Download GWH Chapter 24B - Stamford High School

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Chapter Introduction
Section 1 The Futile Search for
Stability
Section 2 The Rise of Dictatorial
Regimes
Section 3 Hitler and Nazi Germany
Section 4 Cultural and Intellectual
Trends
Chapter Summary
Chapter Assessment
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Key Events
As you read this chapter, look for the key
events in the history of the Western
countries between the wars. 
• Europe faced severe economic problems
after World War I, including inflation and
the Great Depression. 
• Dictatorial regimes began to spread into
Italy, Germany, and across eastern
Europe. 
• The uncertainties and disillusionment of
the times were reflected in the art and
literature of the 1920s and 1930s.
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The Impact Today
The events that occurred during this time
period still impact our lives today. 
• The current debate over the federal
government’s role in local affairs and
social problems developed in part from
Franklin D. Roosevelt’s solution to the
Great Depression. 
• Automobiles, motion pictures, and radios
transformed the ways in which people
lived during the 1920s and 1930s and still
impact how we live our lives today.
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Chapter Objectives
After studying this chapter, you should be
able to: 
• explain the weaknesses of the League
of Nations. 
• list the factors leading to the Great
Depression. 
• discuss the response to economic
hardships by Great Britain, France,
Germany, and the United States. 
• distinguish between dictatorship and
totalitarianism.
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Chapter Objectives
After studying this chapter, you should be
able to:
• discuss how Mussolini, Stalin, Franco,
and Hitler came to power. 
• describe Hitler’s anti-Semitic policies and
activities. 
• summarize the developments in the areas
of art, music, literature, and science.
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The Futile Search for Stability
Main Ideas
• Peace and prosperity were short-lived after
World War I. 
• After 1929, a global economic depression
weakened the Western democracies. 
Key Terms
• depression 
• deficit spending
• collective bargaining 
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The Futile Search for Stability
People to Identify
• John Maynard Keynes 
• Franklin Delano Roosevelt 
Places to Locate
• Ruhr Valley 
• Switzerland
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The Futile Search for Stability
Preview Questions
• What was the significance of the Dawes Plan
and the Treaty of Locarno? 
• How was Germany affected by the Great
Depression?
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The Futile Search for Stability
Preview of Events
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Prior to 1921, before the reparation payments
required of Germany were raised to $33 billion,
the British economist John Maynard Keynes
said, “The policy of reducing Germany to
servitude for a generation, of degrading the
lives of millions of human beings, and of
depriving a whole nation of happiness should
be abhorrent and detestable. . . . Nations are
not authorized, by religion or by natural morals,
to visit on the children of their enemies the
misdoings of parents or rulers.” This economic
punishment of Germany had disastrous
consequences in the decades to come.
Uneasy Peace, Uncertain
Security
• The peace settlement at the end of
World War I created repeated border
disputes among new nations and left
many Germans determined to change
the terms of the Treaty of Versailles. 
• Though President Wilson and others
hoped that the League of Nations could
solve many of the new conflicts, the
league was not able to maintain peace.
(pages 751–754)
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Uneasy Peace, Uncertain
Security (cont.)
• One reason for this was that the United
States never ratified the Treaty of
Versailles and could not become a
member of the League of Nations. 
• Americans did not want to be involved
in European affairs. 
• Also, the remaining league members could
not agree to use force against aggression.
(pages 751–754)
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Uneasy Peace, Uncertain
Security (cont.)
• The French demanded that the Treaty of
Versailles be strictly enforced. 
• The Germans said that due to economic
problems they could no longer continue
to pay back the $33 billion that was
required. 
• The French army occupied the Ruhr
Valley, an industrial and mining center. 
• The French planned to take the
reparations by operating German
industries themselves.
(pages 751–754)
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Uneasy Peace, Uncertain
Security (cont.)
• In response, German workers went on
strike. 
• The government paid them by printing
more money. 
• This devalued the German currency and
increased the inflation that had begun
before the end of the war. 
• The German mark became completely
worthless. 
• By the end of 1923, it took more than 4
trillion marks to equal one U.S. dollar.
(pages 751–754)
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Uneasy Peace, Uncertain
Security (cont.)
• The huge inflation meant that people
suffered terribly. 
• The economic problems led to political
unrest in Germany. 
• Other countries stepped in to help. 
• The Dawes Plan began by reducing
reparation payments and coordinating
Germany’s payments with what the
nation could afford.
(pages 751–754)
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Uneasy Peace, Uncertain
Security (cont.)
• The plan also loaned Germany $200
million and led to heavy American
investments, which started an economic
recovery that lasted from 1924 to 1929.
(pages 751–754)
Uneasy Peace, Uncertain
Security (cont.)
• As Germany began to recover, the French
and Germans became more cooperative. 
• They signed the Treaty of Locarno
in 1925, which guaranteed Germany’s
western borders. 
• It was seen by many as the beginning
of a lasting peace.
(pages 751–754)
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Uneasy Peace, Uncertain
Security (cont.)
• In 1926, Germany joined the League of
Nations. 
• In 1928, 63 nations signed the KelloggBriand pact, in which they pledged to
renounce war as an instrument of national
policy. 
• While Germany had been forced to
reduce its military, no other European
nation was willing to take this step. 
• The trust of European countries for each
other did not go that far.
(pages 751–754)
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Uneasy Peace, Uncertain
Security (cont.)
How did the Dawes Plan help to create
an era of cooperation in Europe?
Prior to the Dawes Plan, Germany was in
a terrible economic state, which led to
widespread suffering and political unrest.
The Dawes Plan enabled the Germans to
make an economic recovery, which then
led to a more cooperative spirit between
Germany and France.
(pages 751–754)
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The Great Depression
• The brief period of European prosperity
ended in 1929 with the onset of the Great
Depression. 
• During a depression there is very low
economic activity and high
unemployment.
(page 754)
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The Great Depression (cont.)
• The Great Depression had two main
causes. 
• One was the downturn in the economies
of nations during the second half of the
1920s. 
• The second cause was the collapse of
the U.S. stock market in 1929.
(page 754)
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The Great Depression (cont.)
• Since 1924, Germany had been borrowing
money from U.S. banks to make
reparations payments. 
• After the stock market crashed, American
investors pulled their money out of
Germany. 
• This weakened banks in Germany and
other European countries.
(page 754)
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The Great Depression (cont.)
• As trade and industrial production slowed,
huge numbers of people lost their jobs. 
• Though there had been depressions in
Europe before, the Great Depression was
far worse. 
• Unemployed and homeless people filled
the streets of many countries.
(page 754)
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The Great Depression (cont.)
• Governments did not know how to deal
with the depression. 
• They tried to lower wages and raise tariffs
on foreign goods, which made things
worse. 
• Some governments, such as in the United
States, became more involved in the
economy. 
• Communism became more popular in
many places.
(page 754)
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The Great Depression (cont.)
• The Great Depression led many people
to follow political leaders who proposed
simple solutions in return for complete
power. 
• Democratic governments were challenged
everywhere.
(page 754)
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The Great Depression (cont.)
What were two causes of the Great
Depression?
The two causes of the Great Depression
were the downturn in many nations’
economies during the second half of the
1920s and the collapse of the U.S. stock
market in 1929.
(page 754)
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Democratic States after the War
• In 1919, many European states had
democratic governments. 
• In all states except Italy, Switzerland,
and France, women had gained the right
to vote.
(pages 755–756)
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Democratic States after the War (cont.)
• In Germany, the Weimar Republic was
created in 1918 but had many problems.

• Paul von Hindenburg was elected
president but was not a strong leader. 
• The Weimar Republic also faced serious
economic problems. 
• Runaway inflation caused people to lose
their incomes and savings. 
• Then in 1929, Germany suffered under
the Great Depression. 
• Millions of people had no jobs.
(pages 755–756)
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Democratic States after the War (cont.)
• After World War I, France became the
strongest power on the European
continent. 
• France was able to avoid serious effects
of the Great Depression until 1932. 
• However, when economic instability
occurred, there was political chaos. 
• A series of cabinets came and went. 
• In 1936, Communists, Socialists, and
Radicals formed the Popular Front
government.
(pages 755–756)
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Democratic States after the War (cont.)
• The Popular Front began programs for
workers including the right to negotiate
with employers (collective bargaining),
a minimum wage, a two-week paid
vacation, and a 40-hour workweek in
industry. 
• However, the government was not able
to solve the larger problems of the
depression.
(pages 755–756)
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Democratic States after the War (cont.)
• Great Britain suffered severe
unemployment in the early 1920s but
rebounded somewhat between 1925
and 1929. 
• As Britain’s economic problems
continued during the Great Depression,
governments changed from the Labour
Party to the Conservatives.
(pages 755–756)
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Democratic States after the War (cont.)
• A British economist, John Maynard
Keynes, argued in 1936 that
unemployment came not from
overproduction but from a decline
in demand. 
• He said that if people went back to work,
demand would increase. 
• Keynes proposed that the government
should finance projects such as highway
building to create jobs for the
unemployed.
(pages 755–756)
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Democratic States after the War (cont.)
• Governments should finance projects
even if it led to deficit spending, or
going into debt. 
• Most British politicians of the time ignored
his ideas.
(pages 755–756)
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Democratic States after the War (cont.)
• The United States was terribly affected
by the Great Depression. 
• Industrial production fell by almost 50
percent between 1929 and 1932. 
• By 1933, more than 12 million people
were out of work. 
• In 1932, Franklin Delano Roosevelt
was elected president.
(pages 755–756)
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Democratic States after the War (cont.)
• Roosevelt instituted a policy called the
New Deal. 
• Under the New Deal, the government
created jobs by funding programs of
public works. 
• Roosevelt also pushed through the Social
Security Act, which created a system of
old-age pensions and unemployment
insurance.
(pages 755–756)
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Democratic States after the War (cont.)
• While the New Deal may have prevented a
social revolution in the United States, it did
not solve the problem of unemployment. 
• It was not until World War II that American
workers regained full employment.
(pages 755–756)
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Democratic States after the War (cont.)
What were three benefits for French
workers that the Popular Front
government instituted in 1936?
The Popular Front government instituted
the right to negotiate with employers, a
minimum wage, and a 40-hour
workweek.
(pages 755–756)
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Checking for Understanding
Define Match each definition in the left column with the
appropriate term in the right column.
__
B 1. the right of unions to
negotiate with employers
over wages and hours
A. depression
__
A 2. a period of low economic
activity and rising
unemployment
C. deficit spending
__
C 3. when a government pays
out more money than it
takes in through taxation
and other revenues, thus
going into debt
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B. collective
bargaining
Checking for Understanding
Summarize the intent of the
Roosevelt administration’s New Deal.
The New Deal was a policy of active
government intervention in the
economy, which featured increased
public works and new social legislation
that began the U.S. welfare system.
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Checking for Understanding
List the provisions of the Dawes Plan.
The Dawes Plan reduced reparations,
coordinated Germany’s annual
payments with its ability to pay, and
granted an initial $200 million loan for
German recovery.
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Critical Thinking
Evaluate Determine the validity of the
following quotation: “Promises not to
go to war were worthless without a
way to enforce these promises.”
Analyzing Visuals
Examine the photograph on page 755
of your textbook. How would you
survive if currency became worthless?
Who would be at an advantage?
Close
Discuss why democracy survived in
the United States, Great Britain, and
France after World War I despite
serious economic and political
problems. Name one example that
illustrates the following sentence:
“Everywhere, democracy seemed
on the defensive in the 1930s.”
The Rise of Dictatorial Regimes
Main Ideas
• Mussolini established a modern totalitarian
state in Italy. 
• As leader of the Soviet Union, Stalin eliminated
people who threatened his power. 
Key Terms
• totalitarian state 
• Politburo 
• fascism 
• collectivization
• New Economic Policy 
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The Rise of Dictatorial Regimes
People to Identify
• Benito Mussolini 
• Francisco Franco 
• Joseph Stalin 
Places to Locate
• Russia 
• Madrid
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The Rise of Dictatorial Regimes
Preview Questions
• To what extent was Fascist Italy a totalitarian
state? 
• How did Joseph Stalin establish a totalitarian
regime in the Soviet Union?
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The Rise of Dictatorial Regimes
Preview of Events
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Joseph Stalin was neither a dynamic
speaker nor a forceful writer. He was
content to hold the dull bureaucratic job
of general secretary, while others held
more public positions in the Politburo.
Stalin was an excellent organizer, and
for that his fellow Bolsheviks called him
“Comrade Index-Card.” In time they
learned that Stalin also held more
power than anyone.
The Rise of Dictators
• Between 1919 and 1939, all the major
countries of Europe except France and
Great Britain had adopted some form of
dictatorial government. 
• A new form of dictatorship was the
modern totalitarian state. 
• Totalitarian governments aimed to control
all aspects of their citizens’ lives. 
• Totalitarian governments wanted to
control the hearts and minds of everyone
and used mass propaganda and modern
communication to achieve their goals.
(pages 758–759)
The Rise of Dictators (cont.)
• A single leader and a single party led the
new totalitarian states. 
• There were no individual freedoms or
limits to government power. 
• Individuals were considered subservient
to the collective will of the masses, which
was controlled by the state. 
• The state demanded that its citizens
actively support any of its goals.
(pages 758–759)
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The Rise of Dictators (cont.)
What did totalitarian states think about
individual freedoms?
They did not allow individual freedoms
because all of the people were
subordinate to the state.
(pages 758–759)
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Fascism in Italy
• Benito Mussolini in Italy established the
first European Fascist government in the
early 1920s. 
• Fascism glorifies the state above the
individual. 
• A strong central government and a single
dictator run the state.
(pages 759–761)
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Fascism in Italy (cont.)
• Italy suffered severe economic problems
after World War I. 
• There was a great deal of social
upheaval. 
• Many Italians were afraid that there might
be a Communist takeover as in Russia,
and Mussolini’s movement gained wide
support. 
• Mussolini formed groups of armed
Fascists called Blackshirts, who attacked
socialists, strikers, and anyone who
opposed the Fascists.
(pages 759–761)
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Fascism in Italy (cont.)
• Mussolini appealed to nationalist pride
among Italians. 
• He demanded that Italy get more land from
the peace treaties of World War I. 
• In 1922, Mussolini had enough followers
that he forced the Italian king to make him
his prime minister. 
• As prime minister, Mussolini created a
Fascist dictatorship.
(pages 759–761)
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Fascism in Italy (cont.)
• He added extensive powers to the
government and was given the power
to pass laws by decree. 
• The police were given authority to arrest
anyone. 
• In 1926, the Fascists outlawed all
opposition. 
• They set up a secret police. 
• At the end of 1926, Mussolini was
the only ruler of Italy. 
• He was called Il Duce.
(pages 759–761)
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Fascism in Italy (cont.)
• Mussolini used the secret police to control
the people. 
• The Fascists also controlled mass-media
outlets. 
• They used the media to spread proFascist propaganda. 
• The Fascists created youth groups that
focused on military activities.
(pages 759–761)
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Fascism in Italy (cont.)
• While the Italian Fascists tried to create
a new nation of fit, disciplined, and warloving people, they still maintained
traditional values about the important
place of women and families in society.
(pages 759–761)
Fascism in Italy (cont.)
• Mussolini never achieved the total control
over Italy that Hitler and Stalin did in
Germany and the Soviet Union. 
• For example, Mussolini still recognized
the sovereign independence of the
Vatican in Rome and Catholicism as
the state religion. 
• In all areas of Italian life, there was a large
gap between Fascist policies and actual
practice.
(pages 759–761)
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Fascism in Italy (cont.)
How did the Communist takeover in
Russia play a role in the rise of Fascism
in Italy?
There were many Italians, particularly in
the middle classes, who were afraid of a
Communist government in Italy. They
thought that the social unrest in the
country had to be stopped and saw
Fascism as a way to do this.
(pages 759–761)
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A New Era in the Soviet Union
• In the early 1920s, millions died in Russia
during a great famine caused by a
drought. 
• Industrial output was reduced to 20
percent of that of 1913. 
• The country and government were on
the verge of collapse.
(pages 761–763)
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A New Era in the Soviet Union (cont.)
• In 1921, Lenin created the New
Economic Policy (NEP). 
• He abandoned war communism in favor
of a system of modified capitalism. 
• Peasants could sell produce, and small
businesses could be privately owned. 
• The government still controlled heavy
industries and banking.
(pages 761–763)
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A New Era in the Soviet Union (cont.)
• In 1922, the Communists created the
Union of Soviet Socialist Republics
(USSR), or Soviet Union. 
• The NEP saved the Soviet Union from
economic ruin, but the Communists
saw it only as a temporary measure.
(pages 761–763)
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A New Era in the Soviet Union (cont.)
• In 1924, Lenin died, and a bitter struggle
for power in the Politburo ensued. 
• The Politburo was a committee that
controlled the policies of the Communist
Party. 
• One faction, led by Leon Trotsky, wanted
to end the NEP and industrialize the
nation at the expense of the peasants. 
• They also wanted to spread communism
to other countries.
(pages 761–763)
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A New Era in the Soviet Union (cont.)
• Another faction rejected worldwide
communism and wanted to continue
the NEP while building a socialist state. 
• Trotsky and Joseph Stalin were personal
rivals in the Politburo.
(pages 761–763)
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A New Era in the Soviet Union (cont.)
• Stalin held the job of general secretary,
and as such had appointed thousands
of officials throughout Russia. 
• Stalin used his position to gain complete
control over the Communist Party. 
• By 1929, he had removed all the
Bolsheviks from power and became
a powerful dictator. 
• Trotsky was expelled and ended up in
Mexico, where he was killed in 1940,
probably on Stalin’s orders.
(pages 761–763)
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A New Era in the Soviet Union (cont.)
• The Stalinist Era began a time of radical
changes in the Soviet Union. 
• In 1928, Stalin ended the NEP and
instituted the First Five-Year Plan. 
• The Five-Year Plans set economic goals
for five-year periods. 
• The First Five-Year Plan emphasized
industrialization and production of capital
goods. 
• The plan greatly increased the output of
heavy machinery and production of oil
and steel.
(pages 761–763)
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A New Era in the Soviet Union (cont.)
• The Five-Year Plans took a heavy toll
on the Russian people. 
• Urban housing for millions of workers
was terrible. 
• Wages declined. 
• The government dealt with these
problems by using propaganda to
boost morale.
(pages 761–763)
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A New Era in the Soviet Union (cont.)
• Stalin also collectivized agriculture. 
• Collectivization was a system in which
the government took over ownership of
private farms and had the peasants work
them. 
• Many peasants resisted collectivization
by hoarding food and killing livestock. 
• Stalin responded by increasing the
number of farms in the program.
(pages 761–763)
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A New Era in the Soviet Union (cont.)
• During the early 1930s, millions of
Russians starved to death due to food
shortages from collectivization. 
• Those who resisted Stalin’s programs were
sent to forced labor camps in Siberia. 
• Stalin conducted purges of Old Bolsheviks
and others, many of whom were
executed. 
• Others were sent to Siberia. 
• The purges spared no part of society.
(pages 761–763)
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A New Era in the Soviet Union (cont.)
• Stalin overturned social legislation passed
in the early 1920s. 
• These included laws protecting rights of
women, such as divorce and being able
to work outside the home.
(pages 761–763)
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A New Era in the Soviet Union (cont.)
What was the purpose of Stalin’s FiveYear Plans?
The purpose of Stalin’s Five-Year Plans
was to increase by enormous amounts
the output of capital goods, such as
heavy machinery, steel, and oil
production.
(pages 761–763)
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Authoritarian States in the West
• Authoritarian states were similar to
totalitarian states. 
• They were concerned with preserving a
social order, but unlike totalitarian states
they did not try to create a new mass
society that had complete control over
the people.
(pages 763–764)
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Authoritarian States in the West
(cont.)
• In most of the countries of eastern
Europe, authoritarian governments
replaced parliamentary governments. 
• Parliamentary systems in eastern Europe
failed in part because there was no
tradition of democracy and most of the
peasants were illiterate. 
• Landowners and the churches feared that
democracy would lead to revolution. 
• They supported authoritarian
governments to keep order. 
• Czechoslovakia was the only country
to keep a democratic government. (pages 763–764)
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Authoritarian States in the West
(cont.)
• In 1936, General Francisco Franco
used the military forces to revolt against
the democratic government in Spain. 
• A civil war broke out. 
• Germany and Italy supported Franco’s
side. 
• The Soviet Union and volunteers from
other countries supported the republican
government.
(pages 763–764)
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Authoritarian States in the West
• Franco won the civil war after he
captured Madrid in 1939. 
(cont.)
• He then began an authoritarian
dictatorship that lasted for many
decades.
(pages 763–764)
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Authoritarian States in the West
(cont.)
How is an authoritarian government
different from a totalitarian government?
An authoritarian government wants control
of the state and will use police and other
powers to maintain it, but does not intend to
control every aspect of society.
Authoritarian states generally want to
preserve an existing social order. A
totalitarian state wants to control all aspects
of people’s lives and create a new mass
society that is run by a strong central
government and a single dictator.
(pages 763–764)
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Checking for Understanding
Define Match each definition in the left column with the
appropriate term in the right column.
__
B 1. a political philosophy that
glorifies the state above the
individual by emphasizing
the need for a strong central
government led by a
dictatorial ruler
A. totalitarian state
B. fascism
C. New Economic
Policy
D. Politburo
__
C 2. a modified version of the
E. collectivism
old capitalist system adopted
by Lenin in 1921 to replace war communism in
Russia; peasants were allowed to sell their
produce, and retail stores and small industries
could be privately owned, but heavy industry,
banking, and mines remained in the hands of the
government
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Checking for Understanding
Define Match each definition in the left column with the
appropriate term in the right column.
__
A 3. a government that aims
to control the political,
economic, social,
intellectual, and cultural
lives of its citizens
A. totalitarian state
__
E 4. a system in which private
farms are eliminated and
peasants work land owned
by the government
D. Politburo
B. fascism
C. New Economic
Policy
E. collectivism
__
D 5. a seven-member committee that became the
leading policy-making body of the Communist
Party in Russia
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Checking for Understanding
Explain how Stalin gained control of
the Communist Party after Lenin died.
As Politburo party general secretary,
Stalin appointed all party officials.
Then he eliminated the revolutionary
era Bolsheviks from the Politburo.
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Checking for Understanding
List the countries that participated in
the Spanish Civil War.
Germany and Italy participated in the
Spanish Civil War.
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Critical Thinking
Evaluate What was the major purpose
of the Five-Year Plans during the
1920s and 1930s in the Soviet Union?
The major purpose of the Five-Year
Plans was to rapidly increase the
Soviet Union’s industrial capacity by
setting economic goals for five-year
periods.
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Analyzing Visuals
Contrast the painting on page 764
with the rally photo on page 749 of
your textbook. Both images make
political statements about war and
militarism. How do they differ? How
are they similar? Which makes the
strongest statement?
Guernica shows the death and
destruction resulting from war.
The rally shows the strength
and discipline of the military.
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Close
Discuss the personal qualities of
Mussolini and Stalin that helped bring
them to power. Describe how each
leader represented his nation and his
culture.
Hitler and Nazi Germany
Main Ideas
• Hitler and the Nazi Party established a
totalitarian state in Germany. 
• Many Germans accepted the Nazi dictatorship,
while other Germans suffered greatly under
Hitler’s rule. 
Key Terms
• Reichstag 
• concentration camp
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Hitler and Nazi Germany
People to Identify
• Adolf Hitler 
• Heinrich Himmler 
Places to Locate
• Munich 
• Nuremberg
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Hitler and Nazi Germany
Preview Questions
• How did Adolf Hitler rise to power? 
• What were the chief features of the Nazi
totalitarian state? 
• How did the rise of Nazism affect Germany?
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Hitler and Nazi Germany
Preview of Events
Click the Speaker button to
listen to the audio again.
In Mein Kampf, Hitler spelled out the ideas
that directed his actions once he took
power in Germany. In 1923, he essentially
wrote for anyone to read what he planned
to do. It was to his great advantage that
other people did not take his extreme ideas
seriously. If they had from the beginning,
the course of history might have been very
different.
Hitler and His Views
• Adolf Hitler was born in Austria, failed
secondary school, and was rejected by
the Vienna Academy of Fine Arts. 
• It was in Vienna that he developed his
ideas. 
• Racism, particularly against the Jewish
people, was at the core of Hitler’s ideas. 
• He was an extreme nationalist and
understood the use of propaganda
and terror.
(pages 766–767)
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Hitler and His Views (cont.)
• Hitler served on the Western Front for four
years during World War I. 
• Then he entered politics in Germany. 
• In 1919, he joined an extreme right-wing
nationalist party in Munich. 
• By 1921, Hitler controlled the party
and renamed it the National Socialist
German Workers’ Party, or Nazi Party
for short.
(pages 766–767)
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Hitler and His Views (cont.)
• Within two years, the Nazi Party had
grown to 55,000 people, with 15,000
in the militia. 
• In 1923, Hitler staged an uprising in
Munich–called the Beer Hall Putsch–
which was quickly crushed. 
• Hitler was sent to prison.
(pages 766–767)
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Hitler and His Views (cont.)
• While in prison, Hitler wrote Mein Kampf,
in which he outlined his basic ideas and
plans. 
• His ideas combined German nationalism,
anti-Semitism, and anticommunism. 
• He also embraced the notion that stronger
nations should expand to obtain living
space (Lebensraum) and that superior
leaders should rule over the masses.
(pages 766–767)
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Hitler and His Views (cont.)
What happened when Hitler tried to
stage an uprising in Munich?
It was crushed, and he went to prison.
(pages 766–767)
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Rise of Nazism
• Hitler realized that the way to power was
through legal means, not through violent
overthrow of the government. 
• When he got out of prison, he worked to
expand the Nazi Party throughout
Germany. 
• By 1929, the Nazis had a national party
organization, and by 1931 it was the
largest political party in the Reichstag,
or parliament.
(pages 767–768)
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Rise of Nazism (cont.)
• Germany’s economic problems helped
the rise of the Nazi Party. 
• Many people were in desperate
situations, which made extreme political
parties far more attractive. 
• Hitler appealed to national pride and
militarism to gain the support of the
German people.
(pages 767–768)
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Rise of Nazism (cont.)
What realization did Hitler make in prison
about gaining power in Germany?
He realized that he would have to use
legal means and not try to overthrow
the government with force.
(pages 767–768)
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Victory of Nazism
• After 1930, the Reichstag had little
power. 
• As Hitler’s power grew, more and more
right-wing industrial leaders, aristocrats,
military officers, and high-level
bureaucrats wanted him to lead the
country. 
• In 1933, the Nazis pressured President
Hindenburg to allow Hitler to become
chancellor and create a new government.
(page 768)
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Victory of Nazism (cont.)
• Within two months, Hitler had set up the
government. 
• The Nazis were in complete control. 
• In March 1933, the Reichstag passed
the Enabling Act, which gave the
government the power to ignore the
constitution for four years and pass laws
to deal with the nation’s problems. 
• The act gave Hitler a legal basis for his
actions. 
• He had become a dictator, appointed by
the Reichstag.
(page 768)
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Victory of Nazism (cont.)
• Once in power, the Nazis established
control over all aspects of government. 
• Jews were purged from the civil service,
and trade unions were dissolved. 
• Concentration camps were set up for
Nazi opponents. 
• All political parties except the Nazis were
abolished. 
• The Nazis had set up the basis for a
totalitarian state.
(page 768)
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Victory of Nazism (cont.)
• When Hindenburg died, the Nazis
abolished the presidency, and Hitler
became Germany’s only leader. 
• He was known to the German people
as their Führer (leader).
(page 768)
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Victory of Nazism (cont.)
Who looked to Hitler for leadership and
why?
Right-wing industrial leaders,
aristocrats, military officers, and highlevel bureaucrats looked to Hitler for
leadership because they were afraid
that the Communists would take over.
They believed Hitler would prevent
that from happening.
(page 768)
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The Nazi State, 1933–1939
• Hitler had a goal in creating a totalitarian
state. 
• He wanted to develop an Aryan racial
state to dominate Europe and possibly
the world. 
• Nazis wanted the Germans to create a
new empire as the Romans had done. 
• Hitler thought there had been two
previous German empires (Reichs):
the Holy Roman Empire and the German
Empire of 1871 to 1918. 
• Hitler called his empire the Third Reich.
(pages 769–771)
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The Nazi State, 1933–1939 (cont.)
• Hitler demanded active involvement from
the German people. 
• The Nazis used economic policies, mass
rallies, organizations, and terror to control
the country and further their goals.
(pages 769–771)
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The Nazi State, 1933–1939 (cont.)
• While Hitler ruled absolutely over the Nazi
Party, there were internal struggles within
the party. 
• To control the nation, the Nazis used the
SS or “Guard Squadrons.” 
• Under the direction of Heinrich Himmler,
the SS controlled all the police forces. 
• Terror and ideology drove the SS. 
• Terror included repression, murder, and
death camps. 
• Himmler’s goal was to further the Aryan
race.
(pages 769–771)
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The Nazi State, 1933–1939 (cont.)
• Hitler put people back to work through
public works projects and grants to private
construction companies. 
• He also embarked on a massive
rearmament program to stimulate
the economy. 
• Unemployment dropped, and the
depression seemed to be ending.
(pages 769–771)
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The Nazi State, 1933–1939 (cont.)
• The Nazis staged mass demonstrations
and spectacles. 
• Some of the largest were held in
Nuremberg. 
• The Nazis also controlled both the
Catholic and Protestant churches
as well as all schools.
(pages 769–771)
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The Nazi State, 1933–1939 (cont.)
• Women played a special role in the Aryan
state as the bearers of Aryan children. 
• The Nazis said that women were to be
wives and mothers, while men were to
be warriors and political leaders. 
• The Nazis also controlled the types of
work that women could do and strongly
encouraged them to stay home.
(pages 769–771)
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The Nazi State, 1933–1939 (cont.)
• Once in power, the Nazi Party enacted
programs against Jewish people. 
• In 1935, the Nazis passed the
“Nuremberg laws,” which prevented
Jews from being German citizens,
forbade marriages between Jews and
German citizens, and required Jews to
wear yellow Stars of David and to carry
identification cards saying they were
Jewish.
(pages 769–771)
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The Nazi State, 1933–1939 (cont.)
• On the night of November 9, 1938, Nazis
burned Jewish synagogues and destroyed
thousands of Jewish businesses. 
• They killed at least 100 people and sent
thirty thousand Jewish men to
concentration camps. 
• This night was called Kristallnacht
(“night of shattered glass”).
(pages 769–771)
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The Nazi State, 1933–1939 (cont.)
• After Kristallnacht, Jews were barred from
all public transportation, schools, and
hospitals. 
• They could not own, manage, or work in
a retail store. 
• Jews were encouraged to leave
Germany.
(pages 769–771)
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The Nazi State, 1933–1939 (cont.)
How did the Nazis discriminate against the
Jews?
The Nazis passed laws that prevented
Jews from being German citizens, forbade
marriages between Jews and German
citizens, and required Jews to wear yellow
Stars of David and to carry identification
cards saying they were Jewish. Jews were
barred from all public transportation,
schools, and hospitals. They could not own,
manage, or work in a retail store.
(pages 769–771)
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Checking for Understanding
Define Match each definition in the left column with the
appropriate term in the right column.
__
A 1. the German parliament
A. Reichstag
__
B 2. a camp where prisoners
of war, political prisoners,
or members of minority
groups are confined,
typically under harsh
conditions
B. concentration
camp
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Checking for Understanding
Summarize the steps that Hitler took
to become the sole ruler of Germany.
Hitler increased the size of the Nazi
Party in the Reichstag. He was
appointed chancellor, and the
Reichstag passed the Enabling Act.
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Checking for Understanding
List the rights taken from the Jews by
the Nazi government.
The Nazi government took their
German citizenship and their right to
marry German citizens, to use public
transportation and buildings, and
to own, manage, or work in any
retail store.
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Critical Thinking
Analyze How did mass demonstrations
and meetings contribute to the success
of the Nazi Party?
Mass demonstrations and meetings
evoked mass enthusiasm and
excitement.
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Analyzing Visuals
Examine any two photos from this
section. Compare and contrast the two
photos. How do you think they relate to
Hitler’s vision of Nazi Germany?
Close
Outline what led to the Nazis’ rise to
power in Germany.
Cultural and Intellectual Trends
Main Ideas
• Radios and movies were popular forms of
entertainment that were used to spread
political messages. 
• New artistic and intellectual trends reflected the
despair created by World War I and the Great
Depression. 
Key Terms
• photomontage 
• surrealism 
• uncertainty
principle
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Cultural and Intellectual Trends
People to Identify
• Salvador Dalí 
• Hermann Hesse 
• James Joyce 
Places to Locate
• Berlin 
• Dublin
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Cultural and Intellectual Trends
Preview Questions
• What trends dominated the arts and popular
culture after 1918? 
• How did the new movements in arts and
literature reflect the changes after World War I?
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Cultural and Intellectual Trends
Preview of Events
Click the Speaker button to
listen to the audio again.
In the 1930s, sports and politics grew
closer together. Mussolini poured huge
sums of money into the Italian soccer
team, which won the World Cup twice
during the 1930s. The 1936 Olympics
were held in Germany and became a
showcase for the power of the new
Germany and the Nazi idea of the
superior Aryan race. When the African
American athlete Jesse Owens won four
gold medals, the Nazis were humiliated.
Mass Culture: Radio and Movies
• In the late nineteenth century, inventions
such as motion pictures and discoveries
such as wireless radio waves changed
mass communication. 
• In the early 1920s, radio broadcasting
facilities were built in the United States,
Europe, and Japan. 
• The mass production of radios began.

• Radio production grew at a great rate
throughout the 1920s and 1930s.
(pages 772–773)
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Mass Culture: Radio and Movies (cont.)
• The first full-length motion pictures came
out just before World War I. 
• During the next decades, movies became
an important part of mass entertainment. 
• By the end of the 1930s, 40 percent of
adults in industrialized nations were
seeing one movie per week.
(pages 772–773)
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Mass Culture: Radio and Movies (cont.)
• Radio and movies were used for political
purposes. 
• The Nazis realized the value of radio and
broadcast Hitler’s speeches over the air. 
• The impact was great. 
• To increase the radio audience, the Nazis
urged radio manufacturers to produce
cheap radios and allow people to buy
them using time payments.
(pages 772–773)
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Mass Culture: Radio and Movies (cont.)
• The Nazis also used movies to spread
propaganda. 
• The Nazi propaganda minister, Joseph
Goebbels, understood that movies were
an excellent way to influence the
masses. 
• He created a special propaganda film
division.
(pages 772–773)
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Mass Culture: Radio and Movies (cont.)
• One of the most famous Nazi films was
directed by Leni Riefenstahl and called
The Triumph of the Will. 
• The documentary film showed the 1934
Nazi Party rally at Nuremberg and
conveyed the power of the Nazis.
(pages 772–773)
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Mass Culture: Radio and Movies (cont.)
What did Joseph Goebbels think about
film as a political tool? What actions did
he take because of this?
He was convinced that film could be
used to influence the masses. He
created a special film division in his
Propaganda Ministry and had films
made that showed the power of the
Nazis.
(pages 772–773)
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Mass Leisure
• After World War I, the eight-hour workday
became common for many Europeans,
and people began to have more free
time. 
• Leisure activities, such as attending
professional sports events and traveling,
became very popular. 
• People used trains, buses, and cars to
reach their destinations.
(page 773)
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Mass Leisure (cont.)
• Totalitarian states used mass leisure to
help control the people. 
• For example, the Nazis had a program
called “Strength through Joy,” which
offered cultural activities, sporting events,
and inexpensive vacations. 
• These activities were intended to fill the
leisure time of working people and to
keep them happy.
(page 773)
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Mass Leisure (cont.)
Why did many Europeans after World
War I have more leisure time?
The eight-hour workday became common,
which left them with extra time to pursue
nonwork activities.
(page 773)
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Artistic and Literary Trends
• Many Europeans experienced profound
despair following World War I. 
• The horror of the war left them convinced
that there was something profoundly
wrong with human beings and Western
values. 
• The Great Depression and the rise of
fascist movements increased this feeling.
(pages 774–775)
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Artistic and Literary Trends (cont.)
• Political and social despair led to
intellectual uncertainties. 
• These uncertainties were expressed in
the arts after World War I. 
• Many people felt that the world made
no sense and was absurd. 
• Dada was a style of art that expressed
the idea that life had no purpose.
(pages 774–775)
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Artistic and Literary Trends (cont.)
• The dadaists created artworks to express
the insanity of life. 
• One technique they used was
photomontage, which is making a
picture by combining photographs. 
• The first Dada show was held in Berlin
in 1920.
(pages 774–775)
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Artistic and Literary Trends (cont.)
• Surrealism expressed a reality beyond
the material world. 
• Surrealist artists often depicted scenes
from the unconscious, including fantasies
and dreams. 
• Salvador Dalí was a Spanish painter who
used recognizable objects in fantastic
ways to create strange and irrational
images.
(pages 774–775)
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Artistic and Literary Trends (cont.)
• Many people disliked modern art. 
• Germany was a center for modern art,
which particularly offended the Nazis. 
• Hitler condemned it as degenerate. 
• The Nazis proposed a German art that
would glorify the strength and heroism
of the Aryan race.
(pages 774–775)
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Artistic and Literary Trends (cont.)
• In literature, there was great interest in the
unconscious. 
• The Irish writer James Joyce (Ulysses,
1922) and others used a stream of
consciousness technique to record the
innermost thoughts of their characters. 
• The German writer Hermann Hesse
(Siddhartha) was influenced by Freud’s
psychology and Buddhism, and focused
on the psychological confusion of modern
life.
(pages 774–775)
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Artistic and Literary Trends (cont.)
How did the events of World War I
impact artists during the years after
the war ended?
Many artists and others felt deep despair
after the horrors of the war. The artists
tried to express what they saw as the
meaninglessness of life in their work by
creating fantastic and disturbing images
that had no meaning or were a strange
distortion of reality.
(pages 774–775)
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The Heroic Age of Physics
• During the years following World War I,
the long-held Newtonian views of physics
became undermined. 
• New theories based on the work of
Albert Einstein showed that all
phenomena could not be completely
defined and predicted. 
• In 1927, the German physicist Werner
Heisenberg explained what he called
the uncertainty principle.
(page 775)
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The Heroic Age of Physics (cont.)
• According to Heisenberg, the behavior of
subatomic particles was not predictable. 
• This suggests that all physical laws are
based on uncertainty, or randomness. 
• Heisenberg’s ideas constituted a new
world view, one that challenged the old
certainties of Newtonian physics.
(page 775)
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The Heroic Age of Physics (cont.)
What did Heisenberg say is uncertain in
his uncertainty principle?
The behavior of subatomic particles is
random and cannot be predicted.
(page 775)
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Checking for Understanding
Define Match each definition in the left column with the
appropriate term in the right column.
__
A 1. a picture made of a
combination of photographs
A. photomontage
B. surrealism
__
C 2. the idea put forth by
C. uncertainty
Heisenberg in 1927 that
principle
the behavior of subatomic
particles is uncertain,
suggesting that all of the physical laws governing
the universe are based in uncertainty
__
B 3. artistic movement that seeks to depict the world
of the unconscious
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Checking for Understanding
Explain how dadaism and surrealism
reflected economic and political
developments after World War I. Also
explain how the painting on page 774
of your textbook, Dalí’s The Persistence
of Memory, supports your explanation.
Dadaists believed that life had no
purpose, and surrealists sought a reality
beyond the physical world. Their work
reflected the nightmare mood caused
by the Great Depression and totalitarian
regimes.
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Checking for Understanding
List the qualities that the Nazis wanted
German art to glorify. Why do you think
Hitler was concerned with issues such
as the content and style of art?
The Nazis wanted German art to glorify
the strong, the healthy, and the heroic.
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Critical Thinking
Evaluate What impact did
technological advances in
transportation and communication
have on Western culture between
the wars?
Technological advances in
transportation and communication
created more free time, new leisure
activities, a rise in travel, and mass
entertainment.
Click the mouse button or press the
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Analyzing Visuals
Examine the photographs on page 773
of your textbook. Describe how our
culture has been influenced by radio
and movies. What communication
technology is most influential today?
Close
Explain the significance of “mass
entertainment,” especially radio and
movies. Discuss the growth of “mass
leisure” and professional sports.
Summarize developments in the areas
of art, music, and literature. Identify
the “heroic age of physics.”
Chapter Summary
Between 1919 and 1939, the West
experienced great economic and political
challenges.
Using Key Terms
Insert the key term that best completes each of the following
sentences.
depression
1. A _______________
is a period of low economic
activity and rising unemployment.
2. The Soviet government followed a policy of
collectivization when it took private property
_______________
after World War I without payments to the former
owners.
3. The government policy of going into debt to pay for
public works projects, such as building highways,
deficit spending
is called _______________.
Politburo
4. The _______________
was the leading policy
maker of the Communist Party.
Collective bargaining is the right of unions to
5. __________________
negotiate with employers.
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Reviewing Key Facts
Economics Why were the Germans
unable to pay all of the reparations
assessed by the Treaty of Versailles?
Germany was faced with financial
problems after the war.
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Reviewing Key Facts
History Why did Germany choose to
become involved in the Spanish Civil
War?
Germany became involved in the
Spanish Civil War because it was
an opportunity to test new weapons.
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Reviewing Key Facts
Culture Why did Hitler label modern
art as degenerate?
Hitler felt modern art was the outcome
of arrogance or of a lack of skill that
could never be valued as an expression
of the German future. He wanted art to
glorify the qualities of the Aryan race.
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Reviewing Key Facts
Government Describe how Stalin
defeated Trotsky.
Because he was party general
secretary, Stalin was in charge of
appointing regional, district, city, and
town party officials. The thousands of
officials he appointed supported his bid
for power. He then eliminated from the
Politburo all the Bolsheviks of the
revolutionary era.
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Reviewing Key Facts
Culture What was the significance of
the Italian Fascist slogan “Woman into
the Home”?
Women were to be homemakers and
mothers.
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Space Bar to display the answer.
Critical Thinking
Cause and Effect Why did the
depression help extremist leaders
gain power in many nations?
During the Great Depression, many
people who were in economic distress
were willing to listen to any leader who
promised improved economic
conditions.
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Critical Thinking
Compare and Contrast How was
Roosevelt’s New Deal both similar to
and different from Stalin’s Five-Year
Plan?
Both plans brought enormous changes
in the two countries and increased the
governments’ involvement in social and
economic affairs. Unlike the Five-Year
Plans, the New Deal did not demand
great sacrifices from the people.
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Analyzing Maps and Charts
Study the map below and answer the questions on the
following slides.
Analyzing Maps and Charts
What advantage
would the
Nationalists seem
to have had over
the Republicans
in February 1939?
The Nationalists
controlled much
more territory
than the Republicans.
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Analyzing Maps and Charts
How would the
geographic location
of the Republicans
in 1939 have
affected their supply
routes?
The Republicans
controlled a number
of major Mediterranean Sea ports
but had no land routes to Europe
and no water access to the Atlantic
Ocean.
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Space Bar to display the answer.
Analyzing Maps and Charts
Where was the
most intense
fighting
concentrated?
The most intense
fighting occurred in
central Spain near
Toledo and Madrid
and along the
northern border
near France.
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Space Bar to display the answer.
Standardized Test Practice
Directions: Choose the best answer to the following
question.
The General Theory of Employment, Interest, and Money
by John Maynard Keynes was published in 1936. The
book argued for
A mercantilism.
B disarmament.
C deficit spending.
D isolationism.
Test-Taking Tip If you do not know the right answer to
this question, use common sense to eliminate answer
choices that do not make sense. Recall the context in
which Keynes has been discussed in class or in your
textbook. Think about the title of his book. These clues
may help you eliminate incorrect answer choices.
Click the mouse button or press the
Space Bar to display the answer.
Explore online information about the topics
introduced in this chapter.
Click on the Connect button to launch your browser and go to
the Glencoe World History Web site. At this site, you will find
interactive activities, current events information, and Web sites
correlated with the chapters and units in the textbook. When
you finish exploring, exit the browser program to return to this
presentation. If you experience difficulty connecting to the Web
site, manually launch your Web browser and go to
http://wh.glencoe.com
Economics Read Keynes’s General Theory of
Employment, Interest, and Money. Prepare a lesson
for your classmates on the basics of Keynesian
economics.
Government
Economics
Click on a hyperlink to view the corresponding slide.
Government Discuss Stalin’s programs of rapid
industrialization coupled with the collectivization of
agriculture. What were three major results of these
programs on the lives and fortunes of the Russian
people?
Economics Write paragraphs describing why
collective farms were a failure and why Stalin’s
agricultural policies contributed to famine in the
Soviet Union.
The Arts
Literature
Click on a hyperlink to view the corresponding slide.
The Arts The musical stage play and film, The
Sound of Music, by Rodgers and Hammerstein,
depicts the Nazi takeover of Austria.
Literature Anne Frank was Jewish girl who kept a
diary during the two years she spent hiding with her
family in an attic in Amsterdam. She was arrested
in 1944 and sent to the Nazi death camp at
Bergen-Belsen, where she died at the age of 15.
Her account, The Diary of a Young Girl, was
published in 1947. In 1987, more than thirty years
later, Miep Gies, the woman who helped to hide the
Frank family, wrote her own story, Anne Frank
Remembered, about life under Nazi occupation
and what she remembers of Anne Frank.
Dorothea Lange Look at copies of photographs
taken by Dorothea Lange during the depression.
What makes these photographs so powerful?
Benito Mussolini Italian dictator Benito Mussolini
dreamed of making Italy a great nation and reviving
the Roman Empire. To become Italy’s leader, he
promised “something to everyone,” then used street
violence and political pressure to destroy his
opponents and become prime minister. He did not
conduct purges, but he used terror to intimidate
people.
The Great Depression was one of the most
extensive and significant economic downturns
that the world had ever seen.
Analyzing Political Cartoons
Why Learn This Skill?
What is your favorite comic strip? Why do you read it?
Many people enjoy comics because they use interesting
or amusing visuals to convey a story or idea. 
Cartoons do not only appear in the newspaper’s funny
pages. They are also in the editorial section, where they
give opinions on political issues. Political cartoons have
been around for centuries and are good historical sources
because they reflect the popular views on current affairs.
This feature can be found on page 757 of your textbook.
Click the mouse button or press the Space Bar to display the information.
Analyzing Political Cartoons
Learning the Skill
Using caricature and symbols, political cartoonists help
readers see relationships and draw conclusions about
events. A caricature exaggerates a detail such as a subject’s
features. Cartoonists use caricature to create a positive or
negative impression. For example, if a cartoon shows one
figure three times larger than another, it implies that one
figure is more powerful than the other.
This feature can be found on page 757 of your textbook.
Analyzing Political Cartoons
Learning the Skill
A symbol is an image or object that represents something
else. For example, a cartoonist may use a crown to
represent monarchy. Symbols often represent nations or
political parties. Uncle Sam is a common symbol for the
United States.
This feature can be found on page 757 of your textbook.
Analyzing Political Cartoons
Learning the Skill
To analyze a political cartoon: 
• Examine the cartoon thoroughly. 
• Identify the topic and principal characters. 
• Read labels and messages. 
• Note relationships between the figures and symbols. 
• Determine what point the cartoon is making.
This feature can be found on page 757 of your textbook.
Click the mouse button or press the Space Bar to display the information.
Analyzing Political Cartoons
Practicing the Skill
In this chapter, you will be
reading about several dictators
who rose to power in Europe in
the years following World War I.
The political cartoon on the
right, published in 1938, makes
a statement about these
dictators and the reaction of the
Western democracies toward
them. Study the cartoon and
answer questions on the
following slides.
This feature can be found on page 757 of your textbook.
Analyzing Political Cartoons
Practicing the Skill
What do the figures represent?
The seated figure represents the Western
democracies. The standing figure represents
the dictatorships.
This feature can be found on page 757 of your textbook.
Click the mouse button or press the Space Bar to display the answer.
Analyzing Political Cartoons
Practicing the Skill
Why is the standing figure so large?
Dictatorships were very powerful and very active.
This feature can be found on page 757 of your textbook.
Click the mouse button or press the Space Bar to display the answer.
Analyzing Political Cartoons
Practicing the Skill
What is the standing figure holding, and what is
it attached to?
He is holding a rope, probably a fuse, which is
attached to a bomb.
This feature can be found on page 757 of your textbook.
Click the mouse button or press the Space Bar to display the answer.
Analyzing Political Cartoons
Practicing the Skill
What is the sitting figure doing?
The seated figure is studying a photograph and
smoking.
This feature can be found on page 757 of your textbook.
Click the mouse button or press the Space Bar to display the answer.
Analyzing Political Cartoons
Practicing the Skill
What is the message of the cartoon?
The dictators are setting the stage for another
war; Western democracies seem oblivious to the
danger. The caption implies that Western
democracies might help dictatorships to create
destruction if they are not aware and careful.
This feature can be found on page 757 of your textbook.
Click the mouse button or press the Space Bar to display the answer.
During the Great Depression,
many people had to resort to
desperate measures
Read The Great Depression on page 750 of your
textbook. Then answer the questions on the following
slides.
This feature can be found on page 750 of your textbook.
What were people’s hopes during the 1920s?
People hoped for international peace,
economic growth, and political democracy.
This feature can be found on page 750 of your textbook.
Click the mouse button or press the Space Bar to display the answer.
Of all the severe economic problems, which
was the most devastating? Why?
The Great Depression was most devastating
because of widespread hunger,
homelessness, and despair.
This feature can be found on page xxx of your textbook.
Click the mouse button or press the Space Bar to display the answer.
Why do you think social unrest sometimes leads
people to follow extremists and demagogues?
This feature can be found on page 750 of your textbook.
Do you think that a second Great Depression
could occur today?
This feature can be found on page 750 of your textbook.
Click the image on the
right to listen to an
excerpt from page 765
of your textbook. Read
the information on
page 765 of your
textbook. Then answer
the questions on the
following slides.
This feature can be found on page 765 of your textbook.
Click the Speaker button to listen to the audio again.
Why did the peasants resist the collective farms?
The peasants made even less money on the
collective farms than they had made on their
own. They also had less time to devote to their
own holdings.
This feature can be found on page 765 of your textbook.
Click the mouse button or press the Space Bar to display the answer.
How would you characterize the writer’s
description of the collectivization process in his
village? Was he fair and objective, or was he
biased either for or against the process? Explain
and support your answer using excerpts from his
description.
The author, Max Belov, seems to share the
point of view of the villagers, that
collectivization was not very successful, but he
has used facts to back up his description. You
might cite the quote, “You will live, but you will
be very, very thin.”
This feature can be found on page 765 of your textbook.
Click the mouse button or press the Space Bar to display the answer.
Nazi Germany
In setting up a totalitarian state,
the Nazis recognized the
importance of winning young
people over to their ideas. The
Hitler Youth, an organization for
young people between the ages
of 10 and 18, was formed in
1926 for that purpose.
Read the excerpt on pages 768–
769 of your textbook and answer
the questions on the following
slides.
This feature can be found on pages 768–769 of your textbook.
Explaining What ideals and values did the
Hitler Youth promote?
The Hitler Youth promoted military values and
virtues, such as duty, obedience, strength, and
ruthlessness.
This feature can be found on pages 768–769 of your textbook.
Click the mouse button or press the Space Bar to display the answer.
Analyzing How did the Hitler Youth help
support the Nazi attempt to create a total state?
The Hitler Youth helped support the Nazi
attempt to create a total state by winning
young people over to Nazi ideas.
This feature can be found on pages 768–769 of your textbook.
Click the mouse button or press the Space Bar to display the answer.
Writing about History Do organizations like
the Hitler Youth exist today in the United States?
How are they similar or different?
This feature can be found on pages 768–769 of your textbook.
Rise of Dictators
Objectives
After viewing “Rise of Dictators,” you should: 
• Compare the backgrounds, paths to power, and ruling
tactics of Hitler, Mussolini, and Stalin. 
• Realize the role that the economy played in the rise of the
European dictatorships. 
• Recognize the difference between
leadership and manipulation.
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Click in the window above to view a preview of the World History video.
Rise of Dictators
What pact brought Stalin and Hitler into an
unlikely alliance?
In 1939, Stalin and Hitler signed a short-lived
mutual non-aggression treaty.
Click the mouse button or press the
Space Bar to display the answer.
Rise of Dictators
Who wrote that every boy in his country should
feel the "pleasure of warfare"?
Mussolini's son, one of the Italian invaders of
Ethiopia, expressed that sentiment.
Click the mouse button or press the
Space Bar to display the answer.
Map
Politics of Europe, 1930s
Chart
Three Dictators: Mussolini, Stalin, and Hitler
Click on a hyperlink to view the corresponding slide.
Map
Soviet Union, 1914–1938
Chart
Three Dictators: Mussolini, Stalin, and Hitler
Click on a hyperlink to view the corresponding slide.
people standing in a line
free food
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They are out of
work and have
no money to buy
food.
596
They did not have
as much power as
higher officials.
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probably because
records of the
executions were not
kept, and numbers
could not be
released
while Stalin
was alive
.63 DM
200,999,999,999.37 DM
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They were probably
fearful, growing
poorer, and losing
the ability to buy
basic necessities.
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Space Bar to display the answers.
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