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CH

APT

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16

16

Solutions for All Learners

Quick Study Guide

■

Have students use the Quick Study Guide to prepare for this chapter’s test. Students may wish to refer to the following pages as they review:

Causes and Effects of the Great Depression

Section 2, pp. 532–535; Section 3, pp. 536–537; Section 4, pp. 542–543; Section 5, pp. 551–552

Three Totalitarian States: Italy, the Soviet Union, and Germany

Section 3, pp. 536–540; Section 4, pp. 536–538; Section 5, pp. 552–554

Some Cultural Figures of the Post World War I Era

Section 1, pp. 522–528

Key Events in Europe and the United States, 1919–1939

Section 2, pp. 529–534; Section 3, pp. 536–537; Section 4, pp. 542–544; Section 5, pp. 550–554

■

For additional review, remind students to refer to the

Reading and Note Taking Study Guide

Note Taking Study Guide, pp. 169, 171, 173, 175, 177

Section Summaries, pp. 170, 172, 174, 176, 178

■

Have students access

Web Code nbp-2862

for this chapter’s timeline, which includes expanded entries and additional events.

■

If students need more instruction on analyzing timelines, have them read the

Skills Handbook,

p. SH32.

■

When students have completed their study of the chapter, distribute Chapter Tests A and B.

Teaching Resources, Unit 4,

pp. 59–64

L3

For

Progress Monitoring

Online,

refer students to the Self-test with vocabulary practice at

Web Code nba-2861.

L1

Special Needs L2

Less Proficient Readers

For students acquiring basic skills:

Adapted Reading and Note Taking Study Guide

Adapted Note Taking, pp. 169, 171, 173, 175, 177Adapted Section Summaries, pp. 170, 172, 174,

176, 178

For Spanish-speaking students:

Spanish Reading and Note Taking Study Guide

Spanish Note Taking, pp. 169, 171, 173, 175, 177Spanish Section Summaries, pp. 170, 172, 174,

176, 178

L2

English Language Learners

Britain, France, andthe United States

Germany, Italy, and the Soviet Union

1920 1925

1919–1920Red Scare sweeps the United States.

1925Seven Europeannations sign the

Locarno treaties, raising hopes for world peace.

1926More than three million

workers in severaldifferent industries

strike in Britain.

1919The Weimar Republic is established in Germany.

1922Benito Mussolini comes to power after the March on Rome.

Quick Study Guide1616 For: Self-test with vocabulary practiceWeb Code: nba-2861

■ Causes and Effects of the Great Depression

■ Three Totalitarian States: Italy, the Soviet Union, and Germany

Long-Term Causes

Long-Term Effects• Rise of fascism and Nazism

• Governments experiment with social programs

• People blame scapegoats

• World War II begins

• Worldwide interrelationship of governments and economies

• Gold standard

• Overproduction of goods

• Agricultural slump

• Uneven distribution of wealth

• Falling demand

• Financial crisis kicked off by New York stock market crash

• Banks demand repayment of loans

• American loans to othercountries dry up

• Without capital, businesses and factories fail

Immediate Causes

Immediate Effects• Vast unemployment and misery

• Protective tariffs imposed

• Countries abandon gold standard

• Loss of faith in capitalism and democracy

• Authoritarian leaders emerge

Cause and Effect

Worldwide Economic Depression

Country Dictatorin Power

Ideology Example ofTerror Tactics

Italy

Soviet Union

Germany

Benito Mussoliniin power in 1922

Joseph Stalin inpower in 1924

Adolf Hitler inpower in 1933

Fascist; Fanaticnationalism

Communist

Fascist; Racialpolicies of hatred,aimed particularlyat Jews

Black Shirtssuppresseddissent.

Stalin sentmillions to Gulaglabor camps.

Nazis began torestrict andterrorizeGerman Jews.

■ Some Cultural Figures of the Post World War I EraLiteratureErnest HemingwayVirginia WoolfLangston HughesMikhail Sholokhov

Music and TheaterLouis ArmstrongBertolt Brecht

Visual ArtsPablo PicassoJean ArpSalvador DaliFrank Lloyd WrightGeorge GroszVasily Kandinsky

■ Key Events in Europe and the United States, 1919–1939

Progress Monitoring Online

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Solutions for All Learners

Tell students that the main concepts for this chapter are Dictatorship, Political Systems, and Science, and then ask them to answer the Cumulative Review ques-tions on this page. Discuss the Connec-tions to Today topics and ask students to answer the questions that follow.

Cumulative Review

1.

Responses should note similarities and differences between Stalin and the other leaders listed and include specific infor-mation about their policies, attitude toward the people, and means of main-taining control. For example, both Stalin and Ivan the Terrible used terror and violence to maintain leadership.

2.

Tables should show an understanding of differences between totalitarianism and democracy and include the sources of power, role of leaders, and role of government in the economy, such as the democratic idea of laissez-faire versus the totalitarian idea of state-controlled industry.

3.

Responses should accurately contrast their theories, noting, for example, how Einstein’s theory of relativity differs from Newton’s ideas about uniform laws of nature.

Connections to Today

1.

Paragraphs should include accurate information about North Korea as well as the Soviet Union’s totalitarian regime and include both similarities and differences.

2.

Reports should focus on a former SSR and include information on its transi-tion to independence, such as the type of government, the ethnic background of its people, and the role of Communist influence.

For additional review of this chapter’s core concepts, remind students to refer to the

Reading and Note Taking Study Guide

Concept Connector, pp. 253, 284, 290

L1

Special Needs L2

Less Proficient Readers

Use the following study guide resources to help students acquiring basic skills:

Adapted Reading and Note Taking Study Guide

Adapted Concept Connector, pp. 260, 299, 309

Use the following study guide resources to help Spanish-speaking students:

Spanish Reading and Note Taking Study Guide

Spanish Concept Connector, pp. 260, 299, 309

L2

English Language Learners

L3

1930 1935

1929The Great Depression begins in the United States.

1930Construction on the Maginot Line begins on the border of France and Germany.

1933Prohibition is repealed in the United States.

1928Joseph Stalin launches the first of his Five-Year Plansin the Soviet Union.

1933Adolf Hitler becomes chancellor of Germany.

1935The Nazi Party in Germany passes the Nuremberg Laws, limiting the rights of Jews.

1932Stalin’s ruthless policies,

combined with failed crops, cause mass starva-

tion in the Soviet Union.

■ Cumulative ReviewRecord the answers to the questions below on your Con-cept Connector worksheets. In addition, record information from this chapter about the following concept:• Dictatorship: Mussolini and Hitler

1. Dictatorship Stalin was by no means the first ruler to attempt to maintain absolute control over Russia. Compare and contrast Stalin with the following leaders:• Ivan the Terrible • Peter the Great• Catherine the Great• Nicholas II

2. Political Systems Mussolini, Hitler, and Stalin all ruled over totalitarian states. In a totalitarian state, the govern-ment tries to control all aspects of its people’s lives. In direct contrast, the people control democratic governments. Read more about Enlightenment ideas about democracy, and then make a table contrasting those ideas with the ideas of totali-tarianism. Consider the following:• Sources of power• Role of government in the economy• Role of leaders

3. Science Einstein’s theories of relativity changed the way many people looked at the universe. His theories challenged Newton’s theories, which developed during the Scientific Revolution in the late 1600s. Learn more about the theories of Newton. Then write a brief paragraph contrasting New-ton’s theories with Einstein’s theories.

■ Connections To Today1. Dictatorship: North Korea’s Kim Jong Il Dictatorship as

a form of government still exists today. Kim Jong Il (below), head of a communist totalitarian regime in North Korea, is considered among the most dangerous of the present-day dic-tators. In fact, Kim has been described as “Stalinist.” Kim took over as dictator from his father, Kim Il-Sung, in 1994. Since then, he has violated the civil liberties of his own people, and he has destabilized international relations in the region with claims that North Korea possesses nuclear weapons. Research Kim Jong Il’s record in North Korea and write two paragraphs comparing his regime to Stalin’s in Russia.

2. Political Systems: The Former Soviet Union The Soviet Union came to an end in 1991. Its collapse produced 14 new republics, besides the Russian Federation, as each of the former SSRs became independent. The transition was not easy. Choose one of the following countries and then research and write a brief report on its transition from SSR to independent republic: Armenia, Azerbaijan, Belarus, Estonia, Georgia, Kazakhstan, Kyrgyzstan, Latvia, Lithuania, Moldova, Tajikistan, Turkmenistan, Ukraine, Uzbekistan.

For: Interactive timelineWeb Code: nbp-2862

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Chapter Assessment

Terms, People, and Places

5.

Franklin Delano Roosevelt

6.

Harlem Renaissance

7.

Ruhr Valley

Main Ideas

8.

World War I ended the sense of opti-mism that had grown in the West since the Enlightenment. Some dis-illusioned young people rejected tradi-tional values and standards for newer attitudes. The work of many writers and artists reflected these changes.

9.

The Locarno treaties settled Ger-many’s disputed borders and became the symbol of a new era of peace. In the Kellogg-Briand Pact almost all nations agreed not to use war as a method of national policy. The League of Nations sought to get nations to commit to the end of war. With no way of enforcing a ban on war, all these efforts failed to halt aggression.

10.

The Great Depression caused misery and hard times throughout the world and helped lead to the rise of Nazism in Germany.

11.

Fascism is an ideology that glorifies the state over the individual and demands blind loyalty to a national leader. It rejects the concepts of democracy and human rights.

12.

The Fascists brought the Italian econ-omy under state rule, glorified the state, and indoctrinated the Italian youth with nationalist ideas.

13.

The government imposed control over industry and agriculture and also over people’s lives. Secret police used vio-lent methods to enforce compliance. Many political prisoners were sent to forced labor camps.

14.

After being elected chancellor in 1933, Hitler imposed a system of repression and glorification of the state.

Chapter Focus Question

15.

Challenges: the aftermath of World War I and suffering brought on by the Great Depression; reaction: some countries worked within their demo-cratic structure to solve problems, oth-ers turned to strong leaders and totalitarian governments.

Critical Thinking

16.

Some writers’ work reflected an aversion to war and the moral breakdown of West-ern civilization. Many artists turned away from trying to reproduce reality.

17.

More goods were being produced than consumers could afford to buy. Also, wealth in the United States was unevenly distributed.

18.

Fascism promised a strong, stable govern-ment and tried to revive national pride.

19.

Under communism the state controls all economic activity, while fascism preserves capitalism, though under the control of a dictatorship. Both communism and fas-cism glorify the state over the individual and do not respect human rights.

20.

It helped totalitarian leaders control and indoctrinate people with their ideology.

21.

Responses should list similar totalitarian features and differences between commu-nism and Nazi ideology.

1.

flapper

2.

Benito Mussolini

3.

disarmament

4.

totalitarian state

Chapter AssessmentTerms, People, and PlacesMatch the following terms with the definitions below.

Section 3 (pp. 536–540)11. What is fascism?12. How did Mussolini’s fascist regime rule Italy?

Section 4 (pp. 542–549)13. Summarize conditions in the Soviet Union under Stalin.

Section 5 (pp. 550–555)14. How did Hitler establish a totalitarian state in Germany?

Chapter Focus Question15. What political and economic challenges did the Western

world face in the 1920s and 1930s, and how did various countries react to these challenges?

Critical Thinking16. Synthesize Information How did the literature and art of

the 1920s reflect the influence of World War I?17. Identify Causes What imbalances helped cause the Great

Depression of the 1930s?18. Recognize Ideologies Why did the ideology of fascism

appeal to many Italians?19. Compare Points of View Describe the similarities and

differences between fascism and communism.20. Recognize Propaganda Why was propaganda an impor-

tant tool of totalitarian dictators?21. Make Comparisons Both Germany under Hitler and the

Nazis and the Soviet Union under Stalin and the Communists were totalitarian states. How was totalitarian rule similar in these two countries? How did Nazi totalitarianism differ from that of the Communist Soviet Union?

● Writing About History

Writing a Compare-and-Contrast Essay The period between World War I and World War II was a time of rapid change with some serious crises of its own. Write a compare-and-contrast essay on one of the following pairs of ideas: society before and after World War I, solutions to alleviate the Great Depression in the United States and in Germany, fascism compared to democracy in the 1920s and 1930s, or a topic of your own choosing.

Prewriting• Choose a valid topic for your essay by choosing

two things that are neither too similar nor wildly different.

• Choose categories in which the two items could be compared and contrasted.

• Use a Venn diagram to gather and record details for your essay.

Drafting• Develop a thesis that introduces the items you are

comparing and the point you intend to make by the comparison.

• Outline how you will organize your arguments and the details that will support them.

• Write an introduction explaining what you are com-paring and contrasting, a body, and a conclusion that restates your main points.

Revising• Use the guidelines for revising your essay on page

SH12 of the Writing Handbook.

flapperHarlem RenaissanceFranklin Delano Rooseveltdisarmamenttotalitarian state

Benito Mussolinicommand economyGulagRuhr ValleyThird Reich

1. rebellious young woman of the 1920s2. leader of the first modern fascist state3. reduction of armed forces and weapons4. government in which a one-party dictatorship regulates

every aspect of citizens’ lives5. president of the United States who established the New Deal

to help Americans during the Great Depression6. African American cultural movement in the 1920s and 1930s7. coal-rich industrial region of Germany

Main IdeasSection 1 (pp. 522–527)8. How did Western culture and society change in reaction to

World War I?

Section 2 (pp. 529–535)9. Describe the search for peace in the 1920s and its results.10. What were the effects of the Great Depression?

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Document-Based Assessment

■

To help students understand the docu-ments on this page, give them the fol-lowing

TIP:

Consider how each document relates to the other docu-ments. Ask yourself whether these documents tell about different aspects or different views of a topic.

■

To provide students with further practice in answering Document-Based Assessment Questions, go to

Document-Based Assessment,

pp. 80–94

■

If students need more instruction on synthesizing information, have them read the

Skills Handbook,

p. SH35.

Answers

1.

C

2.

B

3.

A

4.

Sample: After their loss in World War I, Germans had been forced to accept the humiliating and economically debilitating terms of the Versailles treaty. The Great Depression made economic conditions worse, so Hitler’s promises to restore national honor and economic strength won over many Germans. Additionally, his persecution of the Jews met with approval because people were looking for scapegoats.

●

Writing About History

As students begin the assignment, refer them to p. SH10 of the

Writing Handbook

for help in writ-ing a compare-and-contrast essay. Remind them of the steps they should take to complete their assign-ment, including prewriting, drafting, and revising. For help in revising, remind them to use the guide-lines on p. SH12 of the

Writing Handbook.

Students’ compare-and-contrast essays should have a clear thesis that introduces the subjects to

be compared and the main point to be made. They should include details that reveal the similarities and differences between the subjects and use tran-sitions to make the relationships clear. The essays should also contain an introduction, a body, and a conclusion and be free of grammatical and spelling errors. For scoring rubrics for writing assignments, see

Assessment Rubrics,

p. 8.

Document-Based Assessment

Hitler’s Rise to PowerIn 1919, Hitler joined the National Socialist German Workers Party, later known as the Nazi party. It was a marginal party that only received one million votes in 1924. By 1932, however, the Nazi party, with Hitler at its helm, was Germany’s largest party. Many factors contributed to Hitler’s surprising rise to power, as the doc-uments below illustrate.

Document A

This poster, displayed in Berlin in 1932, tells voters: “We want work and bread! Elect Hitler!”

Document B

“The National Socialist movement must strive to eliminate the disproportion between our population and our area—viewing this latter as a source of food as well as a basis for power politics. . . . We must hold unflinchingly to our aim . . . to secure for the German people the land and soil to which they are entitled. . . .“

—From Mein Kampf by Adolf Hitler

Document C

“. . . [T]hough the Fuehrer’s anti-Semitic programme furnished the National Socialist party in the first instance with a nucleus and a rallying-cry, it was swept into office by two things with which the “Jewish Problem” did not have the slightest connex-ion. On the one side was economic distress and the revulsion against Versailles; on the other, chicanery and intrigue. . . . Hit-ler and his party had promised the unhappy Germans a new heaven and a new earth, coupled with the persecution of the Jews. Unfortunately, a new heaven and earth cannot be manu-factured to order. But a persecution of the Jews can. . . .“

—From The Jewish Problem by Louis Golding, 1939

Document D

“The Versailles settlement was seen as a means by which Ger-many’s enemies aimed to keep the Reich prostrate forever and had to be overturned not merely to restore the status quo ante, but to allow Germany to expand and seize the “living space” that it allegedly needed in the east. And violence was viewed as the means by which to achieve a Third Reich and a German-dominated Europe—by smashing the democratic Weimar “system,” destroying Marxism, solving the “Jewish question,” breaking the “chains of Versailles,” and building up the armed forces so that Germany again could go to war.“

—From Nazism and War by historian Richard Bessel

Analyzing DocumentsUse your knowledge of the rise of Nazism in Germany and Documents A, B, C, and D to answer questions 1–4.

1. Document A focuses on which factor that aided Hitler’s rise to power?A anger over World War IB social considerationsC the economyD racial and religious prejudice

2. According to Document C, the Nazis persecuted the Jews, becauseA most Germans hated them.B they wanted to keep attention from other problems.C they had already achieved their other goals.D their opponents were all Jews.

3. According to Document D, the Nazis’ main goal was toA dominate Europe.B get revenge for the Treaty of Versailles.C stop communism.D end democracy.

4. Explain why Germany was fertile soil for the Nazis following World War I. Give your reasons, using these documents and information from the chapter.

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