Distorted textbooks symbolize the manipulation of history in Fascist and Soviet education.

Rewriting History: How Fascist and Soviet Schoolbooks Shaped Young Minds

Theo Raines in Mind & Education September 2025 • 4 min read.

"A comparative look at ancient and medieval history as taught in Fascist Italy and the Soviet Union reveals the power of propaganda in education."

History, often regarded as a collection of facts and dates, is in reality a narrative shaped by those in power. This is particularly evident in the educational systems of totalitarian regimes, where schoolbooks become tools for molding young minds. By examining the history curricula and textbooks used in Fascist Italy and the Soviet Union between the two World Wars, we can gain insight into how these regimes used history to promote their ideologies and solidify their control.

Dorena Caroli's research, “Teaching Ancient and Medieval History in Fascist and Soviet Schools in the Interwar Period: Comparison of Elementary School Textbooks,” provides a detailed comparison of how ancient and medieval history were presented to elementary school students in Fascist Italy and the Soviet Union. The study reveals not only the differing visions of the past but also the manipulation of historical narratives to serve ideological purposes.

This article will explore the key findings of Caroli's research, highlighting the ways in which both Fascist and Soviet regimes used history to construct national identity, legitimize their rule, and instill specific values in their young citizens.

Constructing National Identity Through Ancient Civilizations

Distorted textbooks symbolize the manipulation of history in Fascist and Soviet education.

Both Fascist Italy and the Soviet Union sought to establish a strong sense of national identity by drawing upon the past. However, they approached this task in vastly different ways. In Fascist Italy, the focus was on glorifying ancient Rome, emphasizing its power, its achievements, and its legacy. Textbooks highlighted the grandeur of Roman monuments, the wisdom of Roman law, and the military prowess of Roman emperors. This served to create a sense of continuity between ancient Rome and Fascist Italy, suggesting that the latter was the natural heir to the former's greatness.

In contrast, the Soviet Union downplayed the importance of pre-revolutionary history, viewing it as a period of oppression and exploitation. While ancient civilizations were still taught, the emphasis was on class struggle and the exploitation of the masses. For example, Roman history was presented as a story of slave revolts and the oppression of the proletariat. The goal was to instill a sense of class consciousness and to legitimize the Bolshevik Revolution as a necessary step towards a communist future.

Here’s a quick breakdown of how each nation approached this:

Fascist Italy: Glorified ancient Rome, emphasized national pride and military strength.
Soviet Union: Focused on class struggle, downplayed pre-revolutionary achievements.
Common Goal: Both aimed to create a unified national identity, though through vastly different interpretations of history.

Despite their differing approaches, both regimes recognized the importance of history in shaping national identity. By carefully selecting and interpreting historical events, they sought to create a narrative that would legitimize their rule and inspire loyalty among their citizens.

Lessons from the Past: The Enduring Power of Historical Narratives

The manipulation of history for political purposes is not unique to Fascist Italy and the Soviet Union. Throughout history, regimes of all stripes have used history to legitimize their rule and promote their ideologies. By understanding how these regimes operated, we can become more critical consumers of historical information and more aware of the ways in which history can be used to shape our perceptions of the present.

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Everything You Need To Know

How did Fascist Italy use the teaching of ancient history in schoolbooks to shape national identity?

Fascist Italy primarily focused on glorifying ancient Rome in their schoolbooks. This involved emphasizing the power, achievements, and legacy of the Roman Empire. Textbooks highlighted Roman monuments, the wisdom of Roman law, and the military strength of Roman emperors to create a sense of continuity between ancient Rome and Fascist Italy. This approach aimed to suggest that Fascist Italy was the natural successor to Rome's greatness, fostering national pride and a sense of historical destiny. Topics like the social structures of ancient Rome and other perspectives on Roman society were often omitted to maintain a focus on its grandeur and power.

How did schoolbooks in the Soviet Union portray ancient civilizations, such as Rome, to align with their communist ideology?

In the Soviet Union, schoolbooks presented ancient civilizations with an emphasis on class struggle and the exploitation of the masses. Roman history, for example, was taught as a narrative of slave revolts and the oppression of the proletariat. This approach aimed to instill a sense of class consciousness and legitimize the Bolshevik Revolution as a necessary step toward a communist future. Glorifying aspects of pre-revolutionary history or achievements of the ruling classes were often downplayed or omitted to promote the ideology of a classless society.

In what ways did both Fascist Italy and the Soviet Union utilize historical narratives in education for their respective political goals?

Both Fascist Italy and the Soviet Union manipulated historical narratives in education to construct a national identity, legitimize their rule, and instill specific values in young citizens. While Fascist Italy glorified ancient Rome to foster national pride and a sense of historical continuity, the Soviet Union focused on class struggle to legitimize the Bolshevik Revolution. Despite their differing approaches, both regimes used history to shape the perceptions and loyalties of their citizens. This involved carefully selecting and interpreting historical events to create a narrative that supported their ideological goals and maintained control.

What does Dorena Caroli's research reveal about the manipulation of ancient and medieval history in Fascist and Soviet schoolbooks?

Dorena Caroli's research, titled “Teaching Ancient and Medieval History in Fascist and Soviet Schools in the Interwar Period: Comparison of Elementary School Textbooks,” compares how ancient and medieval history were presented to elementary school students in Fascist Italy and the Soviet Union. The study reveals the manipulation of historical narratives to serve ideological purposes. It highlights how both regimes selectively used history to construct national identity, legitimize their rule, and instill specific values in their young citizens, providing insights into the power of propaganda in education. Her work emphasizes the importance of critically analyzing historical texts and understanding the underlying motivations of those who construct historical narratives.

What are the broader implications and lessons we can learn from the manipulation of history in Fascist Italy and the Soviet Union, and how can these lessons inform our understanding of historical narratives today?

The manipulation of history in Fascist Italy and the Soviet Union offers crucial lessons about the enduring power of historical narratives. Understanding how these regimes used history to legitimize their rule and promote their ideologies can help us become more critical consumers of historical information. Recognizing the ways in which history can be shaped to influence perceptions of the present allows for a more informed and nuanced understanding of current events and the narratives that shape them. This awareness is essential for maintaining intellectual independence and resisting manipulation through historical revisionism.