Download Years of Crisis, 1919–1939

CHAPTER 31 PLANNING GUIDE
Years of Crisis, 1919–1939
OVERVIEW
ESSENTIAL QUESTION
What were the economic,
political, social, and scientific
changes that brought the
world to the brink of a
second world war?
INSTRUCTIONAL RESOURCES
In-Depth Resources: Unit 7
• Building Vocabulary, p. 51
Chapters in Brief (English/Spanish)
Block Schedule Pacing Guide
Voices from the Past CD
Multimedia Connections
• The Great Depression
Interactive Online Edition
TOS ExamView® Assessment Suite (English/Spanish)
TOS CalendarPlanner
Power Presentations with Media Gallery
Electronic Library of Primary Sources
Video: Adolf Hitler
Focus on the
Essential Question Podcast
SECTION 1
Postwar Uncertainty
MAIN IDEA The postwar period was
one of loss and uncertainty but
also one of invention, creativity, and
new ideas.
SECTION 2
A Worldwide Depression
MAIN IDEA An economic
depression in the United States
spread throughout the world and
lasted for a decade.
SECTION 3
Fascism Rises in Europe
MAIN IDEA In response to political
turmoil and economic crises, Italy
and Germany turned to totalitarian
dictators.
SECTION 4
Aggressors Invade Nations
MAIN IDEA As Germany, Italy, and
Japan conquered other countries,
the rest of the world did nothing
to stop them.
893A Chapter 31
In-Depth Resources: Unit 7
• Guided Reading, p. 47
• Primary Source: from An Interview with
Charles A. Lindbergh, p. 55
• Literature: from This Side of Paradise, p. 59
• History Makers: Sigmund Freud, p. 62
• Reteaching Activity, p. 65
Guided Reading Workbook
• Section 1
World Art and Cultures Transparencies
• AT67 The Twittering Machine
• AT68 Electric Prisms
Electronic Library of Primary Sources
• “The Death of God”
In-Depth Resources: Unit 7
• Guided Reading, p. 48
• Skillbuilder Practice: Identifying Problems and
Solutions, p. 52
• Primary Source: German Inflation, p. 56
• Reteaching Activity, p. 66
Guided Reading Workbook
• Section 2
Electronic Library of Primary Sources
• “Famine in Russia”
In-Depth Resources: Unit 7
• Guided Reading, p. 49
• Primary Source: Kristallnacht, p. 57
• Literature: Poems by Bertolt Brecht, p. 60
• Connections Across Time and Cultures:
Absolutism and Fascism, p. 64
• Reteaching Activity, p. 67
Guided Reading Workbook
• Section 3
World Art and Cultures Transparencies
• AT69 Pillars of Society
Critical Thinking Transparencies
• CT31 Economic Crisis: Between Two Fires
Electronic Library of Primary Sources
• from Memos on the Aims of Germany
and Japan
Video: Benito Mussolini
In-Depth Resources: Unit 7
• Guided Reading, p. 50
• Geography Application: Spain During the
1930s, p. 53
• Primary Source: The Bombing of
Guernica, p. 58
• History Makers: Francisco Franco, p. 63
• Reteaching Activity, p. 68
Guided Reading Workbook
• Section 4
Geography Transparencies
• GT31 Expansion of Nazi Germany
Critical Thinking Transparencies
• CT67 Chapter 31 Visual Summary
Electronic Library of Primary Sources
• from Speech in the House of Commons
Chart Key:
SE Student Edition
TE Teacher’s Edition
Block Scheduling
TOS Teacher One Stop
Printable Resource
ASSESSMENT
SE
Chapter Assessment, pp. 920–921
Formal Assessment
• Chapter Tests, Forms A, B, and C,
pp. 510–521
TOS ExamView® Assessment Suite (English/Spanish)
Presentation Resource
DVD/CD-ROM
MP3 Audio
HISTORY™
Program Resources available on TOS and @
Supporting Resources
Integrated Assessment Book
Strategies for Test Preparation
SE
Section 1 Assessment, p. 901
Social Studies Trade Library Collections
• Modern World History Trade Collection
• Women in History Trade Collection
Fast Track to a 5
SE
Section 2 Assessment, p. 909
Formal Assessment
• Section Quiz, p. 507
Test Practice Transparencies, TT119
• AP test preparation for World History
provides students with test-taking
strategies, review, and practice exams.
For more information or to purchase these resources,
go to
Power Presentations with Media Gallery
SE
Section 3 Assessment, p. 914
Formal Assessment
• Section Quiz, p. 508
Test Practice Transparencies, TT120
are visual presentations of each chapter’s
main ideas. Presentations can be customized
by including Quick Facts charts, images from
the text, and video clips.
CHAPTER 31 PLANNING GUIDE
Formal Assessment
• Section Quiz, p. 506
Test Practice Transparencies, TT118
• Multimedia Classroom Global History Series
• Global History Teacher’s Guide
Enrichment Activities
SE
Section 4 Assessment, p. 919
Formal Assessment
• Section Quiz, p. 509
Test Practice Transparencies, TT121
SE Student Edition, pp. 894–921
• Interact with History, p. 896
• Social History: Labor-Saving
Devices in the United States, pp.
902–903
Teacher’s Edition 893B
Differentiated Instruction Planning Guide
ENGLISH LEARNERS: Resources in Spanish
• Guided Reading
●
• Skillbuilder Practice: Identifying
Problems and Solutions
• Geography Application: Spain
During the 1930s
Chapters in Brief
ExamView® Test Generator
on Teacher One Stop
●
Name
Activities in the
Teacher’s Edition for
English Learners
Date
CHAPTER
31
GUIDED READING
Fascism Rises in Europe
Section 3
• Chapter Test, Form A
A. Percepción de causa y efecto Al leer acerca de las políticas fascistas, toma nota
de algunas causas y efectos de los acontecimientos que se señalan.
Causas
Acontecimiento
Efectos
1. Mussolini gana popularidad.
Plus
Modified Lesson Plans for
English Learners
Multi-Language Glossary of
Social Studies Terms
Spanish/English
Guided Reading Workbook
• Understanding Key Terms, p. 899
2. El rey Victor Emmanuel III
pone a Mussolini a cargo
del gobierno.
3. Hitler es elegido dirigente del
partido nazi.
• Understanding Inflation, p. 905
4. Hitler es juzgado por traición
y sentenciado a prisión.
5. En 1933, el presidente Paul
von Hindenburg nombra
a Hitler canciller.
© McDougal Littell Inc. All rights reserved.
In-Depth Resources in
Spanish
• Analyzing a Primary Source, p. 912
6. Hitler ordena la quema de
libros en enormes fogatas.
7. Los nazis promulgan leyes
que suspenden los derechos
de los judíos.
B. Reconocimiento de hechos y detalles Al reverso de esta hoja, identifica o
define cada uno de los siguientes:
fascismo
nazismo
Mein Kampf
lebensraum
Years of Crisis 313
• Sections 1–4
• Analyzing Churchill’s Speech, p. 918
STRUGGLING READERS
• Geography Application: Spain
During the 1930s ●
Name
Date
CHAPTER
31
Section 4
• Sections 1–4
GEOGRAPHY APPLICATION: PLACE
Spain During the 1930s
Directions: Read the paragraphs below and study the map carefully. Then answer
the questions that follow.
S
pain experienced a decade of political turmoil in
the 1930s. In 1931, Alfonso XIII, the last Spanish
king, was dethroned in favor of a democratic government. That event launched a series of failed
governments and a bloody civil war that would
leave Spain in the hands of a Fascist dictator.
The democratic government attempted many
long overdue reforms. For instance, it wrote laws
that separated church and state and redistributed
land from the rich to the poor. However, many poor
people felt that they did not get enough land, while
the wealthy felt that they had lost too much land.
Amid turmoil, new elections were held in 1933 and
a more conservative government took control.
In February of 1936, elections were held again.
The liberal or Republican party defeated a conservative group supported by the military. In July,
General Francisco Franco led a group called the
Nationalists in a revolt against the newest republican government. The Republicans gathered their
forces in defense, and a civil war followed. The
government looked to the United States, France,
Formal Assessment
• Chapter Test, Form A
• Reteaching Activities
© McDougal Littell Inc. All rights reserved.
Bay of Biscay
Gijon
Bilbao
and Britain for supplies, soldiers, and weapons.
However, those countries adhered to a strict policy
of neutrality and also forbade other countries from
intervening. Only the Soviet Union and volunteer
groups in the United States and Europe helped the
Republicans. On the other hand, Franco benefited
from German and Italian troops, weapons, and supplies. The Italians sent over 50,000 soldiers. More
than 600,000 people died in what was the most
destructive war in Spanish history. The Republican
forces held out for almost three years, but finally
collapsed in 1939.
With Franco’s victory, Spain operated as a
Fascist state, but it remained neutral during World
War II. It has been reported that Winston Churchill,
the prime minister of Great Britain, secretly
approved bribes of $100 million to Spanish military
officials to ensure that they would not side with
Hitler. Spain could have undermined Britain’s
war effort by controlling shipping lanes in the
Mediterranean Sea.
The Spanish Civil War
FRANCE
San Sebastian
Areas under control by
Franco’s Nationalist forces
Burgos
By July 1936
By October 1937
By July 1938
By February 1939
By March 1939
SPAIN
Salamanca
Barcelona
L
• Skillbuilder Practice: Identifying
Problems and Solutions
●
GA
• Building Vocabulary
Guided Reading Workbook
ATLANTIC OCEA
N
• Guided Reading
Chapters in Brief
PORTU
In-Depth Resources: Unit 7
Madrid
Caceres
Badajoz
Valencia
Albacete
Mediterranean
Sea
Cartagena
Seville
0
0
Main Nationalist bases
Main Republican bases
Main Nationalist attacks
Main Republican attacks
200 Miles
400 Kilometers
Activities in the
Teacher’s Edition for
Struggling Readers
• Charting the Effects of
Technology, p. 900
• Comparing Global Responses to the Great
Depression, p. 908
• Identifying Causes and Effects, p. 913
• Headlining the News, p. 916
Years of Crisis 53
GIFTED AND TALENTED STUDENTS
In-Depth Resources: Unit 7
Electronic Library of Primary
Sources
• Primary Sources: from An
Interview with Charles A.
Lindbergh; German Inflation;
Kristallnacht; The Bombing of
Guernica
• “Famine in Russia”
• Literature: from This Side
of Paradise; Poems by Bertolt Brecht
• from Speech in the House of
Commons ●
• History Makers: Sigmund Freud;
Francisco Franco
• Connections Across Time
and Cultures: Absolutism and
Fascism
893C Chapter 31
••“The Death of God”
• from Memos on the Aims of
Germany and Japan
Formal Assessment
• Chapter Test, Form C
●
from
SPEECH
IN THE
HOUSE
OF
1938
COMMONS
Neville Chamberlain
In the late 1930s, German leader Adolf Hitler began to expand the German
empire. First, the Austrians gave in to Nazi aggression. Next on Hitler’s agenda
was Czechoslovakia. The Czech government turned to Britain and France for
help, but they refused. British prime minister Neville Chamberlain, desperate to
maintain European peace, decided to appease Germany by letting it have
Czechoslovakia. In the following speech to the British House of Commons,
Chamberlain explains his decision.
T H I N K T H R O U G H H I S T O R Y : Analyzing Motives
What reasons did Chamberlain give for signing a treaty with Hitler?
When the House met last Wednesday, we were all under the shadow of a great
and imminent menace. War, in a form more stark and terrible than ever before,
seemed to be staring us in the face. Before I sat down, a message had come which
gave us new hope that peace might yet be saved, and to-day, only a few days after,
we all meet in joy and thankfulness that the prayers of millions have been
answered, and a cloud of anxiety has been lifted from our hearts. . . .
Before I come to describe the Agreement which was signed at Munich in the small
hours of Friday morning last, I would like to remind the House of two things which
I think it is very essential not to forget when those terms are being considered. The
first is this: We did not go there to decide whether the predominantly German areas
in the Sudetenland should be passed over to the German Reich. That had been
decided already. Czechoslovakia had accepted the Anglo-French proposals. What we
had to consider was the method, the conditions and the time of the transfer of the
territory. The second point to remember is that time was one of the essential factors.
All the elements were present on the spot for the outbreak of a conflict which might
have precipitated the catastrophe. We had populations inflamed to a high degree; we
had extremists on both sides ready to work up and provoke incidents; we had considerable quantities of arms which were by no means confined to regularly organised
forces. Therefore, it was essential that we should quickly reach a conclusion, so that
this painful and difficult operation of transfer might be carried out at the earliest
possible moment and concluded as soon as was consistent with orderly procedure,
in order that we might avoid the possibility of something that might have rendered
all our attempts at peaceful solution useless. . . .
Before giving a verdict upon this arrangement, we should do well to avoid
describing it as a personal or a national triumph for anyone. The real triumph is
1
World History: Patterns of Interaction © McDougal Littell Inc.
Activities in the Teacher’s
Edition for Gifted and
Talented Students
• Exploring the Literature of the
1920s, p. 898
• Creating a Political Cartoon, p. 907
• Comparing Fascism and 17th-Century Absolutism, p. 911
• Contrasting Literary Responses
to the Spanish Civil War, p. 917
CHAPTER 31: TECHNOLOGY IN THE CLASSROOM
MOCK SUMMIT: 1933 ECONOMIC CONFERENCE
A mock summit offers students an opportunity to assume the roles of world leaders
trying to resolve a global crisis. Participants in this activity will explore the issues at
stake in the 1933 World Monetary and Economic Conference, which was convened
in London in 1933 to address the global depression.
Class Time Three or four class periods
Task Performing a simulation of the World Monetary and Economic Conference
Purpose To learn about the challenges world leaders faced in trying to work together
to solve the depression of the 1930s
DIRECTIONS
1. Divide students into groups. Have each group represent one of the countries at the
1933 economic conference: Australia, Canada, France, Germany, Great Britain, India,
Italy, New Zealand, South Africa, Spain, and the United States.
2. Have students research the conference, focusing on their country’s participation.
Each group should learn what its country’s objectives were and determine the best
way to achieve those goals. Groups can do this by deciding what their country
should be prepared to concede to achieve its goals.
3. Each group should select one member to play the role of its 1933 delegate, while
the rest of the group serves as an advisory council.
4. Have student delegates attempt to draft a plan to solve the world economic
depression while addressing their country’s objectives.
5. Each delegate must then get the unanimous approval of his or her advisory council
on each point of the agreement. If the delegates succeed at this, the conference can
be considered a success.
DIFFERENTIATED INSTRUCTION PLANNING GUIDE
ACTIVITY OUTLINE
TECHNOLOGY TIPS
• Have students go online at hmhsocialstudies.com to explore relevant Web links.
• A variety of Web sites are devoted to designing and moderating mock conferences.
Try the keywords “mock conference” or “mock summit.”
• The United Nations Web site offers model UN activities that can be used in
designing and moderating any mock international conference.
• Online encyclopedias of economic history offer valuable background on the Great
Depression and its impact on individual countries. Use the keyword “economic
history encyclopedia.”
Teacher’s Edition 893D
CHAPTER 31 • INTRODUCTION
Introducing the
CHAPTER
31
Essential Question
Years
Years of
of Crisis,
Crisis, 1919–1939
1919–1939
• Tell students that the years following
WWI saw many changes to many areas
of society.
• Discuss the ties between societal
turmoil, financial crises, and the rise of
Fascist regimes.
Essential Question
Previewing Themes
What were the economic, political,
social, and scientific changes that
brought the world to the brink of a
second world war?
The themes that are identified here delineate the important factors that combined
to create a world in crisis. For more information about these themes, see pages
xviii–xix.
What You Will Learn
In this chapter you will learn about the
economic crisis and the political and
social changes that brought societies to
the brink of another world war.
SECTION 1 Postwar Uncertainty
Accessing Prior Knowledge
The postwar period was one
of loss and uncertainty but also one of
invention, creativity, and new ideas.
Ask students to share stories they might
have heard about the Great Depression in
their families. Explain that this
devastating economic situation was only
one of many developments in a rapidly
changing and unstable world.
SECTION 2 A Worldwide Depression
An economic depression in
the United States spread throughout the
world and lasted for a decade.
Previewing Themes
SCIENCE AND TECHNOLOGY In the 1920s, new scientific ideas
changed the way people looked at the world. New inventions
improved transportation and communication.
Geography Innovations in transportation allowed pilot Charles
Lindbergh to fly solo from North America across the Atlantic Ocean.
Toward what continent did Lindbergh fly?
ECONOMICS The collapse of the American economy in 1929
triggered a depression that threatened the economic and political
systems of countries throughout the world.
Geography Study the map and time line. What events occurred
after the economic crisis that changed the balance of world power?
POWER AND AUTHORITY In the 1930s, several countries—including
Japan, Germany, and Italy—adopted aggressive, militaristic policies.
Geography What land did Germany invade in 1939?
SECTION 3 Fascism Rises in Europe
In response to political turmoil
and economic crises, Italy and Germany
turned to totalitarian dictators.
Geography Answers
SECTION 4 Aggressors Invade
Nations
SCIENCE AND TECHNOLOGY Lindbergh
flew from North America to Europe.
As Germany, Italy, and Japan
conquered other countries, the rest of
the world did nothing to stop them.
ECONOMICS The expansion of Italy,
Germany, and Japan changed the balance
of world power.
POWER AND AUTHORITY In 1939,
Germany invaded Poland.
894
TIME LINE DISCUSSION
9-12_SNLAESE491127_0731CO.indd 894
Make sure students understand that this
time line essentially spans the era between the
end of World War I and the beginning of World
War II. It identifies scientific, technological,
economic, social, and political events that
contributed to another major conflict.
1. Based on the entries in the time line, do you
think the Kellogg-Briand peace pact was
effective? Why or why not? (It wasn’t effective
because both Japan and Italy attacked other
countries after it was signed.)
894
Chapter 31
2. How many years after the Weimar Republic
was established in Germany was Hitler named
chancellor? (14 years)
3. What political situation was Italy involved in
when the Spanish Civil War began? (invasion
of Ethiopia)
4. In which year does Japanese aggression
begin? (1931 invasion of Manchuria)
6/23/10 8:35:49 AM
5. Which entries on the time line suggest that
this was a time of great scientific and technological, as well as political and economic,
change? (Einstein receives the Nobel Prize and
Charles Lindbergh crosses the Atlantic.)
Chapter 31
History from Visuals
Interpreting the Map
Ask students to examine the location
of the countries on the map. What
countries other than Poland were
particularly vulnerable to attack by
Germany? (Czechoslovakia, Austria,
Denmark, the Netherlands, Belgium,
Luxembourg, Switzerland, and France)
What did Germany gain by invading
Poland? (union with East Prussia, which
had been cut off from Germany by a strip
of Poland; Poland’s land and resources.)
Extension Have students turn to the
modern map of Europe in the atlas and
compare it with this map. Did Germany
have more or less territory in the 1930s
than it has today? (more territory)
Based on the map on this page, what
prediction would students make about
the territory Germany would control in
the years following 1939? (It would
expand even further.)
Adolf Hitler
895
Recommended Resources
9-12_SNLAESE491127_0731CO.indd 895
Books for the Teacher
Books for the Student
Guérin, Daniel. The Brown Plague: Travels in
Late Weimar and Early Nazi Germany. Trans.
Robert Schwartzwald. Durham, NC: Duke UP,
1994. First-person account of the rise of Hitler
and the Nazis.
Burg, David F. The Great Depression: An
Eyewitness History. New York: Facts On
File, 1996.
Mih, Walter C., and Bernard Einstein. The
Fascinating Life and Theory of Albert Einstein.
Huntington, NY: Nova Science Publishers,
2000. Having formulated the theory of relativity,
Einstein helped reshape people’s view of the
cosmos. This book discusses his life while
focusing on his theories and ideas.
6/21/10 12:24:23 PM
Terkel, Studs. Hard Times: An Oral History of
the Great Depression. New York: New Press,
2000. This oral history is by the men and
women who lived during the Great Depression.
It features the jobless, hoboes, employed
people, and even the rich.
Videos and Software
Heil Hitler: Confessions of a Hitler Youth. VHS.
Ambrose Video, 1991. 800-526-4663. The Third
Reich, as viewed by a man who joined Hitler’s
cause at age ten.
1929–1936: Stormy Weather. VHS and DVD.
Films for the Humanities & Sciences, 1999.
800-257-5126. Peter Jennings hosts this look at
the Great Depression.
The Causes of World War II. CD-ROM. Society
for Visual Education, 1994. 800-829-1900.
Teacher’s Edition 895
Chapter 31 • Interact
Which candidate will you
choose?
Interact with History
On a spring evening in the early 1930s during the Great Depression, you are
one of thousands of Germans gathered at an outdoor stadium in Munich. You
are unemployed; your country is suffering. Like everyone else, you have come
to this mass meeting to hear two politicians campaigning for office. Huge
speakers blare out patriotic music, while you and the rest of the crowd wait
impatiently for the speeches to begin.
Before long you will have to cast your ballot.
Objectives
• Set the stage for studying the years of
crisis, 1919–1939.
• Identify some of the issues confronting
nations, their leaders, and their citizens
during this time.
EXAM I N I NG
the
ISSU ES
Possible Answers
• The first candidate appeals to German
patriotism and bitterness over the Treaty of Versailles and calls for strong
national unity to solve problems. The
second candidate’s strategy involves
working with other nations toward a
slower resolution of problems.
• The first candidate makes a stronger
appeal to the listeners’ emotions.
First candidate’s platform
Second candidate’s platform
•RememberGermany’slongand
gloriouspast
•Replaceourpresentindecisive
leadershipwithastrong,
effectiveleader
•Rebuildthearmytoprotect
againstenemies
•Regainthelandstakenunfairly
fromus
•Makesacrificestoreturnto
economichealth
•Putthewelfareofthestate
aboveall,andourcountrywill
beagreatpoweragain
•Realizethatthereareno
simpleorquicksolutionsto
problems
•Putpeoplebacktowork,but
economicrecoverywillbe
slow
•Provideforthepoor,elderly,
andsick
•Avoidrecklessmilitary
spending
•Actresponsiblytosafeguard
democracy
•Beagoodneighborcountry;
honorourdebtsandtreaty
commitments
Discussion
Ask students why people may have lost
faith in democratic governments in the
1920s and 1930s. (Possible Answer: the
collapse of the stock market and Great
Depression in the world’s foremost
democratic society)
EXAM I N I NG
the
ISSU ES
• What strategy does each candidate have for solving the
nation’s problems?
• Which candidate makes the stronger appeal to the
listener’s emotions?
As a class, discuss these questions. In your discussion, remember
what you have read about the defeated nations’ bitterness toward
the Versailles Treaty following World War I. As you read this
chapter, notice that dictators were voted into power as people lost
faith in democratic government in the 1920s and 1930s.
896
Why Study Years of Crisis, 1919–1939?
9-12_SNLAESE491127_0731IH.indd 896
• The political and economic events that took
place during this period led the world into a second, devastating, global conflict.
• The Great Depression and its effect on economies around the world shook people’s
faith and led governments to institute extensive
economic changes and safeguards.
• The rapid development of communication and
transportation technology during this era forever
changed the way we view our planet and interact with its people.
896 Chapter 31
6/28/10 2:57:53 PM
• Scientific discoveries and developments by people such as Albert Einstein and Sigmund Freud
ushered in a drastically new way of thinking
about ourselves and our world.
• The atmosphere of crisis and unrest in this
period spawned enduring artistic and literary
responses that still speak to an unsettled world.
• Evaluating the events of these years with the
knowledge of what followed can help nations
work together to prevent their happening again.
LESSON PLAN
1
OBJECTIVES
• Explain how new scientific theories
challenged old beliefs.
Postwar Uncertainty
MAIN IDEA
SCIENCE AND TECHNOLOGY
The postwar period was one of
loss and uncertainty but also
one of invention, creativity, and
new ideas.
Pictured
Above: (L)
People waiting
for a free lunch
for the unemployed, 1930;
(R) Magazine
cover, 1926
WHY IT MATTERS NOW
Postwar trends in physics,
psychiatry, art, literature,
communication, music, and
transportation still affect our
lives.
• Describe how the brutality of war
prompted philosophers and writers to
explore new ideas.
TERMS & NAMES
• Albert
Einstein
• theory of
relativity
• Sigmund
Freud
• Summarize new styles in art,
architecture, and music.
• existentialism
• Friedrich
Nietzsche
• surrealism
• jazz
• Charles Lindbergh
• Identify the changing roles of women.
• Trace new technological advances.
FOCUS & MOTIVATE
SETTING THE STAGE The horrors of World War I shattered the Enlightenment
belief that progress would continue and reason would prevail. In the postwar
period, people began questioning traditional beliefs. Some found answers in new
scientific developments, which challenged the way people looked at the world.
Many enjoyed the convenience of technological improvements in transportation
and communication. As society became more open, women demanded more
rights, and young people adopted new values. Meanwhile, unconventional styles
and ideas in literature, philosophy, and music reflected the uncertain times.
Ask students how they respond after
going through a disturbing event such
as a quarrel with friends or major illness.
(Possible Answers: questioning and
seeking change)
INSTRUCT
A New Revolution in Science
A New Revolution in Science
The ideas of Albert Einstein and Sigmund Freud had an enormous impact on the
TAKING NOTES
20th century. These Jewish thinkers were part of a scientific revolution as imporUse the graphic organizer
tant as that brought about centuries earlier by Copernicus and Galileo.
Critical Thinking
online to take notes on
Impact of Einstein’s Theory of Relativity German-born physicist Albert the people who made
Einstein offered startling new ideas on space, time, energy, and matter. Scientists contributions in the fields
• Why were Einstein’s ideas upsetting
to many people? (His ideas destroyed
the order that most people believed
was unchanging.)
• In what way were Freud’s ideas as
revolutionary as Einstein’s? (They
replaced the deeply held belief in
human rationality.)
had found that light travels at exactly the same speed no matter what direction of science, literature
it moves in relation to Earth. In 1905, Einstein theorized that while the speed and philosophy, art and
music, and technology.
of light is constant, other things that seem constant, such as space and time, are
not. Space and time can change when measured relative to an object moving near
the speed of light—about 186,000 miles per second. Since relative motion is the
key to Einstein’s idea, it is called the theory of relativity. Einstein’s ideas had
implications not only for science but also for how people viewed the world. Now
uncertainty and relativity replaced Isaac Newton’s comforting belief of a world
operating according to absolute laws of motion and gravity.
In-Depth Resources: Unit 7
• Guided Reading, p. 47 (also in Spanish)
Influence of Freudian Psychology The ideas of Austrian physician Sigmund
Freud were as revolutionary as Einstein’s. Freud treated patients with psycho-
logical problems. From his experiences, he constructed a theory about the human
mind. He believed that much of human behavior is irrational, or beyond reason.
He called the irrational part of the mind the unconscious. In the unconscious, a
number of drives existed, especially pleasure-seeking drives, of which the conscious mind was unaware. Freud’s ideas weakened faith in reason. Even so, by
the 1920s, Freud’s theories had developed widespread influence.
Years of Crisis 897
SECTION 1 PROGRAM RESOURCES
9-12_SNLAESE491127_073101.indd 897
ALL STUDENTS
STRUGGLING READERS
In-Depth Resources: Unit 7
• Guided Reading, p. 47
• History Makers: Sigmund Freud, p. 62
Formal Assessment
• Section Quiz, p. 506
In-Depth Resources: Unit 7
• Guided Reading, p. 47
• Building Vocabulary, p. 51
• Reteaching Activity, p. 65
Guided Reading Workbook
• Section 1
ENGLISH LEARNERS
In-Depth Resources in Spanish
• Guided Reading, p. 218
Spanish/English Guided Reading Workbook
• Section 1
3/9/12 8:31:15 PM
GIFTED AND TALENTED STUDENTS
In-Depth Resources: Unit 7
• Primary Source: from An Interview with Charles A.
Lindbergh, p. 55
• Literature: from This Side of Paradise, p. 59
Electronic Library of Primary Sources
INTEGRATED TECHNOLOGY
Student One Stop
Voices from the Past Audio
Teacher One Stop
• Power Presentations
World Art and Cultures Transparencies
• AT67 The Twittering Machine
• AT68 Electric Prisms
• NetExplorations: Life in the 1920s
Teacher’s Edition 897
9-12_SNLBETE491264_073101.indd 897
3/15/12 5:00:19 PM
CHAPTER 31 • Section 1
Literature in the 1920s
The brutality of World War I caused philosophers and writers to question accepted
ideas about reason and progress. Disillusioned by the war, many people also feared
the future and expressed doubts about traditional religious beliefs. Some writers
and thinkers expressed their anxieties by creating disturbing visions of the present
and the future.
In 1922, T. S. Eliot, an American poet living in England, wrote that Western
society had lost its spiritual values. He described the postwar world as a barren
“wasteland,” drained of hope and faith. In 1921, the Irish poet William Butler Yeats
conveyed a sense of dark times ahead in the poem “The Second Coming”: “Things
fall apart; the centre cannot hold; / Mere anarchy is loosed upon the world.”
Literature in the 1920s
Critical Thinking
• Why did writers’ visions of the present
and future change? (The brutality of
World War I caused them to think the
present and future would be changed
by this experience.)
• How might Nietzsche’s ideas have
influenced politicians? (by providing
philosophical support for the actions
of powerful dictators)
Writers Reflect Society’s Concerns The horror of war made a deep impression
on many writers. The Czech-born Jewish author Franz Kafka wrote eerie novels
such as The Trial (1925) and The Castle (1926). His books feature people caught
in threatening situations they can neither understand nor escape. The books struck
a chord among readers in the uneasy postwar years.
Many novels showed the influence of Freud’s theories on the unconscious. The
Irish-born author James Joyce gained widespread attention with his stream-ofconsciousness novel Ulysses (1922). This book focuses on a single day in the lives
of three people in Dublin, Ireland. Joyce broke with normal sentence structure and
vocabulary in a bold attempt to mirror the workings of the human mind.
In-Depth Resources: Unit 7
• History Makers: Sigmund Freud, p. 62
Electronic Library of Primary Sources
• “The Death of God”
Vocabulary
stream of conscious­
ness: a literary tech­
nique used to
present a character’s
thoughts and feel­
ings as they develop
Thinkers React to Uncertainties In their search for meaning in an uncertain world,
some thinkers turned to the philosophy known as existentialism. A major leader of
maj
pos
this movement was the philosopher Jean Paul Sartre (SAHR•truh) of France.
Existentialists believed that there is no universal meaning to life. Each person creates
his or her own meaning in life through choices made and actions taken.
• NetExplorations: Life in the 1920s
A. A
brok
real
to d
unc
thei
Analyzing Primary Sources
Writers of the “Lost Generation”
Writers of the “Lost Generation”
F. Scott Fitzgerald was only 23 years old
when This Side of Paradise, his novel of
the “Lost Generation,” was published. Ask
students to research the lives of
Fitzgerald and his wife, Zelda, and
consider how they represent both the
desperation and the frantic gaiety of
expatriate artists.
During the 1920s, many American writers,
musicians, and painters left the United States
to live in Europe. These expatriates, people
who left their native country to live elsewhere,
often settled in Paris. American writer Gertrude
Stein called them the “Lost Generation.” They
moved frantically from one European city to
another, trying to find meaning in life. Life
empty of meaning is the theme of F. Scott
Fitzgerald’s The Great Gatsby (1925).
Answers to Document-Based Questions
1. Making Inferences The future is
elusive and unreachable, and full of
promises that can never be fulfilled.
2. Drawing Conclusions sad, depressing,
hopeless, defeated
Ma
Infe
And as I sat there brooding on the old, unknown
world, I thought of Gatsby’s wonder when he first
picked out the green light at the end of Daisy’s dock.
He had come a long way to this blue lawn, and his
dream must have seemed so close that he could
hardly fail to grasp it. He did not know that it was
already behind him, somewhere back in that vast
obscurity beyond the city, where the dark fields of
the republic rolled on under the night.
Gatsby believed in the green light, the . . . future that
year by year recedes before us. It eluded us then, but that’s
no matter—tomorrow we will run faster, stretch out our
arms farther. . . . And one fine morning—
So we beat on, boats against the current, borne back
ceaselessly into the past.
A 1920s
photo of
F. Scott
Fitzgerald
F. SCOTT FITZGERALD, The Great Gatsby
DOCUMENT-BASED QUESTIONS
In-Depth Resources: Unit 7
• Literature: from This Side of Paradise, p. 59
1. Making Inferences What seems to be the narrator’s attitude toward the future?
2. Drawing Conclusions How would you describe the overall mood of the excerpt?
898 Chapter 31
Name
DIFFERENTIATING INSTRUCTION:
GIFTED AND TALENTED STUDENTS
CHAPTER
31
Section 1
9-12_SNLAESE491127_073101.indd 898
“W
Exploring the Literature of the 1920s
Task Analyzing literature from the “Lost Generation”
Purpose To identify ways in which literature reflected
society’s concerns
Instructions Have students work with a partner to reread
the excerpt from F. Scott Fitzgerald’s The Great Gatsby on
this page and the selection from This Side of Paradise on
page 59 of In-Depth Resources: Unit 7. Ask the pairs of
students to do the following activities:
• Read the selections silently and aloud.
898
Chapter 31
9-12_SNLBETE491264_073101.indd 898
• Discuss the ideas presented and how they relate to
the historical period.
• Think about the questions that follow the selection.
Then have the groups summarize what they have learned
from each selection and discuss how the ideas presented
are alike and different. (Possible Answers: Both selections
express disillusionment and lack of hope for the future
in response to the mass destruction and political and
economic unrest following World War I. This Side of
Paradise is more cynical, focusing on loss of individuality
and of heroes, while The Great Gatsby expresses a more
generalized and deeper despair.)
© McDougal Littell Inc. All rights reserved.
Class Time 35 minutes
Date
LITERATURE SELECTION
from This Side of
by F. Scott Fitzgerald
DI
Paradise
This Side of Paradise, the first novel by American author F. Scott Fitzgerald,
appeared in 1920 and was an immediate success. Fitzgerald captured the cynicism, doubt, and disillusionment that followed World War I. How does the main
character, Amory Blaine, feel that the war affected his generation?
hy shouldn’t you be bored,” yawned Tom.
“Isn’t that the conventional frame of mind
for the young man of your age and condition?”
“Yes,” said Amory speculatively, “but I’m more
than bored; I am restless.”
“Love and war did for you.”
“Well,” Amory considered, “I’m not sure that
the war itself had any great effect on either you or
me—but it certainly ruined the old backgrounds,
sort of killed individualism out of our generation.”
Tom looked up in surprise.
“Yes it did,” insisted Amory. “I’m not sure it didn’t kill it out of the whole world. Oh, Lord, what a
pleasure it used to be to dream I might be a really
great dictator or writer or religious or political
leader—and now even a Leonardo da Vinci or
Lorenzo de Medici couldn’t be a real old-fashioned
bolt in the world. Life is too huge and complex. The
world is so overgrown that it can’t lift its own fingers,
and I was planning to be such an important finger—”
“I don’t agree with you,” Tom interrupted.
“There never were men placed in such egotistic
positions since—oh, since the French Revolution.”
Amory disagreed violently.
“You’re mistaking this period when every nut is
an individualist for a period of individualism.
Wilson has only been powerful when he has represented; he’s had to compromise over and over
again. Just as soon as Trotsky and Lenin take a definite, consistent stand they’ll become two-minute
figures like Kerensky.1 Even Foch2 hasn’t half the
significance of Stonewall Jackson.3 War used to be
the most individualistic pursuit of man, and yet the
popular heroes of the war had neither authority nor
responsibility: Guynemer and Sergeant York.4 How
could a schoolboy make a hero of Pershing5? A big
man has no time really to do anything but just sit
and be big.”
“Then you don’t think there will be any more
permanent world heroes?”
“Yes—in history—not in life. Carlyle6 would
have difficulty getting material for a new chapter
on ‘The Hero as a Big Man.’”
“Go on. I’m a good listener to-day.”
“People try so hard to believe in leaders now,
pitifully hard. But we no sooner get a popular
reformer or politician or soldier or writer or philosopher—a Roosevelt, a Tolstoi, a Wood, a Shaw, a
Nietzsche, than the cross-currents of criticism wash
him away. My Lord, no man can stand prominence
these days. It’s the surest path to obscurity. People
get sick of hearing the same name over and over.”
“Then you blame it on the press?”
“Absolutely. Look at you; you’re on The New
Democracy, considered the most brilliant weekly in
the country, read by the men who do things and all
that. What’s your business? Why, to be as clever, as
interesting, and as brilliantly cynical as possible
about every man, doctrine, book, or policy that is
assigned you to deal with. The more strong lights,
the more spiritual scandal you can throw on the
matter, the more money they pay you, the more the
people buy the issue. You, Tom d’Invilliers, a blighted Shelley7, changing, shifting, clever, unscrupulous,
represent the critical consciousness of the race. . . .
3/9/12 8:31:20 PM 9-12_SNLAESE4911
Footnotes
1. Kerensky: Russian revolutionary.
2. Foch: World War I Commander in Chief.
3. Stonewall Jackson: U.S. Civil War general.
4. Sergeant York: American World War I hero.
5. Pershing: commander of U.S. forces during World War I.
6. Carlyle: British historian and essayist.
7. Shelley: English romantic poet.
Discussion Questions
Clarifying
1. What is Amory Blaine’s opinion about how
World War I affected his generation?
2. What dreams did Amory have before the war?
3. Making Inferences Amory insists that the war
did not have a great effect on him. Do you
agree? Why or why not?
Years of Crisis 59
In-Depth Resources: Unit 7
Un
Cla
Tas
Pur
Inst
one
one
of t
Inst
jazz
The
3/15/12 5:01:28 PM
Chapter 31 • Section 1
The existentialists were influenced by the German philosopher Friedrich
Nietzsche (NEE•chuh). In the 1880s, Nietzsche wrote that Western ideas such as
reason, democracy, and progress had stifled people’s creativity and actions.
Nietzsche urged a return to the ancient heroic values of pride, assertiveness, and
strength. His ideas attracted growing attention in the 20th century and had a great
impact on politics in Italy and Germany in the 1920s and 1930s.
Revolution in the Arts
Revolution in the Arts
Critical Thinking
• How was surrealism connected with
Freud’s ideas? (By depicting dream
images, it accepted and validated
the reality of Freud’s concept of the
unconsciousness.)
• What aspects of earlier music did new
composers rebel against? (its tonality,
harmony, and strict rhythms)
Although many of the new directions in painting and music began in the prewar
period, they evolved after the war.
Making
Inferences
What was the
major trend in
postwar art?
A. Answer Artists
broke away from
realism; some tried
to draw on the
unconscious part of
their mind.
Artists Rebel Against Tradition Artists rebelled against earlier realistic styles of
painting. They wanted to depict the inner world of emotion and imagination rather
than show realistic representations of objects. Expressionist painters like Paul Klee
and Wassily Kandinsky used bold colors and distorted or exaggerated forms.
Inspired by traditional African art, Georges Braque of France and Pablo Picasso
of Spain founded Cubism in 1907. Cubism transformed natural shapes into geometric forms. Objects were broken down into different parts with sharp angles and
edges. Often several views were depicted at the same time.
Surrealism, an art movement that sought to link the world of dreams with
real life, was inspired by Freud’s ideas. The term surreal means “beyond or above
reality.” Surrealists tried to call on the unconscious part of their minds. Many
of their paintings have an eerie, dreamlike quality and depict objects in unrealis­
tic ways.
World Art and Cultures Transparencies
•AT67 The Twittering Machine
•AT68 Electric Prisms
More About . . .
Composers Try New Styles In both classical and popular music, composers
moved away from traditional styles. In his ballet masterpiece, The Rite of Spring, the
Russian composer Igor Stravinsky used irregular rhythms and dissonances, or harsh
combinations of sound. The Austrian composer Arnold Schoenberg rejected traditional harmonies and musical scales.
A new popular musical style called jazz emerged in the United States. It was
developed by musicians, mainly African Americans, in New Orleans, Memphis,
and Chicago. It swept the United States and Europe. The lively, loose beat of jazz
seemed to capture the new freedom of the age.
The Persistence of Memory
▼
The
Persistence of
Memory (1931),
a surrealist work
by Spanish artist
Salvador Dali,
shows watches
melting in a
desert.
Salvador Dali called his The Persistence
of Memory “a hand-painted dream photograph.” The work mixes realism
with absurd images like the soft watches.
Some critics have suggested that these
watches imply the disintegration of normal time. Insects feeding on the watches
seem to reinforce this idea of a world in
the grip of destruction.
More About . . .
Jazz
Jazz musicians are known for improvisation, or creating variations of the music as they play it. Often the music is syncopated, with irregular rhythmic patterns
and accents falling in unexpected places.
These elements give jazz its characteristic
energy and excitement.
Years of Crisis 899
Differentiating Instruction: English Learners
9-12_SNLAESE491127_073101.indd 899
Understanding Key Terms
Class Time 25 minutes
Task Creating a chart of three key terms
Purpose To clarify the sense and meaning of three key terms used in this chapter
Instructions Explain to students that the concepts presented on this page are difficult
ones, so they shouldn’t be discouraged if they have problems understanding them in
one reading. Suggest that students work together in pairs to read the Spanish translation of the Guided Reading material provided on page 218 of In-Depth Resources in Spanish.
Instruct them to pay particular attention to the key terms existentialism, surrealism, and
jazz. Have them discuss this material and then reread the English text on this page.
Then have students create charts like the one here.
6/21/10 12:36:28 PM
How It Reflects
the Time
existentialism belief that people shows reaction to
uncertain world
make their own
meaning
uses new images
surrealism
art form based
and forms
on images from
the unconscious
breaks with order
jazz
loose, free style
and discipline
of music
Key Term
Meaning
Teacher’s Edition 899
Chapter 31 • Section 1
Society Challenges
Convention
Critical Thinking
• How did the changes in women’s
clothes reflect their changing roles?
(The new styles gave them
greater freedom.)
• What goals were women seeking in the
1920s? (greater participation in society,
expanded career options, and control
over their bodies)
Technological Advances
Improve Life
Critical Thinking
• Which technological advance do you think had the greatest effect on society? (Possible Answers:
transportation—gave people more
mobility and options for work and
pleasure; communication—gave
people access to more information)
• How might World War I have spurred
developments in the radio? (It was
needed for battlefront communication.)
▲ Women like
these marching
in a 1912
suffrage parade
in New York City
helped gain
American
women’s right to
vote in 1920.
More About . . .
World War I had disrupted traditional social patterns. New ideas and ways of life
led to a new kind of individual freedom during the 1920s. Young people especially
were willing to break with the past and experiment with modern values.
Women’s Roles Change The independent spirit of the times showed clearly in the
changes women were making in their lives. The war had allowed women to take on
new roles. Their work in the war effort was decisive in helping them win the right
to vote. After the war, women’s suffrage became law in many countries, including
the United States, Britain, Germany, Sweden, and Austria.
Women abandoned restrictive clothing and hairstyles. They wore shorter, looser
garments and had their hair “bobbed,” or cut short. They also wore makeup, drove
cars, and drank and smoked in public. Although most women still followed traditional paths of marriage and family, a growing number spoke out for greater freedom in their lives. Margaret Sanger and Emma Goldman risked arrest by speaking
in favor of birth control. As women sought new careers, the numbers of women in
medicine, education, journalism, and other professions increased.
B. Answer Women
won the right to
vote, changed style
of dress, sought
new careers.
Summarizing
How did the
changes of the
postwar years affect
women?
Technological Advances Improve Life
Flappers
In the 1920s, stylish women were called flappers. The term referred to the loose
unrestricted styles worn by young
women. It also refected the attitudes of
the young women. They were breaking
away from old ideas and expectations
like a fledging breaking (flapping) out of
the nest. Flappers became a symbol for
the era’s rebellious youth.
Society Challenges Convention
During World War I, scientists developed new drugs and medical treatments that
helped millions of people in the postwar years. The war’s technological advances
were put to use to improve transportation and communication after the war.
The Automobile Alters Society The automobile benefited from a host of wartime
innovations and improvements—electric starters, air-filled tires, and more powerful
engines. Cars were now sleek and brightly polished, complete with headlights and
chrome-plated bumpers. In prewar Britain, autos were owned exclusively by the
rich. British factories produced 34,000 autos in 1913. After the war, prices dropped,
and the middle class could afford cars. By 1937, the British were producing 511,000
autos a year.
900 Chapter 31
Differentiating Instruction: Struggling Readers
9-12_SNLAESE491127_073101.indd 900
6/30/10 6:43:00 PM9
Charting the Effects of Technology
Class Time 20 minutes
Task Creating a chart showing the ways
technological advances in transportation
and communications changed life in the
1920s and 1930s
Purpose To clarify information in the text
Instructions Have students reread the
material from the bottom of page 900
through page 901. Also suggest that they read the last section of the Guided
Reading Workbook activity for Section 1.
900 Chapter 31
Then divide students into four groups with each group focusing on either the
automobile, the airplane, radio, or movies.
Have each group discuss the way its technology changed people’s lives and fill in
their section of the class chart. You might
want to copy and enlarge the vertical
chart in Critical Thinking Transparencies
CT80 for students to use.
A sample chart follows:
Automobiles
Airplanes
Radio
Movies
People
traveled for
pleasure;
New businesses
developed to
serve travelers;
Workers
moved to
suburbs and
drove to city
jobs.
Major
passenger
airlines were
established;
International
travel became
a possibility;
Pioneering
pilots broke
records.
Commercial
radio stations
flourished;
People had
ready access
to news,
entertainment,
and other
information.
They provided
a new form of
entertainment;
With the
addition of
sound, movies
gained wider
appeal and
impact.
CHAPTER 31 • Section 1
Increased auto use by the average family led to lifestyle changes. More people
traveled for pleasure. In Europe and the United States, new businesses opened to
serve the mobile tourist. The auto also affected where people lived and worked.
People moved to suburbs and commuted to work in the cities.
Airplanes Transform Travel International air travel became an objective after the
C. Possible
Answers Autos
were improved; airlines carried passengers; most families
owned a radio.
Recognizing
Effects
What were the
results of the
peacetime adaptations of the technology of war?
SECTION
More About . . .
war. In 1919, two British pilots made the first successful flight across the Atlantic,
from Newfoundland to Ireland. In 1927, an American pilot named Charles
Lindbergh captured world attention with a 33-hour solo flight from New York to
Paris. Most of the world’s major passenger airlines were established during the 1920s.
At first only the rich were able to afford air travel. Still, everyone enjoyed the exploits
of the aviation pioneers, including those of Amelia Earhart. She was an American
who, in 1932, became the first woman to fly solo across the Atlantic.
Charles Lindbergh
Radio and Movies Dominate Popular Entertainment Guglielmo Marconi conducted his first successful experiments with radio in 1895. However, the real push
for radio development came during World War I.
In 1920, the world’s first commercial radio station—KDKA in Pittsburgh,
Pennsylvania—began broadcasting. Almost overnight, radio mania swept the
United States. Every major city had stations broadcasting news, plays, and even
live sporting events. Soon most families owned a radio.
Motion pictures were also a major industry in the 1920s. Many countries, from
Cuba to Japan, produced movies. In Europe, film was a serious art form. However,
in the Hollywood district of Los Angeles, where 90 percent of all films were made,
movies were entertainment.
The king of Hollywood’s silent screen was the English-born Charlie Chaplin, a
comic genius best known for his portrayal of the lonely little tramp bewildered by
life. In the late 1920s, the addition of sound transformed movies.
The advances in transportation and communication that followed the war had
brought the world in closer touch. Global prosperity came to depend on the economic well-being of all major nations, especially the United States.
1
Nicknamed, “Lucky Lindy” and
“Lone Eagle” by the press, Lindbergh
won international fame and became the
object of hero worship following his solo,
nonstop flight across the Atlantic. He had
been a stunt flyer at county fairs and an
airmail pilot before competing for the
$25,000 prize offered for the first nonstop
New York–Paris flight. Several pilots had
been killed or injured seeking the prize,
which had been offered since 1919.
▲ Dressed in a
ragged suit and
oversize shoes,
Charlie Chaplin’s
little tramp used
gentle humor to
get himself out
of difficult
situations.
In-Depth Resources: Unit 7
• Primary Source: from “An Interview with
Charles Lindbergh,” p. 55
ASSESS
ASSESSMENT
SECTION 1 ASSESSMENT
TERMS & NAMES 1. For each term or name, write a sentence explaining its significance.
• Albert Einstein
• theory of relativity
USING YOUR NOTES
• Sigmund Freud
• existentialism
MAIN IDEAS
2. In your opinion, whose
3. Why were the ideas of Einstein
contribution has had the most
and Freud revolutionary?
lasting impact?
4. How did literature in the 1920s
reflect the uncertainty of the
period?
Field
Contributors
science
literature
and
philosophy
5. What impact did the increased
use of the automobile have on
average people?
• Friedrich Nietzsche
• surrealism
• jazz
• Charles Lindbergh
Have students work with a partner
to complete the questions and check
their answers.
CRITICAL THINKING & WRITING
6. HYPOTHESIZING Why do you think writers and artists
began exploring the unconscious?
Formal Assessment
• Section Quiz, p. 506
7. DEVELOPING HISTORICAL PERSPECTIVE Why did some
women begin demanding more political and social
freedom?
RETEACH
8. MAKING INFERENCES Why were new medical treatments
and inventions developed during World War I?
9. WRITING ACTIVITY SCIENCE AND TECHNOLOGY Write an
Use the Guided Reading worksheet
for Section 1 to review the main ideas
of the section.
advertisement that might have appeared in a 1920s
newspaper or magazine for one of the technological
innovations discussed in this section.
In-Depth Resources: Unit 7
• Guided Reading, p. 47
• Reteaching Activity, p. 65
CONNECT TO TODAY PREPARING AN ORAL REPORT
Movies in the 1920s reflected the era. What do films made today say about our age? Review
some recent, representative films and present your ideas in an oral report.
Years of Crisis 901
ANSWERS
9-12_SNLAESE491127_073101.indd 901
1. Albert Einstein, p. 897
• theory of relativity, p. 897
• Sigmund Freud, p. 897
• surrealism, p. 899
• jazz, p. 899
• Charles Lindbergh, p. 901
2. Sample Answer: Science—Albert Einstein,
Sigmund Freud, Literature—Friedrich Nietzsche,
James Joyce; Arts—Pablo Picasso, Arnold
Schoenberg; Technology—Charles Lindbergh,
Guglielmo Marconi. Possible Answer:
Einstein’s because his theories are still transforming science and mathematics
3. They weakened faith in reason and changed
people’s view of the world.
6/21/10 12:41:57 PM
• existentialism, p. 898
4. It focused on the meaninglessness of life.
5. It allowed them to drive for pleasure and
commute to work.
6. Possible Answers: Real life was too brutal;
the unconscious offered escape.
7. Possible Answer: They had gained freedom
during World War I and didn’t want to give
it up.
8. Possible Answers: to help war casualties and
improve the technology of warfare
• Friedrich Nietzsche, p. 899
9. Rubric Advertisements should
• be written for a 1920s audience.
• celebrate the product’s original features.
• include slogans or catchy phrases.
• incorporate pictures or drawings.
CONNECT TO TODAY
Rubric Oral reports should
• summarize themes from recent films.
• be supported by details from movies.
• compare the 1920s and the present.
Teacher’s Edition 901
Chapter 31 • Section 1
Social History
Objectives
• Identify the changes that made the use
of electrical appliances more practical.
• Describe the effects of the new labor-saving devices on people’s lives.
Focus & Motivate
Ask students to discuss both the positive and negative effects of technology on their lives. (Possible Answers:
Positive—makes communication, travel,
and awareness of global events fast and
easy; Negative—isolates people from
personal interaction)
Instruct
Critical Thinking
• How might owning a refrigerator have
made housewives feel more isolated?
(They wouldn’t have the social outlet
of shopping frequently.)
• Why might twice as many Ford employees have had irons as washing
machines? (Irons were less expensive.)
Labor-Saving Devices in
the United States
Several changes that took place during the 1920s made the use of
electrical household appliances more widespread.
• Wiring for electricity became common. In 1917, only 24 percent of
U.S. homes had electricity; by 1930, that figure was almost 70 percent.
• Merchants offered the installment plan, which allowed buyers to
make payments over time. That way, people could purchase
appliances even if they didn’t have the whole price.
• The use of advertising grew. Ads praised appliances, claiming that
they would shorten tasks and give women more free time.
▼ Washing Machine
To do laundry manually, women had to
carry and heat about 50 gallons of water
for each load. They rubbed the clothes
on ridged washboards, rinsed them in
tubs, and wrung them out by hand.
This early electric washing machine,
photographed in 1933, made the job
less strenuous. The casters on the legs
made it easier to move tubs of water.
The two rollers at the top of the
machine squeezed water from clothes.
That innovation alone saved women’s
wrists from constant strain.
Ironically, the new labor-saving devices generally did not decrease
the amount of time women spent doing housework. Because the tasks
became less physically difficult, many families stopped hiring servants
to do the work and relied on the wife to do all the jobs herself.
RESEARCH WEB LINKS Go online for
more on daily life in the 1920s.
▼ Refrigerator
People used to keep perishable food in iceboxes cooled by large
chunks of ice that gradually melted and had to be replaced.
Electric refrigerators, like the one in this 1929 advertisement, kept
the food at a fairly constant temperature, which reduced spoilage.
Because food kept longer, housewives could shop less frequently.
More About . . .
Electric Appliances
Another revolutionary appliance, the gas
or electric stove, was actually among the first labor-saving devices introduced into
postwar kitchens. This technological
advance replaced stoves fueled by coal or wood and relieved people of the physically taxing burden of hauling these
fuels for cooking. By the 1920s, many
homes also included electric refrigerators.
902
Recommended Resources
9-12_SNLAESE491127_0431SH.indd 902
Videos
Petroski, Henry. The Evolution of Useful Things.
Reprint ed. New York: Vintage Books, 1994.
Inventions. VHS. Films for the Humanities &
Sciences, 1995. 800-257-5126. Explores the impact
of many inventions, with a close look at the radio
and mass communications.
Williams, Trevor I., ed. A History of Invention:
From Stone Axes to Silicon Chips. Rev. ed. New York: Checkmark Books, 2000. Includes information on the invention of the telephone, the refrigerator, and the vacuum cleaner.
902 Chapter 31
5/27/10 7:19:08 PM
Books
Radio History. VHS and DVD. Films for the
Humanities & Sciences, 1997. 800-257-5126.
Telephone: Quest for Instant Communication.
VHS. Library Video Company, 1994. 800-843-3620.
Chapter 31 • Section 1
APPLIANCES IN
THE HOME
More About . . .
• In 1929, a survey of 100 Ford
employees showed that 98 of
them had electric irons in their
homes.
Vacuum Cleaners
• The same survey showed that
Numbers in Thousands
49 of the 100 had washing
machines at home.
▲ Iron
Before electrical appliances, women heated irons on a stove. The irons cooled quickly, and
as they did so, women had to push down harder to press out wrinkles. Early electric irons
also had inconsistent heat. This 1926 ad offered an electric iron that stayed evenly hot, so
women didn’t have to put so much force into their ironing. Therefore, they could iron
sitting down.
1300
1100
900
700
500
1927
1931
1935
1939
Source: Historical Statistics of
the United States
Persons Employed as
Private Laundress
▲
Coffee Pot
1500
Mechanical Washing
Machines Shipped
Numbers in Thousands
The electric coffee pot shown in this 1933
photograph was a vacuum pot. The water
in the bottom chamber would come to a
boil and bubble up into the top chamber,
where the grounds were. The resulting
vacuum in the lower chamber pulled the
liquid back through the grounds and into
the lower chamber.
500
The first motorized vacuum cleaner, pow­
ered by gasoline, was invented and
patented by John Thurman in 1899. Two
years later, a British patent for a vacuum
cleaner was awarded to Herbert Booth.
This was quickly followed by American
variations including a machine that
sucked dust into a wet sponge and a
massive device set up in the cellar of a
house and connected to every room with
a series of pipes. This contraption was
moved from house to house by an army
of men. Not to be outdone, in 1903,
John Thurman began offering home
vacuuming services to St. Louis
housewives for $4.
400
300
200
100
0
1920
1930
1940
1950
▲
Source: Historical Statistics of
the United States
Vacuum Cleaner
This 1920 ad promised “Twice as
many rooms cleaned. . . . twice as
much leisure left for you to enjoy.”
However, women rarely
experienced that benefit. Because
the new appliances made
housework easier, people began to
expect homes to be cleaner. As a
result, many women vacuumed more
often and generally used their
newfound “leisure” time to do even
more household chores than before.
1. Analyzing Issues What benefits did
advertisers promise that the new
electrical appliances would provide
for women? Explain whether women
actually received those benefits.
See Skillbuilder Handbook, page R17.
2. Comparing and Contrasting Ask two
or three adults about the way that
technology has affected their work life
and whether modern technologies are
“labor-saving devices.” How do your
findings compare to the effect of
electrical appliances in the 1920s?
903
Connect to Today: Answers
9-12_SNLAESE491127_0431SH.indd 903
5/27/10 7:19:15 PM
1. Analyzing Issues
2. Comparing and Contrasting
The advertisers promised that the appliances were more efficient and
that they would give women more time for other activities. The appli­
ances did make work less strenuous, but most women just ended up
doing more chores.
Many adults will report that modern technology has increased their
workload; for example e-mail and wireless phones have created the
expectation that workers will stay in touch with the office even on
their days off. This is similar to what happened in the 1920s when new
appliances actually caused women to do more household chores.
Teacher’s Edition 903
LESSON PLAN
2
OBJECTIVES
• Describe the impact of World War I
on postwar Europe.
A Worldwide Depression
• Identify the problems faced by the
Weimar Republic.
• Trace the events that led to the financial collapse of the U.S. economy.
• Analyze the worldwide effects of the
Great Depression.
MAIN IDEA
WHY IT MATTERS NOW
ECONOMICS An economic
depression in the United States
spread throughout the world
and lasted for a decade.
Many social and economic
programs introduced worldwide
to combat the Great Depression
are still operating.
TERMS & NAMES
• coalition
government
• Weimar
Republic
• Franklin
D. Roosevelt
• New Deal
• Great Depression
FOCUS & MOTIVATE
SETTING THE STAGE By the late 1920s, European nations were rebuilding war- Pictured
Have students share what they have
heard about the Great Depression from
their relatives or reading. Note the
devastating effect this event had on the
world economy.
torn economies. They were aided by loans from the more prosperous United States.
Only the United States and Japan came out of the war in better financial shape than
before. In the United States, Americans seemed confident that the country would
continue on the road to even greater economic prosperity. One sign of this was the
booming stock market. Yet the American economy had serious weaknesses that were
soon to bring about the most severe economic downturn the world had yet known.
INSTRUCT
Postwar Europe
Postwar Europe
Critical Thinking
• What was one positive political
effect of World War I? (the rise of
new democracies)
• Why were democratic governments
often unstable? (little experience, too
many political parties)
Above: (L)
People waiting
for a free lunch
for the unemployed, 1930;
(R) Magazine
cover, 1926
TAKING NOTES
Use the graphic organizer
online to take notes on
the effects of the Great
Depression in the United
States.
In-Depth Resources: Unit 7
• Guided Reading, p. 48 (also in Spanish)
Electronic Library of Primary Sources
• “Famine in Russia”
904 Chapter 31
In both human suffering and economic terms, the cost of World War I was immense.
The Great War left every major European country nearly bankrupt. In addition,
Europe’s domination in world affairs declined after the war.
Unstable New Democracies War’s end saw the sudden rise of new democracies. From 1914 to 1918, Europe’s last absolute rulers had been overthrown. The
first of the new governments was formed in Russia in 1917. The Provisional
Government, as it was called, hoped to establish constitutional and democratic
rule. However, within months it had fallen to a Communist dictatorship. Even so,
for the first time, most European nations had democratic governments.
Many citizens of the new democracies had little experience with representative government. For generations, kings and emperors had ruled Germany and
the new nations formed from Austria-Hungary. Even in France and Italy, whose
parliaments had existed before World War I, the large number of political parties made effective government difficult. Some countries had a dozen or more
political groups. In these countries, it was almost impossible for one party to
win enough support to govern effectively. When no single party won a majority,
a coalition government, or temporary alliance of several parties, was needed to
form a parliamentary majority. Because the parties disagreed on so many policies, coalitions seldom lasted very long.
Frequent changes in government made it hard for democratic countries
to develop strong leadership and move toward long-term goals. The weaknesses
of a coalition government became a major problem in times of crisis. Voters
in several countries were then willing to sacrifice democratic government for
strong, authoritarian leadership.
SECTION 2 PROGRAM RESOURCES
ALL STUDENTS
In-Depth Resources: Unit 7
• Guided Reading, p. 48
• Skillbuilder Practice: Identifying Problems and
Solutions, p. 52
Formal Assessment
• Section Quiz, p. 507
ENGLISH LEARNERS
In-Depth Resources in Spanish
• Guided Reading, p. 219
• Skillbuilder Practice, p. 222
904
Chapter 31
9-12_SNLAESE491127_073102.indd 904
Spanish/English Guided Reading Workbook
• Section 2
STRUGGLING READERS
In-Depth Resources: Unit 7
• Building Vocabulary, p. 51
• Reteaching Activity, p. 66
Guided Reading Workbook
• Section 2
GIFTED AND TALENTED STUDENTS
In-Depth Resources: Unit 7
• Primary Source: German Inflation, p. 56
Electronic Library of Primary Sources
• “Famine in Russia”
INTEGRATED TECHNOLOGY
Student One Stop
Teacher One Stop
• Power Presentations
Electronic Library of Primary Sources CD-ROM
• “Famine in Russia”
6/28/10 3:12:25 PM
Identifying
Problems
What political
problems did the
Weimar Republic
face?
The Weimar Republic
Chapter 31 • Section 2
Germany’s new democratic government was set up in 1919. Known as the Weimar
(WY•mahr) Republic, it was named after the city where the national assembly
met. The Weimar Republic had serious weaknesses from the start. First, Germany
lacked a strong democratic tradition. Furthermore, postwar Germany had several
major political parties and many minor ones. Worst of all, millions of Germans
blamed the Weimar government, not their wartime leaders, for the country’s defeat
and postwar humiliation caused by the Versailles Treaty.
The Weimar Republic
Critical Thinking
Inflation Causes Crisis in Germany Germany also faced enormous economic
problems that had begun during the war. Unlike Britain and France, Germany had
not greatly increased its wartime taxes. To pay the expenses of the war, the
A. Answers lack of
democratic tradition, Germans had simply printed money. After Germany’s defeat, this paper money
too many political
steadily lost its value. Burdened with heavy reparations payments to the Allies and
parties, blamed for
with other economic problems, Germany printed even more money. As a result, the
country’s defeat
value of the mark, as Germany’s currency was called, fell sharply. Severe inflation
set in. Germans needed more and more money to buy even the most basic goods.
For example, in Berlin a loaf of bread cost less than a mark in 1918, more than 160
marks in 1922, and some 200 billion marks by late 1923. People took wheelbarrows full of money to buy food. As a result, many Germans questioned the value
of their new democratic government.
▼ German
children use
stacks of money
as building
blocks during
the 1923
inflation.
Attempts at Economic Stability
• How did Germany’s postwar economic problems begin during the war?
(Germany had not raised taxes during
the war, so it printed new money, which
caused runaway inflation.)
• What was a major weakness of the
Kellogg-Briand Treaty? (no means of
enforcing its provisions)
More About . . .
The Weimar Republic
Germany recovered from the 1923
inflation thanks largely to the work
of an international committee. The
committee was headed by Charles
Dawes, an American banker. The
Dawes Plan provided for a $200 million loan from American banks to
stabilize German currency and
strengthen its economy. The plan
also set a more realistic schedule for
Germany’s reparations payments.
Put into effect in 1924, the Dawes
Plan helped slow inflation. As the
German economy began to recover, it
attracted more loans and investments
from the United States. By 1929,
German factories were producing as
much as they had before the war.
At the time they signed the Versailles
Treaty, the men who became the leaders
of the Weimar government recognized
that the agreement would cause grave
problems for Germany. Yet they felt they
had no option but to sign it. The German
people never forgave them.
More About . . .
Germany’s Money Problems
Economists typically define severe inflation as an annual inflation rate of 10 percent or higher. The German government’s printing of large amounts of currency to keep it afloat after the war caused prices in Germany to rise more
than 1 trillion percent from August 1922 to November 1923. In 1923, $1 in U.S. currency was worth over 4 trillion
German marks.
Efforts at a Lasting Peace As
prosperity returned, Germany’s foreign minister, Gustav Stresemann
(STRAY•zuh•mahn), and France’s
foreign minister, Aristide Briand
(bree•AHND), tried to improve relations between their countries. In
1925, the two ministers met in
Locarno, Switzerland, with officials
from Belgium, Italy, and Britain.
They signed a treaty promising that
France and Germany would never
In-Depth Resources: Unit 7
•Primary Source: German Inflation, p. 56
Years of Crisis 905
Differentiating Instruction: English Learners
9-12_SNLAESE491127_073102.indd 905
Understanding Inflation
Class Time 20 minutes
6/28/10 3:15:54 PM
Germany has huge
war expenses.
Prices go up.
Government spends
more than it takes in.
Government prints
more money.
Germany prints
more money.
Cycle continues.
Task Making a flow chart about inflation
Purpose To clarify Germany’s economic problems
Instructions Explain that inflation is an economic situation that comes about when the
amount of money in circulation increases. This happened in Germany because the government had spent more during World War I than it collected in taxes and other payments. To
raise more money, the German government just printed more of its money, the mark. By
1923, it was printing 400 quadrillion (400,000,000,000,000,000) marks a day! With so
much money in circulation, its value goes down. As its value goes down, prices rise. This
forces the government to print even more money to pay its bills. Ask students to work in
small groups to create flow charts that trace these steps in Germany’s inflation.
Value of money
goes down.
Economy is in danger
of collapsing.
Teacher’s Edition 905
Chapter 31 • Section 2
again make war against each other. Germany also agreed to respect the existing
borders of France and Belgium. It then was admitted to the League of Nations.
In 1928, the hopes raised by the “spirit of Locarno” led to the Kellogg-Briand
peace pact. Frank Kellogg, the U.S. Secretary of State, arranged this agreement
with France’s Briand. Almost every country in the world, including the Soviet
Union, signed. They pledged “to renounce war as an instrument of national policy.”
Unfortunately, the treaty had no means to enforce its provisions. The League of
Nations, the obvious choice as enforcer, had no armed forces. The refusal of the
United States to join the League also weakened it. Nonetheless, the peace agreements seemed a good start.
Financial Collapse
Critical Thinking
• Why might Americans have been buying less in the years preceding the stock
market crash? (More than half of
American families were too poor to
afford manufactured goods.)
• How did margin buying contribute to
the stock market crash? (It created a
false prosperity that could not sustain a
huge change in stock prices)
Financial Collapse
In the late 1920s, American economic prosperity largely sustained the world economy. If the U.S. economy weakened, the whole world’s economic system might collapse. In 1929, it did.
A Flawed U.S. Economy Despite prosperity, several weaknesses in the U.S.
economy caused serious problems. These included uneven distribution of wealth,
overproduction by business and agriculture, and the fact that many Americans
were buying less.
By 1929, American factories were turning out nearly half
of the world’s industrial goods. The rising productivity led
to enormous profits. However, this new wealth was not
Investing in Stocks
evenly distributed. The richest 5 percent of the population
Stocks are shares of ownership in a
received 33 percent of all personal income in 1929. Yet 60
company. Businesses get money to
percent of all American families earned less than $2,000 a
operate by selling “shares” of stock to
year. Thus, most families were too poor to buy the goods
investors, or buyers. Companies pay
being produced. Unable to sell all their goods, store owners
interest on the invested money in the
form of dividends to the shareholders.
eventually cut back their orders from factories. Factories in
Dividends rise or fall depending on a
turn reduced production and laid off workers. A downward
company’s profits.
economic spiral began. As more workers lost their jobs,
Investors do not buy stocks
families bought even fewer goods. In turn, factories made
directly from the company; instead,
further cuts in production and laid off more workers.
stockbrokers transact the business of
buying and selling.
During the 1920s, overproduction affected American
Investors hope to make more
farmers as well. Scientific farming methods and new farm
money on stocks than if they put
machinery had dramatically increased crop yields.
their money elsewhere, such as in a
American farmers were producing more food. Meanwhile,
savings account with a fixed rate of
they faced new competition from farmers in Australia, Latin
interest. However, if the stock price
America, and Europe. As a result, a worldwide surplus of
goes down, investors lose money
when they sell their stock at a lower
agricultural products drove prices and profits down.
price than when they bought it.
Unable to sell their crops at a profit, many farmers could
not pay off the bank loans that kept them in business. Their
Stock Prices, 1925–1933
30
unpaid debts weakened banks and forced some to close. The
danger signs of overproduction by factories and farms
25
should have warned people against gambling on the stock
20
market. Yet no one heeded the warning.
History in Depth
Investing in Stocks
Price Index
In the 1920s, the United States, in
response to surging demand for cars,
radios, entertainment, and a share in the
growing aviation industry, led investors
into the stock market in search of fast
profits. The number of shares bought and
sold on the New York Stock Exchange
rose between 1925 and 1929 from 113 million to more than a billion. Small investors were lured into the market by stories of ordinary people
becoming instant millionaires by buying
and selling stocks. The graph shows how
dramatically stock prices dropped after
the market crash in 1929.
15
10
5
1925 1926 1927 1928 1929 1930 1931 1932 1933
Source: Historical Statistics of the United States
The Stock Market Crashes In 1929, New York City’s Wall
Street was the financial capital of the world. Banks and
investment companies lined its sidewalks. At Wall Street’s
New York Stock Exchange, optimism about the booming
U.S. economy showed in soaring prices for stocks. To get in
on the boom, many middle-income people began buying
B. Answers uneven
distribution of
wealth, overproduction by business,
lessening demand
for consumer
goods, dropping
farm profits
Identifying
Problems
What major
weaknesses had
appeared in the
American economy
by 1929?
906 Chapter 31
Name
9-12_SNLAESE491127_073102.indd 906
Identifying Problems in History
Class Time 35 minutes
Task Isolating and analyzing historical problems
Purpose To identify underlying problems that led to the
Great Depression
Instructions Explain to students that identifying problems
in history means finding and summarizing the difficulties
faced by a group of people at a certain time. Being able to
point to and explain a problem can lead to a thorough
understanding of a situation and may lead to a solution.
In reading history, students will find that some problems
may be stated directly, while others might be implied by
906 Chapter 31
the ways people act. For example, workers being laid off
indicates that there are problems in an economic system
that prevent it from providing full employment.
Ask students to identify the problems in the U.S. economy
that led to the Great Depression. (uneven distribution
of wealth, business overproduction, lessening demand
for consumer goods, and decreasing farm profits) Ask
whether these problems were stated directly in the text or implied by people’s actions. (Most were stated directly.)
Then have students suggest problems that led to others. (Reduction in overproduction led to layoffs
and unemployment.)
31
Section 2
Date
SKILLBUILDER PRACTICE
Identifying Problems
To identify problems in history, find and summarize the difficulties a group of
people faced at a certain time. By pointing out and explaining problems, you can
develop a thorough understanding of the situation. During the Great Depression,
Franklin Roosevelt was elected president of the United States. The excerpt below
is from a campaign speech Roosevelt delivered on September 23, 1932. As you
read the speech, identify the problems in American society that Roosevelt saw.
Remember that problems can be directly stated or implied. Then complete the
activity that follows. (See Skillbuilder Handbook)
A
glance at the situation today only too clearly
indicates that quality of opportunity, as we have
known it, no longer exists. Our industrial plant is
built; the problem just now is whether under existing conditions it is not overbuilt.
Our last frontier has long since been reached,
and there is practically no more free land. . . .
There is no safety valve in the form of a Western
prairie, to which those thrown out of work by Eastern
economic machines can go for a new start. . . .
Recently a careful study was made of the concentration of business in the United States. It
showed that our economic life was dominated by
some six hundred odd corporations, who controlled
two-thirds of American industry. Ten million small
business men divided the other third. More striking
still, it appeared that if the process of concentration
goes on at the same rate, at the end of another century we shall have all American industry controlled
by a dozen corporations, and run by perhaps a
hundred men. . . .
Clearly, all this calls for a re-appraisal of values.
A mere builder of more industrial plants, a creator
of more railroad systems, an organizer of more corporations, is as likely to be a danger as a help. . . .
Our task now is not discovery or exploitation of
resources, or necessarily producing more goods. It
is the soberer, less dramatic business of administering resources and plants already in hand, of seeking
to re-establish foreign markets for our surplus
production, of meeting the problem of underconsumption, of adjusting production to consumption,
of distributing wealth and products more equitably,
of adapting existing economic organizations to the
service of the people. The day of enlightened
administration has come.
6/30/10 6:47:08 PM9
from Franklin D. Roosevelt, Address to the Commonwealth
Club of San Francisco, September 23, 1932. Reprinted in
the New York Times, September 24, 1932.
Imagine that you are a news reporter covering the presidential campaign of 1932 for your
radio station. Prepare a report of Roosevelt’s speech to deliver to your radio audience. In your
report, summarize the problems the candidate stated directly or implied in his speech.
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
52 Unit 7, Chapter 31
In-Depth Resources: Unit 7
© McDougal Littell Inc. All rights reserved.
Skillbuilder Practice: Identifying Problems and solutions
CHAPTER
CHAPTER 31 • Section 2
Life in the Depression
During the Great Depression of 1929 to
1939, millions of people worldwide lost
their jobs or their farms. At first the
unemployed had to depend on the charity
of others for food, clothing, and shelter.
Many, like the men in this photo taken
in New York City, made their home in
makeshift shacks. Local governments and
charities opened soup kitchens to provide
free food. There were long lines of
applicants for what work was available,
and these jobs usually paid low wages.
Social History
Life in the Depression
From 1931 through 1933, the depression
in the United States deepened. In 1932
alone, more than 32,000 businesses
folded. By August of that year, 5,000
banks had closed. Unable to pay
teachers, state governments let them
go, cut terms, or shut schools down
entirely. The businesses that survived did
so by cutting production and wages. In
1929, manufacturing workers earned an
average of $25 a week; by 1933, their pay
had dropped to $16.73. And they were
the lucky ones—they still had jobs.
INTERNET ACTIVITY Go online to create
a photo-essay on the Great Depression in
the United States.
stocks on margin. This meant that they paid a small percentage of a stock’s price
as a down payment and borrowed the rest from a stockbroker. The system worked
well as long as stock prices were rising. However, if they fell, investors had no
money to pay off the loan.
In September 1929, some investors began to think that stock prices were unnaturally high. They started selling their stocks, believing the prices would soon go
down. By Thursday, October 24, the gradual lowering of stock prices had become
an all-out slide downward. A panic resulted. Everyone wanted to sell stocks, and
no one wanted to buy. Prices plunged to a new low on Tuesday, October 29. A
record 16 million stocks were sold. Then the market collapsed.
Rubric Photojournalism essays should
• show the effects of the Great
Depression on different types
of people.
• include captions that explain the
depression’s toll.
The Great Depression
People could not pay the money they owed on margin purchases. Stocks they had
bought at high prices were now worthless. Within months of the crash, unemployment rates began to rise as industrial production, prices, and wages declined. A
long business slump, which would come to be called the Great Depression, followed. The stock market crash alone did not cause the Great Depression, but it
quickened the collapse of the economy and made the Depression more difficult. By
1932, factory production had been cut in half. Thousands of businesses failed, and
banks closed. Around 9 million people lost the money in their savings accounts
when banks had no money to pay them. Many farmers lost their lands when they
could not make mortgage payments. By 1933, one-fourth of all American workers
had no jobs.
The Great Depression
Critical Thinking
• How did the raising of U.S. tariffs
expand the worldwide depression?
(other nations retaliated and world
trade became even worse)
• Why might the depression have
affected countries such as Asia and
Latin America? (because they were
trading partners of the United States)
A Global Depression The collapse of the American economy sent shock waves
Vocabulary
tariffs: taxes charged
by a government on
imported or
exported goods
around the world. Worried American bankers demanded repayment of their overseas
loans, and American investors withdrew their money from Europe. The American
market for European goods dropped sharply as the U.S. Congress placed high tariffs
on imported goods so that American dollars would stay in the United States and pay
for American goods. This policy backfired. Conditions worsened for the United
Years of Crisis 907
DIFFERENTIATING INSTRUCTION:
GIFTED AND TALENTED STUDENTS
9-12_SNLAESE491127_073102.indd 907
Creating a Political Cartoon
Class Time 35 minutes
Task Creating a political cartoon about the Great Depression
Purpose To clarify the effects of this global crisis
Instructions Divide students into two groups. Have one group research
the impact of the Great Depression on the United States and the other
group research its effects on Western European countries. When the
groups have compiled their research have them do the following activities:
6/15/10 3:06:21 PM
You might suggest, for example, that they show how raising tariffs hurt
world trade and deepened the depression. Stress to students that their
political cartoons should express one idea or opinion, clearly show a specific effect or response, and include an appropriate caption. Have students
display their political cartoons in the classroom.
• Discuss how the Great Depression spread from the United States to
the rest of the Western world.
• Brainstorm ways they can express this spread or indicate the effects
on a particular country in a political cartoon.
Teacher’s Edition 907
Chapter 31 • Section 2
Unemployment Rate, 1928–1938
World Trade, 1929–1933
40
30
Have students read the graph key to
identify which color line represents
each nation. Ask students which nation
responded most effectively to the depression based solely on the unemployment
data shown. (Germany)
Extension Ask students to study both
charts. Have them observe how the
unemployment rate is related to world
imports and exports. (As unemployment
goes up the imports and exports go
down) Next, have the students predict
how the world trade export and import
bars would look in the years between
1934–1938. (Trade will go down in 1934,
pick up a bit until 1938, when it will be
down again.)
Trade
(in billions of dollars)
Interpreting the Graphs
Percent of Work Force
History from Visuals
35
25
20
15
10
5
0
30
25
20
15
10
5
1928
1930
1932
1934
■ Germany
■ Great Britain
1936
1938
0
■ United States
Sources: European Historical Statistics: 1750–1970;
Historical Statistics of the United States: Colonial Times to 1970.
1929
1930
■ World imports
1931
1932
1933
■ World exports
Source: Kenneth Oye, Economic Discrimination and Political Exchange
SKILLBUILDER: Interpreting Graphs
1. Comparing What nation had the highest rate of unemployment? How high did it reach?
2. Clarifying Between 1929 and 1933, how much did world exports drop? What about
world imports?
States. Many countries that depended on exporting goods to the United States also
suffered. Moreover, when the United States raised tariffs, it set off a chain reaction.
Other nations imposed their own higher tariffs. World trade dropped by 65 percent.
This contributed further to the economic downturn. Unemployment rates soared.
Effects Throughout the World Because of war debts and dependence on
American loans and investments, Germany and Austria were particularly hard hit.
In 1931, Austria’s largest bank failed. In Asia, both farmers and urban workers suffered as the value of exports fell by half between 1929 and 1931. The crash was felt
heavily in Latin America as well. As European and U.S. demand for such Latin
American products as sugar, beef, and copper dropped, prices collapsed.
Skillbuilder Answers
1.Comparing Germany; 30 percent
2.Clarifying about $25 billion; about
$22 billion
The World Confronts the Crisis
The Depression confronted democracies with a serious challenge to their economic
and political systems. Each country met the crisis in its own way.
Britain Takes Steps to Improve Its Economy The Depression hit Britain severely.
The World Confronts the
Crisis
To meet the emergency, British voters elected a multiparty coalition known as the
National Government. It passed high protective tariffs, increased taxes, and regulated
the currency. It also lowered interest rates to encourage industrial growth. These measures brought about a slow but steady recovery. By 1937, unemployment had been cut
in half, and production had risen above 1929 levels. Britain avoided political extremes
and preserved democracy.
Critical Thinking
• Was Britain’s or France’s response to
the economic crisis more effective?
Why? (Possible Answer: Britain’s
because it cut unemployment and
achieved slow, steady recovery)
• How were the responses of the
Scandinavian countries and the United
States similar? (Both created jobs
through public works projects and provided welfare services for their citizens.)
908 Chapter 31
France Responds to Economic Crisis Unlike Britain, France had a more selfsufficient economy. In 1930, it was still heavily agricultural and less dependent on
foreign trade. Nevertheless, by 1935, one million French workers were unemployed.
The economic crisis contributed to political instability. In 1933, five coalition
governments formed and fell. Many political leaders were frightened by the growth
of antidemocratic forces both in France and in other parts of Europe. So in 1936,
moderates, Socialists, and Communists formed a coalition. The Popular Front, as
it was called, passed a series of reforms to help the workers. Unfortunately, price
increases quickly offset wage gains. Unemployment remained high. Yet France also
preserved democratic government.
Differentiating Instruction: Struggling Readers
9-12_SNLAESE491127_073102.indd 908
5/27/10 11:42:04 AM9
Comparing Global Responses to the Great Depression
Class Time 30 minutes
Task Creating a chart comparing international responses to the depression
Purpose To identify international responses to the worldwide depression
Instructions Have students reread “The World Confronts the Crisis” on
pages 908–909 of the text. Divide students into four groups and assign
each group to be responsible for one of the following global areas:
• Britain
• France
Country
Britain
France
Scandinavia
• Scandinavia • United States
Then have groups fill in a chart indicating their area’s response to the Great
Depression and how effective it was.
908 Chapter 31
United States
Response
political coalition,
tariffs, taxes
political instability,
worker reforms
public works projects,
welfare, taxes
public works projects,
welfare, economic
reform
Effectiveness
slow recovery,
democracy preserved
high unemployment,
democracy preserved
economic health,
democracy preserved
slow recovery,
democracy preserved
CHAPTER 31 • Section 2
Socialist Governments Find Solutions The Socialist governments in the Scandinavian countries of Denmark, Sweden, and Norway also met the challenge of economic crisis successfully. They built their recovery programs on an existing
tradition of cooperative community action. In Sweden, the government sponsored
massive public works projects that kept people employed and producing. All the
Scandinavian countries raised pensions for the elderly and increased unemployment insurance, subsidies for housing, and other welfare benefits. To pay for these
benefits, the governments taxed all citizens. Democracy remained intact.
More About . . .
The New Deal
By the late 1930s, the U.S. government
had spent $10 billion on the construction
of 122,000 public buildings, 664,000
miles of roads, 77,000 bridges, and
285 airports in Roosevelt’s New Deal program. Although the New Deal improved
economic conditions, full recovery did
not occur until after the United States
entered World War II in 1942. At that
time, production of war materials led to
almost full employment for Americans.
Recovery in the United States In 1932, in the first presidential election after the
Depression had begun, U.S. voters elected Franklin D. Roosevelt. His confident
manner appealed to millions of Americans who felt bewildered by the Depression. On
March 4, 1933, the new president sought to restore Americans’ faith in their nation.
Analyzing
Primary Sources
What effect
do you think
Roosevelt’s speech
had on the
American people?
C. Answer The
speech calmed
them, prepared
them to take action
that could help
them deal with the
Depression.
PRIMARY SOURCE
This great Nation will endure as it has endured, will revive and will prosper. . . .
let me assert my firm belief that the only thing we have to fear is fear itself—
nameless, unreasoning, unjustified terror which paralyzes needed efforts to
convert retreat into advance.
FRANKLIN ROOSEVELT, First Inaugural Address
Roosevelt immediately began a program of government reform that he
called the New Deal. Large public works projects helped to provide jobs for
the unemployed. New government agencies gave financial help to businesses
and farms. Large amounts of public money were spent on welfare and relief programs. Roosevelt and his advisers believed that government spending would create jobs and start a recovery. Regulations were imposed to reform the stock market
and the banking system.
The New Deal did eventually reform the American economic system.
Roosevelt’s leadership preserved the country’s faith in its democratic political system. It also established him as a leader of democracy in a world threatened by ruthless dictators, as you will read about in Section 3.
2
SECTION
▲ Stricken with
polio in 1921,
Roosevelt vowed
he would not
allow bodily
disability to
defeat his will.
ASSESS
ASSESSMENT
TERMS & NAMES 1. For each term or name, write a sentence explaining its significance.
• coalition government
• Weimar Republic
• Great Depression
• Franklin D. Roosevelt
SECTION 2 ASSESSMENT
• New Deal
USING YOUR NOTES
MAIN IDEAS
CRITICAL THINKING & WRITING
2. What did President Roosevelt
3. How did World War I change
6. MAKING PREDICTIONS What did the weakness of the
League of Nations in 1928 suggest about its future
effectiveness?
do to try to counter the
effects of the Great
Depression?
The Great
Depression
the balance of economic
power in the world?
4. What problems did the
collapse of the American
economy cause in other
countries?
5. How did Europe respond to
the economic crisis?
Have students present and discuss with
the class the concept webs they created
for question 2 in the section assessment.
Formal Assessment
• Section Quiz, p. 507
7. ANALYZING CAUSES List one cause for each of the
following effects: American market for European goods
dropped; unemployment rates soared; European banks
and businesses closed.
RETEACH
8. EVALUATING COURSES OF ACTION Why do you think
Roosevelt immediately established the New Deal?
Have students work in small groups to
fill in the charts in the Guided Reading
activity on page 48 of In-Depth
Resources: Unit 7.
9. WRITING ACTIVITY ECONOMICS Write headlines on the
stock market crash and the world’s response to it.
MULTIMEDIA ACTIVITY CREATING A LINE GRAPH
Use the Internet to follow the ups and downs of the stock market for a
week. Chart the stock market’s course in a line graph.
In-Depth Resources: Unit 4
• Guided Reading, p. 48
• Reteaching Activity, p. 66
INTERNET KEYWORD
stock market
Years of Crisis 909
ANSWERS
9-12_SNLAESE491127_073102.indd 909
1. coalition government, p. 904
• Weimar Republic, p. 905
2. Sample Answer: Effects—failed businesses,
closed banks, lost savings, foreclosed farms,
rising unemployment. He instituted an economic reform program called the New Deal.
3. Possible Answer: Europe’s resources had
been drained by the war; Japan and the U.S.
were economically strong.
4. slumping economies, diminishing trade,
soaring unemployment, financial panic
5. Britain—tariffs, increased taxes, currency
regulation; France—worker reforms;
Scandinavia—public works projects,
welfare packages
• Great Depression, p. 907
6/30/10 11:03:15 PM
• Franklin D. Roosevelt, p. 909
6. Possible Answer: It would be too weak to be
effective in a crisis.
7. Possible Answers: high U.S. tariffs; drop in
world trade; demand for repayment of U.S.
loans and investment withdrawal
8. Possible Answer: He knew the program
would give people hope, create many jobs,
and begin economic recovery.
9. Rubric Headlines should
• report the stock market crash and the
world’s response.
• convey each idea in a few strong words.
• grab the reader’s attention.
• New Deal, p. 909
MULTIMEDIA ACTIVITY
Rubric The line graph should
• show the course of the stock market for
a week.
• indicate whether the market has gone up,
down, or remained steady.
• provide clues about the state of the U.S.
economy today.
Teacher’s Edition 909
LESSON PLAN
3
OBJECTIVES
• Describe Mussolini’s creation of a
Fascist state in Italy.
• Discuss the rise of Hitler, the Nazis,
and extension of Hitler’s power.
• Trace the shift from democratic
governments to dictatorships in
Eastern Europe.
Fascism Rises in Europe
MAIN IDEA
POWER AND AUTHORITY In
response to political turmoil
and economic crises, Italy and
Germany turned to totalitarian
dictators.
FOCUS & MOTIVATE
Ask students to discuss what they know
about Adolf Hitler and Nazism. (Possible
Answers: Holocaust and drive for world
dominion) Explain that Hitler was not the
only brutal dictator to come to power at
this time.
These dictators changed the
course of history, and the world
is still recovering from their
abuse of power.
TERMS & NAMES
• fascism
• Benito
Mussolini
• Adolf Hitler
• Nazism
• Mein Kampf
• lebensraum
SETTING THE STAGE Many democracies, including the United States,
Britain, and France, remained strong despite the economic crisis caused by the
Great Depression. However, millions of people lost faith in democratic government. In response, they turned to an extreme system of government called fascism. Fascists promised to revive the economy, punish those responsible for hard
times, and restore order and national pride. Their message attracted many people
who felt frustrated and angered by the peace treaties that followed World War I
and by the Great Depression.
INSTRUCT
Fascism’s Rise in Italy
Pictured
Above: (L)
People waiting
for a free lunch
for the unemployed, 1930;
(R) Magazine
cover, 1926
Fascism’s Rise in Italy
Critical Thinking
• Does fascism or communism seem
to be more concerned with the welfare
of the people? (communism; Fascism is
more concerned with the state.)
• Why did Mussolini’s popularity
increase as Italy’s economy declined?
(He offered leadership and change.)
WHY IT MATTERS NOW
TAKING NOTES
Use the graphic organizer
online to take notes on
Hitler's and Mussolini's
rise to power and goals.
In-Depth Resources: Unit 7
• Guided Reading, p. 49 (also in Spanish)
• Connections Across Time and Cultures:
Absolutism and Fascism, p. 64
Fascism (FASH•IHZ•uhm) was a new, militant political movement that empha-
sized loyalty to the state and obedience to its leader. Unlike communism, fascism
had no clearly defined theory or program. Nevertheless, most Fascists shared
several ideas. They preached an extreme form of nationalism, or loyalty to one’s
country. Fascists believed that nations must struggle—peaceful states were
doomed to be conquered. They pledged loyalty to an authoritarian leader who
guided and brought order to the state. In each nation, Fascists wore uniforms of
a certain color, used special salutes, and held mass rallies.
In some ways, fascism was similar to communism. Both systems were ruled
by dictators who allowed only their own political party (one-party rule). Both
denied individual rights. In both, the state was supreme. Neither practiced any
kind of democracy. However, unlike Communists, Fascists did not seek a classless society. Rather, they believed that each class had its place and function.
In most cases, Fascist parties were made up of aristocrats and industrialists,
war veterans, and the lower middle class. Also, Fascists were nationalists, and
Communists were internationalists, hoping to unite workers worldwide.
Mussolini Takes Control Fascism’s rise in Italy was fueled by bitter disappointment over the failure to win large territorial gains at the 1919 Paris Peace
Conference. Rising inflation and unemployment also contributed to widespread
social unrest. To growing numbers of Italians, their democratic government
seemed helpless to deal with the country’s problems. They wanted a leader who
would take action.
910 Chapter 31
SECTION 3 PROGRAM RESOURCES
ALL STUDENTS
In-Depth Resources: Unit 7
• Guided Reading, p. 49
Formal Assessment
• Section Quiz, p. 508
ENGLISH LEARNERS
In-Depth Resources in Spanish
• Guided Reading, p. 220
Spanish/English Guided Reading Workbook
• Section 3
910
Chapter 31
9-12_SNLAESE491127_073103.indd 910
STRUGGLING READERS
INTEGRATED TECHNOLOGY
In-Depth Resources: Unit 7
• Building Vocabulary, p. 51
• Reteaching Activity, p. 67
Guided Reading Workbook
• Section 3
Student One Stop
Teacher One Stop
• Power Presentations
World Art and Cultures Transparencies
• AT69 Pillars of Society
Critical Thinking Transparencies
• CT31 Economic Crisis: Between Two Fires
Electronic Library of Primary Sources
• from Memos on the Aims of Germany and Japan
GIFTED AND TALENTED STUDENTS
In-Depth Resources: Unit 7
• Primary Source: Kristallnacht, p. 57
• Literature: Poems by Brecht, p. 60
Electronic Library of Primary Sources
6/28/10 3:19:37 PM
CHAPTER 31 • Section 3
Fascism
Fascism
Fascism
Fascism
is aispolitical
a political
movement
movement
that
that
propromotes
motes
anan
extreme
extreme
form
form
of of
nationalism
nationalism
and
and
militarism.
militarism.
It also
It also
includes
includes
a denial
a denial
of of
individual
individual
rights
rights
and
and
dictatorial
dictatorial
one-party
one-party
rule.
rule.
Nazism
Nazism
was
was
thethe
Fascist
Fascist
movement
movement
that
that
developed
developed
in in
Germany
Germany
in in
thethe
1920s
1920s
and
and
thethe
1930s;
1930s;
it included
it included
a belief
a belief
in the
in the
racial
racial
superiority
superiority
of of
thethe
German
German
people.
people.
TheThe
Fascists
Fascists
in Italy
in Italy
were
were
ledled
by by
Benito
Benito
Mussolini,
Mussolini,
shown
shown
in the
in the
chart
chart
at right.
at right.
Social
Social
• censorship
• censorship
• indoctrination
• indoctrination
• secret
• secret
police
police
• supported
• supported
by by
middle
middle
class,
class,
industrialists,
industrialists,
and
and
military
military
Economic
Economic
• economic
• economic
functions
functions
controlled
controlled
by by
state
state
corporations
corporations
or or
state
state
SKILLBUILDER:
SKILLBUILDER:
Interpreting
Interpreting
Charts
Charts
1. Synthesizing
1. Synthesizing
Which
Which
political,
political,
cultural,
cultural,
and
and
economic
economic
characteristics
characteristics
helped
helped
make
make
fascism
fascism
an an
authoritarian
authoritarian
system?
system?
2. Making
2. Making
Inferences
Inferences
What
What
characteristics
characteristics
of fascism
of fascism
might
might
make
make
it attractive
it attractive
to to
people
people
during
during
times
times
of crisis
of crisis
such
such
as as
thethe
Great
Great
Depression?
Depression?
Clarifying
What promises
did Mussolini make
to the Italian
people?
A. Answer He
promised to revive
their economy,
rebuild the armed
forces, and provide
strong leadership.
Analyzing Key Concepts
Cultural
Cultural
CHARACTERISTICS
CHARACTERISTICS
OFOF
FASCISM
FASCISM
Fascism
Chief
Chief
Examples
Examples
• Italy
• Italy
• Spain
• Spain
• Germany
• Germany
Political
Political
Basic
Basic
Principles
Principles
• nationalist
• nationalist
• racist
• racist
(Nazism)
(Nazism)
• one-party
• one-party
rule
rule
• supreme
• supreme
leader
leader
• authoritarianism
• authoritarianism
• state
• state
more
more
important
important
than
than
thethe
individual
individual
• charismatic
• charismatic
leader
leader
• action
• action
oriented
oriented
The term fascism comes from the Latin
word fascis, a bundle of wooden rods
tied around an ax handle that was the
symbol of authority in ancient Rome.
Based on the information in the graphic,
how was this authority wielded in fascist
states? (Possible Answer: harshly, without
regard for individuals’ rights and with
total control by a ruthless dictator)
SKILLBUILDER Answers
1. Synthesizing one-party rule,
censorship, secret police, and state
control of property
2. Making Inferences Charismatic
leadership and the focus on action
might appeal to people who want their
problems solved in a time of crisis.
A newspaper editor and politician named Benito Mussolini boldly promised to
rescue Italy by reviving its economy and rebuilding its armed forces. He vowed to
give Italy strong leadership. Mussolini had founded the Fascist Party in 1919. As
economic conditions worsened, his popularity rapidly increased. Finally, Mussolini
publicly criticized Italy’s government. Groups of Fascists wearing black shirts
attacked Communists and Socialists on the streets. Because Mussolini played on
the fear of a workers’ revolt, he began to win support from the middle classes, the
aristocracy, and industrial leaders.
In October 1922, about 30,000 Fascists marched on Rome. They demanded that
King Victor Emmanuel III put Mussolini in charge of the government. The king
decided that Mussolini was the best hope for his dynasty to survive. After
widespread violence and a threatened uprising, Mussolini took power “legally.”
Critical Thinking Transparencies
• CT31 Economic Crisis: Between Two Fires
Il Duce’s Leadership Mussolini was now Il Duce (ihl DOO•chay), or the leader.
He abolished democracy and outlawed all political parties except the Fascists.
Secret police jailed his opponents. Government censors forced radio stations and
publications to broadcast or publish only Fascist doctrines. Mussolini outlawed
strikes. He sought to control the economy by allying the Fascists with the industrialists and large landowners. However, Mussolini never had the total control
achieved by Joseph Stalin in the Soviet Union or Adolf Hitler in Germany.
Hitler Rises to Power in
Germany
Critical Thinking
Hitler Rises to Power in Germany
When Mussolini became dictator of Italy in the mid-1920s, Adolf Hitler was a
little-known political leader whose early life had been marked by disappointment.
When World War I broke out, Hitler found a new beginning. He volunteered for the
German army and was twice awarded the Iron Cross, a medal for bravery.
Years of Crisis 911
• What personal characteristics helped
Hitler gain success as a leader? (He was
an organizer, a good speaker, persistent and driven to reach his goal.)
• What did Hitler believe were the rights
and duties of the German “master
race”? (Possible Answer: elimination of
“inferior races” and world dominion)
Name
DIFFERENTIATING INSTRUCTION:
GIFTED AND TALENTED STUDENTS
9-12_SNLAESE491127_073103.indd 911
Comparing Fascism and 17th-Century Absolutism
6/21/10 12:47:35 PM
Date
CONNECTIONS ACROSS TIME AND CULTURES
Absolutism and Fascism
CHAPTER
31
Section 3
THEMATIC CONNECTION:
POWER AND AUTHORITY
Beginning in the 17th century, kings and queens sought to rule as absolute monarchs in Europe. In the 20th century, Fascist leaders assumed dictatorial powers
in Italy and Germany. How do the Fascist dictators Mussolini and Hitler compare
with Louis XIV, Peter the Great, and other absolute monarchs? Use the information in Chapters 21 and 31 to answer the questions.
1. The 17th century was a period of great upheaval in Europe. The decline of feudalism,
constant religious and territorial conflicts, and rebellions of overtaxed peasants led
monarchs to seek absolute power. What political and social crises led to the rise of
fascism in the 1920s and 1930s? ____________________________________________________________
________________________________________________________________________________________
Task Comparing and contrasting the characteristics of
Fascist dictators and absolute monarchs
Purpose To to clarify the meaning of fascism
Instructions Have students review the material on
fascism. Have them discuss with a partner the characteristics of fascism and its dictators and note any questions
they have. Then give a copy of Connections Across Time
and Cultures, p. 64 of In-Depth Resources: Unit 7 to each
pair. Instruct students to work together to answer the
questions and then share their answers with the class.
Sample answers follow:
1. The economic and political devastation following
World War I led to the rise of Fascism.
2. Fascist leaders increased their power by instituting
one-party rule under a supreme leader.
3. Controlling property, outlawing strikes, and allying with
industrialists and landowners were the steps Fascist
leaders took to control their economies.
4. Fascist leaders controlled the lives of citizens by using
censorship and indoctrination.
the Church, representative government, the nobility, and political opponents. Absolute
monarchs consolidated their power by limiting the power of the nobility, establishing
royal bureaucracies and taking personal control of the central government, and bringing
the Church under state control. How did Fascist leaders increase their own power?
________________________________________________________________________________________
________________________________________________________________________________________
3. Absolute monarchs sought to control economic affairs by giving tax benefits to expand
trade and manufacturing and by creating new bureaucracies to control economic life.
How did Fascist leaders take command of their countries’ economies? ____________________________
________________________________________________________________________________________
4. In an effort to control every aspect of society and the lives of citizens, absolute monarchs
regulated religious worship, social gatherings, and other aspects of daily life. What steps
did Fascist leaders take to control the lives of their citizens? ______________________________________
________________________________________________________________________________________
5. Absolute monarchs believed that the divine right of kings gave them authority to rule
© McDougal Littell Inc. All rights reserved.
Class Time 30 minutes
2. Rulers can increase their own power by limiting the power of other institutions in society—
with unlimited power. What beliefs or principles did Fascist leaders use to justify
their unlimited power? ____________________________________________________________________
________________________________________________________________________________________
64 Unit 7, Chapter 31
In-Depth Resources: Unit 7
5. Nationalist and, in the case of the Nazis, racist beliefs
were the basis of Fascist leaders’ unlimited power.
Teacher’s Edition 911
CHAPTER 31 • Section 3
The Rise of the Nazis At the end of the war,
Hitler settled in Munich. In 1919, he joined a tiny
right-wing political group. This group shared his
belief that Germany had to overturn the Treaty of
Versailles and combat communism. The group later
named itself the National Socialist German
Workers’ Party, called Nazi for short. Its policies
formed the German brand of fascism known as
Nazism. The party adopted the swastika, or hooked
cross, as its symbol. The Nazis also set up a private
militia called the storm troopers or Brown Shirts.
Within a short time, Hitler’s success as an organizer and speaker led him to be chosen der Führer
(duhr-FYUR•uhr), or the leader, of the Nazi party.
Inspired by Mussolini’s march on Rome, Hitler and
the Nazis plotted to seize power in Munich in 1923.
The attempt failed, and Hitler was arrested. He was
tried for treason but was sentenced to only five
years in prison. He served less than nine months.
While in jail, Hitler wrote Mein Kampf (My
Struggle). This book set forth his beliefs and his
goals for Germany. Hitler asserted that the Germans,
whom he incorrectly called “Aryans,” were a “master race.” He declared that non-Aryan “races,” such
as Jews, Slavs, and Gypsies, were inferior. He called
the Versailles Treaty an outrage and vowed to regain
German lands. Hitler also declared that Germany
was overcrowded and needed more lebensraum, or
living space. He promised to get that space by conquering eastern Europe and Russia.
After leaving prison in 1924, Hitler revived the
Nazi Party. Most Germans ignored him and his
angry message until the Great Depression ended the
nation’s brief postwar recovery. When American
loans stopped, the German economy collapsed.
Civil unrest broke out. Frightened and confused,
Germans now turned to Hitler, hoping for security
and firm leadership.
Benito Mussolini
1883–1945
History Makers
Because Mussolini was
of modest height, he
usually chose a location
for his speeches where
he towered above the
crowds—often a balcony
high above a public
square. He then roused audiences with his
emotional speeches and theatrical gestures
and body movements.
Vowing to lead Italy “back to her ways of
ancient greatness,” Mussolini peppered his
speeches with aggressive words such as war
and power.
Benito Mussolini and Adolf Hitler
In what ways were Mussolini’s and
Hitler’s speaking styles similar?
(Both were charismatic, theatrical
speakers who used emotional appeal
to rouse audiences.)
Tip for English Learners
Adolf Hitler
1889–1945
Point out the similarity of the German
key terms and their English equivalents:
mein—“my;” lebens—“living;”
raum—“room” or “space.”
Like Mussolini, Hitler
could manipulate huge
audiences with his fiery
oratory. Making speeches
was crucial to Hitler. He
believed: “All great worldshaking events have
been brought about . . . by the spoken word!”
Because he appeared awkward and
unimposing, Hitler rehearsed his speeches.
Usually he began a speech in a normal voice.
Suddenly, he spoke louder as his anger grew.
His voice rose to a screech, and his hands
flailed the air. Then he would stop, smooth his
hair, and look quite calm.
RESEARCH WEB LINKS Go online for more on
Benito Mussolini and Adolf Hitler.
Hitler Becomes Chancellor
Hitler Becomes Chancellor
Critical Thinking
VIDEO
• Why might Germans have put their
faith in Hitler? (Possible Answer:
He put people to work and revived
the economy.)
• What does Kristallnacht demonstrate
about the power of the Nazis?
(Their control over the people was
very strong.)
Benito Mussolini
912 Chapter 31
ENGLISH LEARNERS
9-12_SNLAESE491127_073103.indd 912
Class Time 15 minutes
Task Looking up difficult words and restating the primary source quotation
Purpose To increase vocabulary and understanding of the text
Instructions Have students work in pairs to reread the primary source
quotation on this page. Have one student read the passage aloud while
the other follows along in the text and marks difficult or unfamiliar vocabulary words. Then ask students to use a dictionary to find the meaning of
each word and create a chart restating the meanings in their own terms.
Finally, have the pairs collaborate in creating a simple, original restatement
of Ludendorff’s ideas. Sample charts and restatement follow:
Chapter 31
chancellor: the
prime minister or
president in certain
countries
ERICH LUDENDORFF, letter to President Hindenburg, February 1, 1933
DIFFERENTIATING INSTRUCTION:
912
Vocabulary
PRIMARY SOURCE
By naming Hitler as Reichschancellor, you have delivered up our holy Fatherland to one
of the greatest [rabblerousers] of all time. I solemnly [predict] that this accursed man
will plunge our Reich into the abyss and bring our nation into inconceivable misery.
In-Depth Resources: Unit 4
• Primary Source: Kristallnacht, p. 57
• Literature: Poems by Bertold Brecht, p. 60
Analyzing a Primary Source
The Nazis had become the largest political party by 1932. Conservative leaders mistakenly believed they could control Hitler and use him for their purposes. In January
1933, they advised President Paul von Hindenburg to name Hitler chancellor. Thus
Hitler came to power legally. Soon after, General Erich Ludendorff, a former Hitler
ally, wrote to Hindenburg:
Word
delivered up
rabblerousers
predict
accursed
abyss
inconceivable
Meaning
turned over
troublemakers
foretell, say in advance
hateful, under a curse
deep or bottomless pit
unthinkable, not to be believed
Restatement
You have just turned Germany over to a terrible troublemaker.
He will destroy the country.
6/28/10 3:31:08 PM9
B. Answer because
he restored pride
in Germany, cut
unemployment,
repudiated the
hated Versailles
Treaty, and
promised to regain
lost German lands
Making
Inferences
Why did
Germans at first
support Hitler?
Chapter 31 • Section 3
Once in office, Hitler called for new elections, hoping to win a parliamentary
majority. Six days before the election, a fire destroyed the Reichstag building,
where the parliament met. The Nazis blamed the Communists. By stirring up fear
of the Communists, the Nazis and their allies won by a slim majority.
Hitler used his new power to turn Germany into a totalitarian state. He banned
all other political parties and had opponents arrested. Meanwhile, an elite, blackuniformed unit called the SS (Schutzstaffel, or protection squad) was created. It
was loyal only to Hitler. In 1934, the SS arrested and murdered hundreds of Hitler’s
enemies. This brutal action and the terror applied by the Gestapo, the Nazi secret
police, shocked most Germans into total obedience.
The Nazis quickly took command of the economy. New laws banned strikes,
dissolved independent labor unions, and gave the government authority over business and labor. Hitler put millions of Germans to work. They constructed factories,
built highways, manufactured weapons, and served in the military. As a result, the
number of unemployed dropped from about 6 million to 1.5 million in 1936.
More About . . .
Support for Hitler
During the 1920s, Hitler’s Nazi party
attracted few supporters outside of fanat­
ical anti-Semites, ultra-nationalists, and
disgruntled war veterans. However, the
1929 depression swelled the Nazi ranks.
World Art and Cultures Transparencies
•AT69 Pillars of Society
The Führer Is Supreme Hitler wanted more than just economic and political
power—he wanted control over every aspect of German life. To shape public opinion and to win praise for his leadership, Hitler turned the press, radio, literature,
painting, and film into propaganda tools. Books that did not conform to Nazi
beliefs were burned in huge bonfires. Churches were forbidden to criticize the
Nazis or the government. Schoolchildren had to join the Hitler Youth (for boys) or
the League of German Girls. Hitler believed that continuous struggle brought victory to the strong. He twisted the philosophy of Friedrich Nietzsche to support his
use of brute force.
More About . . .
The SS
At a 1933 rally
in Nuremberg,
Germany, storm
troopers carried
flags bearing the
swastika.
Hitler Makes War on the Jews Hatred of Jews, or anti-Semitism, was a key part
t
of Nazi ideology. Although Jews were less than 1 percent of the population, the
Nazis used them as scapegoats for all Germany’s troubles since the war. This led to
a wave of anti-Semitism across Germany. Beginning in 1933, the Nazis passed
laws depriving Jews of most of their rights. Violence against Jews mounted. On the
The Schutzstaffel, or SS, was originally
formed in 1923 as the personal body­
guard for Hitler. Under Heinrich Himmler,
the SS became the elite of the Nazi
empire. The two requirements for wear­
ing the SS’s black shirts with the death’s
head insignia were unconditional loyalty
to Hitler and “racial purity.”
More About . . .
The Swastika
The Nazis did not invent the swastika,
but merely adopted a symbol that had
been used by many civilizations through­
out history. It has been found on Greek
coins and Celtic monuments in Europe,
Byzantine buildings and Buddhist inscrip­
tions in Asia, and Indian artifacts in North
and South America.
Years of Crisis 913
Name
Differentiating Instruction: Struggling Readers
Identifying Causes and Effects
Class Time 35 minutes
31
6/21/10 12:49:20 PM
Task Charting causes and effects of main events
Purpose To identify the causes and effects leading to the
rise of power of Hitler and the Nazi Party.
3.Cause—his success as a politician;
Effect—plots to seize power
Instructions Make copies of the Guided Reading activ­
4.Cause—plot to seize power fails;
Effect—is released after only nine months
for each. Then have them work together to fill in the chart.
Make sure they notice that these events form a causeand-effect chain, with each effect leading to the cause of
Fascism Rises in Europe
Causes
Event
Effects
1. Mussolini gains popularity.
the next event. Finally, have students share their charts
with the class. Sample answers follow:
ity, p. 49 of In-Depth Resources: Unit 7. Then divide the
class into small groups and give a copy of the chart to
each group. Instruct students to focus on events 3–7.
They should reread the text to identify a cause and effect
GUIDED READING
Section 3
A. Analyzing Causes and Recognizing Effects As you read about Fascist policies,
note some of the causes and effects of the event identified.
5.Cause—promises strong leadership;
Effect—takes total control of Germany
6.Cause—mistrusts non-Nazi ideas;
Effect—extends his control and power
7. Cause—Nazi hatred of Jews;
Effect—begins total elimination of Jews
2. King Victor Emmanuel III puts
Mussolini in charge of the
government.
3. Hitler is chosen leader of the
Nazi party.
4. Hitler is tried for treason and
sentenced to prison.
5. President Paul von Hindenburg
names Hitler chancellor in
1933.
© McDougal Littell Inc. All rights reserved.
9-12_SNLAESE491127_073103.indd 913
Date
CHAPTER
6. Hitler has books burned in huge
bonfires.
7. Nazis pass laws depriving Jews
of their rights.
B. Clarifying On the back of this paper, identify or define each of the following:
fascism
Nazism
Mein Kampf
lebensraum
Years of Crisis 49
In-Depth Resources: Unit 7
Teacher’s Edition 913
CHAPTER 31 • Section 3
Global Impact
night of November 9, 1938, Nazi mobs attacked Jews in
their homes and on the streets and destroyed thousands of
Jewish-owned buildings. This rampage, called Kristallnacht
(Night of the Broken Glass), signaled the real start of the
process of eliminating the Jews from German life. You’ll
learn more about this in Chapter 32.
Fascism in Argentina
Other Countries Fall to Dictators
Ask interested students to research
the life of Juan Perón. Suggest that they
compare and contrast his leadership
style with that of the European dictators
he admired.
While Fascists took power in Italy and Germany, the nations
formed in eastern Europe after World War I also were falling
to dictators. In Hungary in 1919, after a brief Communist
regime, military forces and wealthy landowners joined to
make Admiral Miklós Horthy the first European postwar dictator. In Poland, Marshal Jozef Pilsudski (pihl•SOOT•skee)
seized power in 1926. In Yugoslavia, Albania, Bulgaria, and
Romania, kings turned to strong-man rule. They suspended
constitutions and silenced foes. In 1935, only one democracy,
Czechoslovakia, remained in eastern Europe.
Only in European nations with strong democratic traditions—Britain, France, and the Scandinavian countries—
did democracy survive. With no democratic experience and
severe economic problems, many Europeans saw dictatorship as the only way to prevent instability.
By the mid-1930s, the powerful nations of the world
were split into two antagonistic camps—democratic and
totalitarian. And to gain their ends, the Fascist dictatorships
had indicated a willingness to use military aggression.
Although all of these dictatorships restricted civil rights,
none asserted control with the brutality of the Russian
Communists or the Nazis.
Fascism in Argentina
Juan Perón served as Argentina’s
president from 1946 to 1955 and
again in 1973 and 1974. The two
years he spent in Europe before
World War II greatly influenced his
strong-man rule.
A career army officer, Perón went
to Italy in 1939 for military training.
He then served at the Argentine
embassy in Rome. A visit to Berlin
gave Perón a chance to see Nazi
Germany. The ability of Hitler and
Mussolini to manipulate their citizens
impressed Perón.
When Perón himself gained
power, he patterned his military
dictatorship on that of the European
Fascists.
Other Countries Fall to
Dictators
Critical Thinking
• Why were dictators so successful in
gaining power in Eastern Europe?
(They had the support of military forces
and wealthy landowners)
• What do totalitarian states gain by
restricting civil rights? (control of
their citizens)
Electronic Library of Primary Sources
• from Memos on the Aims of Germany
and Japan
SECTION
ASSESS
3
ASSESSMENT
TERMS & NAMES 1. For each term or name, write a sentence explaining its significance.
SECTION 3 ASSESSMENT
• fascism
Have students work in small groups,
dividing the questions up among
themselves and discussing the
answers together.
USING YOUR NOTES
MAIN IDEAS
CRITICAL THINKING & WRITING
2. Do you think Hitler and
3. What factors led to the rise of
6. DRAWING CONCLUSIONS Why did a movement like
• Benito Mussolini
Mussolini were more alike or
different? Explain why.
Formal Assessment
• Section Quiz, p. 508
Hitler
Mussolini
Rise:
Rise:
• Adolf Hitler
• Nazism
fascism in Italy?
4. How did Hitler maintain
power?
• lebensraum
fascism and leaders like Mussolini and Hitler come to
power during a period of crisis?
7. ANALYZING MOTIVES Why do you think Hitler had
5. Why did the leadership of
many eastern European nations
fall to dictators?
Goals:
• Mein Kampf
Goals:
German children join Nazi organizations?
8. SYNTHESIZING What emotions did both Hitler and
Mussolini stir in their followers?
9. WRITING ACTIVITY POWER AND AUTHORITY Reread the
RETEACH
History Makers on Mussolini and Hitler on page 912. Then
write a description of the techniques the two leaders
used to appear powerful to their listeners.
Assign students the roles of Italian or
German citizens. Have them present their
views of Mussolini and Hitler to the class.
CONNECT TO TODAY PRESENTING AN ORAL REPORT
Some modern rulers have invaded other countries for political and economic gain. Research
to learn about a recent invasion and discuss your findings in an oral report.
In-Depth Resources: Unit 7
• Reteaching Activity, p. 67
914 Chapter 31
ANSWERS
1. fascism, p. 910
9-12_SNLAESE491127_073103.indd 914
• Benito Mussolini, p. 911
2. Sample Answer: Hitler—Rise: appointed
chancellor, became dictator, revived economy;
Goals: regain lost land and take over more;
purge country of non-German people.
Mussolini—Rise: appointed leader, became
dictator, took over economy; Goals: return
Italy to ancient greatness. More alike because
their rise and goals were similar
3. betrayal perceived at Paris Peace Conference,
rising inflation/unemployment, social unrest
4. had enemies murdered by the SS, used media
914
Chapter 31
• Adolf Hitler, p. 911
5.
6.
7.
8.
• Nazism, p. 912
• Mein Kampf, p. 912
and arts for propaganda, made children join
Nazi organizations
Without democratic traditions, they saw
dictators as a means to stability.
Possible Answer: They blamed others
for the country’s problems and offered
simple solutions.
Possible Answer: He used their impressionability to create a new generation of followers.
Possible Answers: fear of outsiders, pride,
loyalty, and patriotism
• lebensraum, p. 912
9. Rubric Descriptions should
• discuss Hitler’s and Mussolini’s
speech techniques.
• point out that both used emotional appeals
and theatrical gestures.
CONNECT TO TODAY
Rubric Oral reports should
• identify and describe the ruler’s goals
and methods.
• discuss an invasion led by a modern ruler.
• summarize the outcome of the invasion.
7/24/10 9:15:32 AM
LESSON PLAN
4
OBJECTIVES
• Describe Japan’s attempts to build
an empire.
Aggressors Invade Nations
MAIN IDEA
WHY IT MATTERS NOW
POWER AND AUTHORITY As
Germany, Italy, and Japan conquered other countries, the rest
of the world did nothing to stop
them.
Many nations today take a more
active and collective role in
world affairs, as in the United
Nations.
Pictured
Above: (L)
People waiting
for a free lunch
for the unemployed, 1930;
(R) Magazine
cover, 1926
• Trace the moves of European Fascists
in seeking world power.
• Summarize why British and French
appeasement and American isolationism failed to stop Fascist aggression.
TERMS & NAMES
• appeasement
• Axis Powers
• Francisco
Franco
• isolationism
• Third Reich
• Munich
Conference
FOCUS & MOTIVATE
Ask students what they would do if they
saw someone being attacked by an older
or stronger person. (Possible Answers:
refuse to get involved, try to reason with
the aggressor, help defend the victim)
SETTING THE STAGE By the mid-1930s, Germany and Italy seemed bent
on military conquest. The major democracies—Britain, France, and the United
States—were distracted by economic problems at home and longed to remain at
peace. With the world moving toward war, many nations pinned their hopes for
peace on the League of Nations. As fascism spread in Europe, however, a powerful nation in Asia moved toward a similar system. Following a period of reform
and progress in the 1920s, Japan fell under military rule.
INSTRUCT
Japan Seeks an Empire
During the 1920s, the Japanese government became more democratic. In 1922,
Japan signed an international treaty agreeing to respect China’s borders. In 1928,
it signed the Kellogg-Briand Pact renouncing war. Japan’s parliamentary system
had several weaknesses, however. Its constitution put strict limits on the powers
of the prime minister and the cabinet. Most importantly, civilian leaders had little
control over the armed forces. Military leaders reported only to the emperor.
Japan Seeks an Empire
TAKING NOTES
Critical Thinking
Use the graphic organizer
online to take notes on
the movement of Japan
from democratic reform
to military aggression.
• Why did Japanese militarists choose
the emperor as a symbol of power?
(The militarists did not wish to establish
a new system of government)
• How did the Japanese invasion
of Manchuria illustrate the weakness
of the League of Nations? (The
League was unable to control
Japanese activities.)
Militarists Take Control of Japan As long as Japan remained prosperous, the
civilian government kept power. But when the Great Depression struck in 1929,
many Japanese blamed the government. Military leaders gained support and
soon won control of the country. Unlike the Fascists in Europe, the militarists did
not try to establish a new system of government. They wanted to restore traditional control of the government to the military. Instead of a forceful leader like
Mussolini or Hitler, the militarists made the emperor the symbol of state power.
Keeping Emperor Hirohito as head of state won popular support for the army
leaders who ruled in his name. Like Hitler and Mussolini, Japan’s militarists
were extreme nationalists. They wanted to solve the country’s economic problems through foreign expansion. They planned a Pacific empire that included a
conquered China. The empire would provide Japan with raw materials and markets for its goods. It would also give Japan room for its rising population.
In-Depth Resources: Unit 7
• Guided Reading, p. 50 (also in Spanish)
Japan Invades Manchuria Japanese businesses had invested heavily in China’s
northeast province, Manchuria. It was an area rich in iron and coal. In 1931,
the Japanese army seized Manchuria, despite objections from the Japanese
parliament. The army then set up a puppet government. Japanese engineers and
technicians began arriving in large numbers to build mines and factories.
Years of Crisis 915
SECTION 4 PROGRAM RESOURCES
9-12_SNLAESE491127_073104.indd 915
ALL STUDENTS
In-Depth Resources: Unit 7
• Guided Reading, p. 50
• Geography Application: Spain During the 1930s,
p. 53
• History Makers: Francisco Franco, p. 63
Formal Assessment
• Section Quiz, p. 509
ENGLISH LEARNERS
In-Depth Resources in Spanish
• Guided Reading, p. 221
• Geography Application, p. 223
Spanish/English Guided Reading Workbook
• Section 4
6/28/10 3:03:44 PM
STRUGGLING READERS
In-Depth Resources: Unit 7
• Building Vocabulary, p.51
• Geography Application, p. 54
• Reteaching Activity, p. 68
Guided Reading Workbook
• Section 4
GIFTED AND TALENTED STUDENTS
In-Depth Resources: Unit 7
• Primary Source: The Bombing of Guernica, p. 58
Electronic Library of Primary Sources
• from Speech in the House of Commons
INTEGRATED TECHNOLOGY
Student One Stop
Teacher One Stop
• Power Presentations
Geography Transparencies
• GT31 Expansion of Nazi Germany
Critical Thinking Transparencies
Electronic Library of Primary Sources
Teacher’s Edition 915
Chapter 31 • Section 4
The Japanese attack on Manchuria was the first direct challenge to the League
of Nations. In the early 1930s, the League’s members included all major democracies except the United States. The League also included the three countries that
posed the greatest threat to peace—Germany, Japan, and Italy. When Japan seized
Manchuria, many League members vigorously protested. Japan ignored the
protests and withdrew from the League in 1933.
European Aggressors on
the March
Japan Invades China Four years later, a border incident touched off a full-scale
war between Japan and China. Japanese forces swept into northern China. Despite
having a million soldiers, China’s army led by Jiang Jieshi was no match for the
better equipped and trained Japanese.
Beijing and other northern cities as well as the capital, Nanjing, fell to the
Japanese in 1937. Japanese troops killed tens of thousands of captured soldiers and
civilians in Nanjing. Forced to retreat westward, Jiang Jieshi set up a new capital
at Chongqing. At the same time, Chinese guerrillas led by China’s Communist
leader, Mao Zedong, continued to fight the Japanese in the conquered area.
Critical Thinking
• What role did the League of Nations
play in the successful takeover of
Ethiopia? (None; its weakness allowed
Italy to control Ethiopia.)
• Why did European democracies fail
to help Spain? (Possible Answer:
their already-established policy of
appeasement)
Making
Inferences
What was the
major weakness of
the League of
Nations?
A. Answer The
League had no
enforcement
power—it could not
make nations follow its decrees.
European Aggressors on the March
The League’s failure to stop the Japanese encouraged European Fascists to plan
aggression of their own. The Italian leader Mussolini dreamed of building a colonial empire in Africa like those of Britain and France.
More About . . .
Mussolini Attacks Ethiopia Ethiopia was one of Africa’s three independent
nations. The Ethiopians had successfully resisted an Italian attempt at conquest
during the 1890s. To avenge that defeat, Mussolini ordered a massive invasion of
Ethiopia in October 1935. The spears and swords of the Ethiopians were no match
for Italian airplanes, tanks, guns, and poison gas.
The Ethiopian emperor, Haile Selassie, urgently appealed to the League for
help. Although the League condemned the attack, its members did nothing. Britain
continued to let Italian troops and supplies pass through the British-controlled
Suez Canal on their way to Ethiopia. By giving in to Mussolini in Africa, Britain
and France hoped to keep peace in Europe.
Ethiopia and the League
of Nations
After Italy attacked Ethiopia, the
League of Nations called for an embargo
restricting loans to and exports from
Italy. Britain and France feared angering
Mussolini, however, and refused to place
an embargo on oil. Britain also refused to
stop Italian troops and arms from moving
through the Suez Canal, fatally weakening
the League.
Hitler Defies Versailles Treaty Hitler had long pledged to undo the Versailles
Treaty. Among its provisions, the treaty limited the size of Germany’s army. In
March 1935, the Führer announced that Germany would not obey these restrictions. The League issued only a mild condemnation.
The League’s failure to stop Germany from rearming convinced Hitler to take
even greater risks. The treaty had forbidden German troops to enter a 30-mile-wide
zone on either side of the Rhine River. Known as the Rhineland, the zone formed
History from Visuals
Aggression in Europe, Asia, and Africa, 1931–1939
Interpreting the Time Line
September 1931
Japan invades
Manchuria.
Have students identify the three
aggressor nations shown on the time
line. (Japan, Italy and Germany) Which
nation’s aggression began the earliest?
(Japan) Which nation attacked the most
countries? (Germany)
October 1935
Italy attacks
Ethiopia.
March 1936
Germany occupies
Rhineland.
Extension Have students add to the time
line as they read about subsequent
events in the chapter.
March 1938
Germany annexes
Austria.
July 1937
Japan
invades
China.
September 1938
Germany takes
Sudetenland.
March 1939
Germany seizes
Czechoslovakia.
April 1939
Italy
conquers
Albania.
916 Chapter 31
Differentiating Instruction: Struggling Readers
Headlining the News
9-12_SNLAESE491127_073104.indd 916
Class Time 25 minutes
Task Writing news headlines covering military actions
Purpose To identify and remember main ideas
Instructions Have students review the text on pages
915-917. Also, give them Section 4 of the Guided Reading
Workbook. Then divide students into three groups. Explain
that they will be acting as journalists covering military
moves made by Japan, Italy, and Germany.
Instruct each group to write two headlines describing their
particular country’s actions. Remind them that their headlines do not need to be full sentences. Headlines should
916 Chapter 31
be short and should capture the main idea of the event
using strong nouns and verbs. Have them share their
news flashes with the class. Here are some examples.
Japan
anchuria Falls to Japan; M
Japanese Slaughter Chinese at Nanjing
Italy
Italy Overpowers Ethiopia; League of Nations Looks Away
Germany Hitler Ignores Treaty; Germany Sweeps into Rhineland
6/28/10 3:08:18 PM9
Aggression
Aggression
in Africa,
in Africa,
1935–1939
1935–1939
Italy Italy
Italian
Italian
colony
colony
Invaded
Invaded
by Italy
by Italy
ITALY
ITALY
(1939)
(1939)
ALBANIA
ALBANIA
0
0
0
0
1,000 Miles
1,000 Miles
Med Med
iterraiterra
neannSeeaan Sea
0
0
0
Interpreting the Map
(1931)(1931)
JEHOL
JEHOL
ERITREA
ANGLOANGLO- ERITREA
EGYPTIAN
EGYPTIAN
SUDAN
SUDAN
FRENCH
FRENCH
EQUATORIAL
EQUATORIAL ETHIOPIA
ETHIOPIA
AFRICA
AFRICA
(1935)
(1935)
SOMALIA
SOMALIA
1,000 Miles
1,000 Miles
KENYA
KENYA
BELGIAN
BELGIAN
CONGO
CONGO
(1933)(1933)
0° Equator
0° Equator
JapanJapan
invades
invades
China,China,
July 1937
July 1937
Sea of
SeaJapan
of Japan 40°N 40°N
(East(East
Sea)Sea)
KOREA
KOREA
Yellow
Yellow
Sea Sea
JAPAN
JAPAN
PACIFIC
PACIFIC
OCEAN
OCEAN
JapanJapan
and its
and
colonies
its colonies
Invaded
Invaded
by Japan
by Japan
TAIWAN
TAIWAN
TropicTropic
of Cancer
of Cancer
40°E
40°E
0°
0°
120°E
INDIAN
INDIAN
OCEAN
OCEAN
C HCI H
N IAN A
120°E
2,000 Kilometers
2,000 Kilometers
ATLANTIC
ATLANTIC
OCEAN
OCEAN
History from Visuals
MANCHURIA
MANCHURIA
TropicTropic
of Cancer
of Cancer
0
2,000 Kilometers
2,000 Kilometers
40°N 40°N
LIBYA
LIBYA
EGYPT
EGYPT
NIGERIA
NIGERIA
Chapter 31 • Section 4
Aggression
Aggression
in Asia,
in Asia,
1931–1937
1931–1937
axis: a straight line
around which an
object rotates. Hitler
and Mussolini
expected their
alliance to become
the axis around
which Europe would
rotate.
Extension Ask students to study the two
maps. Ask why Italy looked to Africa for
colonies and not to Europe. (Germany
was in control of most areas north of
Italy.) Then ask what is the most likely
direction Japan will move to extend its
empire. (south)
GEOGRAPHY SKILLBUILDER: Interpreting Maps
1. Location On these maps, which countries are the aggressors?
2. Movement On what two continents did the aggression occur?
Vocabulary
Ask students what the light purple
and light pink areas represent.
(lands attacked or claimed by Italy and
Japan)
Skillbuilder Answers
1.Location Italy and Japan
2.Movement Africa and Asia
a buffer between Germany and France. It was also an important industrial area. On
March 7, 1936, German troops moved into the Rhineland. Stunned, the French
were unwilling to risk war. The British urged appeasement, giving in to an
aggressor to keep peace.
Hitler later admitted that he would have backed down if the French and British
had challenged him. The German reoccupation of the Rhineland marked a turning
point in the march toward war. First, it strengthened Hitler’s power and prestige
within Germany. Second, the balance of power changed in Germany’s favor. France
and Belgium were now open to attack from German troops. Finally, the weak
response by France and Britain encouraged Hitler to speed up his expansion.
Hitler’s growing strength convinced Mussolini that he should seek an alliance with
Germany. In October 1936, the two dictators reached an agreement that became
known as the Rome-Berlin Axis. A month later, Germany also made an agreement
with Japan. Germany, Italy, and Japan came to be called the Axis Powers.
More About . . .
Francisco Franco
After the Nationalist victory in the Spanish
Civil War, General Franco declared himself
military chief. He ruled Spain until his
death in 1975. Initially, his reign was
quite harsh, including the execution of
200,000 Spaniards between 1939 and
1943. He sympathized with the Axis
countries but did not enter World War II.
Civil War Erupts in Spain Hitler and Mussolini again tested the will of the
democracies of Europe in the Spanish Civil War. Spain had been a monarchy until
1931, when a republic was declared. The government, run by liberals and
Socialists, held office amid many crises. In July 1936, army leaders, favoring a
Fascist-style government, joined General Francisco Franco in a revolt. Thus began
a civil war that dragged on for three years.
Hitler and Mussolini sent troops, tanks, and airplanes to help Franco’s forces,
which were called the Nationalists. The armed forces of the Republicans, as supporters of Spain’s elected government were known, received little help from
abroad. The Western democracies remained neutral. Only the Soviet Union sent
equipment and advisers. An international brigade of volunteers fought on the
Republican side. Early in 1939, Republican resistance collapsed. Franco became
Spain’s Fascist dictator.
In-Depth Resources: Unit 7
•History Makers: Francisco Franco, p. 63
•Geography Application: Spain During the
1930s, p. 54
Years of Crisis 917
Differentiating Instruction: Gifted and Talented Students
9-12_SNLAESE491127_073104.indd 917
Contrasting Literary Responses to the Spanish Civil War
Class Time 40 minutes
Task Reading literary works about the Spanish Civil War and discussing
their differences
Purpose To gain an insider’s perspective on the war
Instructions American author Ernest Hemingway and British writer George
Orwell wrote books that offer an insider’s perspective on the Spanish Civil
War. Hemingway’s novel For Whom the Bell Tolls, written in 1940, fictionalizes the impressions he formed of the conflict as a war correspondent. In
1938, Orwell, best known for his novels 1984 and Animal Farm, wrote
6/18/10 9:32:20 AM
Homage to Catalonia, a nonfiction work about his experiences and disillusionment as a soldier fighting for the Republicans. Have students read one
of these works, taking notes about its perspective on the reasons for, reactions to, and outcome of the Spanish Civil War.
Then have students stage a “From Where I Stand” discussion in which
they assume their author’s point of view and explain it to the class.
After comparing and contrasting the idealism of Hemingway’s hero and
Orwell’s more cynical outlook, have students discuss which point of view
they support.
Teacher’s Edition 917
CHAPTER 31 • Section 4
Guernica
On April 26, 1937, Franco’s German allies
bombed the ancient Basque city of
Guernica in Spain. The photograph (above)
shows the city reduced to rubble by the
bombing. However, Spanish artist Pablo
Picasso’s painting, called Guernica (below),
captures the human horror of the event.
Using the geometric forms of Cubism,
Picasso shows a city and people that have
been torn to pieces. Unnatural angles and
overlapping images of people, severed
limbs, and animals reflect the suffering and
chaos caused by the attack. At left, a
mother cries over her dead child. In the
center, a horse screams and a soldier lies
dead. At right, a woman falls from a
burning house.
Analyzing Art
Interpreting the Visuals
Inform students that the air attacks on
Guernica killed a thousand people, one
out of every eight residents. Picasso’s
depiction of the event is huge—11 feet
high and 25 feet long.
Extension Ask students how Picasso’s
use of images and color captures the horrors of the war. (Possible Answers:
Mutilated images and a black-and-gray
palette suggest stark suffering.)
SKILLBUILDER:
Interpreting Visual Sources
SKILLBUILDER Answers
1. Analyzing Motives Possible Answers:
informing about the war and swaying
opinion against Franco
2. Hypothesizing Possible Answers:
anger, horror, hatred of the
Franco regime
1. Analyzing Motives What were Picasso’s
probable motives for painting Guernica?
2. Hypothesizing What feelings do you think
Guernica stirred in the public in the late
1930s?
Democratic Nations Try to Preserve Peace
In-Depth Resources: Unit 7
• Primary Source: The Bombing of Guernica,
p. 58
Instead of taking a stand against Fascist aggression in the 1930s, Britain and
France repeatedly made concessions, hoping to keep peace. Both nations were
dealing with serious economic problems as a result of the Great Depression. In
addition, the horrors of World War I had created a deep desire to avoid war.
United States Follows an Isolationist Policy Many Americans supported
isolationism, the belief that political ties to other countries should be avoided.
Democratic Nations Try to
Preserve Peace
Isolationists argued that entry into World War I had been a costly error. Beginning
in 1935, Congress passed three Neutrality Acts. These laws banned loans and the
sale of arms to nations at war.
Critical Thinking
• How did World War I affect U.S.
policy? (U.S. became isolationist;
desire for Europeans to handle their
own problems)
• What message did Hitler take from
appeasement? (that France and Britain
would not become involved)
The German Reich Expands On November 5, 1937, Hitler announced to his
advisers his plans to absorb Austria and Czechoslovakia into the Third Reich (ryk),
or German Empire. The Treaty of Versailles prohibited Anschluss (AHN•shlus), or
a union between Austria and Germany. However, many Austrians supported unity
with Germany. In March 1938, Hitler sent his army into Austria and annexed it.
France and Britain ignored their pledge to protect Austrian independence.
Hitler next turned to Czechoslovakia. About three million German-speaking
people lived in the western border regions of Czechoslovakia called the
Sudetenland. (See map, page 895.) This heavily fortified area formed the Czechs’
main defense against Germany. The Anschluss raised pro-Nazi feelings among
Sudeten Germans. In September 1938, Hitler demanded that the Sudetenland be
given to Germany. The Czechs refused and asked France for help.
Geography Transparencies
• GT31 Expansion of Nazi Germany
Electronic Library of Primary Sources
• from Speech in the House of Commons
918 Chapter 31
DIFFERENTIATING INSTRUCTION:
Analyzing Churchill’s Speech
ENGLISH LEARNERS
9-12_SNLAESE491127_073104.indd 918
Class Time 20 minutes
Task Restating the main ideas of Winston Churchill’s speech
Purpose To understand Winston Churchill’s point of view
Instructions Divide the class into seven groups and assign each group one
of the following phrases of Winston Churchill’s statement on page 919:
• We are in the presence of a disaster of the first magnitude
• we have sustained a defeat without a war
• And do not suppose that this is the end
• This is only the first sip, the first foretaste of a bitter cup
• which will be proffered to us year by year
918
Chapter 31
7/2/10 2:48:27 PM
• unless, by a supreme recovery of moral health and martial vigor
• we arise again and take our stand for freedom as in the olden time
Ask each group to read its phrase aloud, look up any difficult words, and
restate it in everyday language. Have them compile their phrases into a
complete restatement such as this:
Restatement
This is a terrible time . . . we have lost a war we didn’t fight . . .
The struggle is not over yet . . . this is only the beginning of a
painful lesson we will be taught again and again unless we make
our values and our army stronger and fight for freedom like we
used to.
CHAPTER 31 • Section 4
Britain and France Again Choose Appeasement France and
Britain were preparing for war when Mussolini proposed a meeting of
Germany, France, Britain, and Italy in Munich, Germany. The
Munich Conference was held on September 29, 1938. The Czechs
were not invited. British prime minister Neville Chamberlain believed
that he could preserve peace by giving in to Hitler’s demand. Britain
and France agreed that Hitler could take the Sudetenland. In
exchange, Hitler pledged to respect Czechoslovakia’s new borders.
When Chamberlain returned to London, he told cheering crowds,
“I believe it is peace for our time.” Winston Churchill, then a member
of the British Parliament, strongly disagreed. He opposed the
appeasement policy and gloomily warned of its consequences:
B. Possible
Answer He
believed that
appeasing the
Fascists was tantamount to surrendering to them.
More About . . .
Winston Churchill
▲ Chamberlain
waves the
statement he
read following
the Munich
Conference.
PRIMARY SOURCE
We are in the presence of a disaster of the first magnitude. . . . we have sustained a
defeat without a war. . . . And do not suppose that this is the end. . . . This is only the
first sip, the first foretaste of a bitter cup which will be proffered to us year by year
unless, by a supreme recovery of moral health and martial vigor, we arise again and
take our stand for freedom as in the olden time.
Analyzing
Primary Sources
Why did
Churchill believe
that Chamberlain’s
policy of appeasement was a defeat
for the British?
Early in his political career, Winston
Churchill’s independent mindset often
caused him problems. However, this
trait made him willing to speak out
against the Nazi threat when few others
in Britain would do so. Churchill was
Britain’s foremost critic of appeasement,
seeing clearly that this policy would only
increase Hitler’s belief that he would
not be stopped in his grab for power
and territory.
WINSTON CHURCHILL, speech before the House of Commons, October 5, 1938
Less than six months after the Munich meeting, Hitler took Czechoslovakia.
Soon after, Mussolini seized Albania. Then Hitler demanded that Poland return the
former German port of Danzig. The Poles refused and turned to Britain and France
for aid. But appeasement had convinced Hitler that neither nation would risk war.
Nazis and Soviets Sign Nonaggression Pact Britain and France asked the
Soviet Union to join them in stopping Hitler’s aggression. As Stalin talked with
Britain and France, he also bargained with Hitler. The two dictators reached an
agreement. Once bitter enemies, Fascist Germany and Communist Russia now
publicly pledged never to attack one another. On August 23, 1939, their leaders
signed a nonaggression pact. As the Axis Powers moved unchecked at the end of
the decade, war appeared inevitable.
4
SECTION
ASSESS
SECTION 4 ASSESSMENT
ASSESSMENT
Have students work independently to
answer the questions with open books.
TERMS & NAMES 1. For each term or name, write a sentence explaining its significance.
• appeasement
• Axis Powers
• Francisco Franco
• isolationism
• Third Reich
• Munich Conference
USING YOUR NOTES
MAIN IDEAS
CRITICAL THINKING & WRITING
2. What event was the most
3. Compare the militarists in
Japan with the European
Fascists.
6. SYNTHESIZING What similar goals did Hitler, Mussolini,
significant? Why?
1922
1930
1928 1931
1937
and Hirohito share?
RETEACH
7. FORMING OPINIONS Do you think the Fascist nations of
4. Which countries formed the
Axis Powers?
8. EVALUATING DECISIONS Why weren’t the Czechs invited
5. What were the effects of
isolationism and appeasement?
9. WRITING ACTIVITY POWER AND AUTHORITY Write a letter
1936
Formal Assessment
• Section Quiz, p. 509
the Axis Powers could have been stopped? Explain.
Have students review the short- and
long-term causes and effects of the
Great Depression and how it led to the
outbreak of World War II, using the visual
summary on page CT67 of Critical
Thinking Transparencies as a guide.
to take part in the Munich Conference?
to the editor in which you voice your opinion about the
U.S. policy of isolationism during the 1930s.
Critical Thinking Transparencies
• CT67 Chapter 31 Visual Summary
CONNECT TO TODAY STAGING A DEBATE
Established in 1945, the United Nations was intended to be an improvement on the League
of Nations. Research to learn about the recent successes and failures of the UN. Then hold a
debate in which you argue whether the institution should be preserved.
In-Depth Resources: Unit 7
• Reteaching Activity, p. 68
Years of Crisis 919
ANSWERS
9-12_SNLAESE491127_073104.indd 919
1. appeasement, p. 917
• Axis Powers, p. 917
• Munich Conference, p. 919
2. Sample Answer: 1922—agrees to respect
China’s borders; 1928—signs Kellogg-Briand
Pact; 1930—military gains control;
1931—invades Manchuria; 1936—allies with
Germany; 1937—invades China. Possible
Answer: allying with Germany, because this
strengthened Germany and helped draw the
world into war
3. Both were very nationalistic and wanted
to expand; Europeans wanted new governments; Japan wanted military control.
• Francisco Franco, p. 917
6/30/10 11:06:38 PM
• isolationism, p. 918
4. Germany, Italy, and Japan
5. Aggressor nations continued their
aggression unchecked.
6. Possible Answers: to extend their power and
rule an empire
7. Possible Answer: possibly if the League of
Nations had more authority or Western
democracies had opposed them
8. Possible Answer: They probably would have
pressed for war, which France and Britain
wanted to avoid at all costs.
• Third Reich, p. 918
9. Rubric Letters to the editor should
• take a stand on U.S. isolationism.
• support opinions with details and examples.
• end with a call for action.
CONNECT TO TODAY
Rubric Debates should
• clearly state the issue to be debated.
• identify and support major points on
each side.
• include specific incidents to support opinions.
Teacher’s Edition 919
Chapter 31 assessment
Chapter
31Assessment
TERMS & NAMES
Terms & Names
1.Albert Einstein,
p. 897
2.Sigmund Freud,
p. 897
3.Weimar
Republic, p. 905
4.New Deal,
p. 909
5.fascism, p. 910
6.Benito
Mussolini,
p. 911
7. Adolf Hitler,
p. 911
8. appeasement,
p. 917
9. Francisco
Franco, p. 917
10. Munich
Conference,
p. 919
Main Ideas
Answers will vary.
11.They created a revolution in science
and the study of human behavior,
disturbing many people and leading
them to question their own beliefs.
The Great Depression
Long-Term Causes
•
•
Europe relies on American loans
and investments.
•
•
Prosperity is built on borrowed money.
16.Germans a master race and other
“races” inferior; Treaty of Versailles
intolerable and Hitler to reclaim
territory; takeover of territory to
provide lebensraum
17.foreign expansion, gaining raw
materials from China, increasing
living space
18.The military was convinced Hitler
could succeed; the balance of
power favored Germany, with France
and Belgium open to attack; Hitler
continued to pursue military and
territorial expansion.
Wealth is unequally distributed.
Immediate Causes
•
•
•
•
•
•
U.S. stock market crashes.
Banks demand repayment of loans.
Farms fail and factories close.
Americans reduce foreign trade to
protect economy.
Americans stop loans to foreign countries.
American banking system collapses.
6. Benito Mussolini
7. Adolf Hitler
3. Weimar Republic
8. appeasement
4. New Deal
5. fascism
9. Francisco Franco
10. Munich Conference
MAIN IDEAS
Postwar Uncertainty Section 1 (pages 897–903)
11. What effect did Einstein’s theory of relativity and Freud’s theory of the
unconscious have on the public?
12. What advances were made in transportation and communication in
the 1920s and 1930s?
A Worldwide Depression Section 2 (pages 904–909)
13. Why was the Weimar Republic considered weak?
14. What caused the stock market crash of 1929?
Fascism Rises in Europe Section 3 (pages 910–914)
15. For what political and economic reasons did the Italians turn to
Mussolini?
16. What beliefs and goals did Hitler express in Mein Kampf?
17. How did Japan plan to solve its economic problems?
WORLDWIDE ECONOMIC
DEPRESSION
Immediate Effects
•
•
•
Millions become unemployed worldwide.
Businesses go bankrupt.
Governments take emergency measures
to protect economies.
•
Citizens lose faith in capitalism and
democracy.
•
Nations turn toward authoritarian leaders.
Long-Term Effects
•
•
•
•
•
Nazis take control in Germany.
Fascists come to power in other countries.
Democracies try social welfare programs.
Japan expands in East Asia.
World War II breaks out.
18. Why was Germany’s reoccupation of the Rhineland a significant
turning point toward war?
CRITICAL THINKING
1. USING YOUR NOTES
ECONOMICS Use a sequence
graphic to identify the events
that led to the stock market
collapse.
2. MAKING INFERENCES
POWER AND AUTHORITY What were the advantages and disadvantages of
being under Fascist rule?
3. DRAWING CONCLUSIONS
What weaknesses made the League of Nations an ineffective force for
peace in the 1920s and 1930s?
4. SYNTHESIZING
SCIENCE AND TECHNOLOGY How did the scientific and technological
revolutions of the 1920s help set the stage for transportation in the United
States today?
5. HYPOTHESIZING
What might have been the outcome if Great Britain, France, and other
European nations had not chosen to appease German, Italian, and
Japanese aggression?
920 Chapter 31
Critical Thinking
9-12_SNLAESE491127_0731CA.indd 920
Answers will vary.
1.stock prices high; investors sell stocks; prices
fall; panic develops; prices plunge further; stock
market crashes
2.Advantages—strong leadership, end to social
unrest, government put people back to work;
Disadvantages—only one political party, no
democracy, rights limited, censorship, complete
loss of civil rights for certain groups
920 Chapter 31
1. Albert Einstein
2. Sigmund Freud
Aggressors Invade Nations Section 4 (pages 915–919)
13.lacked democratic tradition and
strong ruling party, blamed for
Versailles Treaty and loss in WWI
15.dissatisfaction with Paris Peace
Conference, unemployment, fear of
communist revolution, democratic
government unable to solve problems
Some countries have huge war debts
from World War I.
•
12.passenger airlines, improved
autos, widespread radio
broadcasting, movies
14.investors buying on margin and
selling, hoping to reinvest at lower
rates; panic selling due to falling
prices; stocks losing value
World economies are connected.
For each term or name below, briefly explain its connection to world history
from 1919 to 1939.
5/26/10 11:04:48 AM
3.no armed forces to stop aggression, weakened
by lack of U.S. membership, did not represent all
the world’s powers
4.Car and plane travel are routine, allowing
people to commute to work, relocate, and travel
for pleasure.
5.War might have been avoided.
CHAPTER 31 ASSESSMENT
STANDARDS-BASED ASSESSMENT
Use the quotation from a live radio report during the
Munich Conference and your knowledge of world history
to answer questions 1 and 2.
Use the photograph of Adolf Hitler and your knowledge of
world history to answer question 3.
STANDARDS-BASED ASSESSMENT
It took the Big Four [France, Britain, Italy, and Germany] just
five hours and twenty-five minutes here in Munich today to
dispel the clouds of war and come to an agreement over
the partition of Czechoslovakia. There is to be no European
war. . . the price of that peace is, roughly, the ceding by
Czechoslovakia of the Sudeten territory to Herr Hitler’s Germany. The German Führer gets what he wanted, only he
has to wait a little longer for it.
WILLIAM SHIRER, quoted in The Strenuous Decade
1. The correct answer is letter B.
Europeans hoped to avoid war by
giving Hitler what he wanted. Letter A
is incorrect because Europeans did not
want to go to war. Letters C and D are
incorrect because the other European
powers were not concerned with
Czechoslovakia’s reaction.
1. Why did France, Britain, and Italy agree to give the Sudeten
territory to Germany?
A. to provoke war
B. to avoid war
C. to make Czechoslovakia happy
D. to make Czechoslovakia unhappy
2. How were the expectations expressed in the radio report
overturned by reality?
2. The correct answer is letter D.
The unchecked aggression of the
Axis Powers drew Europe into World
War II. Letter A is incorrect because
Czechoslovakia was powerless against
Germany. Letter B is incorrect because
Hitler did get what he wanted. Letter
C is incorrect because the Big Four
did come to an agreement about
Czechoslovakia.
3. Why do you think Hitler had his photograph taken with this
little girl?
A. to demonstrate his power
B. to frighten his enemies
C. to make him appear more human
D. to demonstrate his hatred of Jews
A. Czechoslovakia refused to give the Sudeten territory to Hitler.
B. Hitler did not get what he wanted.
C. The Big Four didn’t come to an agreement over
Czechoslovakia.
For additional test practice, go online for
D. Europe was not saved from war.
• Strategies
• Diagnostic tests
3. The correct answer is letter C. The
photograph suggests that Hitler loves
children and they love him.
• Tutorials
MULTIMEDIA ACTIVITY
On page 896, you chose a candidate to support in German
elections in the early 1930s. Now that you have read the
chapter, did what you read confirm your decision? Why or why
not? Would the candidate you selected have a good or bad
effect on the rest of the world? Discuss your opinions with a
small group.
Go to NetExplorations at hmhsocialstudies.com to learn
more about life in the 1920s. Use your research to create a
Web page on films from that era. Consider including
FOCUS ON WRITING
• background information about silent films.
Write a radio script for a report on a speech given by Hitler or
Mussolini. Imagine that you have just seen the dictator deliver
the speech and you want to share your impressions with the
public in your broadcast. Be sure to
Formal Assessment
• Chapter Tests, Forms A, B, and C,
pp. 510–521
NetExplorations: Life in the 1920s
ExamView® Test Generator
on the Teacher One Stop
• Form A in Spanish
• reviews of the films, including a positive or negative
recommendation.
• biographical information about the stars and directors
of the films.
• stills and clips from the films.
• a comparison between films of the 1920s and modern films.
• summarize the main ideas of the speech.
• describe the speaker's gestures and facial expressions.
• provide phrases that demonstrate the emotional power of the
speech.
• convey the public's response to the speech.
• offer your opinion of the speech and speaker.
Years of Crisis 921
FOCUS ON WRITING
9-12_SNLAESE491127_0731CA.indd 921
Supported first candidate—may withdraw
support based on totalitarian rule and great
suffering it meant for Germans and their
enemies; Supported second candidate—may
choose to support first candidate based on
Hitler’s rebuilding German economy and
uniting the country
Rubric Radio scripts should
• summarize the speech.
• explain its emotional appeal.
• describe the speaker’s style.
• describe the audience’s response.
• comment on the speaker’s message.
MULTIMEDIA ACTIVITY
6/16/10 5:26:34 PM
Rubric Web sites should
• present reviews of several movies from
the 1920s.
• include stills and clips from the films.
• provide information about each film’s director
and stars.
• compare these films with modern ones.
Teacher’s Edition 921
MULTIMEDIA CONNECTIONS
The HISTORY™ Multimedia
Classroom is a set of exciting new
social studies teaching tools featuring
award-winning program content. These
comprehensive lesson plans, correlated
to individual state and national curriculum standards, are easy to use for both
teachers and students.
Each lesson contains the following:
• Short video segments that bring
history topics to life
• Maps and visual materials
• Discussion and review questions
• Easily printable primary source
documents
• Classroom activities and Internetbased activity links
The Great
Depression
The Multimedia Classroom has been
specially designed to be versatile and
easily adaptable to existing courses,
lesson plans, and syllabi. Every lesson
is designed to offer maximum flexibility. Teachers can select entire plans or
only the elements they need, allowing
them to individually tailor each lesson.
Each multimedia lesson is available in
CD-ROM format and is accompanied
by full-length award-winning programs
on DVD from HISTORY™.
The Great Depression, which lasted from 1929
to 1939, was the most severe economic downturn in the history of the United States. The
boom times of the 1920s concealed severe weaknesses in the American economy. The stock market
crash of 1929 exposed the economy’s shaky foundations and plunged the country into a deep economic
depression. To stimulate the economy, President
Franklin Delano Roosevelt introduced a host of
For more information or to purchase
go to
Because some of these lessons may contain video
material of a sensitive nature, we recommend that
teachers and parents review these materials in their
entirety before screening them to students.
921 MC1
The Great Depression
MULTIMEDIA CONNECTIONS
9-12_SNLAESE491127_C31MMC.indd 1
Resources
7/16/10 10:48:02 AM
Video Clips
The following resources come with printable introductions, comprehension and
critical thinking questions, transcripts,
and vocabulary support.
Full Length DVD
The Great Depression (3 hrs 20 mins)
921 MC1
government programs. This New Deal alleviated the
worst aspects of the Great Depression. However, it
would take a world war to bring the country to full
economic recovery.
Explore the impact of the Great Depression
online. You can find a wealth of information,
video clips, primary sources, activities, and more at
.
MULTIMEDIA CONNECTIONS
•
•
•
•
•
•
•
•
•
•
•
An Unlikely Villain (2:05)
A New Deal (2:46)
Hobo Culture (3:05)
“The Big Rock Candy Mountain” (2:09)
Public Works (2:28)
Radio Days (3:15)
A Picture Worth 1,000 Words (3:52)
1930s Harlem (3:00)
Striking Back (2:56)
Communism in the U.S. (2:25)
From Depression to War (3:04)
Primary Sources
•
•
•
•
FDR’s First Inaugural Address
The National Recovery Act
A Migrant Worker’s Song
Migrant Mother
CLICK THROUGH
INTER /ACTIVITIES
hmhsocialstudies.com
A Picture Worth 1,000
Words
A Picture Worth 1,000 Words
Watch the video to learn about the work of
photographer Dorothea Lange, who chronicled
the Great Depression.
A New Deal
Watch the video to see how President Roosevelt
intended to fight the Great Depression.
Dorothea Lange took close to 4,000
photographs for the government during
the New Deal, mostly for the Farm
Security Administration. She took her
most famous photograph, Migrant
Mother, at a migrant workers camp in
rural California in 1936. This portrait of
a tired yet dignified mother surrounded
by her children is a vivid visual
representation of the Great Depression.
A New Deal
Public Works
Watch the video to see examples of the New Deal
programs introduced by President Roosevelt.
The two major candidates in the presidential election of 1932—Republican
Herbert Hoover and Democrat Franklin
Delano Roosevelt—offered very different approaches to combating the
Great Depression. Hoover believed in
limited government and was reluctant
to interfere too deeply in the economy.
Roosevelt thought that the government
must take the lead in ending the economic crisis. Roosevelt won over the
country with his campaign promise of a
“New Deal.”
Public Works
From Depression to War
Watch the video to see how the American economy
finally recovered from the Great Depression.
THE GREAT DEPRESSION
9-12_SNLAESE491127_C31MMC.indd 2
Activities
•
•
•
•
•
•
•
•
•
•
•
Stocks and Crashes
Hoover vs. Roosevelt: A Presidential Debate
A Community of Wanderers
California Dreaming
Getting the Nation Back to Work
Hear and Now
Capturing the Mood
Renaissance Masters in New York
Divided Opinions on Unions
Depression Era “Isms”
An End to the Depression
921 MC2
7/16/10 10:50:04 AM
Extended Activities
General Review Questions
General Discussion Questions
Web Links
Bibliography
Roosevelt’s New Deal consisted of
dozens of social and economic programs. One of the most far-reaching
was the Works Progress Administration
(WPA), which employed more than
8 million Americans in an array of
government jobs. Some people criticized the WPA and other New Deal
programs as little more than wasteful,
make-work projects. The New Deal
accomplished much but it did not end
the Great Depression.
From Depression to War
The United States was drawn into World
War II by the Japanese attack on Pearl
Harbor in 1941. The demand for armaments brought an upsurge in industrial
production and created new job opportunities. The wartime economy finally
brought the Great Depression to an
end. However, life did not get easier for
the American people. The economic
uncertainly of the Great Depression was
replaced by the fear and anxiety of war.
THE GREAT DEPRESSION
921 MC2