Download File - Mr. Holmes Wonderful World of History

SSWH 17 The student will be able to identify the major
political and economic factors that shaped world societies
between World War I and World War II.
a. Examine the impact of the war on science, art, and social
thinking by identifying the cultural significance of Sigmund
Freud, Albert Einstein, and Picasso
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After WWI, people rejected the belief in continual
human progress expressed during the
Enlightenment. Instead they felt a sense of
alienation and cynicism.
Since 1600s, scientists thought that through reason,
humans could solve any problem.
But in the 1900s, another thought arose. Some felt
that humans could no longer be confident about
the powers of rational thought.
Sigmund Freud
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Austrian doctor
Published The Interpretation of Dreams in
1900
Developed a revolutionary theory on human
behavior – the concept of the unconscious
mind.
His method of uncovering the unconscious mind
became known as psychoanalysis.

Using hypnotism, he studies mentally disturbed
patients and found they could remember things
they ordinarily couldn’t when hypnotized.
Brought those memories back to conscious thought
gradually
 Studied their dreams and encouraged them to talk about
whatever came to mind.
 Interpreted thoughts and memories to reveal
unconscious mind.

 Unconscious
behavior.

mind governed human
People were generally unaware of mental
processes of the unconscious.

His ideas gained popularity after WWI because if
people believed that the unconscious and not the
rational controlled people’s actions, then much of
the bewildering things could be explained.


It help them understand why the devastation of WWI
happened, why things had not turned out as they had
hoped, and why uneasiness in human life continued.
It also made people wonder how much of the images
from WWI would be repressed into the unconscious and
affect decision-making in the future.
A
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Born in Germany in 1879
Studied mathematics and physics
In 1905, he published four papers with
revolutionary new ideas:
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1st – existence of the atom
2nd – applied quantum theory to light
3rd – special theory of relativity: speed of light
is fastest speed ever and motion is relative to
the observer and so not absolute in time,
space or motion.
4th – E=mc2; meaning that mass can be
converted in massive amounts of energy
Einstein’s theories created a new
dimension: space-time continuum.
 Even such seemingly absolute and
definite concepts such as space,
motion, and time had to be seen as
relative, or dependant on each other.
 Einstein’s work led to the atomic age
and the development of atomic
weapons.
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P
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Was born in Spain in 1881 the son of a
prominent art teacher.
Was skilled in drawing and painting at an
early age
Created cubism style of painting along with
Georges Braque from France.
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Emphasized using geometric forms, shapes and
designs (especially cubes) to show the abstract
structure of everyday objects.
Often depicted objects from different
perspectives at the same time.
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Considered to be the most influential painter of the 20th
century.
Contributed to the political and social climate of his time.
His work was
Uplifting and offered hope through two world wars, and a civil
war in his homeland Spain.
 Inspired millions at a time when the future of the world was in
doubt.
 Influenced by the politics of the outside world
 Displayed courage in depicting abstract images of hope for the
future, while also depicting the horrors of the world around
him.
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Believed that the non-traditional depictions of reality in
his painting were a “mediator between this strange
hostile world and us, a way of seizing the power by
giving form to our terrors as well as our desires.”
Painted for the 1937 World’s Fair held in Paris, Picasso’s Guernica was painted to
express outrage over the bombing of the town of Guernica, a town with no strategic
value, during the Spanish Civil War. Using only blacks, grays, and white, Picasso
evoked anguish and horror with his distorted figures writhing in agony under stark
electric light.
The painting was on tour in the USA when WWII started, and Picasso asked the
painting stay here until democracy returned to Spain. It was returned in 1981.
1907
1937
1962
1958
1905
1903
19031904
All children are artists. The
problem is how to remain an
artist once he grows up.
- Pablo Ruiz Picasso
SSWH 17 The student will be able to identify the major
political and economic factors that shaped world societies
between World War I and World War II.
b. Determine the causes and results of the Russian Revolution
from the rise of the Bolsheviks under Lenin to Stalin’s first
Five Year Plan.
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Russia had the largest territory and population in
Europe
Diverse population (Slavic, several Russian varieties,
Polish, Finnish, and many more)
Industrial development lagged and most of the
country was undeveloped.
Ice bound ports most of the year

Russia was seeking ports in the Mediterranean at the
expense of conflict with the Ottoman Empire.

The Romanov tsar was a conservative autocrat,
holding absolute power. He tried to counteract
Western influence & philosophy.
Censored speech and press
 Rejected all calls for a constitution
 began “Russification”

 Forced non-Russian people to
 Use Russian language
 Accept Russian Orthodox religion
 Adopt Russian customs

Wanted foreign policy to unite Slavic people under
Russian leadership and territorial expansion

Alexander II, still conservative and autocratic, did care
about public opinion, so he tried making reforms to
respond to popular demands.

Emancipation Edict of 1861
 Freed all serfs in Russia
 were bound to people (like slaves), not to the land
 Had some civil rights, like ability to sue in court
 Did not really improve the position of serfs:
 2 options open to them
 Land ownership: expensive – buy small plot of land for high price
+ rent more land at high price to be able to farm enough to make
payments, pay taxes, and make a living.
 Labor pool: move to city and become cheap labor for factories.

More of Alexander II’s Reforms

Allowed elected councils at county and provincial levels
 Could collect taxes and control programs for public health,
education, welfare, and public works

Court reforms
 Civil and Criminal courts were modeled after European
counterparts
 Appeals courts instituted
 Put in place local justices of the peace
 Led to a decline in corruption and delay

All of it was criticized:
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Too much according to conservatives
Just the beginning according to liberals
Radicals wanted much, much more reform much more quickly

Rise of Radical movements
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Nihilists (1860s)– called for abolishing political, economic,
and social structures and build a completely new Russia
Populists (1870s) – wanted to live among the peasants as
teachers and doctors and lead to the seizing of landed
estates and dividing them among the peasants;
eventually became People’s Will and resorted to
terrorism to try to force their demands.
Made Alexander II more conservative, but he
continued reforms.

Alexander II’s Reforms:
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1870 major cities were granted limited elected governments
1874 military reforms were instituted.
Alexander II was assassinated by the Radical group People’s
Will in 1881.
This assassination led to a period of intensive repression by
Alexander III and his successor, Nicholas II.
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Censorship
Control of church and education
Spies and informers
Imprisonment and exile
Revived and intensified Russification
Sponsored pogroms (riots that massacred Jewish minorities)
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This suppression and overturning of Alexander II’s
reforms had much opposition
The new working class in the cities were ready
audiences for the liberals and radicals seeking change in
Russia.
Terrorism increased.
1904-1905 – Russo-Japanese War over territories in
China and Korea was a humiliating Russian defeat at the
hands of Japan.
Showed Russia as corrupt and inefficient
 Spurred discontented groups to action
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Bloody Sunday – January 22, 1905: tsarist troops shot at
strikers attempting to deliver a petition to the tsar
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Directly led to the Russian Revolution of 1905.
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Revolution of 1905
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Worker strike and held demonstrations
Violent street fighting broke out
Small mutinies in the army and navy
To regain control, the tsar:
 Issued a decree called the October Manifesto promising
individual liberties and an elected parliament (Duma)
 Repressed demonstrations
 Executed leaders of the Revolution

Revolution of 1905 failed because
Army loyal to Nicholas II
 French, bound by an alliance, loaned money to Nicholas
 Revolutionary groups were divided in their goals.

 Radicals disagreed amongst themselves
 Moderates feared Radical demands.
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Nicholas II didn’t change:
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Still an absolute autocrat
Still using corrupt & inefficient officials
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Example of corrupt officials:
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Rasputin was a court official and Russian Orthodox
priest/monk in Romanov Russia, and held influence
over the royal family.
 (He had “healed” Nicholas II’s son Alexei and so won the
favor of the Romanov family.)
 Said he had visions of the future of Russia, one of which
sent Nicholas II to take charge of the armed forces even
though he had no training
 This left Nicholas II’s wife, Alexandra, and Rasputin in
control of government at home.
 Alexandra was distrusted because of her German heritage
 Rasputin was corrupt
 further turned the people against the tsar.

Russia was also facing severe economic problems
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Despite rapid industrialization, it was still the most
backward European nation.
Debt, taxes, and rents kept most peasants in poverty
World War I

Showed Russian weakness:
 Not enough railroads and good roads
 Industrially behind:
 Industry could not equip or supply the army
 Cut off from outside supplies by Ottomans
 Russian troops were badly led.

Russia was suffering high casualties in war.
 All told - 1.7 million dead, 5 million wounded or disabled,
and 2 million taken prisoner
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In Feb. 1917, strikes and street demonstrations
broke out in Petrograd over food shortages.
This time, the army joined the rioters, so Nicholas II
had no support.
Nicholas II abdicated on March 15, ending the 300
year old Romanov dynasty.
A liberal provisional government was established
until a constitutional assembly could be elected to
establish a new permanent system of government.
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A liberal provisional government was established
until a constitutional assembly could be elected to
establish a new permanent system of government.
Between March and October, the provisional
government was reorganized four times.
“Soviets,” those elected councils that had first
originated as strike committees in 1905, surfaced all
over Russia and wielded considerable power
through control of factories and segments of the
military.

Created an ongoing source of chaos and upheaval in
Russian government.

By September 1917, the
Bolsheviks, led by Vladimir
Lenin, had achieved majorities
in the Petrograd and Moscow
soviets and won increasing
support among the hungry
urban workers and soldiers.
In October they staged a coup (the
"October Revolution"), occupying
government buildings and strategic
points.
 The congress of soviets approved
the formation of a new
government composed mainly of
Bolsheviks
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During the coup in
October, 1917, the
Bolsheviks stormed
the Winter Palace.
Bolsheviks storming of the Winter Palace
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The Bolsheviks capitalized
on the government’s
insistence on continuing
the war, its inability to
feed the population, and
its refusal to undertake
land reform
One of their first acts
were to ended Russia’s
involvement in WWI by
signing the treaty of BrestLitorsk with Germany on
March 3, 1918
1922 poster declaring
“Starvation is strangling Russia”
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Vladimir Lenin had studied Marxism.
In contrast to Marx, Lenin viewed the industrial
working class as incapable of developing the proper
revolutionary consciousness that would lead to
effective political action
Lenin believed the industrial proletariat (working
class) would require the leadership of a wellorganized and highly disciplined party to serve as
the catalyst for revolution and the realization of a
socialist society
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Marx – communism with no government
Lenin – communism brought by government
Lenin advocated transfer of legal authority to the
soviets and uncompromising opposition to the war

Civil War
The Bolsheviks (the “Reds”) and their
opponents (the “Whites”) fought a civil
war from 1918 to 1921
 Lenin established Moscow as his capital and
initiated the “Red Terror” against the
“Whites”

 In July 1918, the Bolsheviks executed Nicholas II
and his family to prevent them from being
manipulated by the Whites.
 Secret police killed 200,000 of Lenin’s
opponents

Civil War cont’d…
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Britain, France,
Japan, and the US
all sent troops and
supplies to aid the
Whites, but the
Whites were
defeated in 1921
Over 10 million are
estimated to have
died in Russia’s
civil war.
1919 Bolshevik poster showing the
three White generals as vicious
dogs under the control of the US,
France and Britain.

War Communism

During the civil war, the Bolsheviks
adopted a hasty and unplanned course of
nationalization called “war communism”
which led government to:
 assume control of banks, industry, and privately
held commercial property
 Seize landed estates and church property
 Abolish private trade

War Communism cont’d…
 By 1921, industrial
production fell 90% and
agricultural output was
down 50%
 Workers went on strike
 Demobilized soldiers
flooded the workforce
 Peasants rebelled

Clearly Lenin had to do
something
1920 Bolshevik poster entitled “The
Last Battle” shows a Red Army soldier
knocking a capitalist businessman off
the world.

New Economic Policy
Lenin knew he needed to win back the workers
Implemented the “New Economic Policy” in
1921 to radically reverse war communism
 Effectively brought back capitalism to some
sectors of Russian economy
 Elements of New Economic Policy (NEP)
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 Peasants could sell surplus grain after gov’t takes
50%
 Small factories handed back to private ownership
 Private trading of small goods allowed
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However, Lenin died in 1924 before the New
Economic Plan could get a decent chance to work
After Lenin’s death, a struggle for power ensued
and Joseph Stalin emerged in control in 1928
Lenin’s body on
display in Moscow

Five-Year Plan

Once Stalin took over, he replaced Lenin’s New
Economic Plan with his first Five-Year Plan in 1929
 Designed to transform the Soviet Union from a
predominantly agricultural country to a leading industrial
power
 Set targets for increased productivity in all spheres of the
economy, especially heavy machinery and oil, at the
expense of consumer goods
 Collectivization- private farms were eliminated and
government began to own all the land

Even though consumer goods were almost nonexistent, full employment in the midst of Global
Depression made a centrally planned economy
appear like this look good.
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Stalin consolidated power
by inciting a civil war
within his own party to
remove opposition
Between 1935 and 1938
he removed all people
suspected of opposition
from their positions of
authority

By 1939, 8 million Soviet
citizens were in labor camps
and 3 million were dead
Joseph Stalin
(1879-1953)
SSWH 17 The student will be able to identify the major
political and economic factors that shaped world societies
between World War I and World War II.
c. Describe the rise of fascism in Europe and Asia by
comparing the policies of Benito Mussolini in Italy, Adolf
Hitler in Germany, and Hirohito in Japan.
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Definition: a political movement that exalts nation and often
race above the individual and that stands for a centralized
autocratic government headed by a dictatorial leader, severe
economic and social regimentation, and forcible suppression
of opposition
Characteristics of Fascist Philosophy
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Nationalism
Disdain for human rights
Identification of enemies as
unifying cause
Militarism
Sexism
Controlled mass media
National security protected
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Religion tied to government
Protection of corporations
Labor power suppressed
Crime and punishment
Corruption
Fraudulent elections

Relied on dictatorial rule and totalitarian regime.
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State maintains rigid control of the people through force
and censorship.
All authority belongs to the state and individual rights
were subordinate to it.
Communism v. Fascism
Communism seeks socialist economy and internal
revolution.
 Fascism is nationalistic and appeals to the middle class
while promising to preserve existing social classes.
Defends private property ownership
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After WWI, Germany and Italy faced a number of
problems:
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Heavy loss of life
Crushing burden of debt
High unemployment
Runaway inflation
In Italy, these conditions resulted in violent strikes
with which the constitutional monarchy seemed
unable to effectively deal.
Then came Benito Mussolini.
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Mussolini was an extreme nationalist and was kicked
out of the Italian Socialist Party, so he began his
Fascist Party with a doctrine called fascism.
Supporters:
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appealed to demobilized soldiers and other nationalists
attracted professionals, wealthy landowners, and
businesspeople because of its opposition to communism.
This second group of supporters helped finance fascism’s
rise.
Gained support from the lower middle classes who were
hurt by unemployment and inflation.

Recognized the appeal of anticommunism (Italians
saw the Russian Revolution and didn’t want it to
happen in Italy)
Promised to prevent a proletarian revolution
 Stood for protection of private property and middle class
 Proposed collaboration between labor and management
to restore the economy
 Stressed national prestige, pledging to return Italy to the
military glories of the Roman Empire.
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Began a violent campaign against opponents
(socialists and communists)
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October 1922 – Black Shirt groups from all over Italy came to
Rome to “defend Italy against a communist revolution.”
The king did not respond to Parliament’s request for martial
law, so his cabinet resigned. The he was advised to appoint
Mussolini premier and ask him to head a coalition
government.
Once in office, Mussolini began to destroy democracy.
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Appointed Fascists to all government positions in central government
and in the provinces
Pushed a new election law that gave the party who got most votes
would get 2/3 of the seats in the lower house of Parliament.
1924 – Fascists won election
1925 – Mussolini made head of government accountable to
no one. Took title of il Duce

Governmental Policies: (Now it was all dictatorship)
Disbanned opposition political parties
 Suspended freedom of speech, press, assembly and trial
by jury.
 Gov’t controlled labor unions
 Strikes were outlawed
 Uniformed and secret police spied everywhere
 Mussolini was commander-in-chief of all military and
police
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King was a figure head. All power was in the Grand
Council of Fascist Party with Mussolini as head.

Economic Policies:
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Representation in gov’t was based on occupation or
profession
Country’s major economic activities were formed into
syndicates (corporations)
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Set wages and prices and working conditions
Private property still allowed
Profit still allowed
Labor unions and capitalists had to submit to Mussolini
In addition, Mussolini strengthened army and navy
and increased arms. – to reduce unemployment
and add military strength.

After World War I, Germany declared itself a
republic, called the Weimar Republic

President and 2 house parliament elected by universal
suffrage.
 President appointed the chancellor (prime minister)
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Not popular with the people, was just a way to prevent
revolution like Russia had experience.
Had problems
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High unemployment
Soaring inflation (1 trillion marks to make 25 cents)
Two attempted revolutions by socialists and communists
Weak government
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After WW I, the German Workers Party started

1920 – changed name to National Socialist German
Workers Party (Nazi)
 Extremely nationalistic
 Violently anticommunist
 Attracted wealthy business leaders and landowners in
Germany because of its promise to protect Germany from
communism.

1921 – Hitler joins Nazi party in Munich and helped with
an uprising in Munich in 1923, which got him jail time
 In prison, he wrote Mein Kampf, which expressed the spirit
of the Nazi movement.

Hitler was a talented speaker and used radio to
spread his message. His emotional speeches
attracted enthusiastic listeners. He expressed
feelings that many Germans identified with:
Frustration
 Bitterness
 Patriotism
 Humiliated


People felt eager to follow a leader that might
restore Germany’s lost glory.

Hitler’s promises:
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Repeal the Treaty of Versailles (especially the War Guilt
Clause)
Restore Germany’s armaments
Regain all its lost territory and colonies to build a “greater
Germany”
Protect against communism.
He added

Racial doctrine: Master race Aryans – all others are
inferior.

Rise to power:
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Election of 1930 won lots of voters to Nazi party (result of
Great Depression & fear of communism)
January 1933 – President Paul von Hindenburg appointed
Hitler as Chancellor
Hitler then used the Nazi private army to intimidate the
Reichstag.
February 1933 – Hitler given emergency powers to deal
with a perceived “communist revolt”
 Hitler used these powers to make himself dictator.
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Once in power, Hitler became der Fuhrer
Hitler turned Germany into a police state:
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Banned opposition parties
Banned labor unions,
Banned opposition newspapers
Created Gestapo – secret police with wide range powers
Opposition (liberals, socialists and communists) ended up
dead or in concentration camps, as did “inferior” races
Began rearming
1935 openly violated the Treaty of Versailles

Emperor Hirohito in Japan
Was the longest reigning emperor in Japanese
history – from 1926-1989
 Saw Japan through Depression, World War II,
Occupation, Cold War, and the Rise of Modern
Japan.
 Disputes over how he actually exercised power

 History following World War II showed Hirohito as simply a
figurehead with no real power – all decisions were by a
cabinet.
 Recent historians have found primary sources that support
a fascist image of Hirohito – controlling people through
influence and relationships.

Examples of Hirohito’s Facism
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Nationalism – supported the idea of a strong Japan under
the authority of a divine right emperor.
Identification of enemies as unifying cause – protect
Japan from Soviets, Westerners
Militarism – built a strong military for protection of Japan
from Western powerhouses
Controlled mass media – controlled the news and images
released to his people
National security protected – taught that the only way to
protect Japan was to be aggressive; used secret police
Religion tied to government – used the state religion to
portray faithfulness to gods tied to faithfulness to state
SSWH 17 The student will be able to identify the major
political and economic factors that shaped world societies
between World War I and World War II.
d. Analyze the rise of nationalism as seen in the ideas of Sun
Yat Sen, Mustafa Kemal Atatürk, and Mohandas Gandhi.

Definition: a sense of national consciousness
exalting one nation above all others and placing
primary emphasis on promotion of its culture and
interests as opposed to those of other nations or
groups



Country: China
known as "The Father of the Revolution" or "The
Father of the Republic."
As a revolutionary, he lived most of his life in
disappointment.



Struggled for twenty years to bring a nationalist and
democratic revolution to China
finally triumphed with the establishment of the Chinese
Republic in 1912 with him as president, but it was taken
from him by the dictatorial and ambitious Yüan Shih-kai.
He died in 1925, with China in ruins, torn by the
anarchy and violence of competing warlords.


His ideas, however, fueled the revolutionary fervor
of the early twentieth century and became the
basis of the Nationalist government established by
Chiang Kai-shek in 1928.
His Ideas:

revolution based on 3 principles
 Nationalism: Chinese government should be in the hands of
the Chinese rather than a foreigners (Remember: Qing
dynasty were Manchus)
 Democracy: Government should be republican and
democratically elected
 Equalization: government should equalize wealth and land
among the people

His ideas cont’d…

Government divided into five separate branches:
 Executive
 Legislative
 Judicial
 Censorate
 Civil service system
 never really instituted in Nationalist China.

Democracy was based on the "four powers of the
people."
 the right to vote;
 the right to recall;
 the power of initiative (the power to initiate legislation);
 the power of referendum (the power to amend an old law).

His ideas cont’d…

Thought people of China were not ready to be a
democracy so he developed a period of training called the
"Three Stages of Revolution."
 1st stage: military autocracy rule to get completely rid of
imperial government.
 2nd stage: political tutelage - military autocracy that trains
people in democracy on local level
 3rd stage: national democracy.
 Sun's stages of revolution were the first theories of "guided
democracy" to emerge in Asia and became a powerful tool
under the Communists.
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Country: part of Ottoman Empire that became
Turkey
Founding father of the Turkish Republic.
A participant in the Young Turk movement: illegal
political activities against the despotism of Ottoman
Sultan
Atatürk diagnosed the bad condition of their
society as caused by its political structure and
prescribed a restructuring.


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Atatürk participated with partisan politics until he
realized that factionalism based on military
membership in political societies would undermine
the fighting capacity and discipline of the armed
forces.
devoted himself to military writing and fighting. He
was active in quelling uprisings in the capital (1909)
and Albania (1910), as well as in the defense of
Ottoman Libya against Italy (1911–1912).
The disastrous Balkan Wars of 1912–1913
accelerated his conversion to Turkish nationalism
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Atatürk emerged from WWI acknowledged as one
of the youngest and most outstanding commanders
and accorded prestige and popularity at home.
Fighting against Allied attempts to dismember what
remained of the Ottoman empire, Atatürk
supervised resistance by establishing an alternative
national assembly to represent the resisting Turkey.
Believed that a nation's right to full independence
is fought for, not granted

Led to the Turkish National Struggle of 1919–1922
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
Republic of Turkey created in 1923 with Atatürk as
president.
concentrated on advancing his nationalist
revolution to transform Turkey into a modern,
democratic, nation-state through a plan called Six
Arrows:
Republicanism: no monarch, people to vote
 Nationalism: taking pride in the country
 Populism: belief in the rights of common people
 Reformism: policy of constantly reforming
 Statism: highly centralized gov’t controlling economics
 Secularism: rejection of restricting religion


Examples of his Reforms
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Abolishing the Caliphate (March 1924).
Closed theological schools
Replaced the Shariah law of Islam with the new law codes
separating church & state.
Controlled media & education:
 Converted written Turkish from an Arabic script to a
modified Latin alphabet by law.
 made it impossible for Turks to read any of the Ottoman
history, manuscripts or literature, except as translated by a
tightly controlled academia and media
 All the citizens from six to forty year old were made to
attend school and learn the new alphabet.

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
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
Country: India
most influential figure of modern Indian politics
became the symbol of Indian nationalism
was given the status of the Father of the Nation
after India achieved independence in 1947.
His doctrine of non-violent protest to achieve
political and social progress has been hugely
influential.

Trained as a lawyer and worked in an Indian law
firm located in South Africa.



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was appalled by the treatment of Indian immigrants
joined the struggle to obtain basic rights for them.
sent to prison many times.
Developed satyagraha – "truth force" – a method of nonviolent protest to help fight for those rights.

His method of non-violence in the Indian struggle
for basic human rights was highly idealistic. Had the
following components:
Do not reject rule of law as a principle
 Break those laws which were unreasonable or
suppressive.
 Accept punishment for having violated the law.
 Reject calmly and with determination the legitimacy of
the law in question.


By 1914, British authorities made concessions to
many of Gandhi’s requests.


In 1915, he returned to India and within a few years
became the leader of a nationwide struggle for Indian
home rule.
During his lifetime, Gandhi commanded influence
hitherto unattained by any political leader in India.
 refashioned the Indian National Congress into an effective
political instrument of Indian nationalism
 worked for Hindu-Muslim unity
 undertook major campaigns of nonviolent resistance to
British imperialism in 1920–22, 1930–34, and 1940–42.
 campaigned to end discrimination against India's
untouchable class
 concentrated on educating rural India and promoting
cottage industry.

Gandhi made moral Truth central to his leadership,
which was able to create a national mood, which
cut across castes, classes, religions, and regional
loyalties.


This at times led him to limit the more radical aspects of
nationalist aspirations of some within the Congress and
outside it.
Gandhi was opposed to Western modernization as
a model for India's development.

Looked more to India's villages and self-sufficient rural
communities for inspiration in the economic sphere.

Gandhi's most significant contribution to Indian
politics was perhaps his belief in the strength of
ordinary people.


Gandhi was able to mobilize the Indian people primarily
because the demands his politics made upon the
individual were not extraordinary.
His insistence on non-violence which underpinned his
campaigns of civil disobedience (satyagrah) allowed
people to participate in national politics in many different
ways—none of which necessarily required a break with
people's daily lives.

India achieved dominion status in 1947


partition of the subcontinent into India (Hindu) and
Pakistan (Muslim) was a great disappointment to Gandhi
violence erupted when stranded Muslims and Hindu
minorities in the divided areas tried to move
 Within a few weeks, half a million people had died.
 Gandhi vowed to fast until the violence stopped, which it did
in September 1947 when his health was seriously
threatened.

In January 1948 he was assassinated by a Hindu fanatic
for his pro-Muslim sympathies.
SSWH 17 The student will be able to identify the major
political and economic factors that shaped world societies
between World War I and World War II.
e. Describe the nature of totalitarianism and the police state
that existed in Russia, Germany, and Italy and how they differ
from authoritarian governments.
Totalitarianism
Both
Authoritarianism
Goal: Create a new world
order
Strong centralized
dictatorial
government
(one individual or a
small elite group)
Goal: Preserve existing
social order
Has a guiding ideology
Erases distinction between
state & society by
controlling attitudes,
values, and beliefs –
making all people alike
Interest of nation over
interests of individuals
Mobilizes people for
nationalistic goal
Exercises power within
recognized limits
Controls all aspects
of economic and
political life
Tolerates pluralism

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
Remember the Russian Revolution and the
Bolshevik Party’s goal for Russia.
They overthrew the 300 year old Romanov dynasty
and created a completely new government.
Within a short period of 22 years (1917-1939)
Russia was almost completely transformed into a
'modern' nation.
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
Politically: controlled by the Communist Party, which in turn
was dominated by Stalin.
Economically: from agricultural country to modernized and
industrialized country.
Socially: the nobles and the landlords were gone. A
totalitarian society with the Communist Party controlling
every aspect of life of its citizens did spring into being.
Under the party, everyone is supposed to be equal.
Militarily: Russian military force could stand up to German
attack during the WWII.
All in all, the Communist rule has given a new sense of
purpose to almost all Russians.


Hitler created a totalitarian state in Germany.
Characteristics of his Totalitarian state



ran and censored the media (radio, newspapers, & film)
Used propaganda to brainwash people to believe
everything the government told them: (media, fliers,
posters & public meetings like rallies)
Used secret police to find enemies of the state.


publicly humiliate or torture enemies
Imprison, exile or put people in concentration camps
without trial

People did not question decisions, no matter how
absurd they appeared to be. It was evident that
working against the party, or even being perceived
as a potential threat would lead to prison or worse
Through careful coercion, manipulation and
misleading information the authorities could, and
did, do as they pleased as the people either knew
nothing about actions being taken or were too
afraid to speak out about them.

Fascism is the totalitarian government that arose in
Italy





It took root because the liberal parliamentary regime could
not solve the problems arising from the WWI.
Under the stress of economic hardships and social unrest,
the propertied class turned to support the Fascists.
Mussolini maintained power by imposing a strict
control of the political, economic, social life of the
Italian people.
Created a long period of stable government but
they were deprived of political liberty and
economic advancement.
Italy remained a poor and backward country.
SSWH 17 The student will be able to identify the major
political and economic factors that shaped world societies
between World War I and World War II.
f. Explain the aggression and conflict leading to World War II
in Europe and Asia; include the Italian invasion of Ethiopia,
The Spanish Civil War, the rape of Nanjing in China, and the
German annexation of the Sudentenland.

Italy wished to expand and link its holdings in the
Horn of Africa.


Mussolini invaded Ethiopia in 1935

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
Italy expected they could do this without punishment
Goal: create a new Roman empire
Germany offered to help
Started alliance (Rome-Berlin Axis) between Italy
and Germany.

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Italy attacked Ethiopia from
Eritrea and Italian
Somaliland without a
declaration of war.
League of Nations declared
Italy an aggressor but took
no effective action.
Within 7 months, Italy had
annexed Ethiopia
Effects:


undermine the credibility of
League of Nations
encourage Fascist Italy to ally
itself with Nazi Germany.


a major conflict devastating Spain from July 1936 to
April 1939.
Started as an attempted coup by a group of army
generals against the republican government of
Spain.

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
The generals were supported by conservatives,
monarchists, and fascists (Italy & Germany).
Allowed Germany to try out their new air force.
Outcome:


overthrow of the republican government
founding of a fascist dictatorship under General Francisco
Franco
Robert Capa's "Loyalist Militiaman at
the Moment of Death, Cerro
Muriano, September 5, 1936."
General Francisco Franco

Japan had taken Manchuria from the Chinese in
1931.


Chinese tried to appease Japan by allowing them to
govern in the North, but now Japan wanted more.
Japanese attacked and seized Nanjing in December
1937.


For six weeks period afterward hundreds of thousands of
civilians were murdered and 20,000-80,000 women were
raped by Japanese soldiers.
Fostered bitterness between Japan and China.


September 15, 1938
Hitler demanded the Sudentenland section of
Czechoslovakia because German’s lived there.


Threatened war if it was not given to him.
British, French, Germans and Italians met in Munich
to decide:



Allowed Hitler to control
Height of Western appeasement policy
Hitler promised not to make many more demands