to capital goods.A few economists include acquired knowledgewith the meaning of capital on the groundthat it, too, is a source of income. Inbusiness practice, the term may refer merelyto the net worth of an enterprise, or itmay refer to all of the more permanentinvestments made by the owners or borrowedby them on a large term basis. In a stillmore general sense, the term may refer tothe total assets of an enterprise.

an economic system based upon the privateownership of all kinds of property and theFreedom of the individual to cont)-ot withothers and to engage in economic activitiesof his choice and for his own profit andwell-being. In most cases the governmentmaintains order, prevents abuses, and carrieson such activities as private enterprisescan 1-rot;. pursue- with reasonable assuranceof profit. Also government provides andregulates money, levies taxes, levies tariffs(and/or quotas), builds schools and publicworks.

the utilization of services or materialgoods for the gratification of human desires

a) conspicuous - the use of consumer goods in such a way asto create a display for the purpose ofimpressing othcrs rather than for thesatisfaction of a useful consumer demand.

r15

RU, IV - Gr. 73r-

Glossary (con't)

culture lag -

domestic market -

the condition which exists when changesin ideas and practices pertaining to political,social, and economic life fail to keep pacewith changes in the environment (not evenlyexperienced cre understood by all segments ofa society) caused by mechanical invention,technological innovation, depletion of essentialnatural resources, or similar circumstances

the buying and selling within a country ofgoods produced there is what we call thedomestic market 1

economic growth - an increase in a nation's or an areas'scapacity to produce goods and servicescoupled with an increase in production ofthese goods and services. Economic growthmeasured by annual rate of increase in anation's, gross national product, as adjustedfor price changes. Better measure is increasein the real cross national product per capita,It occurs when production of goods andservices increases faster than population.Therefore, each, person gets a larger shareof the economic pie. Economic growth requiresputting together natural resources, humanresources, capital goods, and technical andorganizational skills, and using them tomake more goods and services (more things formore people).

economic system - the nature of economic life as a whole,proposed or actual, with particular referenceto the ownership and use of property and theextent of government regulation and controls.

exchange - the acceptance of one thing for another

good - anything external to man either materialor immaterial that satisfies a human desire.There is no legal, moral, or ethical con-notation in its technical use.

a) economic - anything external to man that is inherentlyuseful, appropriable, a.d relatively scarce.They may be either material or immaterial.This is the same as consumer good.

1 Area Studies in Lconomic Progress - Africa. Scott Foresman,Coiapany, Page 30.

RU, IV - Gr. 7

Glossary (con't)

b) free -

gross nationalproduct -

industry -

labor -

market -

37

anything, external to man which is inherentlyuseful and which is in such bountiful supplythat as much of it as desired can be hadwithout conscious effort

the total value at current market pricesof all final goods and services produced bya nation's economy before deduction ofdepreciation charges and other allowances forbusiness and institutional consumption ofdurable capital goods

As computed by the United States Departmentof Commerce for any given period of time itincludes:

(1) personal consumption expenditures, thatis, both goods and services pruchasedand income in kind

(2) gross private domestic investmentsincluding inventory changes and newdwellings

(3) net foreign investments, that is, theexcess accruing to a nation from theoperation of international trade andfinance

(4) government purchases of goods andservices, but excluding financialtransfers such as loan collateral andsubsidy payments and transactions notrelated to income or product

productive enterprise, especially manufactur-ing cr certain service enterprises such astransportation and communications, whichemploys relatively large amounts of capitaland labor

one of the major factors of productionconsisting of manual or mental exertion forwhich wages, salaries, or professional feesare received

the area within which buyers and sellers arein communication with one another and withinwhich exchanges take nlaca. The communicationsometimes takes place face to nee, and themarket, then, is a very restricted one. Onthe other hand, the communication may be bytelephone, telegraph, cable, or radio, inwhich c-..se the market may be world-wide.

RU, IV - Gr. 7

Glossary (con't)

38

national income - the total net earnings ascribable to thevarious factors employed in the production ofgoods and services in a nation during aparticular period

(land, labor, capital, and entrepreneurship)

natural resources - wealth supplied by nature. Mineral deposits,soil fertility, potential water power, andfish and wildlife are included in the concept.

net nationalproduct -

production -

services -

standard ofMang -

the total value at current market prices ofall final goods and services produced bythe nation's economy. Same as gross nationalproduct less allowance for depreciation.

the process of increasing the volume of goodsto satisfy human desires or of renderingservices capable of satisfying human desires.

the component of the gross national productconsisting of the output of intangible items.

the minimum of the ner2ssities or luxuriesof life to which a person or a group may beaccustomed.

subsistence - a sufficient quantity of the necessities oflife to maintain a bare livelihood

(The sources rEir the information in all the precedingpages were taken from:)

Dictionary of Economics (Everyday Handbooks),H. Sloan and A. Zurcher. Barnes and Nobel, NewYork, 1964.

The Mc(Iraw-Hill Dictionary of Modern Economics.Douglas Greenwals & Associates, McGraw-Hill BookCompany, New York 1965.

RU, IV - Gr. 7 39

B. INSTITUTIONS OF THE ECSC, EEC, ANDEURATOM

FUNCTION THE EUROPEAN COMMUNITIL

A. Supervisory:

B. Politicalexecutive:

C. Administrativeexecutive:

D. Consultation:

E. AdministrativeDepartments:

1. The European ParliamentaryAssembly (142 delegates,selected by the nationalparliaments)

COAL AND STE.LCOMMUNITY (ECSC)

Council of Minis-ters (one memberfrom each ofnational gov.)

High Authority(8 members ap-pointed bynational govern-ments and a ninthco-opted by them)

1. ConsultativeCommittee (51members)

1.Administrationand Finance

2. Economy andEnergy

3. Coal4.Steel5.IndustrialReorganization

6. Finance andInvestments

2.

V75017-

The Court ofJustice (7judges and 2advocatesaeneral)

TONIC ENERGYCOMMUNITY OMMUNITY(EEC) EURATOM)

Same

Comission (9members ap-pointed bynationalgovernments)

1.Economic andSocial Com-mittee (101members)

2.EconomicPolicyCommittee(21 members)

3.MonetaryCommittee(14 members)

4. TransportCommittee(30 members)

1.External Re-lations

2.Economic andFinancial

erne

ommission (5embers ap-ointed byational govern-ants)

1.Sama

2.Scientificand techni-cal Committee(20 members)

1.Research andInstruction

2.Industry andEconcm-,,

Affairs 3. External3.Internal Mark t Relations4.Comoetition 4. c'ecurity5.Social Affair 5. Information6.Agriculture 6.Radiation7.Transport Controle.Overseas Coun 7.Administretiotries and and PersonnelTerritories '.Budget and

9.AdTlinistr,tior Tin:nee;

RU, IV - Gr. 7 40

FUNCTION THE EUROPEAN COMMUNITIES

COAL AND STEEL ECONOrIC ATOMIC ENERGYCOMMUNITY (ECSC) COMMUNITY (EEC) COMMUNITY

(EURATOM)

F. Special 1.Mines Safety 1.European In- 1.CentralAgencies: Commission vestment Bank Ucl,-;ar Heasur.

2. TransportComm5.ssion

2.European Social,Fund

2.Joint NuclearResearch

3.European 3.SupplyDevelopment AgencyFund

Source: Chase Manhatten Bank, The European Markets, January, 1964

RU, IV - Gr. 7

C. OUTPUT IN SOVIET HEAVY INDUSTRY 1924-1952

41

Commodity Unit 1924 i

1.0

1940

L

18.3

1945 1952

1Steel Million Metric TonsI

12.3 34.5

Coal Million Metric Tons 12.7 166.0 149.3 300.9

Oil Million Metric Tons 6.:. 31.1 19.4 47.3

Electricity Billion Kilowatt-hours 1.0 48.3 43.3 119.1

Machine ThousandsTools

2.0* 58.4 38.4 74.6

Tractors Thousands .01 112.9t 7.7 116.7+

Cement Million Metric Tons .1. 5.7 1.8 13.9

Sulphuric Minion Metric TonsAcid

.2* 1.6 .8 2.7

* 1928 + 1936 * 1950

Source: Narodrov Khozyaistvo SSR 1961 Godu, passim

RU, IV - Gr. 7

Commodity

D. OUTPUT OF KEY SOVIET INDUSTRIALCOMMODITIES 1952, 1968, 1963,1964

Unit

42

1952 1953 1963 1364

Steel mil. metric tons 34.5 54.9 80.2 84.5

550

225

455

25

180

Coal mil. metric tons 300.9 496.1

113.2

235.4

532

206

412

19.9

Oil mil. metric tons 47.3

Electricity billion kwk 119.1

Fertilizers mil. metric tons 6.4 12.4

Machine Tools thousands 74.6 139.3 193

Tractors thousands 98.9 219.7 325 320

Cement mil. metric tons 13.9 33.3 '61 63

Cotton Cloth bil. sq. meters 3.6 4.3 5.1 5.4

Silk Cloth mil sq. meters .2 .7 .8 .8

Leather Shoes million pair 237 356.4 463 475

Television Sets millions .04 1.0 2.5 2.9

Sources: Data for 1952 and 195.9 from official statistical handboc%s,for 1963 from Pravda., January 24, 1964, and for 1964estimated fromHa:El-sties on output during the first half ofthat year given in Pravda, July 23, 1964,

XU, IV - Gr. 7 43

E. USSR - Gross National Product

Transportation& Communication J 9 %

Services, Government,and Trade

Agriculture I 28%

Industry

I I 23%

40%

USSR - CONSUMER GOODS PRODUCED 1961

Passenger Cars Thousands______ _____

Trucks and Buses Thousands 406.0

Television Sets Thousands 2.0

Radios Millions 4.2

Meat Million Metric Tons 4.3

Butter Thousand Metric Tons 894.4

Source: A Study of the USSR and Communism, Scott Foresman, p. 143

43

RU,IV Gr. 7

I

L 160LI

0N

20

ETR 80I

C

T 400

NS

44

APPENDIX F SOVIET PRODUCTION 19131940

f51 1913 :=1 1940

166

48

18

Fig Iron Steel

29'

31

9 2

Coal Petroleum .*Electricity

*Billion Kilowatt Hours

Source: The Soviet Union, Scott Foresman, p. 12

hi

ed048187.tif - eric which is the european economic community. 4. ... neighbors p.239. scott...

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