Download Revolution and Nationalism, 1900–1939

CHAPTER 30 PLANNING GUIDE
Revolution and Nationalism,
CHAPTER RESOURCES
CHAPTER OVERVIEW The political
upheavals that swept through Russia,
China, and India resulted in Russia
forming a totalitarian state, China
undergoing a civil war, and India
gaining limited self-rule.
1900–1939
COPYMASTERS
In-Depth Resources: Unit 7
• Building Vocabulary, p. 28
Chapters in Brief (in English and Spanish)
Block Schedule Pacing Guide
ASSESSMENT
Chapter Assessment, pp. 892–893
Formal Assessment
• Chapter Tests, Forms A, B, and C,
pp. 491–505
Test Generator
Integrated Assessment Book
Strategies for Test Preparation
Online Test Practice
SECTION 1
Revolutions in Russia
pp. 867–873
OBJECTIVE Describe the social unrest
in Russia, the Bolshevik Revolution,
and the resulting Communist
government.
SECTION 2
Case Study: Totalitarianism—
Stalinist Russia pp. 874–881
OBJECTIVE Describe totalitarianism,
the building of a totalitarian state in
Russia, and the economic system
under Stalin.
SECTION 3
Imperial China Collapses
pp. 882–886
OBJECTIVE Summarize the collapse
of Imperial China and the struggle
between the Nationalists and
Communists for control over China.
SECTION 4
Nationalism in India and
Southwest Asia pp. 887–891
OBJECTIVE Trace the nationalist
movement in India that resulted in
limited self-rule and describe the
independence movements in
Southwest Asia.
863A Chapter 30
In-Depth Resources: Unit 7
• Guided Reading, p. 24
• Skillbuilder Practice: Analyzing Causes and
Recognizing Effects, p. 29
• Primary Source: from Bloody Sunday, p. 32
• History Makers: Vladimir Lenin, p. 40
• Reteaching Activity, p. 43
Section 1 Assessment, p. 873
Formal Assessment
• Section Quiz, p. 487
Test Practice Transparencies, TT114
Reading Study Guide, p. 289
In-Depth Resources: Unit 7
• Guided Reading, p. 25
• Primary Source: The Need for
Progress, p. 33
• Literature: from Darkness at Noon, p. 36;
from 1984, p. 38
• Reteaching Activity, p. 44
Section 2 Assessment, p. 879
Formal Assessment
• Section Quiz, p. 488
Test Practice Transparencies, TT115
Reading Study Guide, p. 291
In-Depth Resources: Unit 7
• Guided Reading, p. 26
• Geography Application: Nationalists Battle
Warlords and Communists, p. 30
• Primary Source: from “The Peasants of
Hunan,” p. 34
• History Makers: Jiang Jieshi, p. 41
• Reteaching Activity, p. 45
Section 3 Assessment, p. 886
Formal Assessment
• Section Quiz, p. 489
Test Practice Transparencies, TT116
Reading Study Guide, p. 293
In-Depth Resources: Unit 7
• Guided Reading, p. 27
• Primary Source: from Hind Swaraj, p. 35
• Connections Across Time and Cultures:
Nationalist Revolutions in Latin America
and Asia, p. 42
• Reteaching Activity, p. 46
Reading Study Guide, p. 295
Case Study 1: India and Britain, p. 2
Section 4 Assessment, p. 891
Formal Assessment
• Section Quiz, p. 490
Test Practice Transparencies, TT117
INTEGRATED TECHNOLOGY
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Sources
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World Art and Cultures Transparencies
• AT65 Friendship of the People
TECHNOLOGY IN THE CLASSROOM
Making a Propaganda Film
Filmmakers of the early 20th century recognized the power of their medium to
accomplish political and social objectives. By viewing and interpreting early Soviet
propaganda films, and by creating their own propaganda films, students can gain
an understanding of the electronic media’s transforming influence on politics.
Class Time Two class periods
Task Students view and discuss clips from early Russian propaganda films and then
produce their own short propaganda videos
Purpose To learn how film transformed politics and political propaganda in the
20th century
Instructions
classzone.com
1. Have students view scenes from the films October and Battleship Potemkin by
Soviet-era director Sergei Eisenstein. Then discuss with students the ways in
which the filmmaker used the medium to promote a point of view.
eEdition CD-ROM
2. Divide students into groups and have them develop a script for a one- to
three-minute propaganda video promoting a specific change at home, at school,
or in the community.
Geography Transparencies
• GT30 European Totalitarianism by 1938
3. Review each group’s script, and discuss with students in the group how they can
accomplish the goals of an effective propaganda film.
Electronic Library of Primary Sources
• from Ten Days That Shook the World
Electronic Library of Primary Sources
• from 1984
classzone.com
4. Have students produce the videos and screen them in class. Have students
discuss each film’s propaganda value.
Technology Tips
eEdition CD-ROM
Electronic Library of Primary Sources
• from Autobiography of a Chinese Girl
classzone.com
• Media providers such as PBS offer online clips from historic films, including
October and Battleship Potemkin. However, teachers who wish to select specific
portions of the films to show in class should inquire about borrowing the films
from a public library.
• Teachers can find useful background articles on propaganda films using an
Internet subject directory. Use the keyword “propaganda films.” There are also
many online exhibits of Soviet propaganda, including posters and films. Try the
keyword “Soviet propaganda art.”
• Many search engines maintain directories of sites devoted to the study of
propaganda and art. Use the keyword “propaganda art.”
eEdition CD-ROM
Critical Thinking Transparencies
• CT30 Time Machine: Revolution and
Nationalism
• CT66 Chapter 30 Visual Summary
World Art and Cultures Transparencies
• AT66 Persian Musicians
Electronic Library of Primary Sources
• “Nonviolence”
classzone.com
Chart Key:
Copymaster
Pupil’s Edition
Audio Library
Teacher’s Edition
CD-ROM
Overhead Transparency
Internet
Block Scheduling
Video
If you do not have time
to teach this chapter in full,
assign the Chapter in Brief
(also available in Spanish).
Teacher’s Edition 863B
Previewing Resources for Differentiated Instruction
ENGLISH LEARNERS: Resources in Spanish
●
• Chapter Test, Form A
B
●
Date
CHAPTER
30
GUIDED READING
Revolutions in Russia
Section 1
• Skillbuilder Practice: Analyzing
Causes and Recognizing Effects
• Geography Application:
Nationalists Battle Warlords and
B
Communists ●
Name
Date
GEOGRAPHY APPLICATION: MOVEMENT
CHAPTER
30
Section 3
Los nacionalistas luchan contra los señores
de la guerra y contra los comunistas
Indicaciones: Lee los párrafos y estudia cuidadosamente el mapa. Después,
contesta las preguntas.
A. Percepción de causa y efecto Al leer esta sección, toma notas para contestar las
preguntas acerca de factores que contribuyeron a la revolución en Rusia.
A
Plus
e 1923 a 1936, los nacionalistas chinos realizaron varias guerras para alcanzar la unidad
nacional. Al principio, combatieron a los gobernantes territoriales —los señores de la guerra—
y después a los comunistas.
En una ocasión, tanto nacionalistas como comunistas se unieron bajo el Kuomintang, el Partido
Nacionalista del Pueblo. De 1923 a 1927, el Kuomintary trató de terminar con el gobierno de los
señores de la guerra en las provincias. Para 1925,
el Kuomintang había expulsado a los señores de
la guerra del extremo sur de China; después lanzó
una campaña llamada la Expedición del Norte. Su
propósito era conquistar a los señores de la guerra
que permanecían en el norte, liberar Beijing y unificar a China bajo un gobierno central.
1. Políticas de los zares
2. Industrialización y crecimiento económico
Modified Lesson Plans for
English Learners
3. La Guerra RusoJaponesa
Multi-Language Glossary of
Social Studies Terms
7. Revolución de Noviembre de 1917
Sin embargo, por esa época, los nacionalistas
comenzaron a temer los objetivos políticos de sus
aliados comunistas. En consecuencia, en 1927, los
nacionalistas, al mismo tiempo que peleaban en el
norte de China, iniciaron un movimiento anticomunista entre sus propias filas. Atacaron bastiones comunistas en Shanghai y en otras grandes ciudades, y
los dispersaron en las montañas de la región centrosur de China. Por último, en 1934, los comunistas,
bajo la dirección de Mao Tse-tung, realizaron la
Larga Marcha que duró un año y los condujo hasta
las cuevas seguras del norte de China.
Sin embargo, el enfrentamiento final entre nacionalistas y comunistas en el norte jamás se realizó. En 1936, la amenaza japonesa sobre China llevó
a los enemigos a conjuntar esfuerzos una vez más.
D
¿Cómo contribuyó cada uno de los siguientes factores a encender la mecha de la revolución?
4. El “Domingo
sangriento”
5. La I Guerra Mundial
6. La Revolución
de marzo
Chinese Civil War, 1923–1936
KOREA
Beijing
8. Guerra civil entre el ejército Rojo y el Blanco
9. La organización de
Rusia en repúblicas
Ye l l o w
Sea
11. V. I. Lenin
12. Leon Trotsky
Ferrocarril Transiberiano
Duma
Rasputín
Shanghai
East
China
Sea
Communist bases
Long March
Kuomintang assaults
on Beijing, 1928
Japanese territory
in 1935
Kuomintang territory:
1925
1927
1935
B. Reconocimiento de hechos y detalles Al reverso de esta hoja, identifica a cada uno de los siguientes:
pogrom
CHINA
yy
¿Qué papel desempeñó cada uno de los siguientes en la Revolución rusa?
10. Karl Marx
C
●
yyy
yyyy
yyy
y
yyy
yy
yyy
yy
OUTER
MONGOLIA
¿Cómo ayudó cada uno de los siguientes a los bolcheviques a obtener y conservar el control político?
Chapters in Brief
Reading Study Guide
Name
© McDougal Littell Inc. All rights reserved.
• Guided Reading
A
●
Test Generator
soviet
Revolution and Nationalism 301
T
AIWAN
AIW
AN
TAIWAN
INDIA
BURMA
South
China
Sea
FRENCH
INDOCHINA
SIAM
306 Unit 7, Chapter 30
© McDougal Littell Inc. All rights reserved.
In-Depth Resources in
Spanish
0
200 Miles
0
400 Kilometers
Reading Study Guide Audio CD
STRUGGLING READERS
A
●
• Building Vocabulary
• Skillbuilder Practice: Analyzing
Causes and Recognizing
B
Effects ●
• Geography Application:
Nationalists Battle Warlords and
Communists
Reading Study Guide
C
●
A
●
Name
B
●
Date
CHAPTER
GUIDED READING
30
Section 2
Totalitarianism
Case Study: Stalinist Russia
Name
1. Industrial policies
2. Agricultural policies
30
Analyzing Causes
Historians analyze causes to understand why events in the past happened.
Historical events such as strikes and revolutions often have multiple causes. As
you read the excerpts below, try to identify the reasons for the local protest that
exploded into the March Revolution of 1917. Then fill in the chart. (See
Skillbuilder Handbook)
Passage A
The fact is that the . . . revolution was begun from
below, overcoming the resistance of its own revolutionary organizations, the initiative being taken of
their own accord by the most oppressed and downtrodden . . . women textile workers. . . . The overgrown bread lines had provided the last stimulus.
About 90,000 workers, men and women, were on
strike that day. . . . Throughout the entire [next] day,
crowds of people poured from one part of the city to
another. . . . Along with shouts of “Down with the
police!” was heard oftener and oftener a “Hurrah”
addressed to the Cossacks. . . . The soldiers show
indifference, at times hostility to the police. It
spreads excitedly through the crowd that when the
police opened fire by the Alexander III monument,
the Cossacks let go a volley at the horse [police].
3. Art/religion
Formal Assessment
• Chapter Test, Form A
SKILLBUILDER PRACTICE
Section 1
A. Recognizing Facts and Details As you read this section, fill in the web
diagram with key characteristics of Stalinist Russia.
Reading Study Guide Audio CD
Date
CHAPTER
Stalin’s Totalitarian State
Leon Trotsky, History of the Russian Revolution
4. Education
5. Control methods
6. Propaganda methods
Passage B
The rising cost of living and the food crisis could
not but serve as revolutionary factors among the
masses. . . . Gradually the minor issues of food, the
price of bread, and the lack of goods turned into
political discussions concerning the entire system of
the social order. In this atmosphere political movements grew feverishly and matured quickly. . . .
Peter I. Lyashchenko, History of the National Economy of
Russia to the 1917 Revolution
Passage C
Those nameless, austere statesmen of the factory
and streets did not fall out of the sky: they had to
be educated. . . . To the question, Who led the . . .
revolution? we can then answer definitely enough:
Conscious and tempered workers educated for the
most part by the party of Lenin. . . .
Leon Trotsky, History of the Russian Revolution
What were three causes of the March Revolution?
Economic
• Reteaching Activities
© McDougal Littell Inc. All rights reserved.
• Guided Reading
Chapters in Brief
© McDougal Littell Inc. All rights reserved.
In-Depth Resources: Unit 7
B. Using Context Clues Define or identify each of the following terms:
totalitarianism
command economy
collective farm
five-year plan
________________________________________________________________________________________
Political/Social
Other
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
Revolution and Nationalism 25
Revolution and Nationalism 29
GIFTED AND TALENTED STUDENTS
• History Makers: Vladimir Lenin;
Jiang Jieshi
• from Ten Days That Shook
the World
• from 1984
• “Nonviolence”
• Connections Across Time
and Cultures: Nationalist
Revolutions in Latin America
B
and Asia ●
Formal Assessment
863C Chapter 30
• Chapter Test, Form C
Name
CHAPTER
30
Section 2
B
●
Date
LITERATURE SELECTION
from Darkness
by Arthur Koestler
at Noon
Hungarian-born British author Arthur Koestler (1905–1983) was a Communist
during the 1930s. He eventually became disillusioned with the Communist Party
and left in 1938. His novel Darkness at Noon, published in 1941, is the story of
the purge trials of the 1930s in Stalinist Russia from the point of view of an
aging Communist revolutionary who has been arrested and imprisoned. As you
read this excerpt, think about how the main character, N. S. Rubashov, feels
about No. 1, the totalitarian leader.
dug out of the newspaper archives and publish a lot
ubashov had the feeling that he was being
of nonsense about him and No. 1. He now no
watched through the spy-hole. Without looking,
longer wanted a newspaper, but with the same
he knew that a pupil pressed to the hole was staring
greed desired to know what was going on in the
into the cell; a moment later the key did actually
brain of No. 1. He saw him sitting at his desk,
grind in the heavy lock. It took some time before
elbows propped, heavy and gloomy, slowly dictating
the door opened. The warder, a little old man in
to a stenographer. Other people walked up and
slippers, remained at the door:
down while dictating, blew smoke-rings or played
“Why didn’t you get up?” he asked.
with a ruler. No. 1 did not move, did not play, did
“I am ill,” said Rubashov.
not blow rings. . . . Rubashov noticed suddenly that
“What is the matter with you? You cannot be
he himself had been walking up and down for the
taken to the doctor before to-morrow.”
last five minutes; he had risen from the bed without
“Toothache,” said Rubashov.
realizing it. He was caught again by his old ritual of
“Toothache, is it?” said the warder, shuffled out
never walking on the edges of the paving stones,
and banged the door.
and he already knew the pattern by heart. But his
Now I can at least remain lying here quietly,
thoughts had not left No. 1 for a second, No. 1,
thought Rubashov, but it gave him no more pleawho, sitting at his desk and dictatsure. The stale warmth of the
ing immovably, had gradually
blanket became a nuisance to him,
Rubashov had the turned into his own portrait, into
and he threw it off. He again tried
to watch the movements of his
feeling that he was that well-known colour-print,
which hung over every bed or
toes, but it bored him. In the heel
being watched
sideboard in the country and
of each sock there was a hole. He
stared at people with its frozen
through the spywanted to darn them, but the
eyes.
thought of having to knock on the
hole. Without
Rubashov walked up and down
door and request needle and
looking, he knew in the cell, from the door to the
thread from the warder prevented
him; the needle would probably be that a pupil pressed window and back, between bunk,
wash-basin and bucket, six and a
refused him in any case. He had a
to the hole was
half steps there, six and a half
sudden wild craving for a newspaper. It was so strong that he could
staring into the cell. steps back. At the door he turned
to the right, at the window to the
smell the printer’s ink and hear the
left: it was an old prison habit; if
crackling and rustling of the pages.
one did not change the direction of the turn one
Perhaps a revolution had broken out last night, or
rapidly became dizzy. What went on in No. 1’s
the head of a state had been murdered, or an
brain? He pictured to himself a cross-section
American had discovered the means to counteract
through that brain, painted neatly with grey waterthe force of gravity. His arrest could not be in it
colour on a sheet of paper stretched on a drawingyet; inside the country, it would be kept secret for a
board with drawing-pins. The whorls of grey matter
while, but abroad the sensation would soon leak
swelled to entrails [intestines], they curled round
through, they would print ten-year-old photographs
C
●
36 Unit 7, Chapter 30
Name
Date
CONNECTIONS ACROSS TIME AND CULTURES
CHAPTER
30
Section 4
THEMATIC CONNECTION:
Nationalist Revolutions in
Latin America and Asia
REVOLUTION
Social unrest and Enlightenment ideas sparked nationalist revolutions throughout Latin America during the early 19th century. How do these revolutionary
movements compare with nationalist revolutions in India and Southwest Asia
some 100 years later? Review the information in Chapters 24 and 30 and then
answer the questions.
1. During the 1800s, Creoles living in Latin America were educated in Europe.
R
• from Autobiography of a
Chinese Girl
• Literature: from Darkness at
A ; from 1984
Noon ●
A
●
Inspired by Enlightenment ideas, they returned home and spearheaded independence
movements. What role did Indians who were educated in Britain play in the movement
for the independence of India? ____________________________________________________________
________________________________________________________________________________________
2. Creole aristocrats resented how Spanish viceroys treated them unjustly, suppressing
many of their rights. How did Western-educated Indians view their treatment by
the British? ____________________________________________________________________________
________________________________________________________________________________________
3. Napoleon’s conquest of Spain in 1808 triggered nationalist revolts in Spanish colonies.
3. a. How did the war in Europe affect Indian nationalism? ________________________________________
______________________________________________________________________________________
3. b. How did changes in Europe after World War I spur the rise of nationalism in
Southwest Asia? ______________________________________________________________________
______________________________________________________________________________________
4. Led by Simón Bolívar and José de San Martín, South American countries achieved
independence through military victories over Spanish forces. Military victories also
led to independence for Turkey and Persia. India, however, used civil disobedience
and nonviolence as vehicles for change. What factors might account for the different
strategies used to achieve independence? ____________________________________________________
________________________________________________________________________________________
5. Independence brought disunity and increased poverty to Latin America. What problems
did India face as it moved toward total independence from Britain?
______________________________
________________________________________________________________________________________
42 Unit 7, Chapter 30
© McDougal Littell Inc. All rights reserved.
• Primary Source: from Bloody
Sunday; The Need for Progress;
from “The Peasants of Hunan”;
from Hind Swaraj
Electronic Library of
Primary Sources
© McDougal Littell Inc. All rights reserved.
In-Depth Resources: Unit 7
C
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Name ______________________________________________________________
CHAPTER 30 Section 3 (pages 882–886)
Activities in the
Teacher’s Edition for
English Learners
Date ______________________
TÉRMINOS Y NOMBRES
Sun Yixian Uno de los primeros
dirigentes del Kuomintang; “padre
de la China moderna”
Kuomintang Partido Nacionalista
chino que derrocó a la dinastía Qing
Movimiento del Cuatro de Mayo
Protesta de nacionalistas chinos
contra el Tratado de Versalles
Mao Tsetung Líder de los
revolucionarios comunistas en China
Larga Marcha Escape de los
comunistas después de ser rodeados
por los nacionalistas
Imperial China
Collapses
ANTES DE LEER
En la sección anterior, leíste acerca del totalitarismo en la
Unión Soviética.
En esta sección, aprenderás acerca de los inicios del Partido
Comunista en China.
AL LEER
• Clarifying Key Events, p. 869
Usa la línea cronológica para tomar notas acerca de los
cambios ocurridos en China en las primeras décadas del
siglo 20.
1925
1912
1931
• Key Terms of Totalitarianism,
p. 878
El Kuomintang derroca
a la dinastía Qing
© McDougal Littell Inc. All rights reserved.
1916
1928
Nationalists Overthrow
Qing Dynasty (pages 882–883)
¿Quién fue Sun Yixian?
El inicio del siglo 20 fue una época de cambio para
China. Muchos chinos resentían el enorme control
de países extranjeros sobre su economía. Algunos
querían modernizar a China. Esperaban recuperar
el poder.
Uno de sus dirigentes fue Sun Yixian. Su grupo
se llamó el Kuomintang, o Partido Nacionalista.
En 1912, encabezó una revuelta que derrocó a la
dinastía Qing. Se estableció una república y Sun
Yixian fue nombrado presidente.
Sun Yixian quería dar derechos políticos y
económicos al pueblo chino, y terminar con el control extranjero sobre el país. Pero no tenía el apoyo
• Describing the Long
March, p. 885
de los militares. Seis semanas después, entregó la
presidencia a Yuan Shikai, un poderoso general.
Yuan fue un dictador militar. Después de su
muerte en 1916, estalló una cruenta guerra civil.
Causó mucho sufrimiento y hambruna. Sun no
pudo reorganizar el Kuomintang.
Los dirigentes chinos esperaban ganar el apoyo
de los Aliados durante la I Guerra Mundial.
Declararon la guerra a Alemania. Pero, al terminar
la guerra, se decepcionaron. El Tratado de
Versalles no liberó a China de la influencia extranjera. Sólo cambió de amos. La región de China que
había estado controlada por Alemania fue entregada a Japón. Los chinos indignados protestaron
durante el Movimiento del Cuatro de Mayo.
Entre los inconformes estaba Mao Tsetung. Más
tarde sería el dirigente de la revolución comunista
CHAPTER 30
C
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Name ______________________________________________________________
CHAPTER 30 Section 4 (pages 887–891)
BEFORE YOU READ
In the last section, you read about nationalism and
civil war in China.
In this section, you will learn about nationalism in
India and Southwest Asia.
AS YOU READ
Use the chart below to take notes on how nationalism
brought change.
REVOLUTION AND NATIONALISM 293
Activities in the
Teacher’s Edition for
Struggling Readers
Date ______________________
Persia
Saudi Arabia
• Using Questions to Find Main
Ideas, p. 877
© McDougal Littell Inc. All rights reserved.
Gandhi leads movement for
independence
from Britain
Indian Nationalism Grows
(pages 887–888)
Why did feelings of nationalism
increase?
Many Indians grew angry at British domination of
Indian life. Indian nationalism had been growing
since the mid-1800s. Some Indians joined the
Congress Party or the Muslim League. These were
two groups that worked toward independence
More than one million Indians served in the
British army in World War I. The British promised
to make changes to the government of India. These
changes would give the Indian people greater control of their own nation. After the war, though,
returning Indian soldiers were once again treated
as second-class citizens. Reforms were not made.
When Indians protested, the British Parliament
passed the Rowlatt Acts that allowed protesters to
be jailed without a trial. Western-educated Indians
believed this to be a violation of their rights.
About 10,000 Indians gathered at the city of
Amritsar to protest this act in the spring of 1919.
The British had also banned such public meetings.
But the crowd was mostly unaware of that fact.
British troops fired on the crowd. Several hundred
protesters were killed. The Amritsar Massacre
sparked further protests. Almost overnight millions
of Indians changed from loyal British subjects to
revolutionaries and nationalists.
CHAPTER 30
Power
Presentations
CD-ROM
• Lecture Notes
• Image Gallery
• Chapter Review
Game
• Learning from Literature:
Doctor Zhivago, p. 870
Nationalism
Brings Change
Turkey
classzone.com
• Research Links
• Internet Activities
• Primary Sources
• Chapter Quiz
• Current Events
• Indian Protests and British
Responses, p. 889
TERMS AND NAMES
Rowlatt Acts Laws to prevent
Indians from protesting British
actions
Amritsar Massacre The slaughter of
Indians by the British
Mohandas K. Gandhi Leader of the
movement for Indian independence
from Britain
civil disobedience Disobeying the
law for the purpose of achieving
some higher goal
Salt March A march to the sea to
protest British salt tax
Mustafa Kemal Leader of Turkish
nationalists who overthrew the last
Ottoman sultan
Nationalism in India
and Southwest Asia
India
eEdition
• Interactive Visuals
• Interactive Maps
• Interactive
Primary Sources
• Chinese Geography and
Politics, p. 884
• Using SQ3R, p. 890
A
●
CT
MCDOUGAL LITTELL
30 World History: Patterns of Interaction
Critical Thinking:
Following Chronological Order
Time Machine: Revolution and Nationalism
1895 Indian National Congress formed
1900
REVOLUTION AND NATIONALISM 295
1904 Russo-Japanese War
1905 Bloody Sunday
1905
1910
1912 Overthrow of Qing Dynasty
Sun Yixian President
1914 World War I starts
1917 Russian Revolution
Bolshevik take-over
1915
1918–20 Civil War in Russia
1921 Chinese Communist Party
1923 Lenin sends advisers to aid
China’s Nationalist party
1930 Gandhi organizes Salt March
1920
1918 Treaty of Brest-Litovsk
1919 May Fourth Movement;
Amritsar Massacre
1920 Indian National Congress Party
endorses civil disobedience
1922 Union of Soviet Socialist
Republics (USSR) formed
1925
1930
1928 Stalin in control of USSR; Jiang
heads National Republic of China
1931 Japanese invade Manchuria
© McDougal Littell Inc. All rights reserved.
1930–49 Chinese Civil War
Name ____________________________________________________
Activities in the Teacher’s
Edition for Gifted and
Talented Students
Test Form C continued
Document 2: Excerpt from Jawaharlal Nehru, first prime minister of India
And then Gandhi came. He was like a powerful current of fresh air that made us stretch
ourselves and take deep breaths, . . . like a whirlwind that upset many things but most of
all the working of people’s minds. He did not descend from the top; he seemed to emerge
from the millions of India, speaking their language and incessantly drawing attention to
them and their appalling condition. Get off the backs of these peasants and workers, he
told us, all you who live by their exploitation; get rid of the system that produces poverty
and misery. Political freedom took new shape then and acquired a new content. . . .
The essence of his teaching was fearlessness and truth and action allied to these, always
keeping the welfare of the masses in view.
_______________________________________________________________________
Document 3: Political cartoon by Bill Mauldin
Source
Sour
ce: “The odd thing about assassins” cartoon by Bill Mauldin. Reprinted with special permission
from The Chicago Sun-Times, Inc. Copyright © 2001
18. What do you think Gandhi means by his statement to Dr. King?
_______________________________________________________________________
504 UNIT 7, CHAPTER 30
1935
1935 British government passes
Government of India Act
1940
1945
1950
• CT30 Time Machine:
Revolution and
A
Nationalism ●
• CT66 Chapter 30
Visual Summary
Geography Transparencies
• GT30 European
Totalitarianism by 1938
World Art and Cultures Transparencies
• AT65 Friendship of the People
17. What elements does Nehru say Gandhi combined in order to lead the people of India?
How did this lead to a new shape for political freedom?
© McDougal Littell Inc. All rights reserved.
●
C
1934 Stalin launches purges; Mao
leads the Long March
Critical Thinking
Transparencies
• Researching the Origins of the
Russian Revolution, p. 871
• AT66 Persian Musicians
• Creating a Fictional Totalitarian
State, p. 876
Test Practice Transparencies TT114–TT117
• The Writings of Mao
Zedong, p. 883
EasyPlanner CD-ROM
• Investigating Examples of Civil
Disobedience, p. 888
Online Test Practice
Test Generator CD-ROM
Voices from the Past Audio CD
Electronic Library of Primary Sources
Teacher’s Edition 863D
CHAPTER 30 • OBJECTIVE
Revolution and
Nationalism, 1900–1939
Analyze the evolution of conflict
between revolutionaries and
nationalists before, during, and
after World War I.
Previewing Main Ideas
REVOLUTION Widespread social unrest troubled China and Russia during
the late 1800s and early 1900s. Eventually revolutions erupted.
Geography Study the time line. In what years did revolutions take place in
China and in Russia?
Previewing Main Ideas
During this time, the gap between rich
and poor, especially in Russia and China,
was enormous. Growing resentment of
economic injustice became a major cause
of revolutionary activity. After World War I,
leaders in Russia, China, and Turkey
launched new programs to modernize
their countries. Advances in technology
boosted industrial production. These
countries were then able to resist foreign
control and to compete in world affairs.
POWER AND AUTHORITY New nations appeared during the 1920s and
1930s in the former Ottoman Empire in Southwest Asia. These nations
adopted a variety of government styles—from a republic to a monarchy.
Geography According to the map, which new nations in Southwest Asia
emerged from the former Ottoman Empire?
EMPIRE BUILDING Nationalist movements in Southwest Asia, India, and
China successfully challenged the British, Ottoman, and Chinese Empires.
Geography According to the map, which European nations still control
large areas of Southwest Asia?
Accessing Prior Knowledge
Ask students to recall what they know
about the roles Karl Marx, Vladimir
Lenin, and Joseph Stalin played in the
Russian Revolution and in the advent of
Communism. In contrast, ask students to
think of adjectives describing the
nonviolent protests promoted by Gandhi.
As students read this chapter, ask them
to be aware of contrasts in the ways
revolutionaries in Russia, China, and
Southwest Asia achieved their political
and leadership goals.
INTERNET RESOURCES
• Interactive Maps
• Interactive Visuals
• Interactive Primary Sources
Go to classzone.com for:
• Research Links
• Maps
• Internet Activities
• Test Practice
• Primary Sources
• Current Events
• Chapter Quiz
Geography Answers
REVOLUTION Revolutions took place in
China in 1911 and in Russia in 1917.
POWER AND AUTHORITY New nations
were Turkey and Saudi Arabia.
EMPIRE BUILDING France and
Great Britain still control large areas of
Southwest Asia.
864
TIME LINE DISCUSSION
Point out that the years from 1900–1940 were
a time of social unrest and great political
changes, which resulted in the formation of new
nations around the world.
1. Identify the leaders of the nationalist or
revolutionary movements mentioned in the
time line. (Gandhi, Mustafa Kemal, Stalin,
Mao Zedong, Mussolini, Hitler)
864
Chapter 30
2. What large events were taking place during
this period that may have contributed to
social unrest and revolution around the
world? (World War I and the stock market
crash in the United States)
4. What kind of leaders often take over after
revolutions? (dictators)
3. In what year was the last emperor of China
overthrown? (1911) Which emperor was it?
(Emperor P’u-i)
6. When did the Russian revolt begin?
(1917, Bolshevik October Revolution)
5. Which dictator was taking over Italy during
the time of Gandhi’s peaceful protest in
India? (Mussolini)
CHAPTER 30
History from Visuals
Interpreting the Map
Ask students to locate Turkey, Iraq,
Saudi Arabia, and Kuwait on the map
and note the size of these countries in
relation to one another. As they will learn
in Section 4, the oil discovered in this
area made these some of the richest
countries in the world. Why would the
discovery of oil make a country rich? (Oil
is needed to make petroleum, an essential fuel that commands a high price.)
Extension Ask students to locate the
Persian Gulf on the map. Interested
students can research newspapers and
magazines to find headlines involving
the Persian Gulf over the last 20 years.
Ask students to share their findings with
the class. (Headlines may involve U.S.-led
Persian Gulf Wars of 1991 and 2003 and
ongoing conflicts over oil.)
865
RECOMMENDED RESOURCES
Books for the Teacher
Pipes, Richard. A Concise History of the
Russian Revolution. Ed. Peter Dimock. New
York: Knopf, 1996.
Books for the Student
McDougal Littell Literature
Connections. Orwell,
George. Animal Farm
(with related readings).
1997. A satirical look at the
events of the Russian
Revolution.
McDougal Littell Literature
Connections. Orwell,
George. 1984 (with
related readings). 1997.
A chilling vision of a
future totalitarian society.
Videos
The Incredible March. VHS. Ambrose Video,
1997. 800-526-4663. The story of Mao Zedong
and the birth of Chinese communism.
Power to the People. VHS. Films for the
Humanities & Sciences, 1995. 800-257-5126.
Examines the Russian Revolution and Gandhi’s
passive resistance to British rule in India.
The Russian Revolution. VHS. Library Video
Company, 1995. 800-843-3620.
Doctor Zhivago. VHS and DVD. MGM/UA Home
Videos, 1965.
Teacher’s Edition
865
CHAPTER 30 • INTERACT
How do you resist oppressive
rule–with violent or
nonviolent action?
Interact with History
Objectives
You believe that the policies of your government are unjust and oppressive. The
policies favor a small, wealthy class—but the vast majority of people are poor
with few rights. The government has failed to tackle economic, social, and
political problems. Many of your friends are joining revolutionary groups that
plan to overthrow the government by force. Others support nonviolent methods
of change, such as peaceful strikes, protests, and refusal to obey unjust laws.
You wonder which course of action to choose.
• Set the stage for studying revolutionary
activity in Russia, China, and India.
• Help students understand revolutionary
tactics and their impact.
EXAMINING
the
ISSUES
Mohandas K. Gandhi became
the leader of the independence
movement to free India of British rule.
▼
▼ Mao Zedong, Communist leader,
believed revolution would solve
China’s problems.
Possible Answers
• To help students think about this issue,
have students discuss why nonviolent
groups might be perceived as either
weak or intimidating.
• Have students brainstorm possible
outcomes resulting from the use of violence in revolutions. (Possible Answers:
rapid change, deaths and injuries,
long-lasting bitterness)
Discussion
Have students choose a revolution
they have studied and discuss how the
revolutionaries attempted to achieve
their goals. They might discuss either
the French or the American revolutions.
Have students also note the nonviolent
strategies of the civil rights movement in
the United States and the protests against
apartheid in South Africa.
“Victory attained by violence is
tantamount to a defeat, for it
is momentary.”
“Political power grows out
of the barrel of a gun.”
EXAM I N I NG
the
ISSU ES
• How might armed and powerful opponents respond to
groups committed to nonviolent action?
• Which strategy might prove more successful and bring more
long-lasting consequences? Why?
As a class, discuss these questions. In your discussion, consider
what you have learned about the strategies revolutionaries use to
accomplish change. As you read about the revolutions and
independence movements, see which strategy was successful.
866 Chapter 30
WHY STUDY REVOLUTION AND NATIONALISM?
• The Cold War clash between Communist and
capitalist nations was one of the defining events
of the 20th century.
• Many groups still implement the nonviolent
principles of civil disobedience practiced in India
in the 1920s.
• Communist Russia and the Bolshevik Revolution
have been the subjects of great works of art and
literature.
• Southwest Asia has been the site of controversy
over crude oil, a natural resource essential
for industry and commerce all over the
globe. The Persian Gulf remains a hotbed of
international conflict.
• The principles of communism became powerful
forces in the world.
• The Communist movement begun by Mao
Zedong had lasting impact on China and the
world. In recent decades, China has rejoined the
international community through trade and
diplomatic relations.
866
Chapter 30
30 Assessment
CHAPTER 30 ASSESSMENT
Chapter
TERMS & NAMES
TERMS & NAMES
Nationalism in India and Southwest Asia
Briefly explain the importance of each of the following in Russia,
China, or India.
Section 4 (pages 887–891)
1. Bolsheviks,
p. 868
2. Lenin, p. 868
3. soviet, p. 870
4. Joseph Stalin,
p. 873
5. totalitarianism,
p. 874
6. Mao Zedong,
p. 883
7. Mohandas K.
Gandhi, p. 888
8. civil disobedience, p. 888
MAIN IDEAS
Answers will vary.
9. recurring defeats in battle, death of
many soldiers, low troop morale,
food shortages led to strikes and riots
10. Its position on World War I led to
discontent, and attacks by the Red
Guards drove its leaders from power.
11. failure of the provisional government,
growing power of the soviets; Treaty
of Brest-Litovsk angered Russians;
Bolsheviks tried to wipe out all
enemies—Bolsheviks won
1. Bolsheviks
5. totalitarianism
17. What are some examples of civil disobedience led by
Mohandas Gandhi?
2. Lenin
6. Mao Zedong
18. What steps did Kemal take to modernize Turkey?
3. soviet
7. Mohandas K. Gandhi
4. Joseph Stalin
8. civil disobedience
14. removed his enemy; police terror,
propaganda, indoctrination; control of
economy
15. Mao promoted land reform and
better treatment for the peasants;
Nationalists had done little
for peasants.
16. to save the Communists who were
being pursued by Nationalist forces
17. boycotts; strikes; refusal to pay British
taxes, vote, or attend British schools;
marches, demonstrations
18. set up legal system, rights extended
to women, spurred economic growth
by industrializing
1. USING YOUR NOTES
In a diagram show the causes
of changes in government in
the countries listed.
MAIN IDEAS
Revolutions in Russia Section 1 (pages 867–873)
9. How did World War I lead to the downfall of Czar
Nicholas II?
11. Explain the causes of Russia’s civil war and its outcome.
Case Study: Totalitarianism Section 2 (pages 874–881)
13. What individual freedoms are denied in a totalitarian
state?
Turkey
India
4. HYPOTHESIZING
14. How did Joseph Stalin create a totalitarian state in the
Soviet Union?
EMPIRE BUILDING Why were the empires discussed in this
chapter unable to remain in control of all of their lands?
Imperial China Collapses Section 3 (pages 882–886)
5. RECOGNIZING EFFECTS
POWER AND AUTHORITY How did women’s roles change under
Stalin in Russia and Kemal in Turkey?
15. Why did the peasants align themselves with the Chinese
Communists?
16. Why did Mao Zedong undertake the Long March?
Revolutionary Leaders: 1900–1939
Lenin
Stalin
Sun Yixian
Mao Zedong
Gandhi
Kemal
Country
Russia
Russia
China
China
India
Turkey
Career
late 1890s–1924
early 1900s–1953
late 1890s–1925
early 1900s–1976
late 1800s–1948
early 1900s–1938
Key Role
Bolshevik revolutionary and first
ruler of Communist Russia
Dictator
First president of
the new Republic
of China
Leader of
the Chinese
Communist Party
Leader of the
Indian independence movement
First president of
the new Republic
of Turkey
Popular
Name
“Father of the
Revolution”
“Man of Steel”
“Father of Modern
China”
“The Great
Helmsman”
“Great Soul”
“Father of the
Turks”
Goal
Promote a worldwide Communist
revolution led by
workers
Perfect a Communist state in Russia
through totalitarian rule
Establish a modern
government based
on nationalism,
democracy, and
economic security
Stage a Communist revolution
in China led by
peasants
Achieve Indian
self-rule through
campaigns of civil
disobedience
Transform Turkey
into a modern
nation
892 Chapter 30
CRITICAL THINKING
Answers will vary.
2. Possible Answer: indoctrination, because it
begins with children and pervades the society
3. Possible Answers: World War I broke up the
Ottoman Empire, causing nationalists in its lands
to press for independence. It also precipitated the
Chapter 30
Causes of
Government Changes
3. ANALYZING CAUSES
REVOLUTION What role did World War I play in the revolutions
and nationalistic uprisings discussed in this chapter?
12. What are the key traits of totalitarianism?
1. Russia—World War I, food shortages, Bolsheviks;
China—Imperial government failed; Turkey—
Breakup of the Ottoman Empire; India—World War
I, Amritsar Massacre, Gandhi’s tactics.
892
Russia
China
2. FORMING AND SUPPORTING OPINIONS
Which of the weapons of totalitarian governments do you
think is most effective in maintaining control of a country?
Explain.
10. Why did the provisional government fail?
12. dictatorship, one-party rule; dynamic
leader; rigid ideology; state control;
dependence on modern technology;
violence; enforcement through
censorship and persecution
13. freedom of religion, speech, press,
and expression, choice of job and
home, artistic freedom
CRITICAL THINKING
fall of the Russian czar. Promises made to
Indians before and during the war triggered
demands for independence.
4. The old governments were too weak to respond
to the demands of the population. Independence
groups gained power, especially after World War I.
5. In both places, women’s rights were expanded.
More educational and work opportunities
became available.
CHAPTER 30 ASSESSMENT
Use the quotation and your knowledge of world history to
answers questions 1 and 2
Additional Test Practice, pp. S1–S33
Use the graph and your knowledge of world history to
answer question 3.
STANDARDS-BASED
ASSESSMENT
Oil Output, 1910–1940
Oil Production
(in thousands of metric tons)
India does not need to be industrialized in the modern
sense of the term. It has 7,500,000 villages scattered over a
vast area 1,900 miles long, 1,500 broad. The people are
rooted to the soil, and the vast majority are living a handto-mouth life. . . . Agriculture does not need revolutionary
changes. The Indian peasant requires a supplementary
industry. The most natural is the introduction of the
spinning-wheel.
MOHANDAS K. GANDHI, Letter to Sir Daniel Hamilton
10,000
8,000
6,000
4,000
2,000
0
1. What picture does Gandhi present of India and its people?
A. India is adequately industrialized.
B. India is dominated by the British.
C. India is primarily an agricultural nation.
D. Indians are well-off and do not need additional industries.
2. What did Gandhi believe about the spinning wheel?
A. Gandhi believed that the spinning wheel would make
Indians less dependent on the British economy.
B. Gandhi believed that the spinning wheel was a threat to the
Indian economy.
C. Gandhi believed the main economic industry in India should
be spinning cloth.
D. Gandhi believed the spinning wheel was not necessary to
the Indian economy.
1910
1915
1920
■ Iran
1925
■ Iraq
1930
1935
1940
■ Saudi Arabia
Source: International Historical Statistics
3. Between which years did Iran show a dramatic increase in oil
production?
A. 1910–1920
B. 1920–1925
C. 1930–1935
D. 1935–1940
TEST PRACTICE Go to classzone.com
• Diagnostic tests
• Strategies
• Tutorials
• Additional practice
ALTERNATIVE ASSESSMENT
1.
Interact with History
On page 866, you played the role of a citizen whose country
was brimming with revolutionary activity. You evaluated two
tactics for change—violence and nonviolence. Now that you
have read the chapter, how would you assess the pros and
cons of Mao’s and Gandhi’s strategies? What role did violence
play in the Russian and Chinese revolutions? How successful
were Gandhi’s nonviolent methods in India? Discuss your
opinions in a small group.
2.
WRITING ABOUT HISTORY
Writing a Documentary Film Script
Write a documentary film script profiling a country where
nationalistic revolutionary movements are currently active.
Consider the following:
• What type of government is currently in power?
(constitutional monarchy, single-party dictatorship, theocracy,
republic) How long has it been in power?
• Who are the top political leaders, and how are they viewed
2. The correct answer is letter A.
Letter B is not correct—Gandhi recognizes the spinning wheel as helpful.
Letter C is not correct—Gandhi calls for
a supplementary industry, not a major
one. Letter D is not correct—Gandhi
suggests adding the spinning wheel to
the Indian economy.
3. The correct answer is letter B.
Production jumps by around 4,000
metric tons during the period. Letters
A, C, and D are not correct because no
increase in the years shown is as great
as the period from 1920 to 1925.
Formal Assessment
• Chapter Test, Forms A, B, and C, pp. 491–505
Test Generator
• Form A in Spanish
inside and outside the country?
Write a science fiction story about a totalitarian state that
uses modern technology to spread propaganda and control
people. Refer to the case study on totalitarianism for ideas.
Consider the following:
• Do citizens have complaints about their government? What
• the need to control information
The script should also include narration, locations, sound,
and visuals.
• methods to control the actions of people
1. The correct answer is letter C.
Letter A is not correct because at
the time of this letter India had not
become industrialized. Letter B is not
correct because the role of the British
is not mentioned in the letter. Letter D
is not correct because Gandhi
mentions people living hand to
mouth—India was not well off at the
time of the letter.
are they?
• What nationalist revolutionary groups are active? What are
their goals and strategies?
• reasons people oppose totalitarian control of a country
Revolution and Nationalism 893
ALTERNATIVE ASSESSMENT
1. Possible Answers: Students who originally
advocated violent action may now side
with Gandhi’s strategy of noncooperation or
nonviolent resistance, based on the success
of his boycotts and demonstrations.
However, they may note that India still
had not achieved independence. Violence
played a large part in the revolutions of both
China and Russia. Using the aftermath of
the Bolshevik Revolution as an example,
students may also conclude that violence
breeds violence.
2. Rubric Science fiction stories should
• be set in a fictional time and location.
• present reasons for a totalitarian state to
control the people.
• clearly illustrate the use of weapons of
totalitarianism.
Rubric Documentary film scripts should
• identify the country, its leaders, and its
revolutionary groups.
• outline the grievances the people have
against the current regime.
• identify the goals and strategies of
revolutionary groups.
• include a list of locations, sound, and visuals
to be used.
Teacher’s Edition
893
LESSON PLAN
1
Poster of Russian soldier with flag,
by N. Tyrkurr
OBJECTIVES
Temple of Heaven, Beijing, China
• Describe the autocratic methods of
Alexander III and the economic changes
under Nicholas II.
Revolutions in Russia
MAIN IDEA
REVOLUTION Long-term social
unrest in Russia exploded in
revolution, and ushered in the
first Communist government.
WHY IT MATTERS NOW
The Communist Party controlled
the Soviet Union until the
country’s breakup in 1991.
• Explain the crises that paved the way
for the March Revolution and the end
of czarist rule.
TERMS & NAMES
•
•
•
•
proletariat
Bolsheviks
Lenin
Rasputin
•
•
•
•
provisional government
soviet
Communist Party
Joseph Stalin
SETTING THE STAGE The Russian Revolution was like a firecracker with a
very long fuse. The explosion came in 1917, yet the fuse had been burning for
nearly a century. The cruel, oppressive rule of most 19th-century czars caused
widespread social unrest for decades. Army officers revolted in 1825. Secret revolutionary groups plotted to overthrow the government. In 1881, revolutionaries
angry over the slow pace of political change assassinated the reform-minded
czar, Alexander II. Russia was heading toward a full-scale revolution.
Czars Resist Change
Alexander III
turned Russia
into a police
state, teeming
with spies and
informers.
▼
Czars Continue Autocratic Rule To wipe out revolutionaries, Alexander III
• Explain Lenin’s reforms and the rise
of Stalin.
FOCUS & MOTIVATE
Ask students what the terms Red Army,
Lenin, and communism bring to mind,
and ask them to describe in detail any
relevant symbols and images.
TAKING NOTES
In 1881, Alexander III succeeded his father, Alexander II, and halted all reforms
in Russia. Like his grandfather Nicholas I, Alexander III clung to the principles
of autocracy, a form of government in which he had total power. Anyone who
questioned the absolute authority of the czar, worshiped outside the Russian
Orthodox Church, or spoke a language other than Russian was labeled dangerous.
• Summarize the Bolshevik Revolution
and its outcome.
Following Chronological
Order Create a time line
to show major events in
the changing of Russian
government.
INSTRUCT
Czars Resist Change
Critical Thinking
1894
1922
used harsh measures. He imposed strict censorship codes on published materials
and written documents, including private letters. His secret police carefully
watched both secondary schools and universities. Teachers had to send detailed
reports on every student. Political prisoners were sent
to Siberia, a remote region of eastern Russia.
To establish a uniform Russian culture, Alexander III
oppressed other national groups within Russia. He
made Russian the official language of the empire and
forbade the use of minority languages, such as Polish,
in schools. Alexander made Jews the target of persecution. A wave of pogroms—organized violence against
Jews—broke out in many parts of Russia. Police and
soldiers stood by and watched Russian citizens loot and
destroy Jewish homes, stores, and synagogues.
When Nicholas II became czar in 1894, he continued the tradition of Russian autocracy. Unfortunately,
it blinded him to the changing conditions of his times.
• Under Alexander III, what behavior
would result in arrest as a political
prisoner? (questioning czar, practicing a
foreign religion, not speaking Russian)
• What was gained by the czar’s
censorship and strict policing?
(control over anti-Russian or
antigovernment actions)
In-Depth Resources: Unit 7
• Guided Reading (also in Spanish), p. 24
TEST-TAKING RESOURCES
Test Generator CD-ROM
Strategies for Test Preparation
Test Practice Transparencies, TT114
Online Test Practice
Revolution and Nationalism 867
SECTION 1 PROGRAM RESOURCES
ALL STUDENTS
Reading Study Guide Audio CD (Spanish)
In-Depth Resources: Unit 7
• Guided Reading, p. 24
• Skillbuilder Practice, p. 29
• History Makers: Vladimir Lenin, p. 40
Formal Assessment
• Section Quiz, p. 487
STRUGGLING READERS
ENGLISH LEARNERS
In-Depth Resources in Spanish
• Guided Reading, p. 211
• Skillbuilder Practice, p. 215
Reading Study Guide (Spanish), p. 289
In-Depth Resources: Unit 7
• Guided Reading, p. 24
• Building Vocabulary, p. 28
• Skillbuilder Practice, p. 29
• Reteaching Activity, p. 43
Reading Study Guide, p. 289
Reading Study Guide Audio CD
GIFTED AND TALENTED STUDENTS
In-Depth Resources: Unit 7
• Primary Source: from Bloody Sunday, p. 32
Electronic Library of Primary Sources
• from Ten Days That Shook the World
eEdition CD-ROM
Voices from the Past Audio CD
Power Presentations CD-ROM
World Art and Cultures Transparencies
• AT65 Friendship of the People
Electronic Library of Primary Sources
• from Ten Days That Shook the World
classzone.com
Teacher’s Edition
867
CHAPTER 30 • Section 1
Russia Industrializes
Rapid industrialization changed the face of the Russian economy. The number of
factories more than doubled between 1863 and 1900. Still, Russia lagged behind
the industrial nations of western Europe. In the 1890s, Nicholas’s most capable
minister launched a program to move the country forward. To finance the buildup
of Russian industries, the government sought foreign investors and raised taxes.
These steps boosted the growth of heavy industry, particularly steel. By around
1900, Russia had become the world’s fourth-ranking producer of steel. Only the
United States, Germany, and Great Britain produced more steel.
With the help of British and French investors, work began on the world’s longest
continuous rail line—the Trans-Siberian Railway. Begun in 1891, the railway was
not completed until 1916. It connected European Russia in the west with Russian
ports on the Pacific Ocean in the east.
Russia Industrializes
Critical Thinking
• What similarities do you find between
the revolutionary movement in Russia
and the socioeconomic situations in
Latin America, Mexico, and China? (a
harsh ruling class oppressing a lower
class of workers and peasants)
• What measures were taken to
make Russia more competitive with
Europe and the U.S.? (taxes raised,
investments by foreigners encouraged,
railroad built, agricultural reforms)
Vocabulary
minister: person in
charge of an area of
government, such
as finance
The Revolutionary Movement Grows Rapid industrialization stirred discontent
among the people of Russia. The growth of factories brought new problems, such
as grueling working conditions, miserably low wages, and child labor. The government outlawed trade unions. To try to improve their lives,
workers unhappy with their low standard of living and lack
of political power organized strikes.
As a result of all of these factors, several revolutionary
movements began to grow and compete for power. A group
that followed the views of Karl Marx successfully established a following in Russia. The Marxist revolutionaries
believed that the industrial class of workers would overthrow
the czar. These workers would then form “a dictatorship of
the proletariat.” This meant that the proletariat—the workers—would rule the country.
In 1903, Russian Marxists split into two groups over
revolutionary
tactics. The more moderate Mensheviks
Lenin
(MEHN•shuh•vihks) wanted a broad base of popular
1870–1924
support for the revolution. The more radical Bolsheviks
In 1887, when he was 17, Lenin’s
(BOHL•shuh•vihks) supported a small number of committed
brother, Alexander, was hanged for
plotting to kill the czar. Legend has
revolutionaries willing to sacrifice everything for change.
it that this event turned Lenin into
The major leader of the Bolsheviks was Vladimir Ilyich
a revolutionary.
Ulyanov (ool•YAH•nuhf). He adopted the name of Lenin. He
Though Alexander’s execution
had an engaging personality and was an excellent organizer.
influenced Lenin, he already
He was also ruthless. These traits would ultimately help him
harbored ill feelings against the
government. By the early 1900s, he
gain command of the Bolsheviks. In the early 1900s, Lenin
planned to overthrow the czar. After
fled to western Europe to avoid arrest by the czarist regime.
the revolution in 1917, Russians
From there he maintained contact with other Bolsheviks.
revered him as the “Father of the
Lenin then waited until he could safely return to Russia.
History Makers
Lenin
Before Lenin’s triumphant return to
Russia in 1917, he lived in Geneva,
Switzerland, where he earned a meager
income as a newspaper publisher and
a journalist.
In-Depth Resources: Unit 7
• History Makers: Vladimir Lenin, p. 40
Crises at Home and Abroad
Critical Thinking
• What do you know about the outcome
of the Russo-Japanese War? (from
Ch. 28–Russia’s fleet destroyed; Russia
forced out of Korea and Manchuria)
• Why did entering World War I prove
devastating for Nicholas? (military
failed; government fell)
Revolution.”
Following Lenin’s death in 1924,
the government placed his tomb in
Red Square in Moscow. His preserved
body, encased in a bulletproof, glasstopped coffin, is still on display. Many
Russians today, though, favor moving
Lenin’s corpse away from public view.
In-Depth Resources: Unit 7
• Primary Source: from Bloody Sunday, p. 32
RESEARCH LINKS For more on V. I.
Lenin, go to classzone.com
Analyzing Causes
Why did industrialization in Russia
lead to unrest?
A. Possible
Answer because
factory workers felt
exploited and
resented their lack
of political power
Crises at Home and Abroad
The revolutionaries would not have to wait long to realize
their visions. Between 1904 and 1917, Russia faced a series
of crises. These events showed the czar’s weakness and
paved the way for revolution.
The Russo-Japanese War In the late 1800s, Russia and
Japan competed for control of Korea and Manchuria. The
two nations signed a series of agreements over the territories,
868 Chapter 30
Name
SKILLBUILDER PRACTICE:
ANALYZING CAUSES AND RECOGNIZING EFFECTS
CHAPTER
30
Section 1
Purpose To clarify the political crises in Russia
Instructions Tell students that analyzing causes is the skill
historians use to investigate why events in the past happened the way they did. Historical events often stem from
multiple causes. Analyzing causes helps historians see
how a series of events are related.
To answer the question, “Why did industrialization in
Russia lead to unrest?” suggest that students reread the
868
Chapter 30
text on this page. Then have them create a multiplecauses chart like this one.
Historians analyze causes to understand why events in the past happened.
Historical events such as strikes and revolutions often have multiple causes. As
you read the excerpts below, try to identify the reasons for the local protest that
exploded into the March Revolution of 1917. Then fill in the chart. (See
Skillbuilder Handbook)
Leon Trotsky, History of the Russian Revolution
Passage B
The rising cost of living and the food crisis could
not but serve as revolutionary factors among the
masses. . . . Gradually the minor issues of food, the
price of bread, and the lack of goods turned into
political discussions concerning the entire system of
the social order. In this atmosphere political movements grew feverishly and matured quickly. . . .
Peter I. Lyashchenko, History of the National Economy of
Russia to the 1917 Revolution
Passage C
Those nameless, austere statesmen of the factory
and streets did not fall out of the sky: they had to
be educated. . . . To the question, Who led the . . .
revolution? we can then answer definitely enough:
Conscious and tempered workers educated for the
most part by the party of Lenin. . . .
Leon Trotsky, History of the Russian Revolution
What were three causes of the March Revolution?
Causes
Effects
• Terrible working
conditions in factories
• Social unrest
• Miserably low wages
• Revolutionary activity
• Child labor
• Huge gap between
rich and poor
• Labor strikes
Economic
© McDougal Littell Inc. All rights reserved.
Task Analyzing causes of unrest in industrialized Russia
Analyzing Causes
Passage A
The fact is that the . . . revolution was begun from
below, overcoming the resistance of its own revolutionary organizations, the initiative being taken of
their own accord by the most oppressed and downtrodden . . . women textile workers. . . . The overgrown bread lines had provided the last stimulus.
About 90,000 workers, men and women, were on
strike that day. . . . Throughout the entire [next] day,
crowds of people poured from one part of the city to
another. . . . Along with shouts of “Down with the
police!” was heard oftener and oftener a “Hurrah”
addressed to the Cossacks. . . . The soldiers show
indifference, at times hostility to the police. It
spreads excitedly through the crowd that when the
police opened fire by the Alexander III monument,
the Cossacks let go a volley at the horse [police].
Analyzing Causes of Unrest in Russia
Class Time 15 minutes
Date
SKILLBUILDER PRACTICE
Political/Social
Other
Revolution and Nationalism 29
In-Depth Resources: Unit 7
CHAPTER 30 • Section 1
but Russia broke them. Japan retaliated by attacking the Russians at Port
Arthur, Manchuria, in February 1904.
News of repeated Russian losses
sparked unrest at home and led to a
revolt in the midst of the war.
More About . . .
Bloody Sunday: The Revolution of
1905 On January 22, 1905, about
Vocabulary
constitutional
monarchy: a form
of government in
which a single ruler
heads the state and
shares authority
with elected
lawmakers
Rasputin
200,000 workers and their families
approached the czar’s Winter Palace
in St. Petersburg. They carried a
petition asking for better working
conditions, more personal freedom,
and an elected national legislature.
Nicholas II’s generals ordered soldiers to fire on the crowd. More than 1,000 were wounded and several hundred
were killed. Russians quickly named the event “Bloody Sunday.”
Bloody Sunday provoked a wave of strikes and violence that spread across the
country. In October 1905, Nicholas reluctantly promised more freedom. He approved
the creation of the Duma (DOO•muh)—Russia’s first parliament. The first Duma met
in May 1906. Its leaders were moderates who wanted Russia to become a constitutional monarchy similar to Britain. But because he was hesitant to share his power,
the czar dissolved the Duma after ten weeks.
▲
Soldiers fired on
unarmed workers
demonstrating at the
czar’s Winter Palace
on “Bloody Sunday.”
In December 1916, a small group of
young aristocrats plotted Rasputin’s
assassination. They lured him to a
mansion and fed him poisoned cakes.
The poison apparently had no effect on
Rasputin’s extraordinary strength. The
conspirators then shot him several times.
Assuming he was finally dead, they threw
him into the Neva River. When his body
was discovered three days later, doctors
confirmed the cause of his death was not
poison or bullet wounds but drowning.
World War I: The Final Blow In 1914, Nicholas II made the fateful decision to
drag Russia into World War I. Russia was unprepared to handle the military and
economic costs. Its weak generals and poorly equipped troops were no match for
the German army. German machine guns mowed down advancing Russians by the
thousands. Defeat followed defeat. Before a year had passed, more than 4 million
Russian soldiers had been killed, wounded, or taken prisoner. As in the RussoJapanese War, Russia’s involvement in World War I revealed the weaknesses of
czarist rule and military leadership.
In 1915, Nicholas moved his headquarters to the war front. From there, he hoped
to rally his discouraged troops to victory. His wife, Czarina Alexandra, ran the government while he was away. She ignored the czar’s chief advisers. Instead, she fell
under the influence of the mysterious Rasputin (ras•PYOO•tihn). A self-described
“holy man,” he claimed to have magical healing powers.
Nicholas and Alexandra’s son, Alexis, suffered from hemophilia, a life-threatening disease. Rasputin seemed to ease the boy’s symptoms. To show her gratitude,
Alexandra allowed Rasputin to make key political decisions. He opposed reform
measures and obtained powerful positions for his friends. In 1916, a group of
nobles murdered Rasputin. They feared his increasing role in government affairs.
Meanwhile, on the war front Russian soldiers mutinied, deserted, or ignored orders.
On the home front, food and fuel supplies were dwindling. Prices were wildly inflated.
People from all classes were clamoring for change and an end to the war. Neither
Nicholas nor Alexandra proved capable of tackling these enormous problems.
The March Revolution
In March 1917, women textile workers in Petrograd led a citywide strike. In the next
five days, riots flared up over shortages of bread and fuel. Nearly 200,000 workers
swarmed the streets shouting, “Down with the autocracy!” and “Down with the war!”
At first the soldiers obeyed orders to shoot the rioters but later sided with them.
Revolution and Nationalism 869
DIFFERENTIATING INSTRUCTION:
The March Revolution
Critical Thinking
• How might the results of the March
Revolution have been different if
soldiers had not sided with the rioters?
(The general uprising leading to
Nicholas’s defeat may have
been prevented.)
• Why did the Germans help Lenin return
to Russia? (They believed Lenin’s
protests would weaken the Russian
front and help Germany win.)
ENGLISH LEARNERS
Clarifying Key Events
Class Time 15 minutes
Task Creating newspaper headlines
Purpose To summarize key events
Instructions After students finish reading the section labeled “Crises
at Home and Abroad,” ask them to work in pairs to create newspaper
headlines that summarize significant events. Encourage students to mimic
the style and tone of newspaper headlines as much as possible. Ask
students to read some sample headlines and note characteristics, such
as brevity, shock value, and strong verbs.
Have pairs trade charts with each other and use the textbook to write two
or three lines of detail about each headline. Then ask volunteers to read
their headlines aloud.
Students might use this activity to sort out main ideas in passages where
several events are discussed or chronology is difficult to follow, such as
“The March Revolution.”
Date
February 1904
January 22, 1905
1914
1916
March 1917
Headline
Russians Fall to Japan at Port Arthur
Peaceful Protest Turns Deadly: 1,000 Dead
Russia Enters the War
Mystery Man Murdered
Women of Petrograd Lead City in Strike
Teacher’s Edition
869
CHAPTER 30 • Section 1
The Czar Steps Down The local protest exploded into a general uprising—the
March Revolution. It forced Czar Nicholas II to abdicate his throne. A year later
revolutionaries executed Nicholas and his family. The three-century czarist rule of
the Romanovs finally collapsed. The March Revolution succeeded in bringing
down the czar. Yet it failed to set up a strong government to replace his regime.
Leaders of the Duma established a provisional government, or temporary government. Alexander Kerensky headed it. His decision to continue fighting in World
War I cost him the support of both soldiers and civilians. As the war dragged on,
conditions inside Russia worsened. Angry peasants demanded land. City workers
grew more radical. Socialist revolutionaries, competing for power, formed soviets.
Soviets were local councils consisting of workers, peasants, and soldiers. In many
cities, the soviets had more influence than the provisional government.
The Bolshevik Revolution
Critical Thinking
• What were the results of the destruction of existing social and political
structures in Russia? (chaos, civil war)
• What might have resulted from turning
factories and farmland over to the
workers? (satisfaction because workers
no longer oppressed; chaos because
workers were disorganized)
B. Answer Russians
lost their faith in the
provisional government and felt no
better off than
when they were
under the czar.
Making
Inferences
Why did
Kerensky’s decision
to continue fighting
the war cost him
the support of the
Russian people?
Lenin Returns to Russia The Germans believed that Lenin and his Bolshevik
supporters would stir unrest in Russia and hurt the Russian war effort against
Germany. They arranged Lenin’s return to Russia after many years of exile.
Traveling in a sealed railway boxcar, Lenin reached Petrograd in April 1917.
The Bolshevik Revolution
Electronic Library of Primary Sources
• from Ten Days That Shook the World
Lenin and the Bolsheviks soon gained control of the Petrograd soviet, as well as
the soviets in other major Russian cities. By the fall of 1917, people in the cities
were rallying to the call, “All power to the soviets.” Lenin’s slogan—“Peace, Land,
and Bread”—gained widespread appeal. Lenin decided to take action.
History from Visuals
The Provisional Government Topples In November 1917, without warning,
armed factory workers stormed the Winter Palace in Petrograd. Calling themselves
Interpreting the Map
Have students point out each element of
the map key on the map.
Russian Revolution and Civil War, 1905–1922
Barents Sea
120°E
80°E
40°E
Extension Ask students to speculate why
the civil war was fought mainly in
western Russia. (Possible Answer: That
area contained many of the major cities
and important military and administrative centers, along with the majority of
Russia’s population.)
Bolshevik territory, Oct. 1919
Territories lost (Treaty of Brest-Litovsk, 1918)
Bolshevik uprisings, 1917–1918
Murmansk
Arctic Circle
Archangel
Major civil war battle areas, 1918–1920
White Russian and
Allied attacks, 1918–1920
FINLAND
RUSSIA
Petrograd
ESTONIA
LATVIA
Interactive This map is available in an
interactive format on the eEdition.
LITHUANIA
Kazan
Omsk
Novosibirsk
-Siberian Railroad
Trans
Samara
POLAND
Bolshevik counterattacks, 1918–1920
Western boundaries of Russia, 1905–1917
Boundaries of Russia, 1922
Trans-Siberian Railroad
Sea of
Okhotsk
Irkutsk
Brest-Litovsk
Kiev
Tsaritsyn
UKRAINE
SKILLBUILDER Answers
Black Sea
Med
TURKEY
it e r r a
Aral
Sea
Sea
40°N
MONGOLIA
Rostov
ROMANIA
n
spia
Ca
1. Region about 100 miles south of
Barents Sea to the northern coast
of the Caspian Sea (north to south);
Yekaterinburg to the Latvian border
(east to west)
2. Region Finland, Poland, Latvia,
Estonia, Lithuania, and the Ukraine
Perm
Yekaterinburg
Moscow
nean S e a
0
Vladivostok
Tashkent
CHINA
GEOGRAPHY SKILLBUILDER: Interpreting Maps
1,000 Miles
0
2,000 Kilometers
1. Region What was the extent (north to south, east to west) of the Bolshevik
territory in 1919?
2. Region Which European countries had territory that was no longer within
Russian boundaries because of the Brest-Litovsk treaty?
870 Chapter 30
DIFFERENTIATING INSTRUCTION:
STRUGGLING READERS
Learning from Literature: Doctor Zhivago
Class Time 30 minutes
Task Reading and viewing excerpts from Doctor Zhivago
Purpose To understand the effects of the Bolshevik Revolution on the
Russian people
Instructions Boris Pasternak’s widely acclaimed novel, Doctor Zhivago, is
the story of a wealthy family caught up in the civil war that followed the
Bolshevik Revolution of 1917. In the opening pages of the novel, the title
character reflects on the sweeping changes that have occurred. “He could
remember a time in his early childhood when a large number of things
870
Chapter 30
were still known by his family name. There was a Zhivago factory, a
Zhivago bank, Zhivago buildings, a Zhivago necktie pin, even a Zhivago
cake. . . . And then suddenly all that was gone. They were poor.”
Have students form small groups and read the three paragraphs under
the head “Civil War Rages in Russia,” page 871 of this textbook. Based on
what they know about the effect of the civil war, ask students to discuss
why they think the Zhivago family lost their wealth. You may wish to
show excerpts from the film Doctor Zhivago to reinforce the turmoil of
the revolution.
CHAPTER 30 • Section 1
the Bolshevik Red Guards, they took
over government offices and arrested the
leaders of the provisional government.
Kerensky and his colleagues disappeared
almost as quickly as the czarist regime
they had replaced.
More About . . .
Bolsheviks in Power Within days after
the Bolshevik takeover, Lenin ordered
that all farmland be distributed among
the peasants. Lenin and the Bolsheviks
gave control of factories to the workers.
The Bolshevik government also signed a
truce with Germany to stop all fighting
and began peace talks.
In March 1918, Russia and Germany
signed the Treaty of Brest-Litovsk. Russia
surrendered a large part of its territory to
Germany and its allies. The humiliating
terms of this treaty triggered widespread anger among many Russians. They objected
to the Bolsheviks and their policies and to the murder of the royal family.
Civil War Rages in Russia The Bolsheviks now faced a new challenge—stamping out their enemies at home. Their opponents formed the White Army. The White
Army was made up of very different groups. There were those groups who supported the return to rule by the czar, others who wanted democratic government,
and even socialists who opposed Lenin’s style of socialism. Only the desire to
defeat the Bolsheviks united the White Army. The groups barely cooperated with
each other. At one point there were three White Armies fighting against the
Bolsheviks’ Red Army.
The revolutionary leader, Leon Trotsky, expertly commanded the Bolshevik Red
Army. From 1918 to 1920, civil war raged in Russia. Several Western nations, including the United States, sent military aid and forces to Russia to help the White
Army. However, they were of little help.
Leon Trotsky
▲ Red Army forces
were victorious in
the two-year civil
war against the
White Army.
Causes and Effects of Two Russian Revolutions, 1917
Causes: Czarist Russia
Effects/Causes: March Revolution
Effects: Bolshevik Revolution
• Czar's leadership
was weak.
• Czar abdicates.
• Provisional government is
overthrown.
• Revolutionary agitation
challenges the government
• Provisional government takes over.
• Bolsheviks take over.
• Widespread discontent
among all classes.
• Russia stays in World War I.
Born Lev (or Leon) Davidovich Bronstein
in 1879, Trotsky was converted to revolutionary socialism at a young age. After
serving time in Siberia for revolutionary
activity, he took the name Trotsky. Later
he brought superb talent and organizational ability to the Bolshevik cause.
Following the Bolshevik takeover in
November 1917, Trotsky became
commissar for foreign affairs.
History from Visuals
Interpreting the Chart
Point out that the causes begin
with Czarist Russia in the left column,
the effects of which are listed in the center column under “March Revolution.”
Those effects in turn become some of the
causes of the Bolshevik Revolution.
Extension Ask students to choose one
of the causes on the chart and write a
paragraph explaining how it helped
bring on the revolution.
SKILLBUILDER Answers
• Lenin and soviets gain power.
• Bolsheviks sign peace treaty
with Germany and leave
World War I.
• Civil war begins in Russia.
SKILLBUILDER: Interpreting Charts
1. Analyzing Causes What role did World War I play in the two revolutions?
2. Recognizing Effects Why were the effects of the March Revolution also causes of the Bolshevik Revolution?
1. Analyzing Causes The widespread discontent about participation in the war
forced out the czar and the provisional
government and caused a civil war.
2. Recognizing Effects The problems
of weak leadership and widespread
discontent were not solved by the
March Revolution.
Revolution and Nationalism 871
Name
GIFTED AND TALENTED STUDENTS
Researching the Origins of the Russian Revolution
Class Time 45 minutes
Offer these questions as consideration for research:
Task Writing a short essay using original research
• How did the Bolshevik movement begin?
Purpose To analyze the origins of the Russian
Communist movement
• What was the goal of the Red Army?
Instructions Ask students to consider the origins of the
Bolshevik movement and to analyze the reaction of other
countries, particularly the United States. Students should
then write a one- to two-page essay about the origins of
the Russian Revolution.
• What role did the soviets (local councils) play in the
establishment of the USSR?
• What role did Marxism play in the revolution?
• Why did the United States support the White Army in
1918–1920, instead of siding with the Red Army?
For an in-depth look at the issues, have students read the
material on Vladimir Lenin in In-Depth Resources: Unit 7.
30
Section 1
HISTORYMAKERS
Vladimir Lenin
Russian Revolutionary
“There is no other man who is absorbed by the revolution twenty-four hours a
day, who has no other thoughts but the thought of revolution, and who even
when he sleeps, dreams of nothing but revolution.”—another Communist,
speaking of Lenin
V
ladimir Lenin was one of the century’s most
important leaders. Unhappy and disillusioned
with the Russian monarchy, he led a group called
the Bolsheviks in a revolution that gave him control
of the largest nation in the world.
Born in 1870, Lenin was raised by two educated
parents in a happy family. He showed intelligence
and skill with classical languages. While in his
teens, two shocks jolted his world. First, his father
was threatened with losing his job by the government. Second, Lenin’s older brother was hanged
for conspiring against the czar. Within two years,
Lenin had read the work of Karl Marx and believed
that Russia needed a Communist revolution.
Lenin then began to write and to recruit new
followers. He was arrested and served 15 months in
prison followed by three years of exile in Siberia.
When that ended in 1900, he traveled abroad,
where he spent much of the next 17 years. During
this time, he sharpened his ideas about Marxism.
Marxism said that industrial workers, called the
proletariat, were in a struggle against capitalists, the
people that owned businesses. Eventually, Marx
said, the workers would overthrow the capitalists
and form a new society called communism. However,
Russia consisted mainly of peasants and only had a
small number of industrial workers. Marxists wondered how a workers’ revolution could occur.
Lenin saw the role of the party as essential, and
his group became known as the Bolsheviks. The
Bolsheviks, he said, would lead the people to the
revolution they needed. However, many Marxists
found it difficult to accept Lenin’s iron rule. In 1912,
he forced those who disagreed with him out of the
party.
World War I brought another crisis. Communists
all over Europe ignored class loyalty and chose to
fight for their country instead. They joined their
nations’ armies to fight each other—not the capitalists. Lenin said that the war would help capitalists
profit while workers suffered. He urged that
Communists “transform the imperialist war into a
civil war.”
As the war continued, the Russian people suffered terribly. In March 1917, hungry, angry workers
and soldiers overthrew the czar. Lenin and his supporters won permission from Germany to travel
through German lands back to Russia.
Lenin accepted the new temporary government
but said that it was not revolutionary enough. He
urged that power go to the soviets, which were
councils of workers set up in many cities. His position grew dangerous. He was branded a German
agent and was forced to live in hiding in Finland.
From that base, he issued a stream of writings urging
immediate Russian withdrawal from the war and
for the government to give land and bread to the
people. These cries gained popularity. In late
October, he returned to Russia, disguised for his
safety. He persuaded the party’s leaders that it was
time to overthrow the provisional government but
watched with alarm as no steps were taken. Finally,
on November 7, 1917, the Bolsheviks overthrew
the temporary government. The soviets chose the
47-year-old Lenin as their leader.
Lenin quickly made peace with Germany, giving
up large chunks of Russian territory. A civil war,
though, still raged in Russia between the Bolsheviks
and their opponents. However, Lenin’s leadership
ensured that the new government would survive.
With peace came the question of how to rule the
new state. The country was named the Union of
Soviet Socialist Republics, and the Bolsheviks
renamed themselves the Communist Party. In Lenin’s
last years, he struggled to prevent Stalin from gaining
power. Lenin became ill and died in 1924.
Questions
1. Drawing Conclusions What is the danger of
Lenin’s idea of party leadership?
2. Making Inferences Why did the Germans allow
Lenin and his associates to return to Russia?
3. Recognizing Facts and Details What obstacles
did Lenin have to overcome to achieve his
revolution?
© McDougal Littell Inc. All rights reserved.
DIFFERENTIATING INSTRUCTION:
Date
CHAPTER
40 Unit 7, Chapter 30
In-Depth Resources: Unit 7
Teacher’s Edition
871
CHAPTER 30 • Section 1
Russia’s civil war proved far more deadly than the earlier revolutions. Around 14
million Russians died in the three-year struggle and in the famine that followed. The
destruction and loss of life from fighting, hunger, and a worldwide flu epidemic left
Russia in chaos. In the end, the Red Army crushed all opposition. The victory
showed that the Bolsheviks were able both to seize power and to maintain it.
Lenin Restores Order
Comparing World Revolutions In its immediate and long-term effects, the
Russian Revolution was more like the French Revolution than the American
Revolution. The American Revolution expanded English political ideas into a constitutional government that built on many existing structures. In contrast, both the
French and Russian revolutions attempted to destroy existing social and political
structures. Revolutionaries in France and Russia used violence and terror to control people. France became a constitutional monarchy for a time, but the Russian
Revolution established a state-controlled society that lasted for decades.
Critical Thinking
• Why was Lenin’s NEP a surprising step,
considering Russia’s history? (Russia’s
czars did not allow free trade.)
• How did Lenin’s Communist Party
stray from Marx’s original concept of
communism? (The Party became
a dictatorship—one person in
charge—instead of leadership by the
people or proletariat.)
Identifying
Problems
What problems
did Lenin and the
Bolsheviks face
after the revolution?
C. Answer Russia’s
involvement in
World War I, social
unrest, political
opponents, civil
war, famine
Lenin Restores Order
War and revolution destroyed the Russian economy. Trade was at a standstill.
Industrial production dropped, and many skilled workers fled to other countries.
Lenin turned to reviving the economy and restructuring the government.
New Economic Policy In March 1921, Lenin temporarily put aside his plan for a
state-controlled economy. Instead, he resorted to a small-scale version of capitalism called the New Economic Policy (NEP). The reforms under the NEP allowed
peasants to sell their surplus crops instead of turning them over to the government.
The government kept control of major industries, banks, and means of communication, but it let some small factories, businesses, and farms operate under private
ownership. The government also encouraged foreign investment.
Analyzing Key Concepts
Communism
Introduce communism to students as a
key to understanding Russian history after
1917. Communism was based on achieving equality through uniform distribution
of food and products, not on the potential of each citizen to compete and earn.
These ideals quickly broke down. Those
who championed this social system fell
victim to the desire for control and
absolute power themselves. In the end,
the people who were to be helped by the
system suffered under the oppression of
dictatorial rule.
Communism
Evolution of Communist Thought
Communism is a political and economic
system of organization. In theory, property
is owned by the community and all citizens
share in the common wealth according
to their need. In practice, this was difficult
to achieve.
German philosopher Karl Marx saw communism as the end result of an essential
historical process. Russian revolutionary
Vladimir Lenin built on Marx’s theories and
sought ways of applying those theories.
Ultimately, however, Lenin’s communist
state—the Union of Soviet Socialist Republics
(USSR)—became a one-party, totalitarian
system. This chart compares how Marx and
Lenin viewed communism.
SKILLBUILDER Answer
Comparing and Contrasting Lenin
included the peasants in the proletariat,
used professional revolutionaries, and
wanted a strong central government.
SKILLBUILDER: Interpreting Charts
Comparing and Contrasting How did Lenin’s
ideas about communism differ from those
of Marx?
Marx
Lenin
• History was the story of class struggle.
• History was the story of class struggle.
• The struggle Marx saw was between
capitalists and the proletariat, or
the workers.
• The struggle Lenin saw was capitalists
against the proletariat and the
peasants.
• The proletariat’s numbers would
become so great and their condition
so poor that a spontaneous revolution would occur.
• The proletariat and the peasants were
not capable of leading a revolution
and needed the guidance of professional revolutionaries.
• The revolution would
end with a “dictatorship
of the proletariat”—the
communal ownership
of wealth.
• After the revolution, the
state needed to be run
by a single party with
disciplined, centrally
directed administrators
in order to ensure
its goals.
872 Chapter 30
COOPERATIVE LEARNING
“Interviewing” Key Figures of Revolutionary Russia
Class Time 30 minutes
Task Role-playing and writing about key figures of the revolutionary period
Purpose To learn more about these historical personalities
Instructions Divide the class into pairs. Each pair will select a key figure
from revolutionary Russia to investigate. Examples include Nicholas II,
Alexandra, Rasputin, Lenin, Trotsky, or Kerensky.
One student will role-play the character while the other poses as a
journalist/interviewer. Pairs of students should work together to conduct
a believable interview and then write a newspaper story about the person.
872
Chapter 30
When students have completed their news stories, pairs should read
them aloud. Audience members will then conduct a question-and-answer
session, such as would occur at a press conference. Encourage students
to think of questions relevant to the particular figure’s role in the
Russian Revolution.
Collect all interviews and bind them into one journal for display in
the classroom. Have students come up with an appropriate name for the
journal, and ask a volunteer to create a cover page.
CHAPTER 30 • Section 1
Thanks partly to the new policies and to the peace that followed the civil war,
the country slowly recovered. By 1928, Russia’s farms and factories were producing as much as they had before World War I.
Political Reforms Bolshevik leaders saw nationalism as a threat to unity and party
loyalty. To keep nationalism in check, Lenin organized Russia into several selfgoverning republics under the central government. In 1922, the country was named
the Union of Soviet Socialist Republics (USSR), in honor of the councils that
Summarizing
helped launch the Bolshevik Revolution.
How did the
Communist governThe Bolsheviks renamed their party the Communist Party. The name came from
ment prevent
the writings of Karl Marx. He used the word communism to describe the classless
nationalism from
society that would exist after workers had seized power. In 1924, the Communists
threatening the
created a constitution based on socialist and democratic principles. In reality, the
new state created
by the revolution?
Communist Party held all the power. Lenin had established a dictatorship of the
D. Possible Answer Communist Party, not “a dictatorship of the proletariat,” as Marx had promoted.
The Communists
organized Russia
under a central
government;
renamed the
country after the
Bolshevik councils.
SECTION
Tip for Struggling Readers
Explain that “a dictatorship of the proletariat” is another way of saying that the
proletariat–the people–take over the government and create a new society in
which people are neither rich nor poor.
Stalin Becomes Dictator
Stalin Becomes Dictator
Critical Thinking
Lenin suffered a stroke in 1922. He survived, but the incident set in motion competition for heading up the Communist Party. Two of the most notable men were
Leon Trotsky and Joseph Stalin. Stalin was cold, hard, and impersonal. During his
early days as a Bolshevik, he changed his name to Stalin, which means “man of
steel” in Russian. The name fit well.
Stalin began his ruthless climb to the head of the government between 1922 and
1927. In 1922, as general secretary of the Communist Party, he worked behind the
scenes to move his supporters into positions of power. Lenin believed that Stalin
was a dangerous man. Shortly before he died in 1924, Lenin wrote, “Comrade
Stalin . . . has concentrated enormous power in his hands, and I am not sure that he
always knows how to use that power with sufficient caution.” By 1928, Stalin was
in total command of the Communist Party. Trotsky, forced into exile in 1929, was
no longer a threat. Stalin now stood poised to wield absolute power as a dictator.
1
• Why did Stalin force Trotsky into exile?
(Stalin saw him as a threat to taking
total power.)
• What was Lenin’s main concern about
Stalin? (Lenin thought Stalin was power
hungry and might abuse his power.)
ASSESS
ASSESSMENT
TERMS & NAMES 1. For each term or name, write a sentence explaining its significance.
• proletariat
• Bolsheviks
• Lenin
• Rasputin
• provisional government
• soviet
• Communist Party
• Joseph Stalin
USING YOUR NOTES
MAIN IDEAS
CRITICAL THINKING & WRITING
2. Which event on your time
3. How did World War I help to
6. DRAWING CONCLUSIONS How did the czar’s autocratic
line caused the deaths of 14
million Russians?
bring about the Russian
Revolution?
policies toward the people lead to social unrest?
7. EVALUATING DECISIONS What do you think were Czar
4. What groups made up the Red
Army and the White Army?
1894
1922
Nicholas II’s worst errors in judgment during his rule?
8. FORMING OPINIONS Which of the events during the last
5. Why did the Bolsheviks rename
their party the Communist
Party?
phase of czarist rule do you think was most responsible
for the fall of the czar?
9. WRITING ACTIVITY REVOLUTION Write a paragraph
analysis of Lenin’s leadership in the success of the
Bolshevik Revolution.
INTERNET ACTIVITY
Use the Internet to visit Lenin’s Tomb in Red Square in Moscow. Write
an evaluation of the Web site.
SECTION 1 ASSESSMENT
Have students work individually to
answer the questions. Then have them
compare and check their answers with
a partner.
Formal Assessment
• Section Quiz, p. 487
RETEACH
Use the Guided Reading activity for
Section 1 to review the main ideas
for this section.
In-Depth Resources: Unit 7
• Guided Reading, p. 24
• Reteaching Activity, p. 43
INTERNET KEYWORD
Lenin’s mausoleum
Revolution and Nationalism 873
ANSWERS
1. proletariat, p. 868
• Bolsheviks, p. 868
• Lenin, p. 868
• Communist Party, p. 873
• Joseph Stalin, p. 873
2. Sample Answer: 1894—Nicholas II becomes
czar; 1917—czarist rule ends; 1918–1920—Civil
War; 1922—Union of Soviet Socialist Republics
formed. Event—Russia’s civil war cost 14
million lives.
3. troop morale low, fuel and food shortages
at home
4. Red Army—the Bolsheviks; White Army—three
factions of opposition to Red Army (czarists,
democrats, anti-Lenin socialists)
• Rasputin, p. 869
• provisional government, p. 870
5. Communisim was Karl Marx’s name for
a classless society and “dictatorship of
the proletariat.”
6. Czars ignored people’s needs, ruled
oppressively, failed to share power
7. Possible Answers: Russo-Japanese War,
refusal to share power with the Duma, entry
into World War I
8. Possible Answers: entry into World War I,
hunger and discomfort at home
• soviet, p. 870
9. Rubric Analyses should
• identify Lenin’s leadership style.
• present examples of Lenin’s leadership.
• evaluate Lenin’s role in revolution.
Rubric Evaluations should
• identify the site visited.
• list pros and cons based on criteria.
• clearly summarize the findings.
Teacher’s Edition
873
LESSON PLAN
2
OBJECTIVES
• Define totalitarianism.
Totalitarianism
• Describe Stalin’s goal of transforming
the Soviet Union into a totalitarian state.
CASE STUDY: Stalinist Russia
• Summarize Stalin’s state-controlled
economic programs.
• Describe Soviet daily life.
FOCUS & MOTIVATE
MAIN IDEA
WHY IT MATTERS NOW
POWER AND AUTHORITY After
Lenin died, Stalin seized power
and transformed the Soviet
Union into a totalitarian state.
More recent dictators have used
Stalin’s tactics for seizing total
control over individuals and the
state.
Ask students to imagine what it would be
like to not have the freedom to choose
what they buy, where they work, what
they eat, and what they say. What would
they miss the most, and why?
Critical Thinking
• Why does control of education help
totalitarian regimes become successful?
(Children taught beliefs at an early age
are less likely to question them later.)
• What is meant by “enemies of the
state”? (those who are deemed
dangerous; usually those who disagree
with leadership)
• totalitarianism • Five-Year Plan
• collective farm
• Great Purge
• command
economy
SETTING THE STAGE Stalin, Lenin’s successor, dramatically transformed the
government of the Soviet Union. Stalin was determined that the Soviet Union
should find its place both politically and economically among the most powerful
of nations in the world. Using tactics designed to rid himself of opposition, Stalin
worked to establish total control of all aspects of life in the Soviet Union. He controlled not only the government, but also the economy and many aspects of citizens’ private lives.
INSTRUCT
A Government of
Total Control
TERMS & NAMES
TAKING NOTES
Categorizing Create a
chart listing examples of
methods of control used
in the Soviet Union.
Methods
of control
Example
1.
2.
3.
4.
In-Depth Resources: Unit 7
• Guided Reading (also in Spanish), p. 25
A Government of Total Control
The term totalitarianism describes a government that takes total, centralized,
state control over every aspect of public and private life. Totalitarian leaders
appear to provide a sense of security and to give a direction for the future. In the
20th century, the widespread use of mass communication made it possible to
reach into all aspects of citizens’ lives.
A dynamic leader who can build support for his policies and justify his
actions heads most totalitarian governments. Often the leader utilizes secret
police to crush opposition and create a sense of fear among the people. No one
is exempt from suspicion or accusations that he or she is an enemy of the state.
Totalitarianism challenges the highest values prized by Western democracies—reason, freedom, human dignity, and the worth of the individual. As the
chart on the next page shows, all totalitarian states share basic characteristics.
To dominate an entire nation, totalitarian leaders devised methods of control
and persuasion. These included the use of terror, indoctrination, propaganda,
censorship, and religious or ethnic persecution.
Police Terror Dictators of totalitarian states use terror and violence to force obe-
TEST-TAKING RESOURCES
dience and to crush opposition. Normally, the police are expected to respond to
criminal activity and protect the citizens. In a totalitarian state, the police serve
to enforce the central government’s policies. They may do this by spying on the
citizens or by intimidating them. Sometimes they use brutal force and even murder to achieve their goals.
Test Generator CD-ROM
Strategies for Test Preparation
Test Practice Transparencies, TT115
Indoctrination Totalitarian states rely on indoctrination—instruction in the government’s beliefs—to mold people’s minds. Control of education is absolutely
essential to glorify the leader and his policies and to convince all citizens that their
Online Test Practice
874 Chapter 30
SECTION 2 PROGRAM RESOURCES
ALL STUDENTS
STRUGGLING READERS
In-Depth Resources: Unit 7
• Guided Reading, p. 25
Formal Assessment
• Section Quiz, p. 488
In-Depth Resources: Unit 7
• Guided Reading, p. 25
• Building Vocabulary, p. 28
• Reteaching Activity, p. 44
Reading Study Guide, p. 291
Reading Study Guide Audio CD
ENGLISH LEARNERS
In-Depth Resources in Spanish
• Guided Reading, p. 212
Reading Study Guide, p. 291
Reading Study Guide Audio CD (Spanish)
874
Chapter 30
GIFTED AND TALENTED STUDENTS
In-Depth Resources: Unit 7
• Primary Source: The Need for Progress, p. 33
• Literature: from Darkness at Noon, p. 36; from
1984, p. 38
Electronic Library of Primary Sources
• from 1984
eEdition CD-ROM
Power Presentations CD-ROM
Geography Transparencies
• GT30 European Totalitarianism by 1938
Electronic Library of Primary Sources
• from 1984
classzone.com
CHAPTER 30 • Section 2
Totalitarianism
Totalitarianism is a form of government in which the national government
takes control of all aspects of both public and private life. Thus, totalitarianism
seeks to erase the line between government and society. It has an ideology,
or set of beliefs, that all citizens are expected to approve. It is often led by a
dynamic leader and a single political party.
Mass communication technology helps a totalitarian government spread its
aims and support its policies. Also, surveillance technology makes it possible
to keep track of the activities of many people. Finally, violence, such as police
terror, discourages those who disagree with the goals of the government.
Totalitarian leaders in the 20th
century
• Adolf Hitler (Germany)
• Benito Mussolini (Italy)
OBJECTIVE
• Joseph Stalin (Soviet
• Analyze the combination of traits used
to create totalitarian governments.
1925–1943
Union) 1929–1953
• Kim IL Sung (North Korea)
1948–1994
INSTRUCT
• Saddam Hussein (Iraq)
1979–2003
Key Traits of Totalitarianism
State Terror
• The two most infamous
examples of state terror in
the 20th century were in
Nazi Germany and Stalinist
Russia.
State Control
of Individuals
Ideology
• sets goals of the state
• glorifies aims of the state
• justifies government
actions
• demands loyalty
• denies basic liberties
• expects personal
sacrifice for the good
of the state
• An estimated12.5–20
Methods of
Enforcement
Dynamic Leader
• unites people
• symbolizes government
• encourages popular support
through force of will
TOTALITARIANISM
Dictatorship and
One-Party Rule
• exercises absolute
authority
• dominates the
government
•
•
•
•
police terror
indoctrination
censorship
persecution
Modern Technology
State Control
of Society
•
•
•
•
business
labor
housing
education
•
•
•
•
• mass communication to
spread propaganda
• advanced military
weapons
religion
the arts
personal life
youth groups
million people were killed
in Nazi Germany.
• An estimated 8–20 million
people were killed in
Stalinist Russia.
Geography Transparencies
• GT30 European Totalitarianism by 1938
• There are many
authoritarian regimes in the
world, but there are very
few actual totalitarian
governments. In 2000, one
monitoring agency
identified five totalitarian
regimes—Afghanistan, Cuba,
North Korea, Laos, and
Vietnam.
1. Synthesizing How does a totalitarian
state attempt to make citizens obey
its rules?
See Skillbuilder Handbook, page R21.
RESEARCH LINKS For more on totalitarianism, go to classzone.com
Introduce totalitarianism to students as
a key to understanding the Soviet Union
in the mid-1900s and the current governments of Cuba, North Korea, Laos, and
Vietnam. It is also key to understanding
Germany, Italy, Afghanistan, and Iraq
during parts of the 20th century.
Totalitarianism Today
Fear of Totalitarianism
George Orwell illustrated the horrors of a
totalitarian government in his novel, 1984. The
novel depicts a world in which personal freedom
and privacy have vanished. It is a world made
possible through modern technology. Even
citizens’ homes have television cameras that
constantly survey their behavior.
Analyzing Key Concepts
1933–1945
2. Hypothesizing How would your life
change if you lived in a totalitarian
state?
More About . . .
1984
George Orwell’s novel depicts a
frightening world where the sinister
slogan “Big Brother Is Watching You”
appears everywhere and citizens are
constantly monitored. There is widespread use of propaganda. Even
new words and phrases—called
Newspeak—are adopted to serve the
propaganda needs of the state.
Ask students to read the appendix to
1984, which contains a description of
Newspeak, and to explain some
Newspeak to the class.
In-Depth Resources: Unit 7
• Literature: from 1984, p. 38
Electronic Library of Primary Sources
• from 1984
875
875
CONNECT TO TODAY:
ANSWERS
1. Synthesizing
Possible Answer: The state attempts to make citizens obey its rules
through indoctrination, propaganda, and censorship. Control of mass
media and of education is essential. Totalitarian states may also use
terror and violence to control citizens.
2. Hypothesizing
Possible Answers: Living in a totalitarian state means no individual
freedoms, great personal sacrifice, and limited privacy. Personal choices
such as where to live, what job to choose, and what beliefs to follow
are all controlled by the state.
Teacher’s Edition
875
CHAPTER 30 • Section 2
unconditional loyalty and support are
required. Indoctrination begins with very
young children, is encouraged by youth
groups, and is strongly enforced by schools.
Propaganda and Censorship Totalitarian
states spread propaganda, biased or incomplete information used to sway people to
accept certain beliefs or actions. Control of
all mass media allows this to happen. No
publication, film, art, or music is allowed to
exist without the permission of the state.
Citizens are surrounded with false information that appears to be true. Suggesting that
the information is incorrect is considered
an act of treason and severely punished.
Individuals who dissent must retract their
work or they are imprisoned or killed.
Tip For Struggling Readers
When information is biased it
means the person or people giving the
information have added their personal
opinion, withheld some information,
or distorted the facts. Bias is central
to propaganda.
Stalin Builds a
Totalitarian State
Critical Thinking
• What is ironic about Stalin putting
the Bolsheviks on trial for crimes
against the state? (The Bolshevik
Revolution paved the way for Stalin’s
rise to power; Stalin was originally
a Bolshevik.)
• Why did children report their parents
to the secret police? (They were taught
in school to trust educators and
authorities above their own parents.)
▲ Members of a
Russian youth
group called Young
Communists line
up for a parade.
Notice the picture
of Stalin in the
background.
Religious or Ethnic Persecution Totalitarian leaders often create “enemies of the state” to blame for things that go wrong.
Frequently these enemies are members of religious or ethnic groups. Often these
groups are easily identified and are subjected to campaigns of terror and violence.
They may be forced to live in certain areas or are subjected to rules that apply only
to them.
A. Possible Answer
Indoctrination,
because eventually
those who oppose
the regime will die
and those who are
indoctrinated will
remain to support
the ruler.
Evaluating
Courses of Action
Of the weapons
of totalitarianism,
which allows the
most long-term
control?
CASE STUDY: Stalinist Russia
Stalin Builds a Totalitarian State
Stalin aimed to create a perfect Communist state in Russia. To realize his vision,
Stalin planned to transform the Soviet Union into a totalitarian state. He began
building his totalitarian state by destroying his enemies—real and imagined.
Police State Stalin built a police state to maintain his power. Stalin’s secret police
In-Depth Resources: Unit 7
• Primary Source: The Need for Progress,
Speech by Joseph Stalin, p. 33
• Literature: from Darkness at Noon, p. 36
used tanks and armored cars to stop riots. They monitored telephone lines, read
mail, and planted informers everywhere. Even children told authorities about disloyal remarks they heard at home. Every family came to fear the knock on the door
in the early morning hours, which usually meant the arrest of a family member. The
secret police arrested and executed millions of so-called traitors.
In 1934, Stalin turned against members of the Communist Party. In 1937, he
launched the Great Purge, a campaign of terror directed at eliminating anyone who
threatened his power. Thousands of old Bolsheviks who helped stage the Revolution
in 1917 stood trial. They were executed or sent to labor camps for “crimes against
the Soviet state.” When the Great Purge ended in 1938, Stalin had gained total control of the Soviet government and the Communist Party. Historians estimate that
during this time he was responsible for 8 million to 13 million deaths.
More About . . .
Artists, Writers, and Propaganda
Art and literature became tools of propaganda, as Stalin ordered intellectuals to
become “engineers of human souls.”
Writers and artists who could successfully
create works of propaganda were generously rewarded, often living better than
the highest members of government.
Russian Propaganda and Censorship Stalin’s government controlled all newspapers, motion pictures, radio, and other sources of information. Many Soviet writers, composers, and other artists also fell victim to official censorship. Stalin would
not tolerate individual creativity that did not conform to the views of the state.
Soviet newspapers and radio broadcasts glorified the achievements of communism, Stalin, and his economic programs.
Under Stalin, the arts also were used for propaganda. In 1930, an editorial in the
Communist Party newspaper Pravda explained the purpose of art: “Literature, the
Recognizing
Effects
How would the
actions of the Great
Purge increase
Stalin’s power?
B. Answer He
eliminated millions
who opposed him.
876 Chapter 30
Name
DIFFERENTIATING INSTRUCTION:
GIFTED AND TALENTED STUDENTS
Date
CHAPTER
30
GUIDED READING
Section 2
Totalitarianism
Case Study: Stalinist Russia
A. Recognizing Facts and Details As you read this section, fill in the web
diagram with key characteristics of Stalinist Russia.
Creating a Fictional Totalitarian State
Task Describing a fictional state
Purpose To investigate the differences between
totalitarianism and a democratic system
Instructions Have small groups brainstorm examples for
each key trait of totalitarianism identified in the chart on
page 875. They will use these examples to help them
create a fictional totalitarian state. They should invent a
name for the state, identify its location, make up a name
for the dictator, and list the effects of totalitarianism on
individual lives. Each group should write a detailed
876
Chapter 30
description of the state and include how a leader or
regime would go about changing life from a democratic,
free country to one led by a dictator. Students might use a
chart like the one in In-Depth Resources: Unit 7, page 25.
Students may make their description into posters or
graphics depicting their plan and/or effects of the plan
once enacted.
Have groups present their fictional government to the
class. Then start a discussion about the differences
between life under totalitarianism and life in a democratic
society. A leadoff question might be “What would a day in
the classroom be like under this fictitious regime?”
2. Agricultural policies
3. Art/religion
Stalin’s Totalitarian State
4. Education
© McDougal Littell Inc. All rights reserved.
Class Time 45 minutes
1. Industrial policies
5. Control methods
6. Propaganda methods
B. Using Context Clues Define or identify each of the following terms:
totalitarianism
command economy
collective farm
five-year plan
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
Revolution and Nationalism 25
In-Depth Resources: Unit 7
CHAPTER 30 • Section 2
cinema, the arts are levers in the hands of the proletariat
which must be used to show the masses positive models of
initiative and heroic labor.”
Education and Indoctrination Under Stalin, the government controlled all education from nursery schools through
the universities. Schoolchildren learned the virtues of the
Communist Party. College professors and students who
questioned the Communist Party’s interpretations of history
or science risked losing their jobs or faced imprisonment.
Party leaders in the Soviet Union lectured workers and peasants on the ideals of communism. They also stressed the
importance of sacrifice and hard work to build the
Communist state. State-supported youth groups trained
future party members.
Religious Persecution Communists aimed to replace reliVocabulary
atheists: people
who do not think
there is a god
gious teachings with the ideals of communism. Under
Stalin, the government and the League of the Militant
Godless, an officially sponsored group of atheists, spread
propaganda attacking religion. “Museums of atheism” displayed exhibits to show that religious beliefs were mere
superstitions. Yet many people in the Soviet Union still
clung to their faiths.
The Russian Orthodox Church was the main target of
persecution. Other religious groups also suffered greatly.
The police destroyed magnificent churches and synagogues, and many religious leaders were killed or sent to
labor camps.
Achieving the perfect Communist state came at a
tremendous cost to Soviet citizens. Stalin’s total control of
society eliminated personal rights and freedoms in favor of
the power of the state.
Stalin Seizes Control of
the Economy
History Makers
Joseph Stalin
Joseph Stalin
1879–1953
Stalin was born in bitter poverty in
Georgia, a region in southern Russia.
Unlike the well-educated and cultured
Lenin, Stalin was rough and crude.
Stalin tried to create a myth that he
was the country’s father and savior.
Stalin glorified himself as the symbol
of the nation. He encouraged people
to think of him as “The Greatest
Genius of All Times and Peoples.”
Many towns, factories, and streets
in the Soviet Union were named for
Stalin. A new metal was called
Stalinite. An orchid was named
Stalinchid. Children standing before
their desks every morning said, “Thank
Comrade Stalin for this happy life.”
INTERNET ACTIVITY Create a Web page
on Joseph Stalin. Include pictures and a
time line of his rule in the USSR. Go to
classzone.com for your research.
As Stalin began to gain complete control of society, he was setting plans in motion
to overhaul the economy. He announced, “We are fifty or a hundred years behind
the advanced countries. We must make good this distance in ten years.” In 1928
Stalin’s plans called for a command economy, a system in which the government
made all economic decisions. Under this system, political leaders identify the
country’s economic needs and determine how to fulfill them.
DIFFERENTIATING INSTRUCTION:
Rubric Web pages should
• include highlights of Stalin’s life as ruler
of the Soviet Union.
• use pictures and/or photos.
• be accurate.
Stalin Seizes Control of
the Economy
Critical Thinking
• Why did Stalin limit the production
of consumer goods? (Money was put
toward manufacturing steel, coal,
oil, and electricity instead.)
• Why wouldn’t people want to live
on a collective farm? (no personal
incentives, all labor was for the state)
An Industrial Revolution Stalin outlined the first of several Five-Year Plans for
the development of the Soviet Union’s economy. The Five-Year Plans set impossibly high quotas, or numerical goals, to increase the output of steel, coal, oil, and
electricity. To reach these targets, the government limited production of consumer
goods. As a result, people faced severe shortages of housing, food, clothing, and
other necessary goods.
Stalin’s tough methods produced impressive economic results. Although most of
the targets of the first Five-Year Plan fell short, the Soviets made substantial gains.
(See the graphs on page 878 for coal and steel production.) A second plan,
launched in 1933, proved equally successful. From 1928 to 1937, industrial production of steel increased more than 25 percent.
Stalin was born in Russia in 1879. His
father was a shoemaker who drank
heavily and was reportedly physically
abusive to his son. His mother was a
poor peasant who worked to support the
family. His father died when he was 14,
and Stalin was sent to an Orthodox
Russian seminary. He was later expelled
for studying communism instead of
theology. Stalin was married twice and
had three children. Both wives died, as
well as two sons. His surviving daughter,
Svetlana, defected to the United States
in 1967.
CASE STUDY 877
STRUGGLING READERS
Using Questions to Find Main Ideas
Class Time 20 minutes
Task Turning headings into questions
Purpose To find and understand main ideas
Instructions Suggest that student pairs focus their reading by turning each
heading into a question and then using the material below it and the
subheadings to find the answer. Questions should begin with why, how, or
what. Students should make a chart like the one shown and use it as they
work through the section.
In addition to finding main ideas in the text, students can record new
terms or difficult words as they encounter them in the third column. Once
students have completed the section using their chart, ask volunteers
which words were troublesome. As a group, use context and prior
knowledge to understand the words and help unlock the meaning of the
passages. For example, the headings on pages 874–875 could be turned
into these questions:
Heading
Question
Answer
Difficult Words
A Government
of Total
Control
What is a
government of
total control?
State controls
all parts
of life
Indoctrination,
propaganda
Totalitarianism
What is
Total,
totalitarianism? centralized
control
Ideology,
surveillance
Teacher’s Edition
877
CHAPTER 30 • Section 2
An Agricultural Revolution In 1928, the government began to seize over 25 mil-
lion privately owned farms in the USSR. It combined them into large, governmentowned farms, called collective farms. Hundreds of families worked on these
farms, called collectives, producing food for the state. The government expected
that the modern machinery on the collective farms would boost food production
and reduce the number of workers. Resistance was especially strong among kulaks,
a class of wealthy peasants. The Soviet government decided to eliminate them.
Peasants actively fought the government’s attempt to take their land. Many killed
livestock and destroyed crops in protest. Soviet secret police herded peasants onto
collective farms at the point of a bayonet. Between 5 million and 10 million peasants died as a direct result of Stalin’s agricultural revolution. By 1938, more than
90 percent of all peasants lived on collective farms. As you see in the charts below,
agricultural production was on the upswing. That year the country produced almost
twice the wheat than it had in 1928 before collective farming.
In areas where farming was more difficult, the government set up state farms.
These state farms operated like factories. The workers received wages instead of a
share of the profits. These farms were much larger than collectives and mostly
produced wheat.
Daily Life Under Stalin
Stalin’s totalitarian rule revolutionized Soviet society. Women’s roles greatly
expanded. People became better educated and mastered new technical skills. The
dramatic changes in people’s lives, came at great cost. Soviet citizens found their
personal freedoms limited, consumer goods in short supply, and dissent prohibited.
Stalin’s economic plans created a high demand for many skilled workers.
University and technical training became the key to a better life. As one young man
explained, “If a person does not want to become a collective farmer or just a cleaning woman, the only means you have to get something is through education.”
• What was so revolutionary about
education under Stalin? (More people,
including women, were given technical
and professional educations.)
• What were the expectations for women
during this time? (get an education,
work full time, maintain a home, have
and care for children)
Women Gain Rights The Bolshevik Revolution of 1917 declared men and
women equal. Laws were passed to grant women equal rights. After Stalin became
dictator, women helped the state-controlled economy prosper. Under his Five-Year
History from Visuals
The Buildup of the Soviet Economy, 1928–1938
Interpreting the Graphs
SKILLBUILDER Answers
1. Clarifying about 100,000 metric tons
2. Drawing Conclusions Industrial
production increased greatly;
production of livestock decreased,
but wheat production increased.
DIFFERENTIATING INSTRUCTION:
Industry
Agriculture
250
■ Coal
Production
120
90
60
30
0
1928
■ Steel
Production
1933
1st Five-Year
Plan
50
200
150
■ Livestock
100
1938
2nd Five-Year
Plan
50
1928
1933
1st Five-Year
Plan
Metric Tons (in millions)
150
Livestock (in millions)
Metric Tons (in thousands)
Extension Ask students to reread the text
under the subheading “An Agricultural
Revolution” and to explain the reasons
for the sharp decline in livestock.
Clarifying
What methods
did Stalin use to
bring agriculture
under state control?
Daily Life Under Stalin
Critical Thinking
Emphasize that the bracketed years
beneath the charts represent the first and
second Five-Year Plans.
C. Answer
establishment of
collective farms; use
of terror and violence; destruction
of the kulaks
1938
2nd Five-Year
Plan
40
■ Wheat
30
20
10
1928
1933
1st Five-Year
Plan
1938
2nd Five-Year
Plan
Source: European Historical Statistics
SKILLBUILDER: Interpreting Graphs
1. Clarifying How many more metric tons of coal were produced in 1938 than in 1928?
2. Drawing Conclusions What do the graphs show about the contrast between the progress of industry and agriculture production
under Stalin’s first Five-Year Plan?
878 Chapter 30
ENGLISH LEARNERS
Key Terms of Totalitarianism
Class Time 20 minutes
Task Recording word meanings and examples
Purpose To understand academic vocabulary
Instructions Have students work with some of the key terms that describe
characteristics of totalitarianism. Examples are: indoctrination, propaganda,
censorship, religious persecution, ethnic persecution, and police state.
Students will create charts defining each word using context, prior
knowledge, and other sources such as dictionaries and glossaries. Then
have them give an example of each of the terms. An example of police
state might be “Police listen to telephone calls.”
878
Chapter 30
After students have shared their charts, lead a discussion on what life
might be like under a totalitarian state.
Key Term
Meaning
Example
Indoctrination
Teaching the
government’s beliefs
All textbooks glorify
Stalin’s ideas.
Propaganda
Slanted and
incomplete
information
All books and movies
present only the
communist point of view.
Plans, they had no choice but to join the labor force. The
state provided child care for all working mothers. Some
young women performed the same jobs as men. Millions of
women worked in factories and in construction. However,
men continued to hold the best jobs.
Given new educational opportunities, women prepared
for careers in engineering and science. Medicine, in particular, attracted many women. By 1950, they made up 75 percent of Soviet doctors.
Soviet women paid a heavy price for their rising status in
society. Besides having full-time jobs, they were responsible for housework and child care. Motherhood is considered
a patriotic duty in totalitarian regimes. Soviet women were
expected to provide the state with future generations of
loyal, obedient citizens.
Summarizing
How did daily
life under Stalin’s
rule change the
lives of women in
the Soviet Union?
D. Possible Answer
Women had more
educational and
career opportunities, were forced
to enter the work
force, and were
expected to bear
children.
SECTION
Total Control Achieved
By the mid-1930s, Stalin had forcibly transformed the
Soviet Union into a totalitarian regime and an industrial and
political power. He stood unopposed as dictator and maintained his authority over the Communist Party. Stalin would
not tolerate individual creativity. He saw it as a threat to the
conformity and obedience required of citizens in a totalitarian state. He ushered in a period of total social control and
rule by terror, rather than constitutional government.
Like Russia, China would fall under the influence of Karl
Marx’s theories and Communist beliefs. The dynamic
leader Mao Zedong would pave the way for transforming
China into a totalitarian Communist state, as you will read
in Section 3.
2
CHAPTER 30 • Section 2
Social History
Ukrainian Kulaks
Before 1917, kulaks were central figures
in peasant villages. They owned farms,
livestock, and horses. They were wealthy
enough to be able to hire laborers as
farmhands and had enough land to be
able to lease parts of it. The Soviet government regarded kulaks as capitalists
because they made their own living and
prospered financially. This was considered
anticommunist and regarded as a threat.
Ukrainian Kulaks
The kulaks in Ukraine (shown above)
fiercely resisted collectivization. They
murdered officials, torched the
property of the collectives, and
burned their own crops and grain
in protest.
Recognizing the threat kulaks posed
to his policies, Stalin declared that
they should “liquidate kulaks as a
class.” The state took control of kulak
land and equipment, and confiscated
stores of food and grain. More than 3
million Ukrainians were shot, exiled,
or imprisoned. Some 6 million people
died in the government-engineered
famine that resulted from the
destruction of crops and animals. By
1935, the kulaks had been eliminated.
Total Control Achieved
Critical Thinking
• Why did the people of Russia go
along with Stalin’s regime? (belief
it was for the good of the state;
violent repression)
• What is one primary way totalitarianism
differs from democratic thinking? (A
totalitarian regime places ultimate
value on itself, not on its citizens.)
ASSESSMENT
TERMS & NAMES 1. For each term or name, write a sentence explaining its significance.
• totalitarianism
• Great Purge
USING YOUR NOTES
• command economy
• Five-Year Plans
MAIN IDEAS
2. Which of the methods of
3. What are the key traits of a
control do you think was most
totalitarian state?
influential in maintaining
4. What are some ways
Stalin’s power? Why?
totalitarian rulers keep their
power?
Methods
of control
Example
1.
2.
3.
4.
5. How did the Soviet economy
change under the direction of
Stalin?
ASSESS
• collective farm
CRITICAL THINKING & WRITING
SECTION 2 ASSESSMENT
6. CONTRASTING How do totalitarian states and
constitutional governments differ?
After students have responded to
the questions independently, engage the
whole class in a discussion of question 2.
7. SUMMARIZING Summarize Joseph Stalin’s rise to power
and how his control expanded.
8. EVALUATING COURSES OF ACTION Were the Five-Year
plans the best way to move the Soviet economy forward?
Explain.
Formal Assessment
• Section Quiz, p. 488
9. WRITING ACTIVITY POWER AND AUTHORITY As an industrial
worker, a female doctor, a Russian Orthodox priest, or a
Communist Party member, write a journal entry about
your life under Stalin.
RETEACH
Use the Reteaching Activity to review the
main ideas of the section.
CONNECT TO TODAY Graphing Russia’s Economy
Research Russia’s industrial and agricultural production in the last 10 years.
Create a series of graphs similar to those found on page 878.
In-Depth Resources: Unit 7
• Reteaching Activity, p. 44
CASE STUDY 879
ANSWERS
1. totalitarianism, p. 874
• Great Purge, p. 876
2. Sample Answer: 1. Police Terror–Great Purge,
kulaks; 2. Propaganda–Government-controlled
media; 3. Indoctrination–Education and training; 4. Persecution–Elimination of leadership.
Most influential—Indoctrination, because it
began in childhood.
3. dictatorship and one-party rule, dynamic
leader, ideology, state control, modern
technology, methods of enforcement
4. police terror, indoctrination, propaganda and
censorship, persecution
• command economy, p. 877
• Five-Year Plans, p. 877
5. Industry increased by more than 25 percent
and production of wheat doubled. There were
severe shortages of consumer goods.
6. Possible Answers: Totalitarian—Under one
ruler; controlled society and people; use of
force and propaganda. Democratic—Separation
of powers; elected leaders; private ownership;
military for defense.
7. general secretary of the Communist Party;
eliminated competitors; controlled society,
revamped economy
• collective farm, 878
8. Yes—Soviet economy was failing, needed
revamping. No—They cost millions of lives and
sacrifices by consumers and workers.
9. Rubric Journal entries should
• refer to the person’s role.
• identify hardships or advantages.
CONNECT TO TODAY
Rubric Graphs should
• present accurate statistics.
• be easy to read and interpret.
• cite sources.
Teacher’s Edition
879
CHAPTER 30
History through Art
OBJECTIVES
• Recognize how propaganda was used
in Stalinist Russia.
• Understand the tools used by a
totalitarian leader to further a cause.
Propaganda is pervasive in our society
today. It is used to sell products and to
persuade people to join groups and
organizations. Ask students how they
recognize propaganda in daily life.
Encourage them to bring examples for
the class to examine and discuss.
You have read how a totalitarian government can use propaganda to
support its goals. These pages show three examples of visual propaganda
from the Soviet Union—low-cost posters, traditional painting, and
altered photographs.
Posters were mass produced and placed in very visible areas. They
were constant reminders of Communist policy and guides for proper
thought. Artists were required to paint scenes that supported and glorified
the Communist Party. Even photographs were altered if they contained
individuals who had fallen out of favor with the party leadership.
Factory Poster
▼
FOCUS & MOTIVATE
Propaganda
“Help build the gigantic
factories.” This poster advertises
a state loan for the building of
large factories. Developing heavy
industry was an important goal
in the early days of the Soviet
Union.
RESEARCH LINKS For more on
propaganda, go to classzone.com
▼ Painting
In this painting the central figure,
Communist leader Joseph Stalin,
is greeted enthusiastically. The
expressions of the diverse and
happy crowd imply not only that
Stalin has broad support, but
that he is worshiped as well.
INSTRUCT
Critical Thinking
• What message was Stalin sending
through the posters? (Working for the
Communist cause was a good and
worthy thing to do.)
• How could these posters help achieve
Stalin’s goals for agriculture and
industry? (The propaganda on the
posters influenced people to work
harder to achieve economic goals.)
Woman Worker Poster ▲
More About . . .
Propaganda
The term propaganda is often used
negatively to mean false or misleading
types of persuasion. Propaganda may rely
on a range of persuasive tactics—from
factual evidence to outright lies.
Soviet propagandists under Stalin made
shrewd use of posters to create a new
“reality”—an idealized vision of life in a
totalitarian state.
A translation of this poster says,
“What the October Revolution has
given to working and peasant
women.” The woman is pointing to
buildings such as a library, a worker’s
club, and a school for adults.
880 Chapter 30
RECOMMENDED RESOURCES
Books
Videos
Jahn, Hubertus F. Patriotic Culture in Russia
During World War I. Ithaca, NY: Cornell UP, 1995.
Propaganda. VHS and DVD. Films for the
Humanities & Sciences, 2000. 800-257-5126.
Focuses on dictators and propagandists who
shaped the perceptions of the masses in
20th-century Europe.
Taylor, Richard. Film Propaganda: Soviet Russia
and Nazi Germany. London and New York:
I. B. Tauris, 1998.
The October 1917 Revolution and After.
VHS. Films for the Humanities & Sciences.
800-257-5126. Features Soviet propaganda
films that dramatized events of the Revolution.
880
Chapter 30
CHAPTER 30
▼ Altered Photographs
Stalin attempted to enhance his legacy and erase his
rivals from history by extensively altering photographs
as this series shows.
More About . . .
1 The original photograph was taken in 1926 and showed,
from left to right, Nikolai Antipov, Stalin, Sergei Kirov,
and Nikolai Shvernik.
The Role of Propaganda
All governments, not only totalitarian
regimes, use propaganda to generate
public support for their policies, political
parties, and candidates for office.
Advertisers and various organizations also
use propaganda techniques. Ask students
why recognizing propaganda is important.
(Possible Answer: keeps people from
being manipulated)
2 This altered image appeared in a 1949 biography of
Stalin. Why Shvernik was removed is unclear—he was
head of the Central Committee of the Communist Party
until Stalin’s death in 1954. Antipov, however, was
arrested during Stalin’s purge and executed in 1941.
3 This heroic oil painting by Isaak Brodsky is based on the
original photograph, but only Stalin is left. Kirov was
assassinated in 1934 by a student, but the official
investigation report has never been released. Stalin did
fear Kirov’s popularity and considered him a threat to
his leadership.
More About . . .
The Lot of Soviet Workers
The idealism of building the world’s first
socialist state appealed to many Soviet
citizens, especially in the 1930s when
other nations were suffering from
economic depression. Unlike the
United States and Western Europe, no
one was unemployed in Soviet society.
And workers received benefits such
as free education, free medical care,
and pensions.
Inclusion Tip
1. Forming and Supporting Opinions
Of the examples on this page, which
do you think would have been most
effective as propaganda? Why?
Students who are visually impaired might
benefit from an overhead transparency of
a 1924 Soviet propaganda painting.
World Art and Cultures Transparencies
• AT65 Friendship of the People
See Skillbuilder Handbook, page R20.
2. Comparing and Contrasting What
are the similarities and differences
between propaganda and modern
advertising campaigns? Support your
answer with examples.
881
CONNECT TO TODAY:
ANSWERS
1. Forming and Supporting Opinions
Possible Answers: Posters—Easy to manufacture and could be placed
where large numbers of people could see them; Paintings—A respected
art form and all of the details of the image can be controlled; Altering
photographs—Photographs appear to represent things as they are. If a
photograph can be successfully manipulated, then it might maintain a
claim to authenticity.
2. Comparing and Contrasting
Possible Answers: Similarities—Both promote a strong position, try to
persuade citizens and consumers to believe in the ideas or product,
can be colorful and appealing, and may tell only part of the truth.
Differences—Propaganda often distorts and lies. Advertising can be
selectively truthful, but consumer reactions can reduce outright lies.
Propaganda is usually used to “sell” ideas or beliefs. Advertising is
usually used to sell products or services.
Teacher’s Edition
881
LESSON PLAN
3
OBJECTIVES
Poster of Russian soldier with flag,
by N. Tyrkurr
• List problems the new Republic of
China faced.
Imperial China Collapses
• Trace the rise of communism in China.
• Describe the civil war between
Communists and Nationalists.
MAIN IDEA
REVOLUTION After the fall of
the Qing dynasty, nationalist
and Communist movements
struggled for power.
FOCUS & MOTIVATE
Students will learn about the Long March
in this section. What periods of hardship
have students studied in U.S. history?
(Possible Answer: Valley Forge)
In-Depth Resources: Unit 7
• Guided Reading, p. 26 (also in Spanish)
The seeds of China’s late-20thcentury political thought,
communism, were planted at
this time.
TERMS & NAMES
• Kuomintang
• Sun Yixian
• May Fourth
Movement
• Mao Zedong
• Jiang Jieshi
• Long March
had faced years of humiliation at the hands of outsiders. Foreign countries controlled its trade and economic resources. Many Chinese believed that modernization and nationalism held the country’s keys for survival. They wanted to build
up the army and navy, to construct modern factories, and to reform education.
Yet others feared change. They believed that China’s greatness lay in its traditional ways.
Nationalists Overthrow
Qing Dynasty
• What event triggered civil war in China?
(the death of General Yuan Shikai)
• What were the main weaknesses of the
new republic? (Possible Answers: weak
central rule, lack of respect from other
nations, country needed modernizing)
WHY IT MATTERS NOW
SETTING THE STAGE In the early 1900s, China was ripe for revolution. China
INSTRUCT
Critical Thinking
Temple of Heaven, Beijing, China
TAKING NOTES
Comparing and
Contrasting Make a
chart to compare and
contrast the actions
of Jiang Jieshi and
Mao Zedong in
controlling China.
Jiang
1.
2.
3.
Mao
1.
2.
3.
TEST-TAKING RESOURCES
Test Generator CD-ROM
Strategies for Test Preparation
Test Practice Transparencies, TT116
Online Test Practice
Nationalists Overthrow Qing Dynasty
Among the groups pushing for modernization and nationalization was the
Kuomintang (KWOH•mihn•TANG), or the Nationalist Party. Its first great leader
was Sun Yixian (soon yee•shyahn). In 1911, the Revolutionary Alliance, a forerunner of the Kuomintang, succeeded in overthrowing the last emperor of the
Qing dynasty. The Qing had ruled China since 1644.
Sun Yixian led
the overthrow of
the last Chinese
emperor.
▼
Shaky Start for the New Republic In 1912, Sun became president of the new Republic of China. Sun hoped to establish a
modern government based on the “Three Principles of the
People”: (1) nationalism—an end to foreign control, (2) people’s
rights—democracy, and (3) people’s livelihood—economic
security for all Chinese. Sun Yixian considered nationalism vital.
He said, “The Chinese people . . . do not have national spirit.
Therefore even though we have four hundred million people
gathered together in one China, in reality, they are just a heap of
loose sand.” Despite his lasting influence as a revolutionary
leader, Sun lacked the authority and military support to secure
national unity.
Sun turned over the presidency to a powerful general, Yuan
Shikai, who quickly betrayed the democratic ideals of the revolution. His actions sparked local revolts. After the general died in
1916, civil war broke out. Real authority fell into the hands of
provincial warlords or powerful military leaders. They ruled territories as large as their armies could conquer.
882 Chapter 30
SECTION 3 PROGRAM RESOURCES
ALL STUDENTS
In-Depth Resources: Unit 7
• Guided Reading, p. 26
• Geography Application, p. 30
• History Makers: Jiang Jieshi, p. 41
Formal Assessment
• Section Quiz, p. 489
ENGLISH LEARNERS
In-Depth Resources in Spanish
• Guided Reading, p. 213
• Geography Application, p. 216
882
Chapter 30
Reading Study Guide (Spanish), p. 293
Reading Study Guide Audio CD (Spanish)
STRUGGLING READERS
In-Depth Resources: Unit 7
• Guided Reading, p. 26
• Building Vocabulary, p. 28
• Geography Application, p. 30
• Reteaching Activity, p. 45
Reading Study Guide, p. 293
Reading Study Guide Audio CD
GIFTED AND TALENTED STUDENTS
In-Depth Resources: Unit 7
• Primary Source: from “The Peasants of Hunan,”
p. 34
Electronic Library of Primary Sources
• from Autobiography of a Chinese Girl
eEdition CD-ROM
Power Presentations CD-ROM
Electronic Library of Primary Sources
• from Autobiography of a Chinese Girl
classzone.com
World War I Spells More Problems In 1917, the government in Beijing, hoping
for an Allied victory, declared war against Germany. Some leaders mistakenly
believed that for China’s participation the thankful Allies would return control of
Chinese territories that had previously belonged to Germany. However, under the
A. Answer weak
leadership, civil war, Treaty of Versailles, the Allied leaders gave Japan those territories.
When news of the Treaty of Versailles reached China, outrage swept the counterror of warlord
armies, outcome of try. On May 4, 1919, over 3,000 angry students gathered in the center of Beijing.
World War I,
The demonstrations spread to other cities and exploded into a national movement.
nationwide protests It was called the May Fourth Movement. Workers, shopkeepers, and professionals joined the cause. Though not officially a revolution, these demonstrations
Identifying
showed the Chinese people’s commitment to the goal of establishing a strong, modProblems
ern nation. Sun Yixian and members of the Kuomintang also shared the aims of the
What problems
movement. But they could not strengthen central rule on their own. Many young
did the new
Chinese intellectuals turned against Sun Yixian’s belief in Western democracy in
Republic of China
face?
favor of Lenin’s brand of Soviet communism.
The Communist Party in China
In 1921, a group met in Shanghai to organize the Chinese Communist Party. Mao
Zedong (MOW dzuh•dahng), an assistant librarian at Beijing University, was among
its founders. Later he would become China’s greatest revolutionary leader.
Mao Zedong had already begun to develop his own brand of communism. Lenin
had based his Marxist revolution on his organization in Russia’s cities. Mao envisioned a different setting. He believed he could bring revolution to a rural country
CHAPTER 30 • Section 3
More About . . .
Sun Yixian
Sun traveled, organized, and plotted
tirelessly to bring down the Qing dynasty.
Qing officials tracked him to London.
They kidnapped him, held him prisoner,
and planned to ship him back to China
for probable execution. Sun’s British
friends helped him escape his captors.
The episode made him a world-famous
leader. Sun Yixian is still known as the
“father of modern China.”
The Communist Party
in China
Critical Thinking
• Why did Mao Zedong believe peasants
would make true revolutionaries?
(Many were angry and determined.)
• What did Mao do to strengthen the
peasants loyal to his Communist Party?
(divided land among them)
• In what way was the Nationalist government legitimized? (Britain and the
United States officially recognized it.)
Tiananmen Square
In Tiananmen Square, the Gate of
Heavenly Peace was the site of many
political activities during the 20th century.
Early in the century, May 4, 1919,
thousands of students gathered there to
protest the terms of the Versailles Treaty.
(upper right). The May Fourth Movement
was born that day. The movement marks
the beginning of Chinese nationalism.
Seventy years later, in 1989, students
once again gathered at the square to
demand political reforms. Shortly after
the anniversary of the May 4 event,
thousands—and perhaps a million
people—gathered at the square. On
June 3, 1989, the Chinese army was
ordered to clear the square of all
protesters. Thousands were killed
or injured.
Connect to Today
Tiananmen Square
Though the 1989 protest was crushed,
one Chinese student said, “Maybe we’ll
fail today. Maybe we’ll fail tomorrow.
But someday we’ll succeed. It’s a
historical inevitability.”
Revolution and Nationalism 883
Name
GIFTED AND TALENTED STUDENTS
The Writings of Mao Zedong
Class Time 30 minutes
Task Reading and discussing a primary source
Purpose To formulate opinions about Mao’s motives
and results
Instructions Have students read the excerpt from Mao
Zedong’s “The Peasants of Hunan,” found in In-Depth
Resources: Unit 7. Use the discussion questions included
on the sheet and these additional questions to spark
a discussion.
30
Section 3
PRIMARY SOURCE
• Based on the excerpt, what conclusions can you draw
about Mao’s plans for revolution in China? (Possible
Answers: violent; will pit peasants against the rest
of society)
• According to Mao, who was the enemy in Chinese
society? (“imperialists, warlords, corrupt officials, local
bullies and bad gentry”) What did Mao promise
would happen to them? (They would stand before
the peasantry, be judged, and possibly be killed.)
of Hunan
Mao Zedong (1891–1976), the son of a Hunan peasant, was one of the founders
of the Chinese Communist Party in 1921. He believed that he could bring economic and political change to improve the lives of China’s rural peasants.
According to the following passage written in 1927, what was Mao Zedong’s
vision of the Communist revolutionary movement in China?
D
• What does this excerpt reveal about Mao’s character
and personality? (Possible Answers: forceful, determined, charismatic, uninterested in others’ opinions)
from The Peasants
by Mao Zedong
uring my recent visit to Hunan I conducted an
investigation on the spot into the conditions in
the five countries of Siangtan, Siangsiang, Hengshan,
Liling, and Changsha. In the thirty-two days from
January 4 to February 5, in villages and in county
towns, I called together for fact-finding conferences
experienced peasants and comrades working for the
peasant movement, listened attentively to their
reports and collected a lot of material. . . .
All kinds of arguments against the peasant
movement must be speedily set right. The erroneous
measures taken by the revolutionary authorities
concerning the peasant movement must be speedily
changed. Only thus can any good be done for the
future of the revolution. For the rise of the present
peasant movement is a colossal event. In a very
short time, in China’s central, southern and northern
provinces, several hundred million peasants will
rise like a tornado or tempest, a force so extraordinarily swift and violent that no power, however
great, will be able to suppress it. They will break all
trammels [restraints] that now bind them and rush
forward along the road to liberation. They will send
all imperialists, warlords, corrupt officials, local bullies and bad gentry [members of the upper or ruling class] to their graves. All revolutionary parties
and all revolutionary comrades will stand before
them to be tested, and to be accepted or rejected
as they decide.
To march at their head and lead them? Or to
follow at their rear, gesticulating at them and criticising them? Or to face them as opponents?
Every Chinese is free to choose among the
three alternatives, but circumstances demand that a
quick choice be made. . . .
A revolution is not the same as inviting people
to dinner, or writing an essay, or painting a picture,
or doing fancy needlework; it cannot be anything so
refined, so calm and gentle, or so mild, kind, courteous, restrained and magnanimous [generous in
forgiving]. A revolution is an uprising, an act of violence whereby one class overthrows another. A
rural revolution is a revolution by which the peasantry overthrows the authority of the feudal landlord
class. If the peasants do not use the maximum of
their strength, they can never overthrow the
authority of the landlords which has been deeply
rooted for thousands of years. In the rural areas,
there must be a great, fervent revolutionary
upsurge, which alone can arouse hundreds and
thousands of people to form a great force. . . .
from Mao Tse-tung, Selected Works, Vol. I (New York:
International Publishers, 1954), 21–22, 27. Reprinted in
Peter N. Stearns, ed., Documents in World History, Vol. II
(New York: Harper Collins, 1988), 137.
Discussion Questions
Recognizing Facts and Details
1. How many Chinese peasants did Mao Zedong
predict would join the Communist revolutionary
movement?
2. According to Mao Zedong, what three choices
did Chinese Communist revolutionaries face in
view of the growing peasant movement?
3. Perceiving Cause and Effect According to
Mao Zedong, what was the purpose of the rural
revolution in China?
© McDougal Littell Inc. All rights reserved.
DIFFERENTIATING INSTRUCTION:
Date
CHAPTER
34 Unit 7, Chapter 30
In-Depth Resources: Unit 7
Teacher’s Edition
883
CHAPTER 30 • Section 3
where the peasants could be the true revolutionaries. He argued his point passionately in 1927:
PRIMARY SOURCE
The force of the peasantry is like that of the raging winds and driving rain. It is rapidly
increasing in violence. No force can stand in its way. The peasantry will tear apart all
nets which bind it and hasten along the road to liberation. They will bury beneath them
all forces of imperialism, militarism, corrupt officialdom, village bosses and evil gentry.
More About . . .
Joining the Chinese Army
Analyzing
Primary Sources
What forces
does Mao identify
as those that the
peasants will
overcome?
MAO ZEDONG, quoted in Chinese Communism and the Rise of Mao
In 1926, a teenage girl named Hsieh
Ping-Ying joined the Chinese army to
get over a broken heart and avoid a
forced marriage. Encourage interested
students to read the excerpt from her
autobiography in the Electronic Library
of Primary Sources.
Lenin Befriends China While the Chinese Communist Party was forming, Sun
B. Answer
imperialism, militarism, corrupt
officialdom, village
bosses, and evil
gentry
Yixian and his Nationalist Party set up a government in south China. Like the
Communists, Sun became disillusioned with the Western democracies that refused to
support his struggling government. Sun decided to ally the Kuomintang with the
newly formed Communist Party. He hoped to unite all the revolutionary groups for
common action.
Lenin seized the opportunity to help China’s Nationalist government. In 1923,
he sent military advisers and equipment to the Nationalists in return for allowing
the Chinese Communists to join the Kuomintang.
Electronic Library of Primary Sources
• from Autobiography of a Chinese Girl
Peasants Align with the Communists After Sun Yixian died in 1925, Jiang Jieshi
(jee•ahng jee•shee), formerly called Chiang Kai-shek, headed the Kuomintang. Jiang
was the son of a middle-class merchant. Many of Jiang’s followers were bankers and
businesspeople. Like Jiang, they feared the Communists’ goal of creating a socialist
economy modeled after the Soviet Union’s.
Jiang had promised democracy and political rights to all Chinese. Yet his government became steadily less democratic and more corrupt. Most peasants
believed that Jiang was doing little to improve their lives. As a result, many peasants threw their support to the Chinese Communist Party. To enlist the support of
the peasants, Mao divided land that the Communists won among the local farmers.
More About . . .
Mao’s Guerrilla Tactics
From his mountain hideout, Mao waged
guerrilla war against Jiang’s armies. He
outlined his strategy:
1. Retreat when the enemy advances.
2. Harass when the enemy encamps.
3. Attack when the enemy hesitates.
▲ Jiang Jieshi and
the Nationalist
forces united China
under one government in 1928.
4. Pursue when the enemy retreats.
Such tactics were possible only with the
support of local peasants.
Civil War Rages in China
Critical Thinking
Nationalists and Communists Clash At first, Jiang put aside his differences with
the Communists. Together Jiang’s Nationalist forces and the Communists successfully fought the warlords. Soon afterward, though, he turned against the Communists.
In April 1927, Nationalist troops and armed gangs moved into Shanghai. They
killed many Communist leaders and trade union members in the city streets.
Similar killings took place in other cities. The Nationalists nearly wiped out the
Chinese Communist Party.
In 1928, Jiang became president of the Nationalist Republic of China. Great
Britain and the United States both formally recognized the new government.
Because of the slaughter of Communists at Shanghai, the Soviet Union did not.
Jiang’s treachery also had long-term effects. The Communists’ deep-seated rage
over the massacre erupted in a civil war that would last until 1949.
Civil War Rages in China
• What do you think is meant by the
phrase “swimming in the peasant sea”?
(Possible Answer: being among the
millions of peasants)
• Did Jiang and Mao resolve their
differences? (There was no resolution;
the Japanese invasion forced a truce
between the sides.)
By 1930, Nationalists and Communists were fighting a bloody civil war. Mao and
other Communist leaders established themselves in the hills of south-central
China. Mao referred to this tactic of taking his revolution to the countryside as
“swimming in the peasant sea.” He recruited the peasants to join his Red Army. He
then trained them in guerrilla warfare. Nationalists attacked the Communists
repeatedly but failed to drive them out.
The Long March In 1933, Jiang gathered an army of at least 700,000 men. Jiang’s
army then surrounded the Communists’ mountain stronghold. Outnumbered, the
884 Chapter 30
Name
STRUGGLING READERS
30
Section 3
GEOGRAPHY APPLICATION: MOVEMENT
Nationalists Battle Warlords and Communists
Directions: Read the paragraphs below and study the map carefully. Then answer
the questions that follow.
F
Chinese Geography and Politics
Class Time 35 minutes
warlord
Task Using text and a map to answer questions
Purpose To understand how geography affected Chinese
politics in the 1920s and 1930s
Instructions Pair a struggling reader with a more
proficient reader. Have each pair complete the Geography
Application activity for this section, found in In-Depth
Resources: Unit 7. Be sure that students understand how
the map reflects three increases in Kuomintang territory.
You may wish to list synonyms or definitions of difficult
words on the board. Some examples are shown at right.
884
Chapter 30
an independent local military leader;
a territorial ruler
campaign
in this case, a military action
stronghold
a base of operations; a fortress
embarked on started, began
rom 1923 through 1936, China’s Nationalists
waged successive wars while trying to achieve
national unity. At first, they battled territorial
rulers—warlords—and later they fought local
Communists.
At one time, both Nationalists and Communists
were united in the Kuomintang, the Nationalist
People’s Party. From 1923 to 1927, the party battled to end warlord rule in the provinces. By 1925
the Kuomintang had driven the warlords out of
extreme southern China in 1925 and then launched
a campaign called the Northern Expedition. Its
goal was to conquer the remaining warlords to the
north, free Beijing, and bring China under one
government.
Chinese Civil War, 1923 –1936
At this time, however, the Nationalists came to
fear the political goals of their Communist allies. As
a result, the Nationalists, while fighting in northern
China in 1927, began an anti-Communist drive in
their own ranks. Nationalists attacked Communist
strongholds in Shanghai and other large cities.
They drove them into scattered bases in the hills
of south-central China. Finally, in 1934, the
Communists under Mao Zedong embarked on the
year-long, life-and-death Long March into the protective caves of northern China.
A final confrontation between Nationalists and
Communists in the north never took place, however.
In 1936, the threat of a Japanese takeover of China
forced the enemies into unified action once again.
yyy
yyyy
yyy
y
yyy
yy
yyy
yy
OUTER
MONGOLIA
KOREA
Beijing
Ye l l o w
Sea
yy
Communist bases
Long March
Kuomintang assaults
on Beijing, 1928
Japanese territory
in 1935
Kuomintang territory:
1925
1927
1935
30 Unit 7, Chapter 30
CHINA
Shanghai
East
China
Sea
T
TAIWAN
AIWAN
AIW
AN
INDIA
BURMA
SIAM
FRENCH
INDOCHINA
South
China
Sea
0
0
200 Miles
400 Kilometers
In-Depth Resources: Unit 7
© McDougal Littell Inc. All rights reserved.
DIFFERENTIATING INSTRUCTION:
Date
CHAPTER
CHAPTER 30 • Section 3
The Long March
The Long March of the Chinese Communists from the south of
China to the caves of Shaanxi [shahn•shee] in the north is a
remarkable story. The march covered 6,000 miles, about the
distance from New York to San Francisco and back again. They
crossed miles of swampland. They slept sitting up, leaning backto-back in pairs, to keep from sinking into the mud and
drowning. In total, the Communists crossed 18 mountain ranges
and 24 rivers in their yearlong flight from the Nationalist forces.
The Long March, 1934–1935
▼ In one of the more daring and difficult acts of
the march, the Red Army crossed a bridge of iron
chains whose planks had been removed.
The Long March
Ask students to use the map, photographs, and text to determine what
obstacles the Red Army faced. (hostile
troops, mountains, swamps, rivers,
living in caves, exhaustion, exposure
to harsh weather) Have students use
library resources or the Internet to find
more about the political effects of the
Long March.
40°N
Beijing
Route of march
Communist base 1934
Communist base 1935
Mountains
Pass
3
Yan'an
Huang H e
Songpan Plateau
2
Tatu R.
Shanghai
Snowy Mts.
(Jiajin Shan)
Luding
Ch
g
an
30°N
Ruijin
(Juichin)
Loushan
Pass
Taiwan
Tropic of
South China
Sea
Hainan
▼ The Red Army had to cross the Snowy
Mountains, some of the highest in the world. Every
man carried enough food and fuel to last for ten
days. They marched six to seven hours a day.
Cancer
1. Movement west, then north,
then northeast
2. Movement geographic barriers such
as mountains, lack of support in
some areas
20°N
120°E
100°E
SKILLBUILDER Answers
ng
Jia
1
History in Depth
0
400 Miles
0
600 Kilometers
More About . . .
Effects of the Long March
GEOGRAPHY SKILLBUILDER: Interpreting Maps
1. Movement What was the course of the Long March, in terms of
direction, beginning in Ruijin and ending near Yan’an?
2. Movement Why didn’t Mao’s forces move west or south?
By the time the Long March ended, Mao
Zedong had been elected chairman of
the Chinese Communist Party. The march
had other long-term consequences as
well: nearly all the Communist leaders
who took power in 1949 had participated
in it.
▼
After finally arriving at the caves in Shaanxi,
Mao declared, “If we can survive all this, we can
survive everything. This is but the first stage of our
Long March. The final stage leads to Peking
[Beijing]!”
Revolution and Nationalism 885
DIFFERENTIATING INSTRUCTION:
ENGLISH LEARNERS
Describing the Long March
Class Time 35 minutes
Task Writing about or drawing scenes from the Long March
Purpose To describe the conditions faced in the Long March and
commitment of the soldiers to their cause
Instructions Ask students to take turns reading aloud the text on this
page. Then read aloud the passage entitled “The Long March” beginning
on page 884. As you read, ask students to visualize the conditions of the
journey, what the soldiers did to survive and to cross the rugged terrain,
and the many obstacles they faced, including hunger, cold weather, and
wounds from battling the Nationalist army.
After reading, ask students to write down two or three images that stuck
with them. From those, ask students to choose one to work with. Students
who are artistically inclined might reproduce the image in a sketch, mural,
or painting. Others might personalize the image by creating a journal entry
written from the perspective of a soldier who participated in a specific
aspect of the Long March.
Ask volunteers to share their finished products with the class.
Teacher’s Edition
885
CHAPTER 30 • Section 3
More About . . .
Three Principles of the People
Sun believed the principles could be
broken down and achieved this way:
• Nationalism: initially opposition to the
Qing dynasty, later referring to identity
for minorities within China as well as
for the country as a whole
• Democracy: also called “rights of the
people”; Sun thought this could be
achieved through a government run by
election, initiative, and referendum
• Socialism: also called “people’s
livelihood”; thought to have meant
equal land ownership through taxation
▲
A Japanese
landing party
approaches the
Chinese mainland.
The invasion forced
Mao and Jiang to
join forces to fight
the Japanese.
SECTION
ASSESS
3
Communist Party leaders realized
that they faced defeat. In a daring
move, 100,000 Communist forces
fled. They began a hazardous,
6,000-mile-long journey called
the Long March. Between 1934
and 1935, the Communists kept
only a step ahead of Jiang’s forces.
Thousands died from hunger,
cold, exposure, and battle wounds.
Finally, after a little more than a
year, Mao and the seven or eight
thousand Communist survivors
settled in caves in northwestern
China. There they gained new followers. Meanwhile, as civil war
between Nationalists and Communists raged, Japan invaded China.
Civil War Suspended In 1931, as Chinese fought Chinese, the Japanese watched
the power struggles with rising interest. Japanese forces took advantage of China’s
weakening situation. They invaded Manchuria, an industrialized province in the
northeast part of China.
In 1937, the Japanese launched an all-out invasion of China. Massive bombings
of villages and cities killed thousands of Chinese. The destruction of farms caused
many more to die of starvation. By 1938, Japan held control of a large part of China.
The Japanese threat forced an uneasy truce between Jiang’s and Mao’s forces. The
civil war gradually ground to a halt as Nationalists and Communists temporarily
united to fight the Japanese. The National Assembly further agreed to promote
changes outlined in Sun Yixian’s “Three Principles of the People”—nationalism,
democracy, and people’s livelihood. As you will learn in Section 4, similar principles
were also serving as a guiding force in India and Southwest Asia.
Recognizing
Effects
What were the
results of the Long
March?
C. Possible
Answer Although
at least two-thirds
of the original
marchers did not
complete the journey, more Chinese
people joined the
Communists.
ASSESSMENT
TERMS & NAMES 1. For each term or name, write a sentence explaining its significance.
SECTION 3 ASSESSMENT
• Kuomintang
Assign pairs of students to discuss the
questions and formulate joint responses.
• Sun Yixian
• May Fourth Movement
MAIN IDEAS
CRITICAL THINKING & WRITING
3. How did the Treaty of Versailles
6. RECOGNIZING EFFECTS What influence did foreign
1.
2.
3.
Use the Guided Reading activity for
Section 3 to review the main ideas
for this section.
In-Depth Resources: Unit 7
• Guided Reading, p. 26
• Reteaching Activity, p. 45
• Long March
2. Whose reforms had a greater
Jiang
RETEACH
• Jiang Jieshi
USING YOUR NOTES
appeal to the peasants? Why?
Formal Assessment
• Section Quiz, p. 489
• Mao Zedong
Mao
1.
2.
3.
trigger the May Fourth
Movement?
4. How was Mao’s vision of
communism different from that
of Lenin?
5. What started the civil war in
China?
nations have on China from 1912 to 1938?
7. ANALYZING CAUSES What caused the Communist
revolutionary movement in China to gain strength?
8. HYPOTHESIZING If the Long March had failed, do you
think the Nationalist party would have been successful in
uniting the Chinese? Why or why not?
9. WRITING ACTIVITY REVOLUTION Write a series of
interview questions you would pose to Sun Yixian, Mao
Zedong, and Jiang Jieshi.
CONNECT TO TODAY REPORTING ON CURRENT EVENTS
Research the selection of the newest Communist Party leader of China. Write a brief
report identifying that person and explaining how this new leader got into office.
886 Chapter 30
ANSWERS
1. Kuomintang, p. 882
• Sun Yixian, p. 882
• May Fourth Movement, p. 883
2. Sample Answer: Jiang—Head of Kuomintang,
helped defeat warlords, forced the Long
March; Mao—Won peasants by giving land,
promised reform, survived Long March.
Greater appeal—Mao’s reforms, because he
gave land to peasants.
3. When Japan received land China felt it
deserved, a wave of protests occurred.
4. Mao–Peasants were basis of the revolution;
Lenin–Urban workers were the base.
5. Nationalist attack on Communists in Shanghai
886
Chapter 30
• Mao Zedong, p. 883
6. Treaty of Versailles led to May Fourth
Movement; Soviet Union supported Sun’s
government; Britain and U.S. recognized
Nationalist government; Japan‘s invasion of
China united Jiang’s and Mao’s forces.
7. failures of the Kuomintang; corruption in
Jiang’s government; Soviet influence; poverty;
Mao’s leadership
8. Yes—Nationalists wanted to modernize and
strengthen China. No—Jiang’s government was
weak, corrupt, and undemocratic.
• Jiang Jieshi, p. 884
• Long March, p. 886
9. Rubric Questions should
• investigate goals of each participant.
• reflect information from the chapter.
CONNECT TO TODAY
Rubric Reports should
• name the new leader.
• explain how the leader came to power.
LESSON PLAN
4
Poster of Russian soldier with flag,
by N. Tyrkurr
OBJECTIVES
Temple of Heaven, Beijing, China
Nationalism in India and
Southwest Asia
MAIN IDEA
EMPIRE BUILDING Nationalism
triggered independence
movements to overthrow
colonial powers.
WHY IT MATTERS NOW
These independent nations—
India, Turkey, Iran, and Saudi
Arabia—are key players on the
world stage today.
• Trace nationalist activity in India.
• Summarize Gandhi’s nonviolent tactics.
• Explain how Indian self-rule heightened
conflicts between Muslims and Hindus.
• Describe the rise of independence
movements in Southwest Asia.
TERMS & NAMES
• Rowlatt Acts
• Amritsar
Massacre
• Mohandas
K. Gandhi
• civil
disobedience
• Salt March
• Mustafa Kemal
FOCUS & MOTIVATE
Ask students to think of specific times in
their own lives when finding a peaceful
way to get a need met has been more
successful than making demands or
beginning a conflict over the matter.
SETTING THE STAGE As you learned in Chapter 29, the end of World War I
broke up the Ottoman Empire. The British Empire, which controlled India, began
to show signs of cracking. The weakening of these empires stirred nationalist
activity in India, Turkey, and some Southwest Asian countries. Indian nationalism had been growing since the mid-1800s. Many upper-class Indians who
attended British schools learned European views of nationalism and democracy.
They began to apply these political ideas to their own country.
Indian Nationalism Grows
Ali Jinnah,
leader of the
Muslim League
of India, fought
for Indian
independence
from Great
Britain.
▼
INSTRUCT
TAKING NOTES
Two groups formed to rid India of foreign rule: the primarily Hindu Indian
National Congress, or Congress Party, in 1885, and the Muslim League in 1906.
Though deep divisions existed between Hindus and Muslims, they found common ground. They shared the heritage of British rule and an understanding of
democratic ideals. These two groups both worked toward the goal of independence from the British.
Categorizing Create a
web diagram identifying
the styles of government
adopted by nations in
this section.
Iran
Turkey
World War I Increases Nationalist Activity Until World War I, the vast major-
ity of Indians had little interest in nationalism. The situation changed as over a
million Indians enlisted in the British army. In return for their service, the British
government promised reforms that would eventually lead to self-government.
In 1918, Indian troops returned home from the war.
They expected Britain to fulfill its promise. Instead,
they were once again treated as second-class citizens.
Radical nationalists carried out acts of violence to
show their hatred of British rule. To curb dissent, in
1919 the British passed the Rowlatt Acts. These laws
allowed the government to jail protesters without trial
for as long as two years. To Western-educated Indians,
denial of a trial by jury violated their individual rights.
styles of government
India
S
Saudi
Arabia
Amritsar Massacre To protest the Rowlatt Acts,
around 10,000 Hindus and Muslims flocked to
Amritsar, a major city in the Punjab, in the spring of
1919. At a huge festival in an enclosed square, they
intended to fast and pray and to listen to political
Indian Nationalism Grows
Critical Thinking
• Why were the Rowlatt Acts considered
a violation of civil rights? (People were
jailed without a trial, which is unjust.)
• The Amritsar Massacre is similar to
what event in Russian history that also
sparked a revolution? (During Bloody
Sunday, peaceful protesters were killed
at St. Petersburg.)
In-Depth Resources: Unit 7
• Guided Reading (also in Spanish), p. 27
TEST-TAKING RESOURCES
Test Generator CD-ROM
Strategies for Test Preparation
Test Practice Transparencies, TT117
Online Test Practice
Revolution and Nationalism 887
SECTION 4 PROGRAM RESOURCES
In-Depth Resources: Unit 7
• Guided Reading, p. 27
Formal Assessment
• Section Quiz, p. 490
• Guided Reading, p. 27
• Building Vocabulary, p. 28
• Reteaching Activity, p. 46
Reading Study Guide, p. 295
Reading Study Guide Audio CD
ENGLISH LEARNERS
GIFTED AND TALENTED STUDENTS
In-Depth Resources in Spanish
• Guided Reading, p. 214
Reading Study Guide (Spanish), p. 295
Reading Study Guide Audio CD (Spanish)
In-Depth Resources: Unit 7
• Primary Source: from Hind Swaraj, p. 35
• Connections Across Time and Cultures: Nationalist
Revolutions in Latin America and Asia, p. 42
Electronic Library of Primary Sources
• “Nonviolence”
ALL STUDENTS
STRUGGLING READERS
In-Depth Resources: Unit 7
eEdition CD-ROM
Power Presentations CD-ROM
Critical Thinking Transparencies
• CT30 Time Machine: Revolution and Nationalism
• CT66 Chapter 30 Visual Summary
World Art and Cultures Transparencies
• AT66 Persian Musicians
Electronic Library of Primary Sources
• “Nonviolence”
classzone.com
Teacher’s Edition
887
CHAPTER 30 • Section 4
speeches. A small group of nationalists were also on the scene. The demonstration,
especially the alliance of Hindus and Muslims, alarmed the British.
Most people at the gathering were unaware that the British government had
banned public meetings. However, the British commander at Amritsar believed
they were openly defying the ban. He ordered his troops to fire on the crowd without warning. The shooting continued for ten minutes. Unable to escape from the
enclosed courtyard, nearly 400 Indians died and about 1,200 were wounded.
News of the slaughter, called the Amritsar Massacre, sparked an explosion of
anger across India. Almost overnight, millions of Indians changed from loyal
British subjects into nationalists. These Indians demanded independence.
Gandhi’s Tactics of
Nonviolence
Critical Thinking
• Why was civil disobedience a popular
solution for Indians? (They felt helpless
to fight the British physically.)
• How did the media influence the Indian
independence movement? (Support
increased when newspapers worldwide
reported the attack on peaceful Salt
March protesters.)
A. Answer Spirit of
nationalism grew
more intense; more
Indians demanded
independence.
Recognizing
Effects
What changes
resulted from the
Amritsar massacre?
Gandhi’s Tactics of Nonviolence
The massacre at Amritsar set the stage for Mohandas K. Gandhi (GAHN•dee) to
emerge as the leader of the independence movement. Gandhi’s strategy for battling
injustice evolved from his deeply religious approach to political activity. His teachings blended ideas from all of the major world religions, including Hinduism,
Islam, and Christianity. Gandhi attracted millions of followers. Soon they began
calling him the Mahatma (muh•HAHT•muh), meaning “great soul.”
Noncooperation When the British failed to punish the officers responsible for the
Amritsar massacre, Gandhi urged the Indian National Congress to follow a policy of
noncooperation with the British government. In 1920, the Congress Party endorsed
civil disobedience, the deliberate and public refusal to obey an unjust law, and nonviolence as the means to achieve independence. Gandhi then launched his campaign
Analyzing Primary Sources
Satyagraha and Nonviolence
Ask students if it is likely that the use
of body-force by the Indians would
have been effective against the British
government. (Not likely–British were
more prepared to fight than to counter
the effects of civil disobedience.)
Answers to Document-Based Questions
1. Comparing Body-force involves the
use of violence, but not necessarily the
sacrifice of self.
2. Making Inferences Gandhi believes
that suffering must take place to
achieve the goal. Hind Swaraj states:
“Passive resistance is a method of
securing rights by personal suffering.”
The Origin of Nonviolence states:
“[T]here can only be one end to the
struggle, and that is victory.”
Satyagraha
Nonviolence
A central element of Gandhi’s philosophy of nonviolence
was called satyagraha, often translated as “soul-force” or
“truth-force.”
In The Origin of Nonviolence, Gandhi offered a warning to
those who were contemplating joining the struggle for
independence.
PRIMARY SOURCE
PRIMARY SOURCE
Passive resistance is a method of securing rights by
personal suffering; it is the reverse of resistance by
arms. When I refuse to do a thing that is repugnant to
my conscience, I use soul-force. For instance, the
government of the day has passed a law which is
applicable to me: I do not like it, if, by using violence, I
force the government to repeal the law, I am employing
what may be termed body-force. If I do not obey the
law and accept the penalty for its breach, I use soulforce. It involves sacrifice of self.
[I]t is not at all impossible that we might have to
endure every hardship that we can imagine, and
wisdom lies in pledging ourselves on the understanding
that we shall have to suffer all that and worse. If some
one asks me when and how the struggle may end, I
may say that if the entire community manfully stands
the test, the end will be near. If many of us fall back
under storm and stress, the struggle will be prolonged.
But I can boldly declare, and with certainty, that so long
as there is even a handful of men true to their pledge,
there can only be one end to the struggle, and that is
victory.
GANDHI Chapter XVII, Hind Swaraj
GANDHI The Origin of Nonviolence
DOCUMENT-BASED QUESTIONS
1. Comparing How is soul-force different from body-force?
2. Making Inferences What do Gandhi’s writings suggest about his view of suffering? Give
examples from each document.
888 Chapter 30
CT
MCDOUGAL LITTELL
81 World History: Patterns of Interaction
DIFFERENTIATING INSTRUCTION:
Critical Thinking:
Venn Diagram
GIFTED AND TALENTED STUDENTS
Task Comparing strategies of nonviolent organizations
Purpose To learn more about the legacy of Gandhi’s
nonviolent tactics for battling injustice
Instructions Ask pairs of students to find an organization
or movement that is dedicated to the principles of
nonviolence as a strategy for effecting change. Examples
include environmental, animal rights, and political activist
movements. Students may also investigate Henry David
Thoreau’s essay “Civil Disobedience.”
888
Chapter 30
Students should focus on the goals of the organization
or movement and the methods it uses to achieve those
goals. Have students cite specific examples of nonviolent
tactics, such as marches, demonstrations, boycotts,
advertising campaigns, and acts of civil disobedience.
Each pair of students should then meet with another pair
to exchange information and to draw comparisons among
the movements or organizations they chose.
After the two sets of partners exchange information, the
four students should make a Venn diagram comparing the
goals and strategies of each organization or movement.
© McDougal Littell Inc. All rights reserved.
Class Time 30 minutes
Both
Investigating Examples of Civil Disobedience
Critical Thinking Transparencies
CHAPTER 30 • Section 4
of civil disobedience to weaken the
British government’s authority and
economic power over India.
Boycotts Gandhi called on Indians to
refuse to buy British goods, attend
government schools, pay British taxes,
or vote in elections. Gandhi staged a
successful boycott of British cloth, a
source of wealth for the British. He
urged all Indians to weave their own
cloth. Gandhi himself devoted two
hours each day to spinning his own
yarn on a simple handwheel. He wore
only homespun cloth and encouraged
Indians to follow his example. As a
result of the boycott, the sale of British cloth in India dropped sharply.
Tip for English Learners
Remind students that a boycott is a form
of peaceful protest in which people
decide as a group to refuse to buy certain
products or goods in order to show
disapproval of those who produce them.
More About . . .
Strikes and Demonstrations Gandhi’s weapon of civil disobedience took an economic toll on the British. They struggled to keep
trains running, factories operating, and overcrowded jails from bursting.
Throughout 1920, the British arrested thousands of Indians who had participated
in strikes and demonstrations. But despite Gandhi’s pleas for nonviolence, protests
often led to riots.
The Salt March In 1930, Gandhi organized a demonstration to defy the hated Salt
B. Answer
The protest against
British rule was
based on noncooperation and civil
disobedience.
Making
Inferences
How did the
Salt March represent Gandhi’s
methods for
change?
Acts. According to these British laws, Indians could buy salt from no other source
but the government. They also had to pay sales tax on salt. To show their opposition, Gandhi and his followers walked about 240 miles to the seacoast. There they
began to make their own salt by collecting seawater and letting it evaporate. This
peaceful protest was called the Salt March.
Soon afterward, some demonstrators planned a march to a site where the British
government processed salt. They intended to shut this saltworks down. Police officers with steel-tipped clubs attacked the demonstrators. An American journalist
was an eyewitness to the event. He described the “sickening whacks of clubs on
unprotected skulls” and people “writhing in pain with fractured skulls or broken
shoulders.” Still the people continued to march peacefully, refusing to defend
themselves against their attackers. Newspapers across the globe carried the journalist’s story, which won worldwide support for Gandhi’s independence movement.
More demonstrations against the salt tax took place throughout India.
Eventually, about 60,000 people, including Gandhi, were arrested.
Gandhi’s Views
▲
Gandhi adopted
the spinning wheel
as a symbol of
Indian resistance to
British rule. The
wheel was featured
on the Indian
National Congress
flag, a forerunner of
India’s national flag.
Gandhi’s emphasis on the traditional
values of village life and on handcrafted
items made it clear to the majority of
Indians that he understood and sympathized with their problems. Gandhi
realized that any feeling of Indian nationalism had to begin with the village.
In-Depth Resources: Unit 7
• Primary Source: from Hind Swaraj (Indian
Home Rule) by Gandhi
Electronic Library of Primary Sources
• “Nonviolence”
Britain Grants Limited
Self-Rule
Critical Thinking
• In what ways was civil disobedience a
more successful method than violence?
(Boycotts and noncooperation took
away the British government’s economic power and authority.)
• What was the source of tension
between Hindus and Muslims in India?
(different religious beliefs; Muslims
feared the power of the more
numerous Hindus.)
Britain Grants Limited Self-Rule
Gandhi and his followers gradually reaped the rewards of their civil disobedience
campaigns and gained greater political power for the Indian people. In 1935, the
British Parliament passed the Government of India Act. It provided local self-government and limited democratic elections, but not total independence.
However, the Government of India Act also fueled mounting tensions between
Muslims and Hindus. These two groups had conflicting visions of India’s future as
an independent nation. Indian Muslims, outnumbered by Hindus, feared that
Hindus would control India if it won independence. In Chapter 34, you will read
about the outcome of India’s bid for independence.
Revolution and Nationalism 889
DIFFERENTIATING INSTRUCTION:
ENGLISH LEARNERS
Indian Protests and British Responses
Class Time 30 minutes
Task Creating a poster about the Indian independence movement
Purpose To explore the political tension between India and the British
government during the independence movement
Instructions Have students create a poster protesting the way the Indians
were treated by the British government.
To organize the information, have students draw two columns on paper. In
the first column, have them list actions Gandhi and his followers took,
including specific boycotts, strikes and demonstrations, and highlights of
the Salt March. In the second column, ask students to list responses to
those actions.
Using the information from their lists, students will create a poster
that shows Indian protests and British responses. Students can use
photographs, drawings, and captions to persuade others to join the
independence movement. Students who need help can use the Reading
Study Guide for Section 4.
Indian Actions
Response
Amritsar protest British troops fire on unarmed crowd.
Boycotts
Sale of British products drops.
Salt March
Police officers club demonstrators.
Teacher’s Edition
889
CHAPTER 30 • Section 4
Nationalism in Southwest Asia
The breakup of the Ottoman Empire and growing Western
political and economic interest in Southwest Asia spurred
the rise of nationalism in this region. Just as the people of
India fought to have their own nation after World War I, the
people of Southwest Asia also launched independence
movements to rid themselves of imperial rulers.
History Makers
Mustafa Kemal
To reach his goal, Kemal even set rules
for clothing: “A civilized, international
dress is worthy and appropriate for our
new nation, and we will wear it. Boots or
shoes on our feet, trousers on our legs,
shirt and tie, jacket and waistcoat—and,
of course, to complete these, a . . . hat.”
In addition to changing clothing, in 1928,
Kemal introduced the Latin alphabet,
replacing the Arabic letters. He wanted
people to forget their history under the
Ottomans and to return to the roots of
their ancient Turkish language.
Nationalism in
Southwest Asia
Critical Thinking
• What did Kemal’s reforms do for
Turkey? (gave Turkey a strong national
identity by making legal, religious, and
economic reforms)
• In what major way did reforms in Iran
and Saudi Arabia differ from those in
Turkey? (Iran and Saudi Arabia did not
turn to democratic rule as Turkey did.)
Turkey Becomes a Republic At the end of World War I,
the Ottoman Empire was forced to give up all its territories
except Turkey. Turkish lands included the old Turkish homeland of Anatolia and a small strip of land around Istanbul.
Mustafa Kemal
In 1919, Greek soldiers invaded Turkey and threatened to
1881–1938
conquer it. The Turkish sultan was powerless to stop the
As president of Turkey, Mustafa
Greeks. However, in 1922, a brilliant commander, Mustafa
Kemal campaigned vigorously to
Kemal (keh•MAHL), successfully led Turkish nationalists
mold the new republic into a
in
fighting back the Greeks and their British backers.
modern nation. His models were the
After winning a peace, the nationalists overthrew the last
United States and other European
Ottoman sultan.
countries.
Kemal believed that even the
In 1923, Kemal became the president of the new
clothing of the Turks should be
Republic of Turkey, the first republic in Southwest Asia. To
changed to reflect a civilized,
achieve his goal of transforming Turkey into a modern
international dress. To reach this goal,
nation, he ushered in these sweeping reforms:
Kemal set rules for clothing. He
• separated the laws of Islam from the laws of the nation
required government workers to
• abolished religious courts and created a new legal
wear Western-style business suits
and banned the fez, a brimless red
system based on European law
felt hat that was part of traditional
• granted women the right to vote and to hold public
Turkish clothing.
office
• launched government-funded programs to industrialize
Turkey and to spur economic growth
Kemal died in 1938. From his leadership, Turkey gained a new sense of its
national identity. His influence was so strong that the Turkish people gave him the
name Ataturk—“father of the Turks.”
Persia Becomes Iran Before World War I, both Great Britain and Russia had
established spheres of influence in the ancient country of Persia. After the war,
when Russia was still reeling from the Bolshevik Revolution, the British tried to
take over all of Persia. This maneuver triggered a nationalist revolt in Persia. In
1921, a Persian army officer seized power. In 1925 he deposed the ruling shah.
Persia’s new leader, Reza Shah Pahlavi (PAL•uh•vee), like Kemal in Turkey, set
out to modernize his country. He established public schools, built roads and railroads, promoted industrial growth, and extended women’s rights. Unlike Kemal,
Reza Shah Pahlavi kept all power in his own hands. In 1935, he changed the name
of the country from the Greek name Persia to the traditional name Iran.
Critical Thinking Transparencies
• CT30 Time Machine: Revolution
and Nationalism
World Art and Cultures Transparencies
• AT66 Persian Musicians
Saudi Arabia Keeps Islamic Traditions While Turkey broke with many Islamic
traditions, another new country held strictly to Islamic law. In 1902, Abd al-Aziz
Ibn Saud (sah•OOD), a member of a once-powerful Arabian family, began a successful campaign to unify Arabia. In 1932, he renamed the new kingdom Saudi
Arabia after his family.
Ibn Saud carried on Arab and Islamic traditions. Loyalty to the Saudi government was based on custom, religion, and family ties. Like Kemal and Reza Shah,
Ibn Saud brought some modern technology, such as telephones and radios, to his
C. Answer Both
established policies
and launched programs to modernize their countries.
Comparing
How were
Kemal’s leadership
and Reza Shah
Pahlavi’s leadership
similar?
890 Chapter 30
DIFFERENTIATING INSTRUCTION:
STRUGGLING READERS
Using SQ3R
Class Time 20 minutes
4. Recite or record any answers that are found.
Task Using the SQ3R strategy and recording answers in a chart
5. Review the information as a group, or with a partner, to answer any
questions that remain.
Purpose To clarify information about nationalism in Southwest Asia
Instructions Have students use the SQ3R study method to analyze events
in Southwest Asia. Begin by writing the strategy on the board as follows:
SQ3R = Survey; Question; Read; Recite or Record; Review.
1. Survey the pages by skimming for headings and topic sentences.
2. Jot down any questions about the text, such as what role nationalism
played in Turkey, Iran, and Saudi Arabia.
3. Read the pages and look for answers to the questions.
890
Chapter 30
1. Survey
2. Question
Turkey
Becomes a
Republic
What is a
republic?
3. Read
4. Recite or 5. Review
Record
Leaders and Voting,
Turkey’s
representa- legal system government
tives elected
includes
elections
USSR
Oil fields
1908 Date of first
CYPRUS
oil discovery
SYRIA
(Br.)
LEBANON
IRAQ
IRAN
1927
1908
PALESTINE
KUWAIT
1938
n
sia
Perulf
G
TRANSJORDAN
BAHRAIN
EGYPT
1932
QATAR
1938
TRUCIAL
STATES
e
d S
a
S AU D I A R A B I A
OMAN
0
ADEN
PROTECTORATE
400 Miles
0
800 Kilometers
Arabian
Sea
YEMEN
• Mohandas K. Gandhi
• civil disobedience
• Mustafa Kemal
MAIN IDEAS
CRITICAL THINKING & WRITING
3. How did Gandhi’s tactics of
6. HYPOTHESIZING What do you think a nation might gain
Turkey
styles
y
of government
g
India
S
Saudi
Arabia
1. Location Persian Gulf
2. Movement Routes into and out of the
region will carry more traffic.
SECTION 4 ASSESSMENT
• Salt March
2. Why do you think the nations
Iran
SKILLBUILDER Answers
ASSESS
USING YOUR NOTES
in this section adopted
different styles of government?
Extension Ask interested students
to research oil-related conflicts these
countries have been involved in since
the 1920s.
1. Location Along what geographical feature are most of
the oil-producing regions located?
2. Movement How will water transportation routes be
changed by the discovery of oil in the region?
ASSESSMENT
• Amritsar Massacre
Ask students to note the progression of
years in which oil was discovered in this
region. Where was oil first discovered?
(Iran in 1908)
GEOGRAPHY SKILLBUILDER: Interpreting Maps
TERMS & NAMES 1. For each term or name, write a sentence explaining its significance.
• Rowlatt Acts
Interpreting the Map
1936
40° E
4
History from Visuals
Caspian
Sea
Re
SECTION
40° N
TURKEY
Oil Drives Development While nationalism
steadily emerged as a major force in Southwest Asia, the region’s economy was also
taking a new direction. The rising demand for
petroleum products in industrialized countries
brought new oil explorations to Southwest
Asia. During the 1920s and 1930s, European
and American companies discovered enormous oil deposits in Iran, Iraq, Saudi Arabia,
and Kuwait. Foreign businesses invested
huge sums of money to develop these oil
fields. For example, the Anglo-Persian Oil
Company, a British company, started developing the oil fields of Iran. Geologists later
learned that the land around the Persian Gulf
has nearly two-thirds of the world’s known
supply of oil.
This important resource led to rapid and
dramatic economic changes and development. Because oil brought huge profits,
Western nations tried to dominate this region.
Meanwhile, these same Western nations were
about to face a more immediate crisis as
power-hungry leaders seized control in Italy
and Germany.
CHAPTER 30 • Section 4
Oil Fields, 1938
country. However, modernization in Saudi
Arabia was limited to religiously acceptable
areas. There also were no efforts to begin to
practice democracy.
civil disobedience affect the
British?
and lose by modernizing?
7. RECOGNIZING EFFECTS How did World War I create an
4. How did Southwest Asia
atmosphere for political change in both India and
Southwest Asia?
change as a result of
nationalism?
8. COMPARING AND CONTRASTING Compare and contrast
5. How did newly found
petroleum supplies change the
new nations in Southwest Asia?
the different forms of government adopted by the four
nations in this section.
9. WRITING ACTIVITY POWER AND AUTHORITY Write a
persuasive essay supporting the use of nonviolent
resistance.
Divide questions among groups of
students and ask them to present their
answers orally.
Formal Assessment
• Section Quiz, p. 490
RETEACH
Use the Reteaching Activity and the
Visual Summary to review this section
and chapter.
Critical Thinking Transparencies
• CT66 Chapter 30 Visual Summary
CONNECT TO TODAY GRAPHING OIL EXPORTS
Do research to find out how many barrels of oil have been exported each year for
the last ten years from Iran, Iraq, and Saudi Arabia. Create a graph showing your results.
Revolution and Nationalism 891
In-Depth Resources: Unit 7
• Reteaching Activity, p. 46
ANSWERS
1. Rowlatt Acts, p. 887
• Amritsar Massacre, p. 888
• Mustafa Kemal, p. 890
2. Sample Answer: Styles of government:
Democratic self-rule—India; Republic—Turkey;
Dictatorship—Iran; Monarchy—Saudi Arabia;
Possible Answer: Each nation was led
by a person with a different vision of how
to govern.
3. reducing cloth sales, slowing transportation
and production, filling jails to capacity
4. Three new nations emerged—Turkey,
Persia/Iran, and Saudi Arabia.
5. dramatic economic changes; attempts by
• Mohandas K. Gandhi, p. 888
• civil disobedience, p. 888
western nations to dominate region
6. Possible Answers: Gain—Freedom and
democracy, improved status of women, better
economic conditions. Lose—Sever links with
traditions, cause unrest in society.
7. Possible Answer: issues of nationalism raised,
new nations formed, Indians demanded
self-rule promised before war.
8. India—Democratic elections; Turkey—Republic;
Iran—Shah was dictator; Saudi Arabia—Ruling
family, no democracy.
• Salt March, p. 889
9. Rubric Persuasive essays should
• cite reasons supporting nonviolent resistance.
• refute opposing ideas.
CONNECT TO TODAY
Rubric Graphs should
• illustrate statistics clearly.
• show the differences among the nations.
• cite at least one source.
Teacher’s Edition
891