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CHAPTER 30 ASSESSMENT
Chapter
TERMS & NAMES
TERMS & NAMES
Nationalism in India and Southwest Asia
Briefly explain the importance of each of the following in Russia,
China, or India.
Section 4 (pages 887–891)
1. Bolsheviks,
p. 868
2. Lenin, p. 868
3. soviet, p. 870
4. Joseph Stalin,
p. 873
5. totalitarianism,
p. 874
6. Mao Zedong,
p. 883
7. Mohandas K.
Gandhi, p. 888
8. civil disobedience, p. 888
MAIN IDEAS
Answers will vary.
9. recurring defeats in battle, death of
many soldiers, low troop morale,
food shortages led to strikes and riots
10. Its position on World War I led to
discontent, and attacks by the Red
Guards drove its leaders from power.
11. failure of the provisional government,
growing power of the soviets; Treaty
of Brest-Litovsk angered Russians;
Bolsheviks tried to wipe out all
enemies—Bolsheviks won
1. Bolsheviks
5. totalitarianism
17. What are some examples of civil disobedience led by
Mohandas Gandhi?
2. Lenin
6. Mao Zedong
18. What steps did Kemal take to modernize Turkey?
3. soviet
7. Mohandas K. Gandhi
4. Joseph Stalin
8. civil disobedience
14. removed his enemy; police terror,
propaganda, indoctrination; control of
economy
15. Mao promoted land reform and
better treatment for the peasants;
Nationalists had done little
for peasants.
16. to save the Communists who were
being pursued by Nationalist forces
17. boycotts; strikes; refusal to pay British
taxes, vote, or attend British schools;
marches, demonstrations
18. set up legal system, rights extended
to women, spurred economic growth
by industrializing
1. USING YOUR NOTES
In a diagram show the causes
of changes in government in
the countries listed.
MAIN IDEAS
Revolutions in Russia Section 1 (pages 867–873)
9. How did World War I lead to the downfall of Czar
Nicholas II?
11. Explain the causes of Russia’s civil war and its outcome.
Case Study: Totalitarianism Section 2 (pages 874–881)
13. What individual freedoms are denied in a totalitarian
state?
Turkey
India
4. HYPOTHESIZING
14. How did Joseph Stalin create a totalitarian state in the
Soviet Union?
EMPIRE BUILDING Why were the empires discussed in this
chapter unable to remain in control of all of their lands?
Imperial China Collapses Section 3 (pages 882–886)
5. RECOGNIZING EFFECTS
POWER AND AUTHORITY How did women’s roles change under
Stalin in Russia and Kemal in Turkey?
15. Why did the peasants align themselves with the Chinese
Communists?
16. Why did Mao Zedong undertake the Long March?
Revolutionary Leaders: 1900–1939
Lenin
Stalin
Sun Yixian
Mao Zedong
Gandhi
Kemal
Country
Russia
Russia
China
China
India
Turkey
Career
late 1890s–1924
early 1900s–1953
late 1890s–1925
early 1900s–1976
late 1800s–1948
early 1900s–1938
Key Role
Bolshevik revolutionary and first
ruler of Communist Russia
Dictator
First president of
the new Republic
of China
Leader of
the Chinese
Communist Party
Leader of the
Indian independence movement
First president of
the new Republic
of Turkey
Popular
Name
“Father of the
Revolution”
“Man of Steel”
“Father of Modern
China”
“The Great
Helmsman”
“Great Soul”
“Father of the
Turks”
Goal
Promote a worldwide Communist
revolution led by
workers
Perfect a Communist state in Russia
through totalitarian rule
Establish a modern
government based
on nationalism,
democracy, and
economic security
Stage a Communist revolution
in China led by
peasants
Achieve Indian
self-rule through
campaigns of civil
disobedience
Transform Turkey
into a modern
nation
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CRITICAL THINKING
Answers will vary.
2. Possible Answer: indoctrination, because it
begins with children and pervades the society
3. Possible Answers: World War I broke up the
Ottoman Empire, causing nationalists in its lands
to press for independence. It also precipitated the
Chapter 30
Causes of
Government Changes
3. ANALYZING CAUSES
REVOLUTION What role did World War I play in the revolutions
and nationalistic uprisings discussed in this chapter?
12. What are the key traits of totalitarianism?
1. Russia—World War I, food shortages, Bolsheviks;
China—Imperial government failed; Turkey—
Breakup of the Ottoman Empire; India—World War
I, Amritsar Massacre, Gandhi’s tactics.
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Russia
China
2. FORMING AND SUPPORTING OPINIONS
Which of the weapons of totalitarian governments do you
think is most effective in maintaining control of a country?
Explain.
10. Why did the provisional government fail?
12. dictatorship, one-party rule; dynamic
leader; rigid ideology; state control;
dependence on modern technology;
violence; enforcement through
censorship and persecution
13. freedom of religion, speech, press,
and expression, choice of job and
home, artistic freedom
CRITICAL THINKING
fall of the Russian czar. Promises made to
Indians before and during the war triggered
demands for independence.
4. The old governments were too weak to respond
to the demands of the population. Independence
groups gained power, especially after World War I.
5. In both places, women’s rights were expanded.
More educational and work opportunities
became available.
CHAPTER 30 ASSESSMENT
Use the quotation and your knowledge of world history to
answers questions 1 and 2
Additional Test Practice, pp. S1–S33
Use the graph and your knowledge of world history to
answer question 3.
STANDARDS-BASED
ASSESSMENT
Oil Output, 1910–1940
Oil Production
(in thousands of metric tons)
India does not need to be industrialized in the modern
sense of the term. It has 7,500,000 villages scattered over a
vast area 1,900 miles long, 1,500 broad. The people are
rooted to the soil, and the vast majority are living a handto-mouth life. . . . Agriculture does not need revolutionary
changes. The Indian peasant requires a supplementary
industry. The most natural is the introduction of the
spinning-wheel.
MOHANDAS K. GANDHI, Letter to Sir Daniel Hamilton
10,000
8,000
6,000
4,000
2,000
0
1. What picture does Gandhi present of India and its people?
A. India is adequately industrialized.
B. India is dominated by the British.
C. India is primarily an agricultural nation.
D. Indians are well-off and do not need additional industries.
2. What did Gandhi believe about the spinning wheel?
A. Gandhi believed that the spinning wheel would make
Indians less dependent on the British economy.
B. Gandhi believed that the spinning wheel was a threat to the
Indian economy.
C. Gandhi believed the main economic industry in India should
be spinning cloth.
D. Gandhi believed the spinning wheel was not necessary to
the Indian economy.
1910
1915
1920
■ Iran
1925
■ Iraq
1930
1935
1940
■ Saudi Arabia
Source: International Historical Statistics
3. Between which years did Iran show a dramatic increase in oil
production?
A. 1910–1920
B. 1920–1925
C. 1930–1935
D. 1935–1940
TEST PRACTICE Go to classzone.com
• Diagnostic tests
• Strategies
• Tutorials
• Additional practice
ALTERNATIVE ASSESSMENT
1.
Interact with History
On page 866, you played the role of a citizen whose country
was brimming with revolutionary activity. You evaluated two
tactics for change—violence and nonviolence. Now that you
have read the chapter, how would you assess the pros and
cons of Mao’s and Gandhi’s strategies? What role did violence
play in the Russian and Chinese revolutions? How successful
were Gandhi’s nonviolent methods in India? Discuss your
opinions in a small group.
2.
WRITING ABOUT HISTORY
Writing a Documentary Film Script
Write a documentary film script profiling a country where
nationalistic revolutionary movements are currently active.
Consider the following:
• What type of government is currently in power?
(constitutional monarchy, single-party dictatorship, theocracy,
republic) How long has it been in power?
• Who are the top political leaders, and how are they viewed
2. The correct answer is letter A.
Letter B is not correct—Gandhi recognizes the spinning wheel as helpful.
Letter C is not correct—Gandhi calls for
a supplementary industry, not a major
one. Letter D is not correct—Gandhi
suggests adding the spinning wheel to
the Indian economy.
3. The correct answer is letter B.
Production jumps by around 4,000
metric tons during the period. Letters
A, C, and D are not correct because no
increase in the years shown is as great
as the period from 1920 to 1925.
Formal Assessment
• Chapter Test, Forms A, B, and C, pp. 491–505
Test Generator
• Form A in Spanish
inside and outside the country?
Write a science fiction story about a totalitarian state that
uses modern technology to spread propaganda and control
people. Refer to the case study on totalitarianism for ideas.
Consider the following:
• Do citizens have complaints about their government? What
• the need to control information
The script should also include narration, locations, sound,
and visuals.
• methods to control the actions of people
1. The correct answer is letter C.
Letter A is not correct because at
the time of this letter India had not
become industrialized. Letter B is not
correct because the role of the British
is not mentioned in the letter. Letter D
is not correct because Gandhi
mentions people living hand to
mouth—India was not well off at the
time of the letter.
are they?
• What nationalist revolutionary groups are active? What are
their goals and strategies?
• reasons people oppose totalitarian control of a country
Revolution and Nationalism 893
ALTERNATIVE ASSESSMENT
1. Possible Answers: Students who originally
advocated violent action may now side
with Gandhi’s strategy of noncooperation or
nonviolent resistance, based on the success
of his boycotts and demonstrations.
However, they may note that India still
had not achieved independence. Violence
played a large part in the revolutions of both
China and Russia. Using the aftermath of
the Bolshevik Revolution as an example,
students may also conclude that violence
breeds violence.
2. Rubric Science fiction stories should
• be set in a fictional time and location.
• present reasons for a totalitarian state to
control the people.
• clearly illustrate the use of weapons of
totalitarianism.
Rubric Documentary film scripts should
• identify the country, its leaders, and its
revolutionary groups.
• outline the grievances the people have
against the current regime.
• identify the goals and strategies of
revolutionary groups.
• include a list of locations, sound, and visuals
to be used.
Teacher’s Edition
893