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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