Revolution and Nationalism, 1900–1939

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CHAPTER 30 PLANNING GUIDE Revolution and Nationalism, 1900–1939

CHAPTER RESOURCES COPYMASTERS ASSESSMENT

CHAPTER OVERVIEW The political In-Depth Resources: Unit 7 Chapter Assessment, pp. 892–893 • Building Vocabulary, p. 28 upheavals that swept through Russia, Formal Assessment China, and India resulted in Russia Chapters in Brief (in English and Spanish) • Chapter Tests, Forms A, B, and C, forming a totalitarian state, China Block Schedule Pacing Guide pp. 491–505 undergoing a civil war, and India Test Generator gaining limited self-rule. Integrated Assessment Book Strategies for Test Preparation Online Test Practice

SECTION 1 In-Depth Resources: Unit 7 Section 1 Assessment, p. 873 • Guided Reading, p. 24 Revolutions in Russia Formal Assessment • Skillbuilder Practice: Analyzing Causes and • Section Quiz, p. 487 pp. 867–873 Recognizing Effects, p. 29 Test Practice Transparencies, TT114 OBJECTIVE Describe the social unrest • Primary Source: from Bloody Sunday, p. 32 in Russia, the Bolshevik Revolution, • History Makers: Vladimir Lenin, p. 40 • Reteaching Activity, p. 43 and the resulting Communist government. Reading Study Guide, p. 289

SECTION 2 In-Depth Resources: Unit 7 Section 2 Assessment, p. 879 • Guided Reading, p. 25 Case Study: Totalitarianism— Formal Assessment • Primary Source: The Need for • Section Quiz, p. 488 Stalinist Russia pp. 874–881 Progress, p. 33 Test Practice Transparencies, TT115 OBJECTIVE Describe totalitarianism, • Literature: from Darkness at Noon, p. 36; the building of a totalitarian state in from 1984, p. 38 • Reteaching Activity, p. 44 Russia, and the economic system under Stalin. Reading Study Guide, p. 291

SECTION 3 In-Depth Resources: Unit 7 Section 3 Assessment, p. 886 • Guided Reading, p. 26 Imperial China Collapses Formal Assessment • Geography Application: Nationalists Battle • Section Quiz, p. 489 pp. 882–886 Warlords and Communists, p. 30 Test Practice Transparencies, TT116 OBJECTIVE Summarize the collapse • Primary Source: from “The Peasants of of Imperial China and the struggle Hunan,” p. 34 • History Makers: Jiang Jieshi, p. 41 between the Nationalists and • Reteaching Activity, p. 45 Communists for control over China. Reading Study Guide, p. 293

SECTION 4 In-Depth Resources: Unit 7 Section 4 Assessment, p. 891 • Guided Reading, p. 27 Nationalism in India and Formal Assessment • Primary Source: from Hind Swaraj, p. 35 • Section Quiz, p. 490 Southwest Asia pp. 887–891 • Connections Across Time and Cultures: Test Practice Transparencies, TT117 OBJECTIVE Trace the nationalist Nationalist Revolutions in Latin America movement in India that resulted in and Asia, p. 42 • Reteaching Activity, p. 46 limited self-rule and describe the independence movements in Reading Study Guide, p. 295 Southwest Asia. Case Study 1: India and Britain, p. 2

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INTEGRATED TECHNOLOGY TECHNOLOGY IN THE CLASSROOM

• eEdition Plus Online CD-ROMs Making a Propaganda Film • EasyPlanner Plus • eEdition Online • Power Filmmakers of the early 20th century recognized the power of their medium to • eTest Plus Online Presentations accomplish political and social objectives. By viewing and interpreting early Soviet Audio CDs • EasyPlanner propaganda films, and by creating their own propaganda films, students can gain • Voices from the Past • Electronic Library an understanding of the electronic media’s transforming influence on politics. • Reading Study of Primary Class Time Two class periods Guides Sources • Test Generator Task Students view and discuss clips from early Russian propaganda films and then produce their own short propaganda videos Purpose To learn how film transformed politics and political propaganda in the eEdition CD-ROM 20th century World Art and Cultures Transparencies Instructions • AT65 Friendship of the People 1. Have students view scenes from the films October and Battleship Potemkin by Electronic Library of Primary Sources • from Ten Days That Shook the World Soviet-era director Sergei Eisenstein. Then discuss with students the ways in classzone.com which the filmmaker used the medium to promote a point of view. 2. Divide students into groups and have them develop a script for a one- to three-minute propaganda video promoting a specific change at home, at school,

eEdition CD-ROM or in the community. Geography Transparencies 3. Review each group’s script, and discuss with students in the group how they can • GT30 European Totalitarianism by 1938 accomplish the goals of an effective propaganda film. Electronic Library of Primary Sources • from 1984 4. Have students produce the videos and screen them in class. Have students classzone.com discuss each film’s propaganda value. Technology Tips • Media providers such as PBS offer online clips from historic films, including eEdition CD-ROM October and Battleship Potemkin. However, teachers who wish to select specific Electronic Library of Primary Sources portions of the films to show in class should inquire about borrowing the films • from Autobiography of a Chinese Girl from a public library. classzone.com • Teachers can find useful background articles on propaganda films using an Internet subject directory. Use the keyword “propaganda films.” There are also many online exhibits of Soviet propaganda, including posters and films. Try the keyword “Soviet propaganda art.” • Many search engines maintain directories of sites devoted to the study of propaganda and art. Use the keyword “propaganda art.” eEdition CD-ROM Critical Thinking Transparencies • CT30 Time Machine: Revolution and Nationalism Chart Key: • CT66 Chapter 30 Visual Summary Copymaster World Art and Cultures Transparencies Pupil’s Edition Audio Library If you do not have time • AT66 Persian Musicians Teacher’s Edition CD-ROM to teach this chapter in full, Electronic Library of Primary Sources • “Nonviolence” Overhead Transparency Internet assign the Chapter in Brief (also available in Spanish). classzone.com Block Scheduling Video

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Previewing Resources for Differentiated Instruction

ENGLISH LEARNERS: Resources in Spanish

In-Depth Resources in Test Generator Name Date Name Date ●A ●B GEOGRAPHY APPLICATION: MOVEMENT CHAPTER CHAPTER Los nacionalistas luchan contra los señores GUIDED READING Revolutions in Russia Spanish 30 30 de la guerra y contra los comunistas • Chapter Test, Form A Section 1 Section 3 Indicaciones: Lee los párrafos y estudia cuidadosamente el mapa. Después, contesta las preguntas. A. Percepción de causa y efecto Al leer esta sección, toma notas para contestar las preguntas acerca de factores que contribuyeron a la revolución en Rusia. ●A e 1923 a 1936, los nacionalistas chinos reali- Sin embargo, por esa época, los nacionalistas • Guided Reading ¿Cómo contribuyó cada uno de los siguientes factores a encender la mecha de la revolución? Dzaron varias guerras para alcanzar la unidad comenzaron a temer los objetivos políticos de sus nacional. Al principio, combatieron a los gober- aliados comunistas. En consecuencia, en 1927, los 1. Políticas de los zares nantes territoriales —los señores de la guerra— nacionalistas, al mismo tiempo que peleaban en el Plus y después a los comunistas. norte de China, iniciaron un movimiento anticomu- nista entre sus propias filas. Atacaron bastiones co- 2. Industrialización y cre- En una ocasión, tanto nacionalistas como comu- cimiento económico nistas se unieron bajo el Kuomintang, el Partido munistas en Shanghai y en otras grandes ciudades, y • Skillbuilder Practice: Analyzing Nacionalista del Pueblo. De 1923 a 1927, el Kuo- los dispersaron en las montañas de la región centro- 3. La Guerra Ruso- mintary trató de terminar con el gobierno de los sur de China. Por último, en 1934, los comunistas, Japonesa señores de la guerra en las provincias. Para 1925, bajo la dirección de Mao Tse-tung, realizaron la Modified Lesson Plans for 4. El “Domingo el Kuomintang había expulsado a los señores de Larga Marcha que duró un año y los condujo hasta Causes and Recognizing Effects sangriento” la guerra del extremo sur de China; después lanzó las cuevas seguras del norte de China. una campaña llamada la Expedición del Norte. Su Sin embargo, el enfrentamiento final entre na- 5. La I Guerra Mundial propósito era conquistar a los señores de la guerra cionalistas y comunistas en el norte jamás se reali- que permanecían en el norte, liberar Beijing y uni- zó. En 1936, la amenaza japonesa sobre China llevó English Learners 6. La Revolución ficar a China bajo un gobierno central. a los enemigos a conjuntar esfuerzos una vez más. • Geography Application: de marzo Chinese Civil War, 1923–1936 OUTER ¿Cómo ayudó cada uno de los siguientes a los bolcheviques a obtener y conservar el control político? yyy MONGOLIA 7. Revolución de No- Nationalists Battle Warlords and viembre de 1917 KOREA Multi-Language Glossary of 8. Guerra civil entre el ejér- Beijing cito Rojo y el Blanco yyy

B 9. La organización de YYellowellow ● y Communists Rusia en repúblicas Sea Social Studies Terms CHINA Shanghai ¿Qué papel desempeñó cada uno de los siguientes en la Revolución rusa? yyy

y China 10. Karl Marx Sea

Chapters in Brief 11. V. I. Lenin Communist bases Long March TTAIWANAIWAN yyyyy

cDougal Littell Inc. Kuomintang assaults INDIA cDougal Littell Inc.

y yyy M 12. Leon Trotsky on Beijing, 1928 M © Japanese territory South © in 1935 China Kuomintang territory: BURMA Sea 1925 FRENCH 1927 INDOCHINA 0 200 Miles B. y Reconocimiento de hechos y detalles Al reverso de esta hoja, identiﬁca a cada uno de los siguientes: yy

1935 0 400 Kilometers SIAM Reading Study Guide ●C pogrom Ferrocarril Transiberiano Duma Rasputín soviet

Revolution and Nationalism 301 306 Unit 7, Chapter 30

Reading Study Guide Audio CD

STRUGGLING READERS

In-Depth Resources: Unit 7 Chapters in Brief

Name Date • Guided Reading ●A ●A Name Date ●B CHAPTER CHAPTER SKILLBUILDER PRACTICE Reading Study Guide ●C GUIDED READING Totalitarianism Analyzing Causes 30 30 Historians analyze causes to understand why events in the past happened. Case Study: Stalinist Russia Historical events such as strikes and revolutions often have multiple causes. As Section 1 • Building Vocabulary Section 2 you read the excerpts below, try to identify the reasons for the local protest that exploded into the March Revolution of 1917. Then fill in the chart. (See Skillbuilder Handbook) A. Recognizing Facts and Details As you read this section, fill in the web diagram with key characteristics of Stalinist Russia. Passage A Passage B The fact is that the . . . revolution was begun from The rising cost of living and the food crisis could • Skillbuilder Practice: Analyzing Reading Study Guide Audio CD 1. Industrial policies 2. Agricultural policies 3. Art/religion below, overcoming the resistance of its own revolu- not but serve as revolutionary factors among the tionary organizations, the initiative being taken of masses. . . . Gradually the minor issues of food, the their own accord by the most oppressed and down- price of bread, and the lack of goods turned into trodden . . . women textile workers. . . . The over- political discussions concerning the entire system of Causes and Recognizing grown bread lines had provided the last stimulus. the social order. In this atmosphere political move- About 90,000 workers, men and women, were on ments grew feverishly and matured quickly. . . . strike that day. . . . Throughout the entire [next] day, Peter I. Lyashchenko, History of the National Economy of Formal Assessment crowds of people poured from one part of the city to Russia to the 1917 Revolution another. . . . Along with shouts of “Down with the ●B Passage C Effects police!” was heard oftener and oftener a “Hurrah” addressed to the Cossacks. . . . The soldiers show Those nameless, austere statesmen of the factory indifference, at times hostility to the police. It and streets did not fall out of the sky: they had to spreads excitedly through the crowd that when the be educated. . . . To the question, Who led the . . . • Chapter Test, Form A police opened fire by the Alexander III monument, revolution? we can then answer definitely enough: Stalin’s Totalitarian State the Cossacks let go a volley at the horse [police]. Conscious and tempered workers educated for the • Geography Application: most part by the party of Lenin. . . . Leon Trotsky, History of the Russian Revolution Leon Trotsky, History of the Russian Revolution

Nationalists Battle Warlords and 4. Education 5. Control methods 6. Propaganda methods What were three causes of the March Revolution? Economic Communists

Political/Social • Reteaching Activities All rights reserved. All rights reserved. B. Using Context Clues Deﬁne or identify each of the following terms: totalitarianism command economy collective farm ﬁve-year plan ______Other McDougal Littell Inc. McDougal Littell Inc. © © ______

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Revolution and Nationalism 25 Revolution and Nationalism 29

GIFTED AND TALENTED STUDENTS

In-Depth Resources: Unit 7 Electronic Library of

• Primary Source: from Bloody Primary Sources Name Date Name Date ●A ●B CONNECTIONS ACROSS TIME AND CULTURES THEMATIC CONNECTION: CHAPTER LITERATURE SELECTION from Darkness at Noon CHAPTER Sunday; The Need for Progress; • from Ten Days That Shook 30 by Arthur Koestler 30 Nationalist Revolutions in REVOLUTION Section 2 Hungarian-born British author Arthur Koestler (1905–1983) was a Communist Section 4 Latin America and Asia during the 1930s. He eventually became disillusioned with the Communist Party and left in 1938. His novel Darkness at Noon, published in 1941, is the story of Social unrest and Enlightenment ideas sparked nationalist revolutions through- the purge trials of the 1930s in Stalinist Russia from the point of view of an out Latin America during the early 19th century. How do these revolutionary aging Communist revolutionary who has been arrested and imprisoned. As you movements compare with nationalist revolutions in India and Southwest Asia from “The Peasants of Hunan”; the World read this excerpt, think about how the main character, N. S. Rubashov, feels some 100 years later? Review the information in Chapters 24 and 30 and then about No. 1, the totalitarian leader. answer the questions.

1. During the 1800s, Creoles living in Latin America were educated in Europe. ubashov had the feeling that he was being dug out of the newspaper archives and publish a lot from Hind Swaraj Rwatched through the spy-hole. Without looking, of nonsense about him and No. 1. He now no Inspired by Enlightenment ideas, they returned home and spearheaded independence • from 1984 longer wanted a newspaper, but with the same he knew that a pupil pressed to the hole was staring movements. What role did Indians who were educated in Britain play in the movement into the cell; a moment later the key did actually greed desired to know what was going on in the grind in the heavy lock. It took some time before brain of No. 1. He saw him sitting at his desk, for the independence of India? ______the door opened. The warder, a little old man in elbows propped, heavy and gloomy, slowly dictating • History Makers: Vladimir Lenin; slippers, remained at the door: to a stenographer. Other people walked up and ______“Why didn’t you get up?” he asked. down while dictating, blew smoke-rings or played • from Autobiography of a 2. Creole aristocrats resented how Spanish viceroys treated them unjustly, suppressing “I am ill,” said Rubashov. with a ruler. No. 1 did not move, did not play, did “What is the matter with you? You cannot be not blow rings. . . . Rubashov noticed suddenly that many of their rights. How did Western-educated Indians view their treatment by he himself had been walking up and down for the taken to the doctor before to-morrow.” the British? ______Jiang Jieshi “Toothache,” said Rubashov. last ﬁve minutes; he had risen from the bed without Chinese Girl “Toothache, is it?” said the warder, shuffled out realizing it. He was caught again by his old ritual of ______and banged the door. never walking on the edges of the paving stones, Now I can at least remain lying here quietly, and he already knew the pattern by heart. But his 3. Napoleon’s conquest of Spain in 1808 triggered nationalist revolts in Spanish colonies. thought Rubashov, but it gave him no more plea- thoughts had not left No. 1 for a second, No. 1, • Literature: from Darkness at sure. The stale warmth of the who, sitting at his desk and dictat- 3. a. How did the war in Europe affect Indian nationalism? ______blanket became a nuisance to him, ing immovably, had gradually • “Nonviolence” Rubashov had the turned into his own portrait, into and he threw it off. He again tried ______to watch the movements of his feeling that he was that well-known colour-print, toes, but it bored him. In the heel which hung over every bed or 3. b. How did changes in Europe after World War I spur the rise of nationalism in ●A being watched sideboard in the country and Noon ; from 1984 of each sock there was a hole. He Southwest Asia? ______wanted to darn them, but the through the spy- stared at people with its frozen eyes. thought of having to knock on the hole. Without ______door and request needle and Rubashov walked up and down thread from the warder prevented looking, he knew in the cell, from the door to the 4. Led by Simón Bolívar and José de San Martín, South American countries achieved Formal Assessment him; the needle would probably be that a pupil pressed window and back, between bunk, independence through military victories over Spanish forces. Military victories also • Connections Across Time refused him in any case. He had a wash-basin and bucket, six and a All rights reserved. All rights reserved. sudden wild craving for a newspa- to the hole was half steps there, six and a half led to independence for Turkey and Persia. India, however, used civil disobedience per. It was so strong that he could staring into the cell. steps back. At the door he turned smell the printer’s ink and hear the to the right, at the window to the and nonviolence as vehicles for change. What factors might account for the different and Cultures: Nationalist ●C crackling and rustling of the pages. left: it was an old prison habit; if strategies used to achieve independence? ______• Chapter Test, Form C Perhaps a revolution had broken out last night, or one did not change the direction of the turn one

the head of a state had been murdered, or an rapidly became dizzy. What went on in No. 1’s McDougal Littell Inc. ______McDougal Littell Inc. American had discovered the means to counteract brain? He pictured to himself a cross-section © © the force of gravity. His arrest could not be in it through that brain, painted neatly with grey water- 5. Independence brought disunity and increased poverty to Latin America. What problems Revolutions in Latin America yet; inside the country, it would be kept secret for a colour on a sheet of paper stretched on a drawing- did India face as it moved toward total independence from Britain? ______while, but abroad the sensation would soon leak board with drawing-pins. The whorls of grey matter through, they would print ten-year-old photographs swelled to entrails [intestines], they curled round and Asia ●B ______36 Unit 7, Chapter 30 42 Unit 7, Chapter 30

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Name ______Date ______

CHAPTER 30 Section 3 (pages 882–886) ●C TÉRMINOS Y NOMBRES Activities in the eEdition Sun Yixian Uno de los primeros dirigentes del Kuomintang; “padre Imperial China de la China moderna” Kuomintang Partido Nacionalista Teacher’s Edition for Collapses chino que derrocó a la dinastía Qing • Interactive Visuals Movimiento del Cuatro de Mayo Protesta de nacionalistas chinos ANTES DE LEER contra el Tratado de Versalles English Learners En la sección anterior, leíste acerca del totalitarismo en la Mao Tsetung Líder de los • Interactive Maps Unión Soviética. revolucionarios comunistas en China Larga Marcha Escape de los En esta sección, aprenderás acerca de los inicios del Partido comunistas después de ser rodeados Comunista en China. por los nacionalistas AL LEER • Interactive Usa la línea cronológica para tomar notas acerca de los cambios ocurridos en China en las primeras décadas del • Clarifying Key Events, p. 869 Primary Sources siglo 20.

1912 1925 1931 El Kuomintang derroca a la dinastía Qing • Key Terms of Totalitarianism,

1916 1928 p. 878

Nationalists Overthrow de los militares. Seis semanas después, entregó la • Describing the Long Qing Dynasty (pages 882–883) presidencia a Yuan Shikai, un poderoso general. ¿Quién fue Sun Yixian? Yuan fue un dictador militar. Después de su muerte en 1916, estalló una cruenta guerra civil. El inicio del siglo 20 fue una época de cambio para Causó mucho sufrimiento y hambruna. Sun no March, p. 885 China. Muchos chinos resentían el enorme control pudo reorganizar el Kuomintang. All rights reserved. de países extranjeros sobre su economía. Algunos Los dirigentes chinos esperaban ganar el apoyo querían modernizar a China. Esperaban recuperar de los Aliados durante la I Guerra Mundial. el poder. Declararon la guerra a Alemania. Pero, al terminar Uno de sus dirigentes fue Sun Yixian. Su grupo la guerra, se decepcionaron. El Tratado de • Indian Protests and British classzone.com

cDougal Littell Inc. se llamó el Kuomintang, o Partido Nacionalista. Versalles no liberó a China de la inﬂuencia extran- M En 1912, encabezó una revuelta que derrocó a la jera. Sólo cambió de amos. La región de China que © dinastía Qing. Se estableció una república y Sun había estado controlada por Alemania fue entrega- Yixian fue nombrado presidente. da a Japón. Los chinos indignados protestaron Responses, p. 889 • Research Links Sun Yixian quería dar derechos políticos y durante el Movimiento del Cuatro de Mayo. económicos al pueblo chino, y terminar con el con- Entre los inconformes estaba Mao Tsetung. Más trol extranjero sobre el país. Pero no tenía el apoyo tarde sería el dirigente de la revolución comunista • Internet Activities CHAPTER 30 REVOLUTION AND NATIONALISM 293 • Primary Sources • Chapter Quiz • Current Events

Name ______Date ______

CHAPTER 30 Section 4 (pages 887–891) ●C TERMS AND NAMES Activities in the Rowlatt Acts Laws to prevent Indians from protesting British Nationalism in India actions Power Amritsar Massacre The slaughter of Teacher’s Edition for and Southwest Asia Indians by the British Mohandas K. Gandhi Leader of the Presentations movement for Indian independence BEFORE YOU READ from Britain Struggling Readers In the last section, you read about nationalism and civil disobedience Disobeying the CD-ROM civil war in China. law for the purpose of achieving some higher goal In this section, you will learn about nationalism in Salt March A march to the sea to India and Southwest Asia. protest British salt tax Mustafa Kemal Leader of Turkish • Lecture Notes AS YOU READ nationalists who overthrew the last Use the chart below to take notes on how nationalism Ottoman sultan brought change. • Learning from Literature: • Image Gallery Nationalism Brings Change Doctor Zhivago, p. 870 • Chapter Review India Turkey Persia Saudi Arabia Gandhi leads movement for independence Game from Britain • Using Questions to Find Main Ideas, p. 877

Indian Nationalism Grows returning Indian soldiers were once again treated (pages 887–888) as second-class citizens. Reforms were not made. Why did feelings of nationalism When Indians protested, the British Parliament • Chinese Geography and passed the Rowlatt Acts that allowed protesters to

All rights reserved. increase? be jailed without a trial. Western-educated Indians Many Indians grew angry at British domination of believed this to be a violation of their rights. Indian life. Indian nationalism had been growing About 10,000 Indians gathered at the city of since the mid-1800s. Some Indians joined the Amritsar to protest this act in the spring of 1919. Politics, p. 884 CT MCDOUGAL LITTELL Critical Thinking: 30 World History: Patterns of Interaction Following Chronological Order Congress Party or the Muslim League. These were The British had also banned such public meetings. Critical Thinking

McDougal Littell Inc. two groups that worked toward independence But the crowd was mostly unaware of that fact. © More than one million Indians served in the British troops ﬁred on the crowd. Several hundred British army in World War I. The British promised protesters were killed. The Amritsar Massacre ●A Time Machine: Revolution and Nationalism Transparencies to make changes to the government of India. These sparked further protests. Almost overnight millions • Using SQ3R, p. 890 changes would give the Indian people greater con- of Indians changed from loyal British subjects to trol of their own nation. After the war, though, revolutionaries and nationalists. 1895 Indian National Congress formed 1900 • CT30 Time Machine: CHAPTER 30 REVOLUTION AND NATIONALISM 295 1904 Russo-Japanese War 1905 Bloody Sunday 1905

1910 Revolution and 1912 Overthrow of Qing Dynasty Sun Yixian President 1914 World War I starts 1915 1917 Russian Revolution 1918 Treaty of Brest-Litovsk Bolshevik take-over A 1919 May Fourth Movement; Nationalism ● 1918–20 Civil War in Russia Amritsar Massacre 1920 1920 Indian National Congress Party 1921 Chinese Communist Party endorses civil disobedience 1922 Union of Soviet Socialist 1923 Lenin sends advisers to aid Republics (USSR) formed China’s Nationalist party 1925 • CT66 Chapter 30 1928 Stalin in control of USSR; Jiang heads National Republic of China 1930 Gandhi organizes Salt March 1930 1931 Japanese invade Manchuria 1930–49 Chinese Civil War 1934 Stalin launches purges; Mao leads the Long March 1935 1935 British government passes Visual Summary Government of India Act

1940 All rights reserved. Geography Transparencies 1945 McDougal Littell Inc. © 1950 • GT30 European ●C Name ______Test Form C continued Activities in the Teacher’s Totalitarianism by 1938 Document 2: Excerpt from Jawaharlal Nehru, first prime minister of India And then Gandhi came. He was like a powerful current of fresh air that made us stretch ourselves and take deep breaths, . . . like a whirlwind that upset many things but most of all the working of people’s minds. He did not descend from the top; he seemed to emerge Edition for Gifted and from the millions of India, speaking their language and incessantly drawing attention to them and their appalling condition. Get off the backs of these peasants and workers, he told us, all you who live by their exploitation; get rid of the system that produces poverty World Art and Cultures Transparencies and misery. Political freedom took new shape then and acquired a new content. . . . Talented Students The essence of his teaching was fearlessness and truth and action allied to these, always keeping the welfare of the masses in view.

17. What elements does Nehru say Gandhi combined in order to lead the people of India? How did this lead to a new shape for political freedom? • AT65 Friendship of the People

______Document 3: Political cartoon by Bill Mauldin • Researching the Origins of the • AT66 Persian Musicians Russian Revolution, p. 871 • Creating a Fictional Totalitarian Test Practice Transparencies TT114–TT117 State, p. 876 Test Generator CD-ROM ed. erv res ights r • The Writings of Mao All EasyPlanner CD-ROM Inc. ittell L Source: “The odd thing about assassins” cartoon by Bill Mauldin. Reprinted with special permission Zedong, p. 883 from The Chicago Sun-Times, Inc. Copyright © 2001 ougal D

c Voices from the Past Audio CD

18. What do you think Gandhi means by his statement to Dr. King? M © ______• Investigating Examples of Civil Online Test Practice Disobedience, p. 888 504 UNIT 7, CHAPTER 30 Electronic Library of Primary Sources

Teacher’s Edition 863D CHAPTER 30 • OBJECTIVE Revolution and Analyze the evolution of conflict between revolutionaries and Nationalism, 1900–1939 nationalists before, during, and after World War I. Previewing Main Ideas

REVOLUTION Widespread social unrest troubled China and Russia during Previewing Main Ideas the late 1800s and early 1900s. Eventually revolutions erupted. During this time, the gap between rich Geography Study the time line. In what years did revolutions take place in and poor, especially in Russia and China, China and in Russia? was enormous. Growing resentment of POWER AND AUTHORITY New nations appeared during the 1920s and economic injustice became a major cause 1930s in the former Ottoman Empire in Southwest Asia. These nations of revolutionary activity. After World War I, adopted a variety of government styles—from a republic to a monarchy. leaders in Russia, China, and Turkey Geography According to the map, which new nations in Southwest Asia launched new programs to modernize emerged from the former Ottoman Empire? their countries. Advances in technology EMPIRE BUILDING Nationalist movements in Southwest Asia, India, and boosted industrial production. These China successfully challenged the British, Ottoman, and Chinese Empires. countries were then able to resist foreign Geography According to the map, which European nations still control control and to compete in world affairs. large areas of Southwest Asia? Accessing Prior Knowledge

Ask students to recall what they know INTERNET RESOURCES about the roles Karl Marx, Vladimir • Interactive Maps Go to classzone.com for: Lenin, and Joseph Stalin played in the • Interactive Visuals • Research Links • Maps • Interactive Primary Sources • Internet Activities • Test Practice Russian Revolution and in the advent of • Primary Sources • Current Events Communism. In contrast, ask students to • Chapter Quiz think of adjectives describing the nonviolent protests promoted by Gandhi. As students read this chapter, ask them to be aware of contrasts in the ways revolutionaries in Russia, China, and Southwest Asia achieved their political and leadership goals. Geography Answers

REVOLUTION Revolutions took place in China in 1911 and in Russia in 1917.

POWER AND AUTHORITY New nations were Turkey and Saudi Arabia.

EMPIRE BUILDING France and Great Britain still control large areas of Southwest Asia.

864

TIME LINE DISCUSSION

Point out that the years from 1900–1940 were 2. What large events were taking place during 4. What kind of leaders often take over after a time of social unrest and great political this period that may have contributed to revolutions? (dictators) changes, which resulted in the formation of new social unrest and revolution around the 5. Which dictator was taking over Italy during nations around the world. world? (World War I and the stock market the time of Gandhi’s peaceful protest in 1. Identify the leaders of the nationalist or crash in the United States) India? (Mussolini) revolutionary movements mentioned in the 3. In what year was the last emperor of China 6. When did the Russian revolt begin? time line. (Gandhi, Mustafa Kemal, Stalin, overthrown? (1911) Which emperor was it? (1917, Bolshevik October Revolution) Mao Zedong, Mussolini, Hitler) (Emperor P’u-i)

864 Chapter 30 CHAPTER 30

History from Visuals

Interpreting the Map Ask students to locate Turkey, Iraq, Saudi Arabia, and Kuwait on the map and note the size of these countries in relation to one another. As they will learn in Section 4, the oil discovered in this area made these some of the richest countries in the world. Why would the discovery of oil make a country rich? (Oil is needed to make petroleum, an essential fuel that commands a high price.) Extension Ask students to locate the Persian Gulf on the map. Interested students can research newspapers and magazines to find headlines involving the Persian Gulf over the last 20 years. Ask students to share their findings with the class. (Headlines may involve U.S.-led Persian Gulf Wars of 1991 and 2003 and ongoing conflicts over oil.)

865

RECOMMENDED RESOURCES

Books for the Teacher McDougal Littell Literature Videos Pipes, Richard. A Concise History of the Connections. Orwell, The Incredible March. VHS. Ambrose Video, Russian Revolution. Ed. Peter Dimock. New George. 1984 (with 1997. 800-526-4663. The story of Mao Zedong York: Knopf, 1996. related readings). 1997. and the birth of Chinese communism. A chilling vision of a Power to the People. VHS. Films for the Books for the Student future totalitarian society. Humanities & Sciences, 1995. 800-257-5126. McDougal Littell Literature Examines the Russian Revolution and Gandhi’s Connections. Orwell, passive resistance to British rule in India. George. Animal Farm (with related readings). The Russian Revolution. VHS. Library Video 1997. A satirical look at the Company, 1995. 800-843-3620. events of the Russian Doctor Zhivago. VHS and DVD. MGM/UA Home Revolution. Videos, 1965. Teacher’s Edition 865 CHAPTER 30 • INTERACT How do you resist oppressive rule–with violent or Interact with History nonviolent action?

Objectives You believe that the policies of your government are unjust and oppressive. The • Set the stage for studying revolutionary policies favor a small, wealthy class—but the vast majority of people are poor activity in Russia, China, and India. with few rights. The government has failed to tackle economic, social, and • Help students understand revolutionary political problems. Many of your friends are joining revolutionary groups that tactics and their impact. plan to overthrow the government by force. Others support nonviolent methods of change, such as peaceful strikes, protests, and refusal to obey unjust laws. You wonder which course of action to choose. EXAMINING the ISSUES

M Mao Zedong, Communist leader, M Mohandas K. Gandhi became Possible Answers believed revolution would solve the leader of the independence • To help students think about this issue, China’s problems. movement to free India of British rule. have students discuss why nonviolent groups might be perceived as either weak or intimidating. • Have students brainstorm possible outcomes resulting from the use of violence in revolutions. (Possible Answers: rapid change, deaths and injuries, long-lasting bitterness)

Discussion Have students choose a revolution they have studied and discuss how the revolutionaries attempted to achieve their goals. They might discuss either the French or the American revolutions. Have students also note the nonviolent strategies of the civil rights movement in “Political power grows out “Victory attained by violence is the United States and the protests against of the barrel of a gun.” tantamount to a defeat, for it apartheid in South Africa. is momentary.”

EXAMINING the ISSUES

• How might armed and powerful opponents respond to groups committed to nonviolent action? • Which strategy might prove more successful and bring more long-lasting consequences? Why? As a class, discuss these questions. In your discussion, consider what you have learned about the strategies revolutionaries use to accomplish change. As you read about the revolutions and independence movements, see which strategy was successful. 866 Chapter 30

WHY STUDY REVOLUTION AND NATIONALISM?

• The Cold War clash between Communist and • Many groups still implement the nonviolent capitalist nations was one of the defining events principles of civil disobedience practiced in India of the 20th century. in the 1920s. • Communist Russia and the Bolshevik Revolution • Southwest Asia has been the site of controversy have been the subjects of great works of art and over crude oil, a natural resource essential literature. for industry and commerce all over the • The principles of communism became powerful globe. The Persian Gulf remains a hotbed of forces in the world. international conflict. • The Communist movement begun by Mao Zedong had lasting impact on China and the world. In recent decades, China has rejoined the international community through trade and diplomatic relations. 866 Chapter 30 wh10te-0730-ca-0892-0893 9/16/03 12:01 PM Page 892

CHAPTER 30 ASSESSMENT Chapter 30 Assessment

TERMS & NAMES TERMS & NAMES Nationalism in India and Southwest Asia Briefly explain the importance of each of the following in Russia, Section 4 (pages 887–891) 1. Bolsheviks, 6. Mao Zedong, China, or India. 17. What are some examples of civil disobedience led by p. 868 p. 883 1. Bolsheviks 5. totalitarianism Mohandas Gandhi? 2. Lenin, p. 868 7. Mohandas K. 2. Lenin 6. Mao Zedong 18. What steps did Kemal take to modernize Turkey? 3. soviet, p. 870 Gandhi, p. 888 3. soviet 7. Mohandas K. Gandhi 4. Joseph Stalin, 8. civil disobe- 4. Joseph Stalin 8. civil disobedience CRITICAL THINKING dience, p. 888 China Russia p. 873 1. USING YOUR NOTES In a diagram show the causes Causes of 5. totalitarianism, MAIN IDEAS Government Changes p. 874 of changes in government in Revolutions in Russia Section 1 (pages 867–873) the countries listed. Turkey India 9. How did World War I lead to the downfall of Czar 2. FORMING AND SUPPORTING OPINIONS MAIN IDEAS Nicholas II? Which of the weapons of totalitarian governments do you Answers will vary. 10. Why did the provisional government fail? think is most effective in maintaining control of a country? 11. 9. recurring defeats in battle, death of Explain the causes of Russia’s civil war and its outcome. Explain. many soldiers, low troop morale, Case Study: Totalitarianism Section 2 (pages 874–881) 3. ANALYZING CAUSES food shortages led to strikes and riots 12. What are the key traits of totalitarianism? REVOLUTION What role did World War I play in the revolutions 13. What individual freedoms are denied in a totalitarian and nationalistic uprisings discussed in this chapter? 10. Its position on World War I led to state? 4. HYPOTHESIZING discontent, and attacks by the Red 14. How did Joseph Stalin create a totalitarian state in the EMPIRE BUILDING Why were the empires discussed in this Guards drove its leaders from power. Soviet Union? chapter unable to remain in control of all of their lands? 11. failure of the provisional government, Imperial China Collapses Section 3 (pages 882–886) 5. RECOGNIZING EFFECTS 15. Why did the peasants align themselves with the Chinese growing power of the soviets; Treaty POWER AND AUTHORITY How did women’s roles change under Communists? Stalin in Russia and Kemal in Turkey? of Brest-Litovsk angered Russians; 16. Why did Mao Zedong undertake the Long March? Bolsheviks tried to wipe out all enemies—Bolsheviks won 12. dictatorship, one-party rule; dynamic leader; rigid ideology; state control; Revolutionary Leaders: 1900–1939 dependence on modern technology; violence; enforcement through censorship and persecution 13. freedom of religion, speech, press, Lenin Stalin Sun Yixian Mao Zedong Gandhi Kemal and expression, choice of job and Country Russia Russia China China India Turkey home, artistic freedom Career late 1890s–1924 early 1900s–1953 late 1890s–1925 early 1900s–1976 late 1800s–1948 early 1900s–1938

14. removed his enemy; police terror, Key Role Bolshevik revolu- Dictator First president of Leader of Leader of the First president of propaganda, indoctrination; control of tionary and first the new Republic the Chinese Indian independ- the new Republic economy ruler of Commu- of China Communist Party ence movement of Turkey nist Russia 15. Mao promoted land reform and Popular “Father of the “Man of Steel” “Father of Modern “The Great “Great Soul” “Father of the better treatment for the peasants; Name Revolution” China” Helmsman” Turks” Nationalists had done little Goal Promote a world- Perfect a Commu- Establish a modern Stage a Commu- Achieve Indian Transform Turkey for peasants. wide Communist nist state in Russia government based nist revolution self-rule through into a modern revolution led by through totalitar- on nationalism, in China led by campaigns of civil nation 16. to save the Communists who were workers ian rule democracy, and peasants disobedience being pursued by Nationalist forces economic security 17. boycotts; strikes; refusal to pay British taxes, vote, or attend British schools; 892 Chapter 30 marches, demonstrations 18. set up legal system, rights extended to women, spurred economic growth CRITICAL THINKING by industrializing Answers will vary. fall of the Russian czar. Promises made to 1. Russia—World War I, food shortages, Bolsheviks; Indians before and during the war triggered China—Imperial government failed; Turkey— demands for independence. Breakup of the Ottoman Empire; India—World War 4. The old governments were too weak to respond I, Amritsar Massacre, Gandhi’s tactics. to the demands of the population. Independence 2. Possible Answer: indoctrination, because it groups gained power, especially after World War I. begins with children and pervades the society 5. In both places, women’s rights were expanded. 3. Possible Answers: World War I broke up the More educational and work opportunities Ottoman Empire, causing nationalists in its lands became available. to press for independence. It also precipitated the

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CHAPTER 30 ASSESSMENT

Use the quotation and your knowledge of world history to Use the graph and your knowledge of world history to answers questions 1 and 2 answer question 3. Additional Test Practice, pp. S1–S33 Oil Output, 1910–1940 STANDARDS-BASED ASSESSMENT India does not need to be industrialized in the modern 10,000 sense of the term. It has 7,500,000 villages scattered over a vast area 1,900 miles long, 1,500 broad. The people are 8,000 1. The correct answer is letter C. rooted to the soil, and the vast majority are living a hand- Letter A is not correct because at 6,000 to-mouth life. . . . Agriculture does not need revolutionary the time of this letter India had not changes. The Indian peasant requires a supplementary industry. The most natural is the introduction of the 4,000 become industrialized. Letter B is not spinning-wheel. Oil Production correct because the role of the British MOHANDAS K. GANDHI, Letter to Sir Daniel Hamilton 2,000 (in thousands of metric tons) is not mentioned in the letter. Letter D 0 is not correct because Gandhi 1. What picture does Gandhi present of India and its people? 1925192019151910 1930 1935 1940 mentions people living hand to ■ ■ ■ A. India is adequately industrialized. Iran Iraq Saudi Arabia Source: International Historical Statistics mouth—India was not well off at the B. India is dominated by the British. time of the letter. C. India is primarily an agricultural nation. 3. Between which years did Iran show a dramatic increase in oil 2. The correct answer is letter A. D. Indians are well-off and do not need additional industries. production? Letter B is not correct—Gandhi recog- 2. What did Gandhi believe about the spinning wheel? A. 1910–1920 B. 1920–1925 nizes the spinning wheel as helpful. A. Gandhi believed that the spinning wheel would make Indians less dependent on the British economy. C. 1930–1935 Letter C is not correct—Gandhi calls for B. Gandhi believed that the spinning wheel was a threat to the D. 1935–1940 a supplementary industry, not a major Indian economy. one. Letter D is not correct—Gandhi C. Gandhi believed the main economic industry in India should suggests adding the spinning wheel to be spinning cloth. TEST PRACTICE Go to classzone.com D. Gandhi believed the spinning wheel was not necessary to the Indian economy. • Diagnostic tests • Strategies the Indian economy. 3. The correct answer is letter B. • Tutorials • Additional practice Production jumps by around 4,000 metric tons during the period. Letters A, C, and D are not correct because no ALTERNATIVE ASSESSMENT increase in the years shown is as great 1. Interact with History as the period from 1920 to 1925. On page 866, you played the role of a citizen whose country Writing a Documentary Film Script was brimming with revolutionary activity. You evaluated two Write a documentary film script profiling a country where tactics for change—violence and nonviolence. Now that you nationalistic revolutionary movements are currently active. Formal Assessment Consider the following: have read the chapter, how would you assess the pros and • Chapter Test, Forms A, B, and C, pp. 491–505 cons of Mao’s and Gandhi’s strategies? What role did violence • What type of government is currently in power? play in the Russian and Chinese revolutions? How successful (constitutional monarchy, single-party dictatorship, theocracy, Test Generator were Gandhi’s nonviolent methods in India? Discuss your republic) How long has it been in power? • Form A in Spanish opinions in a small group. • Who are the top political leaders, and how are they viewed 2. WRITING ABOUT HISTORY inside and outside the country? Write a science fiction story about a totalitarian state that • Do citizens have complaints about their government? What uses modern technology to spread propaganda and control are they? people. Refer to the case study on totalitarianism for ideas. • What nationalist revolutionary groups are active? What are Consider the following: their goals and strategies? • the need to control information The script should also include narration, locations, sound, • methods to control the actions of people and visuals. • reasons people oppose totalitarian control of a country

Revolution and Nationalism 893

ALTERNATIVE ASSESSMENT 1. Possible Answers: Students who originally 2. Rubric Science fiction stories should Rubric Documentary film scripts should advocated violent action may now side • be set in a fictional time and location. • identify the country, its leaders, and its with Gandhi’s strategy of noncooperation or • present reasons for a totalitarian state to revolutionary groups. nonviolent resistance, based on the success control the people. • outline the grievances the people have of his boycotts and demonstrations. • clearly illustrate the use of weapons of against the current regime. However, they may note that India still totalitarianism. • identify the goals and strategies of had not achieved independence. Violence revolutionary groups. played a large part in the revolutions of both China and Russia. Using the aftermath of • include a list of locations, sound, and visuals the Bolshevik Revolution as an example, to be used. students may also conclude that violence breeds violence.

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LESSON PLAN 1 Poster of Russian soldier with flag, Temple of Heaven, Beijing, China OBJECTIVES by N. Tyrkurr • Describe the autocratic methods of Revolutions in Russia Alexander III and the economic changes under Nicholas II. • Explain the crises that paved the way for the March Revolution and the end MAIN IDEA WHY IT MATTERS NOW TERMS & NAMES of czarist rule. REVOLUTION Long-term social The Communist Party controlled • proletariat • provisional government unrest in Russia exploded in the Soviet Union until the • Bolsheviks • soviet • Summarize the Bolshevik Revolution revolution, and ushered in the country’s breakup in 1991. • Lenin • Communist Party and its outcome. first Communist government. • Rasputin • Joseph Stalin • Explain Lenin’s reforms and the rise of Stalin. SETTING THE STAGE The Russian Revolution was like a firecracker with a very long fuse. The explosion came in 1917, yet the fuse had been burning for nearly a century. The cruel, oppressive rule of most 19th-century czars caused FOCUS & MOTIVATE widespread social unrest for decades. Army officers revolted in 1825. Secret rev- Ask students what the terms Red Army, olutionary groups plotted to overthrow the government. In 1881, revolutionaries Lenin, and communism bring to mind, angry over the slow pace of political change assassinated the reform-minded and ask them to describe in detail any czar, Alexander II. Russia was heading toward a full-scale revolution. relevant symbols and images. Czars Resist Change TAKING NOTES In 1881, Alexander III succeeded his father, Alexander II, and halted all reforms Following Chronological INSTRUCT Order Create a time line in Russia. Like his grandfather Nicholas I, Alexander III clung to the principles to show major events in Czars Resist Change of autocracy, a form of government in which he had total power. Anyone who the changing of Russian questioned the absolute authority of the czar, worshiped outside the Russian government. Orthodox Church, or spoke a language other than Russian was labeled dangerous. Critical Thinking 1894 1922 • Under Alexander III, what behavior ▼ Alexander III Czars Continue Autocratic Rule To wipe out revolutionaries, Alexander III turned Russia used harsh measures. He imposed strict censorship codes on published materials would result in arrest as a political into a police and written documents, including private letters. His secret police carefully prisoner? (questioning czar, practicing a state, teeming watched both secondary schools and universities. Teachers had to send detailed foreign religion, not speaking Russian) with spies and informers. reports on every student. Political prisoners were sent • What was gained by the czar’s to Siberia, a remote region of eastern Russia. censorship and strict policing? To establish a uniform Russian culture, Alexander III (control over anti-Russian or oppressed other national groups within Russia. He made Russian the official language of the empire and antigovernment actions) forbade the use of minority languages, such as Polish, In-Depth Resources: Unit 7 in schools. Alexander made Jews the target of persecu- • Guided Reading (also in Spanish), p. 24 tion. A wave of pogroms—organized violence against Jews—broke out in many parts of Russia. Police and soldiers stood by and watched Russian citizens loot and TEST-TAKING RESOURCES destroy Jewish homes, stores, and synagogues. Test Generator CD-ROM When Nicholas II became czar in 1894, he contin- Strategies for Test Preparation ued the tradition of Russian autocracy. Unfortunately, it blinded him to the changing conditions of his times. Test Practice Transparencies, TT114 Online Test Practice Revolution and Nationalism 867

SECTION 1 PROGRAM RESOURCES

ALL STUDENTS Reading Study Guide Audio CD (Spanish) Electronic Library of Primary Sources • from Ten Days That Shook the World In-Depth Resources: Unit 7 STRUGGLING READERS • Guided Reading, p. 24 In-Depth Resources: Unit 7 • Skillbuilder Practice, p. 29 • Guided Reading, p. 24 • History Makers: Vladimir Lenin, p. 40 • Building Vocabulary, p. 28 eEdition CD-ROM Formal Assessment • Skillbuilder Practice, p. 29 Voices from the Past Audio CD • Section Quiz, p. 487 • Reteaching Activity, p. 43 Power Presentations CD-ROM ENGLISH LEARNERS Reading Study Guide, p. 289 World Art and Cultures Transparencies • AT65 Friendship of the People In-Depth Resources in Spanish Reading Study Guide Audio CD Electronic Library of Primary Sources • Guided Reading, p. 211 GIFTED AND TALENTED STUDENTS • Skillbuilder Practice, p. 215 • from Ten Days That Shook the World In-Depth Resources: Unit 7 classzone.com Reading Study Guide (Spanish), p. 289 • Primary Source: from Bloody Sunday, p. 32 Teacher’s Edition 867 wh10te-073001-0867-0873 9/16/03 12:06 PM Page 868

CHAPTER 30 • Section 1 Russia Industrializes Rapid industrialization changed the face of the Russian economy. The number of factories more than doubled between 1863 and 1900. Still, Russia lagged behind the industrial nations of western Europe. In the 1890s, Nicholas’s most capable Vocabulary Russia Industrializes minister launched a program to move the country forward. To finance the buildup minister: person in of Russian industries, the government sought foreign investors and raised taxes. charge of an area of These steps boosted the growth of heavy industry, particularly steel. By around government, such Critical Thinking as finance 1900, Russia had become the world’s fourth-ranking producer of steel. Only the • What similarities do you find between United States, Germany, and Great Britain produced more steel. the revolutionary movement in Russia With the help of British and French investors, work began on the world’s longest and the socioeconomic situations in continuous rail line—the Trans-Siberian Railway. Begun in 1891, the railway was Latin America, Mexico, and China? (a not completed until 1916. It connected European Russia in the west with Russian harsh ruling class oppressing a lower ports on the Pacific Ocean in the east. class of workers and peasants) The Revolutionary Movement Grows Rapid industrialization stirred discontent • What measures were taken to among the people of Russia. The growth of factories brought new problems, such make Russia more competitive with as grueling working conditions, miserably low wages, and child labor. The government outlawed trade unions. To try to improve their lives, Europe and the U.S.? (taxes raised, workers unhappy with their low standard of living and lack investments by foreigners encouraged, Analyzing Causes of political power organized strikes. Why did indus- railroad built, agricultural reforms) As a result of all of these factors, several revolutionary trialization in Russia movements began to grow and compete for power. A group lead to unrest? A. Possible that followed the views of Karl Marx successfully estab- Answer because History Makers lished a following in Russia. The Marxist revolutionaries factory workers felt believed that the industrial class of workers would overthrow exploited and Lenin the czar. These workers would then form “a dictatorship of resented their lack the proletariat.” This meant that the proletariat—the work- of political power Before Lenin’s triumphant return to ers—would rule the country. Russia in 1917, he lived in Geneva, In 1903, Russian Marxists split into two groups over Switzerland, where he earned a meager Lenin revolutionary tactics. The more moderate Mensheviks income as a newspaper publisher and 1870–1924 (MEHN•shuh•vihks) wanted a broad base of popular a journalist. In 1887, when he was 17, Lenin’s support for the revolution. The more radical Bolsheviks (BOHL•shuh•vihks) supported a small number of committed In-Depth Resources: Unit 7 brother, Alexander, was hanged for plotting to kill the czar. Legend has revolutionaries willing to sacrifice everything for change. • History Makers: Vladimir Lenin, p. 40 it that this event turned Lenin into The major leader of the Bolsheviks was Vladimir Ilyich a revolutionary. Ulyanov (ool•YAH•nuhf). He adopted the name of Lenin. He Though Alexander’s execution influenced Lenin, he already had an engaging personality and was an excellent organizer. Crises at Home and Abroad harbored ill feelings against the He was also ruthless. These traits would ultimately help him government. By the early 1900s, he gain command of the Bolsheviks. In the early 1900s, Lenin planned to overthrow the czar. After Critical Thinking fled to western Europe to avoid arrest by the czarist regime. the revolution in 1917, Russians From there he maintained contact with other Bolsheviks. • What do you know about the outcome revered him as the “Father of the Lenin then waited until he could safely return to Russia. of the Russo-Japanese War? (from Revolution.” Following Lenin’s death in 1924, Ch. 28–Russia’s fleet destroyed; Russia the government placed his tomb in Crises at Home and Abroad forced out of Korea and Manchuria) Red Square in Moscow. His preserved The revolutionaries would not have to wait long to realize • Why did entering World War I prove body, encased in a bulletproof, glass- topped coffin, is still on display. Many their visions. Between 1904 and 1917, Russia faced a series devastating for Nicholas? (military Russians today, though, favor moving of crises. These events showed the czar’s weakness and failed; government fell) Lenin’s corpse away from public view. paved the way for revolution. In-Depth Resources: Unit 7 The Russo-Japanese War In the late 1800s, Russia and • Primary Source: from Bloody Sunday, p. 32 RESEARCH LINKS For more on V. I. Japan competed for control of Korea and Manchuria. The Lenin, go to classzone.com two nations signed a series of agreements over the territories,

868 Chapter 30

Name Date

CHAPTER SKILLBUILDER PRACTICE Analyzing Causes

30 Historians analyze causes to understand why events in the past happened. Historical events such as strikes and revolutions often have multiple causes. As Section 1 SKILLBUILDER PRACTICE: ANALYZING CAUSES AND RECOGNIZING EFFECTS you read the excerpts below, try to identify the reasons for the local protest that exploded into the March Revolution of 1917. Then ﬁll in the chart. (See Skillbuilder Handbook)

Passage A Passage B The fact is that the . . . revolution was begun from The rising cost of living and the food crisis could below, overcoming the resistance of its own revolu- not but serve as revolutionary factors among the tionary organizations, the initiative being taken of masses. . . . Gradually the minor issues of food, the their own accord by the most oppressed and down- price of bread, and the lack of goods turned into Analyzing Causes of Unrest in Russia trodden . . . women textile workers. . . . The over- political discussions concerning the entire system of grown bread lines had provided the last stimulus. the social order. In this atmosphere political move- About 90,000 workers, men and women, were on ments grew feverishly and matured quickly. . . . strike that day. . . . Throughout the entire [next] day, Peter I. Lyashchenko, History of the National Economy of crowds of people poured from one part of the city to Russia to the 1917 Revolution another. . . . Along with shouts of “Down with the Passage C Class Time 15 minutes text on this page. Then have them create a multiple- police!” was heard oftener and oftener a “Hurrah” addressed to the Cossacks. . . . The soldiers show Those nameless, austere statesmen of the factory indifference, at times hostility to the police. It and streets did not fall out of the sky: they had to spreads excitedly through the crowd that when the be educated. . . . To the question, Who led the . . . police opened ﬁre by the Alexander III monument, revolution? we can then answer deﬁnitely enough: causes chart like this one. the Cossacks let go a volley at the horse [police]. Conscious and tempered workers educated for the Task Analyzing causes of unrest in industrialized Russia most part by the party of Lenin. . . . Leon Trotsky, History of the Russian Revolution Leon Trotsky, History of the Russian Revolution Purpose To clarify the political crises in Russia What were three causes of the March Revolution? Causes Effects Economic Instructions Tell students that analyzing causes is the skill Political/Social historians use to investigate why events in the past hap- • Terrible working • Social unrest All rights reserved.

Other McDougal Littell Inc. pened the way they did. Historical events often stem from conditions in factories • Labor strikes © multiple causes. Analyzing causes helps historians see • Miserably low wages • Revolutionary activity how a series of events are related. Revolution and Nationalism 29 • Child labor To answer the question, “Why did industrialization in In-Depth Resources: Unit 7 Russia lead to unrest?” suggest that students reread the • Huge gap between rich and poor 868 Chapter 30 wh10te-073001-0867-0873 9/16/03 3:18 PM Page 869

but Russia broke them. Japan retali- CHAPTER 30 • Section 1 ated by attacking the Russians at Port Arthur, Manchuria, in February 1904. News of repeated Russian losses sparked unrest at home and led to a More About . . . revolt in the midst of the war. Bloody Sunday: The Revolution of Rasputin 1905 On January 22, 1905, about In December 1916, a small group of 200,000 workers and their families approached the czar’s Winter Palace young aristocrats plotted Rasputin’s in St. Petersburg. They carried a assassination. They lured him to a petition asking for better working mansion and fed him poisoned cakes. conditions, more personal freedom, The poison apparently had no effect on and an elected national legislature. ▲ Rasputin’s extraordinary strength. The Nicholas II’s generals ordered sol- Soldiers fired on unarmed workers conspirators then shot him several times. diers to fire on the crowd. More than 1,000 were wounded and several hundred demonstrating at the Assuming he was finally dead, they threw were killed. Russians quickly named the event “Bloody Sunday.” czar’s Winter Palace Bloody Sunday provoked a wave of strikes and violence that spread across the on “Bloody Sunday.” him into the Neva River. When his body country. In October 1905, Nicholas reluctantly promised more freedom. He approved was discovered three days later, doctors Vocabulary the creation of the Duma (DOO•muh)—Russia’s first parliament. The first Duma met confirmed the cause of his death was not constitutional in May 1906. Its leaders were moderates who wanted Russia to become a constitu- poison or bullet wounds but drowning. monarchy: a form tional monarchy similar to Britain. But because he was hesitant to share his power, of government in the czar dissolved the Duma after ten weeks. which a single ruler heads the state and World War I: The Final Blow In 1914, Nicholas II made the fateful decision to shares authority drag Russia into World War I. Russia was unprepared to handle the military and with elected economic costs. Its weak generals and poorly equipped troops were no match for lawmakers the German army. German machine guns mowed down advancing Russians by the thousands. Defeat followed defeat. Before a year had passed, more than 4 million Russian soldiers had been killed, wounded, or taken prisoner. As in the Russo- Japanese War, Russia’s involvement in World War I revealed the weaknesses of czarist rule and military leadership. In 1915, Nicholas moved his headquarters to the war front. From there, he hoped to rally his discouraged troops to victory. His wife, Czarina Alexandra, ran the government while he was away. She ignored the czar’s chief advisers. Instead, she fell under the influence of the mysterious Rasputin (ras•PYOO•tihn). A self-described “holy man,” he claimed to have magical healing powers. Nicholas and Alexandra’s son, Alexis, suffered from hemophilia, a life-threatening disease. Rasputin seemed to ease the boy’s symptoms. To show her gratitude, Alexandra allowed Rasputin to make key political decisions. He opposed reform The March Revolution measures and obtained powerful positions for his friends. In 1916, a group of nobles murdered Rasputin. They feared his increasing role in government affairs. Critical Thinking Meanwhile, on the war front Russian soldiers mutinied, deserted, or ignored orders. • How might the results of the March On the home front, food and fuel supplies were dwindling. Prices were wildly inflated. Revolution have been different if People from all classes were clamoring for change and an end to the war. Neither soldiers had not sided with the rioters? Nicholas nor Alexandra proved capable of tackling these enormous problems. (The general uprising leading to Nicholas’s defeat may have The March Revolution been prevented.) In March 1917, women textile workers in Petrograd led a citywide strike. In the next • Why did the Germans help Lenin return five days, riots flared up over shortages of bread and fuel. Nearly 200,000 workers to Russia? (They believed Lenin’s swarmed the streets shouting, “Down with the autocracy!” and “Down with the war!” At first the soldiers obeyed orders to shoot the rioters but later sided with them. protests would weaken the Russian front and help Germany win.) Revolution and Nationalism 869

DIFFERENTIATING INSTRUCTION: ENGLISH LEARNERS

Clarifying Key Events Class Time 15 minutes Students might use this activity to sort out main ideas in passages where Task Creating newspaper headlines several events are discussed or chronology is difficult to follow, such as Purpose To summarize key events “The March Revolution.” Instructions After students finish reading the section labeled “Crises Date Headline at Home and Abroad,” ask them to work in pairs to create newspaper February 1904 Russians Fall to Japan at Port Arthur headlines that summarize significant events. Encourage students to mimic the style and tone of newspaper headlines as much as possible. Ask January 22, 1905 Peaceful Protest Turns Deadly: 1,000 Dead students to read some sample headlines and note characteristics, such 1914 Russia Enters the War as brevity, shock value, and strong verbs. 1916 Mystery Man Murdered Have pairs trade charts with each other and use the textbook to write two or three lines of detail about each headline. Then ask volunteers to read March 1917 Women of Petrograd Lead City in Strike their headlines aloud. Teacher’s Edition 869 wh10te-073001-0867-0873 9/16/03 12:07 PM Page 870

CHAPTER 30 • Section 1 The Czar Steps Down The local protest exploded into a general uprising—the March Revolution. It forced Czar Nicholas II to abdicate his throne. A year later revolutionaries executed Nicholas and his family. The three-century czarist rule of B. Answer Russians the Romanovs finally collapsed. The March Revolution succeeded in bringing lost their faith in the down the czar. Yet it failed to set up a strong government to replace his regime. provisional govern- The Bolshevik Revolution ment and felt no Leaders of the Duma established a provisional government, or temporary gov- better off than ernment. Alexander Kerensky headed it. His decision to continue fighting in World when they were Critical Thinking War I cost him the support of both soldiers and civilians. As the war dragged on, under the czar. • What were the results of the destruc- conditions inside Russia worsened. Angry peasants demanded land. City workers tion of existing social and political grew more radical. Socialist revolutionaries, competing for power, formed soviets. Making structures in Russia? (chaos, civil war) Soviets were local councils consisting of workers, peasants, and soldiers. In many Inferences cities, the soviets had more influence than the provisional government. Why did • What might have resulted from turning Kerensky’s decision Lenin Returns to Russia The Germans believed that Lenin and his Bolshevik factories and farmland over to the to continue fighting supporters would stir unrest in Russia and hurt the Russian war effort against workers? (satisfaction because workers the war cost him Germany. They arranged Lenin’s return to Russia after many years of exile. the support of the no longer oppressed; chaos because Traveling in a sealed railway boxcar, Lenin reached Petrograd in April 1917. Russian people? workers were disorganized) Electronic Library of Primary Sources The Bolshevik Revolution • from Ten Days That Shook the World Lenin and the Bolsheviks soon gained control of the Petrograd soviet, as well as the soviets in other major Russian cities. By the fall of 1917, people in the cities were rallying to the call, “All power to the soviets.” Lenin’s slogan—“Peace, Land, History from Visuals and Bread”—gained widespread appeal. Lenin decided to take action. The Provisional Government Topples In November 1917, without warning, Interpreting the Map armed factory workers stormed the Winter Palace in Petrograd. Calling themselves Have students point out each element of the map key on the map.

Extension Ask students to speculate why Russian Revolution and Civil War, 1905–1922 the civil war was fought mainly in western Russia. (Possible Answer: That Barents Sea 40 120 80 ° E ° °

area contained many of the major cities E E

and important military and administra- Bolshevik territory, Oct. 1919 Murmansk tive centers, along with the majority of Territories lost (Treaty of Brest-Litovsk, 1918) Arctic Circle Bolshevik uprisings, 1917–1918 Russia’s population.) Archangel Major civil war battle areas, 1918–1920 FINLAND White Russian and RUSSIA Allied attacks, 1918–1920 Petrograd Bolshevik counterattacks, 1918–1920 ESTONIA Perm Western boundaries of Russia, 1905–1917 LATVIA Moscow Yekaterinburg Boundaries of Russia, 1922 LITHUANIA Kazan Interactive This map is available in an Omsk Novosibirsk Trans-Siberian Railroad Sea of -Siberian Railro Okhotsk POLAND Samara Trans ad interactive format on the eEdition. Brest-Litovsk Irkutsk Kiev UKRAINE Tsaritsyn MONGOLIA SKILLBUILDER Answers ROMANIA Rostov C a s Aral 1. Region about 100 miles south of Black Sea p i a Sea Vladivostok n Tashkent ° S Barents Sea to the northern coast 40 N e TURKEY a CHINA of the Caspian Sea (north to south); Me diter Yekaterinburg to the Latvian border ranean Sea (east to west) GEOGRAPHY SKILLBUILDER: Interpreting Maps 1. Region What was the extent (north to south, east to west) of the Bolshevik

2. Region Finland, Poland, Latvia, 0 1,000 Miles territory in 1919? Estonia, Lithuania, and the Ukraine 2. Region Which European countries had territory that was no longer within 0 2,000 Kilometers Russian boundaries because of the Brest-Litovsk treaty? 870 Chapter 30

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Learning from Literature: Doctor Zhivago Class Time 30 minutes were still known by his family name. There was a Zhivago factory, a Task Reading and viewing excerpts from Doctor Zhivago Zhivago bank, Zhivago buildings, a Zhivago necktie pin, even a Zhivago Purpose To understand the effects of the Bolshevik Revolution on the cake. . . . And then suddenly all that was gone. They were poor.” Russian people Have students form small groups and read the three paragraphs under Instructions Boris Pasternak’s widely acclaimed novel, Doctor Zhivago, is the head “Civil War Rages in Russia,” page 871 of this textbook. Based on the story of a wealthy family caught up in the civil war that followed the what they know about the effect of the civil war, ask students to discuss Bolshevik Revolution of 1917. In the opening pages of the novel, the title why they think the Zhivago family lost their wealth. You may wish to character reflects on the sweeping changes that have occurred. “He could show excerpts from the film Doctor Zhivago to reinforce the turmoil of remember a time in his early childhood when a large number of things the revolution.

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the Bolshevik Red Guards, they took CHAPTER 30 • Section 1 over government offices and arrested the leaders of the provisional government. Kerensky and his colleagues disappeared almost as quickly as the czarist regime they had replaced. More About . . . Bolsheviks in Power Within days after Leon Trotsky the Bolshevik takeover, Lenin ordered that all farmland be distributed among Born Lev (or Leon) Davidovich Bronstein the peasants. Lenin and the Bolsheviks in 1879, Trotsky was converted to revolu- gave control of factories to the workers. tionary socialism at a young age. After The Bolshevik government also signed a serving time in Siberia for revolutionary truce with Germany to stop all fighting activity, he took the name Trotsky. Later and began peace talks. he brought superb talent and organiza- In March 1918, Russia and Germany tional ability to the Bolshevik cause. signed the Treaty of Brest-Litovsk. Russia surrendered a large part of its territory to Following the Bolshevik takeover in Germany and its allies. The humiliating November 1917, Trotsky became ▲ terms of this treaty triggered widespread anger among many Russians. They objected Red Army forces commissar for foreign affairs. were victorious in to the Bolsheviks and their policies and to the murder of the royal family. the two-year civil Civil War Rages in Russia The Bolsheviks now faced a new challenge—stamp- war against the ing out their enemies at home. Their opponents formed the White Army. The White White Army. Army was made up of very different groups. There were those groups who supported the return to rule by the czar, others who wanted democratic government, and even socialists who opposed Lenin’s style of socialism. Only the desire to History from Visuals defeat the Bolsheviks united the White Army. The groups barely cooperated with each other. At one point there were three White Armies fighting against the Interpreting the Chart Bolsheviks’ Red Army. Point out that the causes begin The revolutionary leader, Leon Trotsky, expertly commanded the Bolshevik Red with Czarist Russia in the left column, Army. From 1918 to 1920, civil war raged in Russia. Several Western nations, in- the effects of which are listed in the cen- cluding the United States, sent military aid and forces to Russia to help the White ter column under “March Revolution.” Army. However, they were of little help. Those effects in turn become some of the causes of the Bolshevik Revolution. Extension Ask students to choose one Causes and Effects of Two Russian Revolutions, 1917 of the causes on the chart and write a

Causes: Czarist Russia Effects/Causes: March Revolution Effects: Bolshevik Revolution paragraph explaining how it helped bring on the revolution. • Czar's leadership • Czar abdicates. • Provisional government is was weak. overthrown. SKILLBUILDER Answers • Revolutionary agitation • Provisional government takes over. • Bolsheviks take over. 1. Analyzing Causes The widespread dis- challenges the government • Lenin and soviets gain power. content about participation in the war forced out the czar and the provisional • Widespread discontent • Russia stays in World War I. • Bolsheviks sign peace treaty among all classes. with Germany and leave government and caused a civil war. World War I. 2. Recognizing Effects The problems • Civil war begins in Russia. of weak leadership and widespread discontent were not solved by the SKILLBUILDER: Interpreting Charts 1. Analyzing Causes What role did World War I play in the two revolutions? March Revolution. 2. Recognizing Effects Why were the effects of the March Revolution also causes of the Bolshevik Revolution?

Revolution and Nationalism 871

Name Date

CHAPTER HISTORYMAKERS Vladimir Lenin 30 Russian Revolutionary DIFFERENTIATING INSTRUCTION: GIFTED AND TALENTED STUDENTS Section 1 “There is no other man who is absorbed by the revolution twenty-four hours a day, who has no other thoughts but the thought of revolution, and who even when he sleeps, dreams of nothing but revolution.”—another Communist, speaking of Lenin

ladimir Lenin was one of the century’s most As the war continued, the Russian people suf- Vimportant leaders. Unhappy and disillusioned fered terribly. In March 1917, hungry, angry workers with the Russian monarchy, he led a group called and soldiers overthrew the czar. Lenin and his sup- the Bolsheviks in a revolution that gave him control porters won permission from Germany to travel Researching the Origins of the Russian Revolution of the largest nation in the world. through German lands back to Russia. Born in 1870, Lenin was raised by two educated Lenin accepted the new temporary government parents in a happy family. He showed intelligence but said that it was not revolutionary enough. He and skill with classical languages. While in his urged that power go to the soviets, which were teens, two shocks jolted his world. First, his father councils of workers set up in many cities. His posi- was threatened with losing his job by the govern- tion grew dangerous. He was branded a German Class Time 45 minutes Offer these questions as consideration for research: ment. Second, Lenin’s older brother was hanged agent and was forced to live in hiding in Finland. for conspiring against the czar. Within two years, From that base, he issued a stream of writings urging Lenin had read the work of Karl Marx and believed immediate Russian withdrawal from the war and that Russia needed a Communist revolution. for the government to give land and bread to the Lenin then began to write and to recruit new people. These cries gained popularity. In late followers. He was arrested and served 15 months in October, he returned to Russia, disguised for his Task Writing a short essay using original research • How did the Bolshevik movement begin? safety. He persuaded the party’s leaders that it was prison followed by three years of exile in Siberia. When that ended in 1900, he traveled abroad, time to overthrow the provisional government but where he spent much of the next 17 years. During watched with alarm as no steps were taken. Finally, this time, he sharpened his ideas about Marxism. on November 7, 1917, the Bolsheviks overthrew Marxism said that industrial workers, called the the temporary government. The soviets chose the Purpose To analyze the origins of the Russian • What was the goal of the Red Army? proletariat, were in a struggle against capitalists, the 47-year-old Lenin as their leader. people that owned businesses. Eventually, Marx Lenin quickly made peace with Germany, giving said, the workers would overthrow the capitalists up large chunks of Russian territory. A civil war, and form a new society called communism. However, though, still raged in Russia between the Bolsheviks Russia consisted mainly of peasants and only had a and their opponents. However, Lenin’s leadership Communist movement ensured that the new government would survive. • What role did Marxism play in the revolution? small number of industrial workers. Marxists won- dered how a workers’ revolution could occur. With peace came the question of how to rule the Lenin saw the role of the party as essential, and new state. The country was named the Union of his group became known as the Bolsheviks. The Soviet Socialist Republics, and the Bolsheviks Bolsheviks, he said, would lead the people to the renamed themselves the Communist Party. In Lenin’s All rights reserved. Instructions Ask students to consider the origins of the revolution they needed. However, many Marxists last years, he struggled to prevent Stalin from gaining • What role did the soviets (local councils) play in the found it difficult to accept Lenin’s iron rule. In 1912, power. Lenin became ill and died in 1924. he forced those who disagreed with him out of the party. Questions World War I brought another crisis. Communists 1. Drawing Conclusions What is the danger of McDougal Littell Inc. Bolshevik movement and to analyze the reaction of other © all over Europe ignored class loyalty and chose to establishment of the USSR? Lenin’s idea of party leadership? fight for their country instead. They joined their nations’ armies to fight each other—not the capital- 2. Making Inferences Why did the Germans allow ists. Lenin said that the war would help capitalists Lenin and his associates to return to Russia? countries, particularly the United States. Students should profit while workers suffered. He urged that 3. Recognizing Facts and Details What obstacles Communists “transform the imperialist war into a did Lenin have to overcome to achieve his • Why did the United States support the White Army in civil war.” revolution? 40 then write a one- to two-page essay about the origins of 1918–1920, instead of siding with the Red Army? Unit 7, Chapter 30 the Russian Revolution. For an in-depth look at the issues, have students read the In-Depth Resources: Unit 7 material on Vladimir Lenin in In-Depth Resources: Unit 7.

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CHAPTER 30 • Section 1 Russia’s civil war proved far more deadly than the earlier revolutions. Around 14 million Russians died in the three-year struggle and in the famine that followed. The destruction and loss of life from fighting, hunger, and a worldwide flu epidemic left Identifying Russia in chaos. In the end, the Red Army crushed all opposition. The victory Problems showed that the Bolsheviks were able both to seize power and to maintain it. What problems Lenin Restores Order did Lenin and the Comparing World Revolutions In its immediate and long-term effects, the Bolsheviks face Russian Revolution was more like the French Revolution than the American after the revolution? Critical Thinking Revolution. The American Revolution expanded English political ideas into a con- C. Answer Russia’s • Why was Lenin’s NEP a surprising step, stitutional government that built on many existing structures. In contrast, both the involvement in considering Russia’s history? (Russia’s French and Russian revolutions attempted to destroy existing social and political World War I, social czars did not allow free trade.) structures. Revolutionaries in France and Russia used violence and terror to con- unrest, political trol people. France became a constitutional monarchy for a time, but the Russian opponents, civil • How did Lenin’s Communist Party war, famine stray from Marx’s original concept of Revolution established a state-controlled society that lasted for decades. communism? (The Party became a dictatorship—one person in Lenin Restores Order War and revolution destroyed the Russian economy. Trade was at a standstill. charge—instead of leadership by the Industrial production dropped, and many skilled workers fled to other countries. people or proletariat.) Lenin turned to reviving the economy and restructuring the government. New Economic Policy In March 1921, Lenin temporarily put aside his plan for a state-controlled economy. Instead, he resorted to a small-scale version of capital- ism called the New Economic Policy (NEP). The reforms under the NEP allowed peasants to sell their surplus crops instead of turning them over to the government. The government kept control of major industries, banks, and means of communication, but it let some small factories, businesses, and farms operate under private ownership. The government also encouraged foreign investment. Analyzing Key Concepts

Communism Introduce communism to students as a key to understanding Russian history after Communism Evolution of Communist Thought 1917. Communism was based on achiev- Communism is a political and economic ing equality through uniform distribution system of organization. In theory, property Marx Lenin is owned by the community and all citizens • History was the story of class struggle. • History was the story of class struggle. of food and products, not on the poten- share in the common wealth according tial of each citizen to compete and earn. to their need. In practice, this was difficult • The struggle Marx saw was between • The struggle Lenin saw was capitalists These ideals quickly broke down. Those to achieve. capitalists and the proletariat, or against the proletariat and the German philosopher Karl Marx saw com- the workers. peasants. who championed this social system fell munism as the end result of an essential • The proletariat’s numbers would • The proletariat and the peasants were victim to the desire for control and historical process. Russian revolutionary become so great and their condition not capable of leading a revolution absolute power themselves. In the end, Vladimir Lenin built on Marx’s theories and so poor that a spontaneous revolu- and needed the guidance of profes- sought ways of applying those theories. tion would occur. sional revolutionaries. the people who were to be helped by the Ultimately, however, Lenin’s communist system suffered under the oppression of state—the Union of Soviet Socialist Republics • The revolution would • After the revolution, the (USSR)—became a one-party, totalitarian end with a “dictatorship state needed to be run dictatorial rule. of the proletariat”—the by a single party with system. This chart compares how Marx and communal ownership disciplined, centrally Lenin viewed communism. of wealth. directed administrators SKILLBUILDER Answer in order to ensure Comparing and Contrasting Lenin SKILLBUILDER: Interpreting Charts its goals. Comparing and Contrasting How did Lenin’s included the peasants in the proletariat, ideas about communism differ from those used professional revolutionaries, and of Marx? wanted a strong central government.

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“Interviewing” Key Figures of Revolutionary Russia Class Time 30 minutes When students have completed their news stories, pairs should read Task Role-playing and writing about key figures of the revolutionary period them aloud. Audience members will then conduct a question-and-answer Purpose To learn more about these historical personalities session, such as would occur at a press conference. Encourage students to think of questions relevant to the particular figure’s role in the Instructions Divide the class into pairs. Each pair will select a key figure Russian Revolution. from revolutionary Russia to investigate. Examples include Nicholas II, Alexandra, Rasputin, Lenin, Trotsky, or Kerensky. Collect all interviews and bind them into one journal for display in the classroom. Have students come up with an appropriate name for the One student will role-play the character while the other poses as a journal, and ask a volunteer to create a cover page. journalist/interviewer. Pairs of students should work together to conduct a believable interview and then write a newspaper story about the person.

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Thanks partly to the new policies and to the peace that followed the civil war, CHAPTER 30 • Section 1 the country slowly recovered. By 1928, Russia’s farms and factories were producing as much as they had before World War I. Political Reforms Bolshevik leaders saw nationalism as a threat to unity and party loyalty. To keep nationalism in check, Lenin organized Russia into several self- Tip for Struggling Readers governing republics under the central government. In 1922, the country was named Summarizing the Union of Soviet Socialist Republics (USSR), in honor of the councils that Explain that “a dictatorship of the prole- How did the helped launch the Bolshevik Revolution. tariat” is another way of saying that the Communist govern- The Bolsheviks renamed their party the Communist Party. The name came from proletariat–the people–take over the gov- ment prevent the writings of Karl Marx. He used the word communism to describe the classless nationalism from ernment and create a new society in society that would exist after workers had seized power. In 1924, the Communists threatening the which people are neither rich nor poor. new state created created a constitution based on socialist and democratic principles. In reality, the by the revolution? Communist Party held all the power. Lenin had established a dictatorship of the D. Possible Answer Communist Party, not “a dictatorship of the proletariat,” as Marx had promoted. The Communists Stalin Becomes Dictator organized Russia under a central Stalin Becomes Dictator government; Lenin suffered a stroke in 1922. He survived, but the incident set in motion com- Critical Thinking renamed the petition for heading up the Communist Party. Two of the most notable men were • Why did Stalin force Trotsky into exile? country after the Leon Trotsky and Joseph Stalin. Stalin was cold, hard, and impersonal. During his Bolshevik councils. (Stalin saw him as a threat to taking early days as a Bolshevik, he changed his name to Stalin, which means “man of total power.) steel” in Russian. The name fit well. • What was Lenin’s main concern about Stalin began his ruthless climb to the head of the government between 1922 and Stalin? (Lenin thought Stalin was power 1927. In 1922, as general secretary of the Communist Party, he worked behind the scenes to move his supporters into positions of power. Lenin believed that Stalin hungry and might abuse his power.) was a dangerous man. Shortly before he died in 1924, Lenin wrote, “Comrade Stalin . . . has concentrated enormous power in his hands, and I am not sure that he always knows how to use that power with sufficient caution.” By 1928, Stalin was in total command of the Communist Party. Trotsky, forced into exile in 1929, was no longer a threat. Stalin now stood poised to wield absolute power as a dictator.

SECTION1 ASSESSMENT ASSESS

TERMS & NAMES 1. For each term or name, write a sentence explaining its significance. SECTION 1 ASSESSMENT • proletariat • Bolsheviks • Lenin • Rasputin • provisional government • soviet • Communist Party • Joseph Stalin Have students work individually to USING YOUR NOTES MAIN IDEAS CRITICAL THINKING & WRITING answer the questions. Then have them 2. Which event on your time 3. How did World War I help to 6. DRAWING CONCLUSIONS How did the czar’s autocratic compare and check their answers with line caused the deaths of 14 bring about the Russian policies toward the people lead to social unrest? a partner. million Russians? Revolution? 7. EVALUATING DECISIONS What do you think were Czar 4. What groups made up the Red Nicholas II’s worst errors in judgment during his rule? Formal Assessment Army and the White Army? 8. FORMING OPINIONS Which of the events during the last • Section Quiz, p. 487 5. Why did the Bolsheviks rename phase of czarist rule do you think was most responsible 1894 1922 their party the Communist for the fall of the czar? Party? 9. WRITING ACTIVITY REVOLUTION Write a paragraph RETEACH analysis of Lenin’s leadership in the success of the Bolshevik Revolution. Use the Guided Reading activity for Section 1 to review the main ideas for this section. INTERNET ACTIVITY Use the Internet to visit Lenin’s Tomb in Red Square in Moscow. Write INTERNET KEYWORD In-Depth Resources: Unit 7 an evaluation of the Web site. Lenin’s mausoleum • Guided Reading, p. 24 • Reteaching Activity, p. 43 Revolution and Nationalism 873

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1. proletariat, p. 868 • Bolsheviks, p. 868 • Lenin, p. 868 • Rasputin, p. 869 • provisional government, p. 870 • soviet, p. 870 • Communist Party, p. 873 • Joseph Stalin, p. 873 2. Sample Answer: 1894—Nicholas II becomes 5. Communisim was Karl Marx’s name for 9. Rubric Analyses should czar; 1917—czarist rule ends; 1918–1920—Civil a classless society and “dictatorship of • identify Lenin’s leadership style. War; 1922—Union of Soviet Socialist Republics the proletariat.” • present examples of Lenin’s leadership. formed. Event—Russia’s civil war cost 14 6. Czars ignored people’s needs, ruled • evaluate Lenin’s role in revolution. million lives. oppressively, failed to share power 3. troop morale low, fuel and food shortages 7. Possible Answers: Russo-Japanese War, at home refusal to share power with the Duma, entry Rubric Evaluations should 4. Red Army—the Bolsheviks; White Army—three into World War I • identify the site visited. factions of opposition to Red Army (czarists, 8. Possible Answers: entry into World War I, • list pros and cons based on criteria. democrats, anti-Lenin socialists) hunger and discomfort at home • clearly summarize the findings.

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LESSON PLAN 2 OBJECTIVES • Define totalitarianism. Totalitarianism • Describe Stalin’s goal of transforming the Soviet Union into a totalitarian state. CASE STUDY: Stalinist Russia • Summarize Stalin’s state-controlled economic programs. MAIN IDEA WHY IT MATTERS NOW TERMS & NAMES • Describe Soviet daily life. POWER AND AUTHORITY After More recent dictators have used • totalitarianism • Five-Year Plan Lenin died, Stalin seized power Stalin’s tactics for seizing total • Great Purge • collective farm and transformed the Soviet control over individuals and the • command FOCUS & MOTIVATE Union into a totalitarian state. state. economy Ask students to imagine what it would be like to not have the freedom to choose SETTING THE STAGE Stalin, Lenin’s successor, dramatically transformed the what they buy, where they work, what government of the Soviet Union. Stalin was determined that the Soviet Union they eat, and what they say. What would should find its place both politically and economically among the most powerful they miss the most, and why? of nations in the world. Using tactics designed to rid himself of opposition, Stalin worked to establish total control of all aspects of life in the Soviet Union. He controlled not only the government, but also the economy and many aspects of citi- INSTRUCT zens’ private lives. A Government of TAKING NOTES A Government of Total Control Total Control Categorizing Create a The term describes a government that takes total, centralized, chart listing examples of totalitarianism methods of control used state control over every aspect of public and private life. Totalitarian leaders Critical Thinking in the Soviet Union. appear to provide a sense of security and to give a direction for the future. In the • Why does control of education help 20th century, the widespread use of mass communication made it possible to totalitarian regimes become successful? Methods Example of control reach into all aspects of citizens’ lives. A dynamic leader who can build support for his policies and justify his (Children taught beliefs at an early age 1. are less likely to question them later.) 2. actions heads most totalitarian governments. Often the leader utilizes secret • What is meant by “enemies of the 3. police to crush opposition and create a sense of fear among the people. No one is exempt from suspicion or accusations that he or she is an enemy of the state. state”? (those who are deemed 4. Totalitarianism challenges the highest values prized by Western democra- dangerous; usually those who disagree cies—reason, freedom, human dignity, and the worth of the individual. As the with leadership) chart on the next page shows, all totalitarian states share basic characteristics. In-Depth Resources: Unit 7 To dominate an entire nation, totalitarian leaders devised methods of control • Guided Reading (also in Spanish), p. 25 and persuasion. These included the use of terror, indoctrination, propaganda, censorship, and religious or ethnic persecution. Police Terror Dictators of totalitarian states use terror and violence to force obe- TEST-TAKING RESOURCES dience and to crush opposition. Normally, the police are expected to respond to criminal activity and protect the citizens. In a totalitarian state, the police serve Test Generator CD-ROM to enforce the central government’s policies. They may do this by spying on the Strategies for Test Preparation citizens or by intimidating them. Sometimes they use brutal force and even murder to achieve their goals. Test Practice Transparencies, TT115 Indoctrination Totalitarian states rely on indoctrination—instruction in the gov- Online Test Practice ernment’s beliefs—to mold people’s minds. Control of education is absolutely essential to glorify the leader and his policies and to convince all citizens that their 874 Chapter 30

SECTION 2 PROGRAM RESOURCES ALL STUDENTS STRUGGLING READERS Electronic Library of Primary Sources In-Depth Resources: Unit 7 In-Depth Resources: Unit 7 • from 1984 • Guided Reading, p. 25 • Guided Reading, p. 25 Formal Assessment • Building Vocabulary, p. 28 • Section Quiz, p. 488 • Reteaching Activity, p. 44 eEdition CD-ROM Reading Study Guide, p. 291 Power Presentations CD-ROM ENGLISH LEARNERS Reading Study Guide Audio CD Geography Transparencies In-Depth Resources in Spanish • GT30 European Totalitarianism by 1938 • Guided Reading, p. 212 GIFTED AND TALENTED STUDENTS Electronic Library of Primary Sources Reading Study Guide, p. 291 In-Depth Resources: Unit 7 • from 1984 Reading Study Guide Audio CD (Spanish) • Primary Source: The Need for Progress, p. 33 classzone.com • Literature: from Darkness at Noon, p. 36; from 1984, p. 38 874 Chapter 30 wh10te-073002-0874-0881 9/16/03 12:08 PM Page 875

CHAPTER 30 • Section 2

Totalitarian leaders in the 20th Totalitarianism century Totalitarianism is a form of government in which the national government Analyzing Key Concepts takes control of all aspects of both public and private life. Thus, totalitarianism • Adolf Hitler (Germany) 1933–1945 seeks to erase the line between government and society. It has an ideology, Benito Mussolini (Italy) or set of beliefs, that all citizens are expected to approve. It is often led by a • 1925–1943 OBJECTIVE dynamic leader and a single political party. • Joseph Stalin (Soviet • Analyze the combination of traits used Mass communication technology helps a totalitarian government spread its Union) 1929–1953 aims and support its policies. Also, surveillance technology makes it possible to create totalitarian governments. • Kim IL Sung (North Korea) to keep track of the activities of many people. Finally, violence, such as police 1948–1994 terror, discourages those who disagree with the goals of the government. • Saddam Hussein (Iraq) INSTRUCT 1979–2003 Introduce totalitarianism to students as Key Traits of Totalitarianism State Terror a key to understanding the Soviet Union The two most infamous • in the mid-1900s and the current govern- State Control examples of state terror in Ideology of Individuals the 20th century were in ments of Cuba, North Korea, Laos, and • sets goals of the state • demands loyalty Nazi Germany and Stalinist Vietnam. It is also key to understanding Russia. • glorifies aims of the state • denies basic liberties Germany, Italy, Afghanistan, and Iraq • justifies government • expects personal • An estimated12.5–20 actions sacrifice for the good million people were killed during parts of the 20th century. of the state Methods of in Nazi Germany. Geography Transparencies Dynamic Leader Enforcement • An estimated 8–20 million • unites people • police terror people were killed in • GT30 European Totalitarianism by 1938 • symbolizes government • indoctrination Stalinist Russia. • encourages popular support TOTALITARIANISM • censorship through force of will Totalitarianism Today • persecution • There are many authoritarian regimes in the Dictatorship and Modern Technology world, but there are very More About . . . One-Party Rule • mass communication to few actual totalitarian • exercises absolute spread propaganda governments. In 2000, one authority State Control 1984 of Society • advanced military monitoring agency • dominates the weapons identified five totalitarian George Orwell’s novel depicts a government • business • religion • labor • the arts regimes—Afghanistan, Cuba, frightening world where the sinister • housing • personal life North Korea, Laos, and slogan “Big Brother Is Watching You” Vietnam. • education • youth groups appears everywhere and citizens are constantly monitored. There is widespread use of propaganda. Even Fear of Totalitarianism new words and phrases—called George Orwell illustrated the horrors of a Newspeak—are adopted to serve the totalitarian government in his novel, 1984. The propaganda needs of the state. novel depicts a world in which personal freedom Ask students to read the appendix to and privacy have vanished. It is a world made possible through modern technology. Even 1984, which contains a description of citizens’ homes have television cameras that 1. Synthesizing How does a totalitarian Newspeak, and to explain some constantly survey their behavior. state attempt to make citizens obey Newspeak to the class. its rules? See Skillbuilder Handbook, page R21. In-Depth Resources: Unit 7 • Literature: from 1984, p. 38 2. Hypothesizing How would your life RESEARCH LINKS For more on totalitarianism, go to classzone.com change if you lived in a totalitarian Electronic Library of Primary Sources state? • from 1984 875875

CONNECT TO TODAY: ANSWERS

1. Synthesizing 2. Hypothesizing Possible Answer: The state attempts to make citizens obey its rules Possible Answers: Living in a totalitarian state means no individual through indoctrination, propaganda, and censorship. Control of mass freedoms, great personal sacrifice, and limited privacy. Personal choices media and of education is essential. Totalitarian states may also use such as where to live, what job to choose, and what beliefs to follow terror and violence to control citizens. are all controlled by the state.

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CHAPTER 30 • Section 2 unconditional loyalty and support are required. Indoctrination begins with very young children, is encouraged by youth groups, and is strongly enforced by schools. Tip For Struggling Readers Propaganda and Censorship Totalitarian states spread propaganda, biased or incom- When information is biased it plete information used to sway people to means the person or people giving the accept certain beliefs or actions. Control of information have added their personal all mass media allows this to happen. No A. Possible Answer opinion, withheld some information, publication, film, art, or music is allowed to Indoctrination, exist without the permission of the state. because eventually or distorted the facts. Bias is central Citizens are surrounded with false informa- those who oppose the regime will die to propaganda. tion that appears to be true. Suggesting that and those who are the information is incorrect is considered indoctrinated will an act of treason and severely punished. remain to support Stalin Builds a Individuals who dissent must retract their the ruler. Totalitarian State work or they are imprisoned or killed. Totali- ▲ Members of a Religious or Ethnic Persecution Evaluating tarian leaders often create “enemies of the state” to blame for things that go wrong. Courses of Action Critical Thinking Russian youth group called Young Frequently these enemies are members of religious or ethnic groups. Often these Of the weapons of totalitarianism, • What is ironic about Stalin putting Communists line groups are easily identified and are subjected to campaigns of terror and violence. which allows the the Bolsheviks on trial for crimes up for a parade. They may be forced to live in certain areas or are subjected to rules that apply only Notice the picture most long-term against the state? (The Bolshevik of Stalin in the to them. control? Revolution paved the way for Stalin’s background. rise to power; Stalin was originally CASE STUDY: Stalinist Russia a Bolshevik.) • Why did children report their parents Stalin Builds a Totalitarian State to the secret police? (They were taught Stalin aimed to create a perfect Communist state in Russia. To realize his vision, in school to trust educators and Stalin planned to transform the Soviet Union into a totalitarian state. He began building his totalitarian state by destroying his enemies—real and imagined. authorities above their own parents.) Police State Stalin built a police state to maintain his power. Stalin’s secret police In-Depth Resources: Unit 7 used tanks and armored cars to stop riots. They monitored telephone lines, read • Primary Source: The Need for Progress, mail, and planted informers everywhere. Even children told authorities about dis- Speech by Joseph Stalin, p. 33 loyal remarks they heard at home. Every family came to fear the knock on the door • Literature: from Darkness at Noon, p. 36 in the early morning hours, which usually meant the arrest of a family member. The secret police arrested and executed millions of so-called traitors. In 1934, Stalin turned against members of the Communist Party. In 1937, he launched the Great Purge, a campaign of terror directed at eliminating anyone who More About . . . threatened his power. Thousands of old Bolsheviks who helped stage the Revolution in 1917 stood trial. They were executed or sent to labor camps for “crimes against Artists, Writers, and Propaganda the Soviet state.” When the Great Purge ended in 1938, Stalin had gained total con- Recognizing Art and literature became tools of propa- trol of the Soviet government and the Communist Party. Historians estimate that Effects ganda, as Stalin ordered intellectuals to during this time he was responsible for 8 million to 13 million deaths. How would the actions of the Great become “engineers of human souls.” Russian Propaganda and Censorship Stalin’s government controlled all news- Purge increase Writers and artists who could successfully papers, motion pictures, radio, and other sources of information. Many Soviet writ- Stalin’s power? create works of propaganda were gener- ers, composers, and other artists also fell victim to official censorship. Stalin would B. Answer He ously rewarded, often living better than not tolerate individual creativity that did not conform to the views of the state. eliminated millions Soviet newspapers and radio broadcasts glorified the achievements of commu- who opposed him. the highest members of government. nism, Stalin, and his economic programs. Under Stalin, the arts also were used for propaganda. In 1930, an editorial in the Communist Party newspaper Pravda explained the purpose of art: “Literature, the 876 Chapter 30

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CHAPTER GUIDED READING Totalitarianism 30 Case Study: Stalinist Russia DIFFERENTIATING INSTRUCTION: GIFTED AND TALENTED STUDENTS Section 2

A. Recognizing Facts and Details As you read this section, ﬁll in the web diagram with key characteristics of Stalinist Russia. Creating a Fictional Totalitarian State 1. Industrial policies 2. Agricultural policies 3. Art/religion Class Time 45 minutes description of the state and include how a leader or

Task Describing a fictional state regime would go about changing life from a democratic, Stalin’s Totalitarian State

Purpose To investigate the differences between free country to one led by a dictator. Students might use a 4. Education 5. Control methods 6. Propaganda methods totalitarianism and a democratic system chart like the one in In-Depth Resources: Unit 7, page 25. Students may make their description into posters or Instructions Have small groups brainstorm examples for All rights reserved. B. Using Context Clues Deﬁne or identify each of the following terms: graphics depicting their plan and/or effects of the plan totalitarianism command economy collective farm ﬁve-year plan ______McDougal Littell Inc.

each key trait of totalitarianism identified in the chart on © once enacted. ______

page 875. They will use these examples to help them ______Have groups present their fictional government to the create a fictional totalitarian state. They should invent a Revolution and Nationalism 25 class. Then start a discussion about the differences name for the state, identify its location, make up a name In-Depth Resources: Unit 7 for the dictator, and list the effects of totalitarianism on between life under totalitarianism and life in a democratic individual lives. Each group should write a detailed society. A leadoff question might be “What would a day in the classroom be like under this fictitious regime?” 876 Chapter 30 wh10te-073002-0874-0881 9/16/03 12:09 PM Page 877

cinema, the arts are levers in the hands of the proletariat CHAPTER 30 • Section 2 which must be used to show the masses positive models of initiative and heroic labor.” Education and Indoctrination Under Stalin, the government controlled all education from nursery schools through the universities. Schoolchildren learned the virtues of the History Makers Communist Party. College professors and students who Joseph Stalin questioned the Communist Party’s interpretations of history or science risked losing their jobs or faced imprisonment. Stalin was born in Russia in 1879. His Party leaders in the Soviet Union lectured workers and peas- father was a shoemaker who drank ants on the ideals of communism. They also stressed the heavily and was reportedly physically importance of sacrifice and hard work to build the Joseph Stalin abusive to his son. His mother was a Communist state. State-supported youth groups trained 1879–1953 poor peasant who worked to support the future party members. Stalin was born in bitter poverty in family. His father died when he was 14, Communists aimed to replace reli- Georgia, a region in southern Russia. Religious Persecution and Stalin was sent to an Orthodox gious teachings with the ideals of communism. Under Unlike the well-educated and cultured Lenin, Stalin was rough and crude. Russian seminary. He was later expelled Stalin, the government and the League of the Militant Vocabulary Stalin tried to create a myth that he atheists: people for studying communism instead of Godless, an officially sponsored group of atheists, spread was the country’s father and savior. who do not think propaganda attacking religion. “Museums of atheism” dis- Stalin glorified himself as the symbol theology. Stalin was married twice and there is a god played exhibits to show that religious beliefs were mere of the nation. He encouraged people had three children. Both wives died, as superstitions. Yet many people in the Soviet Union still to think of him as “The Greatest well as two sons. His surviving daughter, Genius of All Times and Peoples.” clung to their faiths. Svetlana, defected to the United States The Russian Orthodox Church was the main target of Many towns, factories, and streets in the Soviet Union were named for in 1967. persecution. Other religious groups also suffered greatly. Stalin. A new metal was called The police destroyed magnificent churches and syna- Stalinite. An orchid was named gogues, and many religious leaders were killed or sent to Stalinchid. Children standing before labor camps. their desks every morning said, “Thank Achieving the perfect Communist state came at a Comrade Stalin for this happy life.” Rubric Web pages should tremendous cost to Soviet citizens. Stalin’s total control of • include highlights of Stalin’s life as ruler society eliminated personal rights and freedoms in favor of of the Soviet Union. the power of the state. INTERNET ACTIVITY Create a Web page on Joseph Stalin. Include pictures and a • use pictures and/or photos. time line of his rule in the USSR. Go to • be accurate. Stalin Seizes Control of classzone.com for your research. the Economy As Stalin began to gain complete control of society, he was setting plans in motion to overhaul the economy. He announced, “We are fifty or a hundred years behind Stalin Seizes Control of the advanced countries. We must make good this distance in ten years.” In 1928 the Economy Stalin’s plans called for a command economy, a system in which the government made all economic decisions. Under this system, political leaders identify the Critical Thinking country’s economic needs and determine how to fulfill them. • Why did Stalin limit the production An Industrial Revolution Stalin outlined the first of several Five-Year Plans for of consumer goods? (Money was put the development of the Soviet Union’s economy. The Five-Year Plans set impossi- toward manufacturing steel, coal, bly high quotas, or numerical goals, to increase the output of steel, coal, oil, and electricity. To reach these targets, the government limited production of consumer oil, and electricity instead.) goods. As a result, people faced severe shortages of housing, food, clothing, and • Why wouldn’t people want to live other necessary goods. on a collective farm? (no personal Stalin’s tough methods produced impressive economic results. Although most of incentives, all labor was for the state) the targets of the first Five-Year Plan fell short, the Soviets made substantial gains. (See the graphs on page 878 for coal and steel production.) A second plan, launched in 1933, proved equally successful. From 1928 to 1937, industrial production of steel increased more than 25 percent. CASE STUDY 877

DIFFERENTIATING INSTRUCTION: STRUGGLING READERS

Using Questions to Find Main Ideas Class Time 20 minutes knowledge to understand the words and help unlock the meaning of the Task Turning headings into questions passages. For example, the headings on pages 874–875 could be turned Purpose To find and understand main ideas into these questions: Instructions Suggest that student pairs focus their reading by turning each Heading Question Answer Difficult Words heading into a question and then using the material below it and the A Government What is a State controls Indoctrination, subheadings to find the answer. Questions should begin with why, how, or of Total government of all parts propaganda what. Students should make a chart like the one shown and use it as they Control total control? of life work through the section. In addition to finding main ideas in the text, students can record new Totalitarianism What is Total, Ideology, terms or difficult words as they encounter them in the third column. Once totalitarianism? centralized surveillance students have completed the section using their chart, ask volunteers control which words were troublesome. As a group, use context and prior Teacher’s Edition 877 wh10te-073002-0874-0881 9/16/03 12:09 PM Page 878

CHAPTER 30 • Section 2 An Agricultural Revolution In 1928, the government began to seize over 25 million privately owned farms in the USSR. It combined them into large, government- owned farms, called collective farms. Hundreds of families worked on these farms, called collectives, producing food for the state. The government expected that the modern machinery on the collective farms would boost food production and reduce the number of workers. Resistance was especially strong among kulaks, a class of wealthy peasants. The Soviet government decided to eliminate them. C. Answer establishment of Peasants actively fought the government’s attempt to take their land. Many killed collective farms; use livestock and destroyed crops in protest. Soviet secret police herded peasants onto of terror and vio- collective farms at the point of a bayonet. Between 5 million and 10 million peas- lence; destruction ants died as a direct result of Stalin’s agricultural revolution. By 1938, more than of the kulaks 90 percent of all peasants lived on collective farms. As you see in the charts below, agricultural production was on the upswing. That year the country produced almost Clarifying twice the wheat than it had in 1928 before collective farming. What methods In areas where farming was more difficult, the government set up state farms. did Stalin use to These state farms operated like factories. The workers received wages instead of a bring agriculture under state control? share of the profits. These farms were much larger than collectives and mostly produced wheat.

Daily Life Under Stalin Daily Life Under Stalin Stalin’s totalitarian rule revolutionized Soviet society. Women’s roles greatly Critical Thinking expanded. People became better educated and mastered new technical skills. The • What was so revolutionary about dramatic changes in people’s lives, came at great cost. Soviet citizens found their education under Stalin? (More people, personal freedoms limited, consumer goods in short supply, and dissent prohibited. including women, were given technical Stalin’s economic plans created a high demand for many skilled workers. and professional educations.) University and technical training became the key to a better life. As one young man • What were the expectations for women explained, “If a person does not want to become a collective farmer or just a clean- ing woman, the only means you have to get something is through education.” during this time? (get an education, The Bolshevik Revolution of 1917 declared men and work full time, maintain a home, have Women Gain Rights women equal. Laws were passed to grant women equal rights. After Stalin became and care for children) dictator, women helped the state-controlled economy prosper. Under his Five-Year

History from Visuals The Buildup of the Soviet Economy, 1928–1938

Interpreting the Graphs Industry Agriculture 250 Emphasize that the bracketed years 150 50 ■ Coal beneath the charts represent the first and Production 120 200 40 second Five-Year Plans. ■ Wheat 90 (in millions) (in millions) Extension Ask students to reread the text (in thousands) 150 30 ■ Livestock

60 ons

under the subheading “An Agricultural ons 100 20 Revolution” and to explain the reasons 30 ■ Livestock Steel Metric T for the sharp decline in livestock. Metric T Production 0 50 10 193819331928 193819331928 193819331928 1st Five-Year 2nd Five-Year 1st Five-Year 2nd Five-Year 1st Five-Year 2nd Five-Year SKILLBUILDER Answers Plan Plan Plan Plan Plan Plan 1. Clarifying about 100,000 metric tons Source: European Historical Statistics 2. Drawing Conclusions Industrial SKILLBUILDER: Interpreting Graphs production increased greatly; 1. Clarifying How many more metric tons of coal were produced in 1938 than in 1928? 2. Drawing Conclusions What do the graphs show about the contrast between the progress of industry and agriculture production production of livestock decreased, under Stalin’s first Five-Year Plan? but wheat production increased. 878 Chapter 30

DIFFERENTIATING INSTRUCTION: ENGLISH LEARNERS

Key Terms of Totalitarianism Class Time 20 minutes After students have shared their charts, lead a discussion on what life Task Recording word meanings and examples might be like under a totalitarian state. Purpose To understand academic vocabulary Instructions Have students work with some of the key terms that describe Key Term Meaning Example characteristics of totalitarianism. Examples are: indoctrination, propaganda, Indoctrination Teaching the All textbooks glorify censorship, religious persecution, ethnic persecution, and police state. government’s beliefs Stalin’s ideas. Students will create charts defining each word using context, prior Propaganda Slanted and All books and movies knowledge, and other sources such as dictionaries and glossaries. Then incomplete present only the have them give an example of each of the terms. An example of police information communist point of view. state might be “Police listen to telephone calls.”

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Plans, they had no choice but to join the labor force. The CHAPTER 30 • Section 2 state provided child care for all working mothers. Some young women performed the same jobs as men. Millions of women worked in factories and in construction. However, men continued to hold the best jobs. Given new educational opportunities, women prepared Social History for careers in engineering and science. Medicine, in particular, attracted many women. By 1950, they made up 75 per- Ukrainian Kulaks cent of Soviet doctors. Before 1917, kulaks were central figures Soviet women paid a heavy price for their rising status in in peasant villages. They owned farms, Summarizing society. Besides having full-time jobs, they were responsi- livestock, and horses. They were wealthy How did daily ble for housework and child care. Motherhood is considered enough to be able to hire laborers as life under Stalin’s a patriotic duty in totalitarian regimes. Soviet women were Ukrainian Kulaks rule change the expected to provide the state with future generations of The kulaks in Ukraine (shown above) farmhands and had enough land to be lives of women in fiercely resisted collectivization. They the Soviet Union? able to lease parts of it. The Soviet gov- loyal, obedient citizens. murdered officials, torched the D. Possible Answer property of the collectives, and ernment regarded kulaks as capitalists Women had more Total Control Achieved burned their own crops and grain because they made their own living and educational and in protest. By the mid-1930s, Stalin had forcibly transformed the prospered financially. This was considered career opportuni- Recognizing the threat kulaks posed ties, were forced Soviet Union into a totalitarian regime and an industrial and to his policies, Stalin declared that anticommunist and regarded as a threat. to enter the work political power. He stood unopposed as dictator and main- they should “liquidate kulaks as a force, and were tained his authority over the Communist Party. Stalin would class.” The state took control of kulak expected to bear land and equipment, and confiscated children. not tolerate individual creativity. He saw it as a threat to the conformity and obedience required of citizens in a totalitar- stores of food and grain. More than 3 Total Control Achieved million Ukrainians were shot, exiled, ian state. He ushered in a period of total social control and or imprisoned. Some 6 million people rule by terror, rather than constitutional government. died in the government-engineered Critical Thinking Like Russia, China would fall under the influence of Karl famine that resulted from the • Why did the people of Russia go Marx’s theories and Communist beliefs. The dynamic destruction of crops and animals. By along with Stalin’s regime? (belief 1935, the kulaks had been eliminated. leader Mao Zedong would pave the way for transforming it was for the good of the state; China into a totalitarian Communist state, as you will read violent repression) in Section 3. • What is one primary way totalitarianism differs from democratic thinking? (A SECTION2 ASSESSMENT totalitarian regime places ultimate value on itself, not on its citizens.) TERMS & NAMES 1. For each term or name, write a sentence explaining its significance. • totalitarianism • Great Purge • command economy • Five-Year Plans • collective farm ASSESS USING YOUR NOTES MAIN IDEAS CRITICAL THINKING & WRITING 2. Which of the methods of 3. What are the key traits of a 6. CONTRASTING How do totalitarian states and SECTION 2 ASSESSMENT control do you think was most totalitarian state? constitutional governments differ? After students have responded to influential in maintaining 4. What are some ways 7. SUMMARIZING Summarize Joseph Stalin’s rise to power Stalin’s power? Why? totalitarian rulers keep their and how his control expanded. the questions independently, engage the Methods Example power? 8. EVALUATING COURSES OF ACTION Were the Five-Year whole class in a discussion of question 2. of control 5. How did the Soviet economy plans the best way to move the Soviet economy forward? 1. change under the direction of Explain. Formal Assessment 2. Stalin? 9. WRITING ACTIVITY POWER AND AUTHORITY As an industrial • Section Quiz, p. 488 3. worker, a female doctor, a Russian Orthodox priest, or a 4. Communist Party member, write a journal entry about your life under Stalin. RETEACH Use the Reteaching Activity to review the CONNECT TO TODAY Graphing Russia’s Economy main ideas of the section. Research Russia’s industrial and agricultural production in the last 10 years. Create a series of graphs similar to those found on page 878. In-Depth Resources: Unit 7 • Reteaching Activity, p. 44 CASE STUDY 879

ANSWERS

1. totalitarianism, p. 874 • Great Purge, p. 876 • command economy, p. 877 • Five-Year Plans, p. 877 • collective farm, 878 2. Sample Answer: 1. Police Terror–Great Purge, 5. Industry increased by more than 25 percent 8. Yes—Soviet economy was failing, needed kulaks; 2. Propaganda–Government-controlled and production of wheat doubled. There were revamping. No—They cost millions of lives and media; 3. Indoctrination–Education and train- severe shortages of consumer goods. sacrifices by consumers and workers. ing; 4. Persecution–Elimination of leadership. 6. Possible Answers: Totalitarian—Under one 9. Rubric Journal entries should Most influential—Indoctrination, because it ruler; controlled society and people; use of • refer to the person’s role. began in childhood. force and propaganda. Democratic—Separation • identify hardships or advantages. 3. dictatorship and one-party rule, dynamic of powers; elected leaders; private ownership; CONNECT TO TODAY leader, ideology, state control, modern military for defense. Rubric Graphs should technology, methods of enforcement 7. general secretary of the Communist Party; • present accurate statistics. 4. police terror, indoctrination, propaganda and eliminated competitors; controlled society, • be easy to read and interpret. censorship, persecution revamped economy • cite sources.

Teacher’s Edition 879 CHAPTER 30

Propaganda History through Art You have read how a totalitarian government can use propaganda to support its goals. These pages show three examples of visual propaganda from the Soviet Union—low-cost posters, traditional painting, and OBJECTIVES altered photographs. Posters were mass produced and placed in very visible areas. They • Recognize how propaganda was used were constant reminders of Communist policy and guides for proper in Stalinist Russia. thought. Artists were required to paint scenes that supported and glorified • Understand the tools used by a the Communist Party. Even photographs were altered if they contained totalitarian leader to further a cause. individuals who had fallen out of favor with the party leadership. M Factory Poster FOCUS & MOTIVATE RESEARCH LINKS For more on “Help build the gigantic propaganda, go to classzone.com factories.” This poster advertises Propaganda is pervasive in our society a state loan for the building of today. It is used to sell products and to large factories. Developing heavy industry was an important goal persuade people to join groups and in the early days of the Soviet organizations. Ask students how they Union. recognize propaganda in daily life. Encourage them to bring examples for the class to examine and discuss. M Painting In this painting the central figure, INSTRUCT Communist leader Joseph Stalin, is greeted enthusiastically. The expressions of the diverse and Critical Thinking happy crowd imply not only that • What message was Stalin sending Stalin has broad support, but through the posters? (Working for the that he is worshiped as well. Communist cause was a good and worthy thing to do.) • How could these posters help achieve Stalin’s goals for agriculture and industry? (The propaganda on the posters influenced people to work harder to achieve economic goals.)

Woman Worker Poster L A translation of this poster says, “What the October Revolution has More About . . . given to working and peasant women.” The woman is pointing to Propaganda buildings such as a library, a worker’s club, and a school for adults. The term propaganda is often used negatively to mean false or misleading types of persuasion. Propaganda may rely on a range of persuasive tactics—from factual evidence to outright lies. Soviet propagandists under Stalin made 880 Chapter 30 shrewd use of posters to create a new “reality”—an idealized vision of life in a RECOMMENDED RESOURCES totalitarian state. Books Videos Jahn, Hubertus F. Patriotic Culture in Russia Propaganda. VHS and DVD. Films for the During World War I. Ithaca, NY: Cornell UP, 1995. Humanities & Sciences, 2000. 800-257-5126. Taylor, Richard. Film Propaganda: Soviet Russia Focuses on dictators and propagandists who and Nazi Germany. London and New York: shaped the perceptions of the masses in I. B. Tauris, 1998. 20th-century Europe. The October 1917 Revolution and After. VHS. Films for the Humanities & Sciences. 800-257-5126. Features Soviet propaganda films that dramatized events of the Revolution.

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M Altered Photographs Stalin attempted to enhance his legacy and erase his 1 The original photograph was taken in 1926 and showed, More About . . . rivals from history by extensively altering photographs from left to right, Nikolai Antipov, Stalin, Sergei Kirov, as this series shows. and Nikolai Shvernik. The Role of Propaganda All governments, not only totalitarian 2 This altered image appeared in a 1949 biography of Stalin. Why Shvernik was removed is unclear—he was regimes, use propaganda to generate head of the Central Committee of the Communist Party public support for their policies, political until Stalin’s death in 1954. Antipov, however, was parties, and candidates for office. arrested during Stalin’s purge and executed in 1941. Advertisers and various organizations also use propaganda techniques. Ask students 3 This heroic oil painting by Isaak Brodsky is based on the original photograph, but only Stalin is left. Kirov was why recognizing propaganda is important. assassinated in 1934 by a student, but the official (Possible Answer: keeps people from investigation report has never been released. Stalin did fear Kirov’s popularity and considered him a threat to being manipulated) his leadership.

More About . . .

The Lot of Soviet Workers The idealism of building the world’s first socialist state appealed to many Soviet citizens, especially in the 1930s when other nations were suffering from economic depression. Unlike the United States and Western Europe, no one was unemployed in Soviet society. And workers received benefits such as free education, free medical care, and pensions.

Inclusion Tip Students who are visually impaired might benefit from an overhead transparency of

1. Forming and Supporting Opinions a 1924 Soviet propaganda painting. Of the examples on this page, which World Art and Cultures Transparencies do you think would have been most effective as propaganda? Why? • AT65 Friendship of the People See Skillbuilder Handbook, page R20.

2. Comparing and Contrasting What are the similarities and differences between propaganda and modern advertising campaigns? Support your answer with examples. 881

CONNECT TO TODAY: ANSWERS

1. Forming and Supporting Opinions 2. Comparing and Contrasting Possible Answers: Posters—Easy to manufacture and could be placed Possible Answers: Similarities—Both promote a strong position, try to where large numbers of people could see them; Paintings—A respected persuade citizens and consumers to believe in the ideas or product, art form and all of the details of the image can be controlled; Altering can be colorful and appealing, and may tell only part of the truth. photographs—Photographs appear to represent things as they are. If a Differences—Propaganda often distorts and lies. Advertising can be photograph can be successfully manipulated, then it might maintain a selectively truthful, but consumer reactions can reduce outright lies. claim to authenticity. Propaganda is usually used to “sell” ideas or beliefs. Advertising is usually used to sell products or services.

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LESSON PLAN 3 OBJECTIVES Poster of Russian soldier with flag, Temple of Heaven, Beijing, China • List problems the new Republic of by N. Tyrkurr China faced. Imperial China Collapses • Trace the rise of communism in China. • Describe the civil war between Communists and Nationalists. MAIN IDEA WHY IT MATTERS NOW TERMS & NAMES

REVOLUTION After the fall of The seeds of China’s late-20th- • Kuomintang • Mao Zedong FOCUS & MOTIVATE the Qing dynasty, nationalist century political thought, • Sun Yixian • Jiang Jieshi and Communist movements communism, were planted at • May Fourth • Long March Students will learn about the Long March struggled for power. this time. Movement in this section. What periods of hardship have students studied in U.S. history? In the early 1900s, China was ripe for revolution. China (Possible Answer: Valley Forge) SETTING THE STAGE had faced years of humiliation at the hands of outsiders. Foreign countries controlled its trade and economic resources. Many Chinese believed that modern- INSTRUCT ization and nationalism held the country’s keys for survival. They wanted to build up the army and navy, to construct modern factories, and to reform education. Nationalists Overthrow Yet others feared change. They believed that China’s greatness lay in its tradi- Qing Dynasty tional ways. TAKING NOTES Nationalists Overthrow Qing Dynasty Critical Thinking Comparing and • What event triggered civil war in China? Contrasting Make a Among the groups pushing for modernization and nationalization was the (KWOH•mihn•TANG), or the Nationalist Party. Its first great leader (the death of General Yuan Shikai) chart to compare and Kuomintang contrast the actions was Sun Yixian (soon yee•shyahn). In 1911, the Revolutionary Alliance, a fore- ▼ Sun Yixian led the overthrow of • What were the main weaknesses of the of Jiang Jieshi and runner of the Kuomintang, succeeded in overthrowing the last emperor of the Mao Zedong in the last Chinese new republic? (Possible Answers: weak Qing dynasty. The Qing had ruled China since 1644. controlling China. emperor. central rule, lack of respect from other Shaky Start for the New Republic In 1912, Sun became pres- nations, country needed modernizing) Jiang Mao ident of the new Republic of China. Sun hoped to establish a In-Depth Resources: Unit 7 1. 1. modern government based on the “Three Principles of the • Guided Reading, p. 26 (also in Spanish) 2. 2. People”: (1) nationalism—an end to foreign control, (2) people’s 3. 3. rights—democracy, and (3) people’s livelihood—economic security for all Chinese. Sun Yixian considered nationalism vital. He said, “The Chinese people . . . do not have national spirit. TEST-TAKING RESOURCES Therefore even though we have four hundred million people Test Generator CD-ROM gathered together in one China, in reality, they are just a heap of loose sand.” Despite his lasting influence as a revolutionary Strategies for Test Preparation leader, Sun lacked the authority and military support to secure Test Practice Transparencies, TT116 national unity. Online Test Practice Sun turned over the presidency to a powerful general, Yuan Shikai, who quickly betrayed the democratic ideals of the revolution. His actions sparked local revolts. After the general died in 1916, civil war broke out. Real authority fell into the hands of provincial warlords or powerful military leaders. They ruled territories as large as their armies could conquer.

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SECTION 3 PROGRAM RESOURCES

ALL STUDENTS Reading Study Guide (Spanish), p. 293 GIFTED AND TALENTED STUDENTS In-Depth Resources: Unit 7 Reading Study Guide Audio CD (Spanish) In-Depth Resources: Unit 7 • Guided Reading, p. 26 • Primary Source: from “The Peasants of Hunan,” STRUGGLING READERS • Geography Application, p. 30 p. 34 In-Depth Resources: Unit 7 • History Makers: Jiang Jieshi, p. 41 Electronic Library of Primary Sources • Guided Reading, p. 26 Formal Assessment • from Autobiography of a Chinese Girl • Building Vocabulary, p. 28 • Section Quiz, p. 489 • Geography Application, p. 30 ENGLISH LEARNERS • Reteaching Activity, p. 45 eEdition CD-ROM In-Depth Resources in Spanish Reading Study Guide, p. 293 Power Presentations CD-ROM • Guided Reading, p. 213 Reading Study Guide Audio CD Electronic Library of Primary Sources • Geography Application, p. 216 • from Autobiography of a Chinese Girl classzone.com 882 Chapter 30 wh10te-073003-0882-0886 9/16/03 12:14 PM Page 883

World War I Spells More Problems In 1917, the government in Beijing, hoping CHAPTER 30 • Section 3 for an Allied victory, declared war against Germany. Some leaders mistakenly believed that for China’s participation the thankful Allies would return control of Chinese territories that had previously belonged to Germany. However, under the A. Answer weak Treaty of Versailles, the Allied leaders gave Japan those territories. leadership, civil war, More About . . . terror of warlord When news of the Treaty of Versailles reached China, outrage swept the coun- armies, outcome of try. On May 4, 1919, over 3,000 angry students gathered in the center of Beijing. World War I, The demonstrations spread to other cities and exploded into a national movement. Sun Yixian nationwide protests It was called the May Fourth Movement. Workers, shopkeepers, and profession- Sun traveled, organized, and plotted als joined the cause. Though not officially a revolution, these demonstrations tirelessly to bring down the Qing dynasty. Identifying showed the Chinese people’s commitment to the goal of establishing a strong, mod- Qing officials tracked him to London. Problems ern nation. Sun Yixian and members of the Kuomintang also shared the aims of the What problems They kidnapped him, held him prisoner, movement. But they could not strengthen central rule on their own. Many young did the new and planned to ship him back to China Chinese intellectuals turned against Sun Yixian’s belief in Western democracy in Republic of China for probable execution. Sun’s British face? favor of Lenin’s brand of Soviet communism. friends helped him escape his captors. The Communist Party in China The episode made him a world-famous In 1921, a group met in Shanghai to organize the Chinese Communist Party. Mao leader. Sun Yixian is still known as the Zedong (MOW dzuh•dahng), an assistant librarian at Beijing University, was among “father of modern China.” its founders. Later he would become China’s greatest revolutionary leader. Mao Zedong had already begun to develop his own brand of communism. Lenin had based his Marxist revolution on his organization in Russia’s cities. Mao envi- The Communist Party sioned a different setting. He believed he could bring revolution to a rural country in China

Critical Thinking • Why did Mao Zedong believe peasants would make true revolutionaries? Tiananmen Square In Tiananmen Square, the Gate of (Many were angry and determined.) Heavenly Peace was the site of many • What did Mao do to strengthen the political activities during the 20th century. peasants loyal to his Communist Party? Early in the century, May 4, 1919, thousands of students gathered there to (divided land among them) protest the terms of the Versailles Treaty. • In what way was the Nationalist gov- (upper right). The May Fourth Movement ernment legitimized? (Britain and the was born that day. The movement marks the beginning of Chinese nationalism. United States officially recognized it.) Seventy years later, in 1989, students once again gathered at the square to demand political reforms. Shortly after the anniversary of the May 4 event, Connect to Today thousands—and perhaps a million people—gathered at the square. On Tiananmen Square June 3, 1989, the Chinese army was ordered to clear the square of all Though the 1989 protest was crushed, protesters. Thousands were killed one Chinese student said, “Maybe we’ll or injured. fail today. Maybe we’ll fail tomorrow. But someday we’ll succeed. It’s a historical inevitability.”

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CHAPTER PRIMARY SOURCE from The Peasants of Hunan 30 by Mao Zedong DIFFERENTIATING INSTRUCTION: GIFTED AND TALENTED STUDENTS Section 3 Mao Zedong (1891–1976), the son of a Hunan peasant, was one of the founders of the Chinese Communist Party in 1921. He believed that he could bring economic and political change to improve the lives of China’s rural peasants. According to the following passage written in 1927, what was Mao Zedong’s vision of the Communist revolutionary movement in China?

uring my recent visit to Hunan I conducted an A revolution is not the same as inviting people Dinvestigation on the spot into the conditions in to dinner, or writing an essay, or painting a picture, the five countries of Siangtan, Siangsiang, Hengshan, or doing fancy needlework; it cannot be anything so The Writings of Mao Zedong Liling, and Changsha. In the thirty-two days from refined, so calm and gentle, or so mild, kind, cour- January 4 to February 5, in villages and in county teous, restrained and magnanimous [generous in towns, I called together for fact-finding conferences forgiving]. A revolution is an uprising, an act of vio- experienced peasants and comrades working for the lence whereby one class overthrows another. A peasant movement, listened attentively to their rural revolution is a revolution by which the peas- reports and collected a lot of material. . . . antry overthrows the authority of the feudal landlord Class Time 30 minutes • What does this excerpt reveal about Mao’s character All kinds of arguments against the peasant class. If the peasants do not use the maximum of movement must be speedily set right. The erroneous their strength, they can never overthrow the measures taken by the revolutionary authorities authority of the landlords which has been deeply concerning the peasant movement must be speedily rooted for thousands of years. In the rural areas, changed. Only thus can any good be done for the there must be a great, fervent revolutionary and personality? (Possible Answers: forceful, deter- future of the revolution. For the rise of the present upsurge, which alone can arouse hundreds and Task Reading and discussing a primary source peasant movement is a colossal event. In a very thousands of people to form a great force. . . . short time, in China’s central, southern and northern from Mao Tse-tung, Selected Works, Vol. I (New York: provinces, several hundred million peasants will International Publishers, 1954), 21–22, 27. Reprinted in rise like a tornado or tempest, a force so extraordi- Peter N. Stearns, ed., Documents in World History, Vol. II mined, charismatic, uninterested in others’ opinions) (New York: Harper Collins, 1988), 137. narily swift and violent that no power, however Purpose To formulate opinions about Mao’s motives great, will be able to suppress it. They will break all trammels [restraints] that now bind them and rush Discussion Questions forward along the road to liberation. They will send Recognizing Facts and Details all imperialists, warlords, corrupt officials, local bul- • Based on the excerpt, what conclusions can you draw lies and bad gentry [members of the upper or rul- 1. How many Chinese peasants did Mao Zedong and results ing class] to their graves. All revolutionary parties predict would join the Communist revolutionary and all revolutionary comrades will stand before movement? them to be tested, and to be accepted or rejected 2. According to Mao Zedong, what three choices as they decide. did Chinese Communist revolutionaries face in about Mao’s plans for revolution in China? (Possible view of the growing peasant movement? All rights reserved. To march at their head and lead them? Or to Instructions Have students read the excerpt from Mao follow at their rear, gesticulating at them and criti- 3. Perceiving Cause and Effect According to cising them? Or to face them as opponents? Mao Zedong, what was the purpose of the rural Every Chinese is free to choose among the revolution in China? Answers: violent; will pit peasants against the rest three alternatives, but circumstances demand that a quick choice be made. . . . McDougal Littell Inc.

Zedong’s “The Peasants of Hunan,” found in In-Depth © Resources: Unit 7. Use the discussion questions included of society)

on the sheet and these additional questions to spark • According to Mao, who was the enemy in Chinese 34 Unit 7, Chapter 30 a discussion. society? (“imperialists, warlords, corrupt officials, local In-Depth Resources: Unit 7 bullies and bad gentry”) What did Mao promise would happen to them? (They would stand before the peasantry, be judged, and possibly be killed.) Teacher’s Edition 883 wh10te-073003-0882-0886 9/16/03 12:14 PM Page 884

CHAPTER 30 • Section 3 where the peasants could be the true revolutionaries. He argued his point passion- ately in 1927:

PRIMARY SOURCE The force of the peasantry is like that of the raging winds and driving rain. It is rapidly Analyzing More About . . . increasing in violence. No force can stand in its way. The peasantry will tear apart all Primary Sources nets which bind it and hasten along the road to liberation. They will bury beneath them What forces Joining the Chinese Army all forces of imperialism, militarism, corrupt officialdom, village bosses and evil gentry. does Mao identify MAO ZEDONG, quoted in Chinese Communism and the Rise of Mao as those that the In 1926, a teenage girl named Hsieh peasants will overcome? Ping-Ying joined the Chinese army to Lenin Befriends China While the Chinese Communist Party was forming, Sun B. Answer get over a broken heart and avoid a Yixian and his Nationalist Party set up a government in south China. Like the imperialism, mili- forced marriage. Encourage interested Communists, Sun became disillusioned with the Western democracies that refused to tarism, corrupt students to read the excerpt from her support his struggling government. Sun decided to ally the Kuomintang with the officialdom, village newly formed Communist Party. He hoped to unite all the revolutionary groups for bosses, and evil autobiography in the Electronic Library common action. gentry of Primary Sources. Lenin seized the opportunity to help China’s Nationalist government. In 1923, Electronic Library of Primary Sources he sent military advisers and equipment to the Nationalists in return for allowing • from Autobiography of a Chinese Girl the Chinese Communists to join the Kuomintang. Peasants Align with the Communists After Sun Yixian died in 1925, Jiang Jieshi (jee•ahng jee•shee), formerly called Chiang Kai-shek, headed the Kuomintang. Jiang was the son of a middle-class merchant. Many of Jiang’s followers were bankers and businesspeople. Like Jiang, they feared the Communists’ goal of creating a socialist More About . . . economy modeled after the Soviet Union’s. Jiang had promised democracy and political rights to all Chinese. Yet his gov- Mao’s Guerrilla Tactics ernment became steadily less democratic and more corrupt. Most peasants From his mountain hideout, Mao waged believed that Jiang was doing little to improve their lives. As a result, many peas- guerrilla war against Jiang’s armies. He ants threw their support to the Chinese Communist Party. To enlist the support of the peasants, Mao divided land that the Communists won among the local farmers. outlined his strategy: 1. Retreat when the enemy advances. ▲ Jiang Jieshi and Nationalists and Communists Clash At first, Jiang put aside his differences with the Nationalist the Communists. Together Jiang’s Nationalist forces and the Communists success- 2. Harass when the enemy encamps. forces united China fully fought the warlords. Soon afterward, though, he turned against the Communists. 3. Attack when the enemy hesitates. under one govern- In April 1927, Nationalist troops and armed gangs moved into Shanghai. They ment in 1928. 4. Pursue when the enemy retreats. killed many Communist leaders and trade union members in the city streets. Similar killings took place in other cities. The Nationalists nearly wiped out the Such tactics were possible only with the Chinese Communist Party. support of local peasants. In 1928, Jiang became president of the Nationalist Republic of China. Great Britain and the United States both formally recognized the new government. Because of the slaughter of Communists at Shanghai, the Soviet Union did not. Civil War Rages in China Jiang’s treachery also had long-term effects. The Communists’ deep-seated rage over the massacre erupted in a civil war that would last until 1949. Critical Thinking • What do you think is meant by the Civil War Rages in China By 1930, Nationalists and Communists were fighting a bloody civil war. Mao and phrase “swimming in the peasant sea”? other Communist leaders established themselves in the hills of south-central (Possible Answer: being among the China. Mao referred to this tactic of taking his revolution to the countryside as millions of peasants) “swimming in the peasant sea.” He recruited the peasants to join his Red Army. He • Did Jiang and Mao resolve their then trained them in guerrilla warfare. Nationalists attacked the Communists differences? (There was no resolution; repeatedly but failed to drive them out. the Japanese invasion forced a truce The Long March In 1933, Jiang gathered an army of at least 700,000 men. Jiang’s between the sides.) army then surrounded the Communists’ mountain stronghold. Outnumbered, the

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GEOGRAPHY APPLICATION: MOVEMENT CHAPTER 30 Nationalists Battle Warlords and Communists Directions: Read the paragraphs below and study the map carefully. Then answer DIFFERENTIATING INSTRUCTION: STRUGGLING READERS Section 3 the questions that follow.

rom 1923 through 1936, China’s Nationalists At this time, however, the Nationalists came to Fwaged successive wars while trying to achieve fear the political goals of their Communist allies. As national unity. At first, they battled territorial a result, the Nationalists, while fighting in northern rulers—warlords—and later they fought local China in 1927, began an anti-Communist drive in Communists. their own ranks. Nationalists attacked Communist At one time, both Nationalists and Communists strongholds in Shanghai and other large cities. were united in the Kuomintang, the Nationalist They drove them into scattered bases in the hills Chinese Geography and Politics People’s Party. From 1923 to 1927, the party bat- of south-central China. Finally, in 1934, the tled to end warlord rule in the provinces. By 1925 Communists under Mao Zedong embarked on the the Kuomintang had driven the warlords out of year-long, life-and-death Long March into the pro- extreme southern China in 1925 and then launched tective caves of northern China. a campaign called the Northern Expedition. Its A final confrontation between Nationalists and goal was to conquer the remaining warlords to the Communists in the north never took place, however. Class Time 35 minutes In 1936, the threat of a Japanese takeover of China north, free Beijing, and bring China under one warlord an independent local military leader; government. forced the enemies into unified action once again.

Chinese Civil War, 1923–1936 OUTER Task Using text and a map to answer questions yyy a territorial ruler MONGOLIA

KOREA Purpose To understand how geography affected Chinese Beijing

yyy

campaign in this case, a military action YYellowellow y Sea politics in the 1920s and 1930s CHINA Shanghai

yyy East

Kuomintang assaults INDIA yon Beijing, 1928 yyy McDougal Littell Inc.

proficient reader. Have each pair complete the Geography Japanese territory © embarked on started, began South in 1935 China Kuomintang territory: BURMA Sea 1925 FRENCH 1927 INDOCHINA 0 200 Miles

1935 0 400 Kilometers Application activity for this section, found in In-Depth SIAM

Resources: Unit 7. Be sure that students understand how 30 Unit 7, Chapter 30

the map reflects three increases in Kuomintang territory. In-Depth Resources: Unit 7 You may wish to list synonyms or definitions of difficult words on the board. Some examples are shown at right. 884 Chapter 30 wh10te-073003-0882-0886 9/16/03 12:15 PM Page 885

CHAPTER 30 • Section 3

The Long March The Long March of the Chinese Communists from the south of ▼ In one of the more daring and difficult acts of China to the caves of Shaanxi [shahn•shee] in the north is a the march, the Red Army crossed a bridge of iron History Depth remarkable story. The march covered 6,000 miles, about the chains whose planks had been removed. in distance from New York to San Francisco and back again. They crossed miles of swampland. They slept sitting up, leaning back- The Long March to-back in pairs, to keep from sinking into the mud and Ask students to use the map, photo- drowning. In total, the Communists crossed 18 mountain ranges and 24 rivers in their yearlong flight from the Nationalist forces. graphs, and text to determine what obstacles the Red Army faced. (hostile The Long March, 1934–1935 40°N troops, mountains, swamps, rivers, Beijing living in caves, exhaustion, exposure Route of march to harsh weather) Have students use 3 Communist base 1934 library resources or the Internet to find Yan'an Communist base 1935 Huang He Mountains more about the political effects of the Pass Long March.

Songpan Plateau Shanghai 30°N 2 Snowy Mts. SKILLBUILDER Answers ng Tatu R. (Jiajin Shan) Jia g 1. Movement west, then north, an Luding h C ▼ The Red Army had to cross the Snowy then northeast 1 Mountains, some of the highest in the world. Every Loushan Ruijin 2. Movement geographic barriers such Pass (Juichin) man carried enough food and fuel to last for ten Taiwan days. They marched six to seven hours a day. as mountains, lack of support in

Tropic of Cancer some areas

South China Sea °N 20 120

° 0 400 Miles E

E ° Hainan 0 600 Kilometers More About . . . 100

GEOGRAPHY SKILLBUILDER: Interpreting Maps Effects of the Long March 1. Movement What was the course of the Long March, in terms of direction, beginning in Ruijin and ending near Yan’an? By the time the Long March ended, Mao 2. Movement Why didn’t Mao’s forces move west or south? Zedong had been elected chairman of the Chinese Communist Party. The march had other long-term consequences as well: nearly all the Communist leaders who took power in 1949 had participated in it. ▼ After finally arriving at the caves in Shaanxi, Mao declared, “If we can survive all this, we can survive everything. This is but the first stage of our Long March. The final stage leads to Peking [Beijing]!”

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Describing the Long March Class Time 35 minutes After reading, ask students to write down two or three images that stuck Task Writing about or drawing scenes from the Long March with them. From those, ask students to choose one to work with. Students Purpose To describe the conditions faced in the Long March and who are artistically inclined might reproduce the image in a sketch, mural, commitment of the soldiers to their cause or painting. Others might personalize the image by creating a journal entry written from the perspective of a soldier who participated in a specific Instructions Ask students to take turns reading aloud the text on this aspect of the Long March. page. Then read aloud the passage entitled “The Long March” beginning on page 884. As you read, ask students to visualize the conditions of the Ask volunteers to share their finished products with the class. journey, what the soldiers did to survive and to cross the rugged terrain, and the many obstacles they faced, including hunger, cold weather, and wounds from battling the Nationalist army.

Teacher’s Edition 885 wh10te-073003-0882-0886 9/16/03 12:15 PM Page 886

CHAPTER 30 • Section 3 Communist Party leaders realized that they faced defeat. In a daring move, 100,000 Communist forces fled. They began a hazardous, 6,000-mile-long journey called More About . . . the Long March. Between 1934 and 1935, the Communists kept Three Principles of the People only a step ahead of Jiang’s forces. Sun believed the principles could be Thousands died from hunger, broken down and achieved this way: cold, exposure, and battle wounds. • Nationalism: initially opposition to the Finally, after a little more than a Qing dynasty, later referring to identity year, Mao and the seven or eight thousand Communist survivors for minorities within China as well as settled in caves in northwestern for the country as a whole China. There they gained new fol- Recognizing • Democracy: also called “rights of the ▲ A Japanese lowers. Meanwhile, as civil war Effects people”; Sun thought this could be landing party between Nationalists and Communists raged, Japan invaded China. What were the approaches the results of the Long achieved through a government run by Civil War Suspended In 1931, as Chinese fought Chinese, the Japanese watched Chinese mainland. March? election, initiative, and referendum the power struggles with rising interest. Japanese forces took advantage of China’s The invasion forced C. Possible • Socialism: also called “people’s Mao and Jiang to weakening situation. They invaded Manchuria, an industrialized province in the Answer Although join forces to fight livelihood”; thought to have meant northeast part of China. at least two-thirds the Japanese. of the original equal land ownership through taxation In 1937, the Japanese launched an all-out invasion of China. Massive bombings of villages and cities killed thousands of Chinese. The destruction of farms caused marchers did not many more to die of starvation. By 1938, Japan held control of a large part of China. complete the journey, more Chinese The Japanese threat forced an uneasy truce between Jiang’s and Mao’s forces. The people joined the civil war gradually ground to a halt as Nationalists and Communists temporarily Communists. united to fight the Japanese. The National Assembly further agreed to promote changes outlined in Sun Yixian’s “Three Principles of the People”—nationalism, democracy, and people’s livelihood. As you will learn in Section 4, similar principles were also serving as a guiding force in India and Southwest Asia.

ASSESS SECTION3 ASSESSMENT TERMS & NAMES 1. For each term or name, write a sentence explaining its significance. SECTION 3 ASSESSMENT • Kuomintang • Sun Yixian • May Fourth Movement • Mao Zedong • Jiang Jieshi • Long March Assign pairs of students to discuss the USING YOUR NOTES MAIN IDEAS CRITICAL THINKING & WRITING questions and formulate joint responses. 2. Whose reforms had a greater 3. How did the Treaty of Versailles 6. RECOGNIZING EFFECTS What influence did foreign Formal Assessment appeal to the peasants? Why? trigger the May Fourth nations have on China from 1912 to 1938? Movement? 7. ANALYZING CAUSES What caused the Communist • Section Quiz, p. 489 4. How was Mao’s vision of revolutionary movement in China to gain strength? Jiang Mao communism different from that 8. HYPOTHESIZING If the Long March had failed, do you 1. 1. of Lenin? think the Nationalist party would have been successful in RETEACH 2. 2. 5. What started the civil war in uniting the Chinese? Why or why not? Use the Guided Reading activity for 3. 3. China? 9. WRITING ACTIVITY REVOLUTION Write a series of interview questions you would pose to Sun Yixian, Mao Section 3 to review the main ideas Zedong, and Jiang Jieshi. for this section. In-Depth Resources: Unit 7 • Guided Reading, p. 26 CONNECT TO TODAY REPORTING ON CURRENT EVENTS Research the selection of the newest Communist Party leader of China. Write a brief • Reteaching Activity, p. 45 report identifying that person and explaining how this new leader got into office.

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1. Kuomintang, p. 882 • Sun Yixian, p. 882 • May Fourth Movement, p. 883 • Mao Zedong, p. 883 • Jiang Jieshi, p. 884 • Long March, p. 886 2. Sample Answer: Jiang—Head of Kuomintang, 6. Treaty of Versailles led to May Fourth 9. Rubric Questions should helped defeat warlords, forced the Long Movement; Soviet Union supported Sun’s • investigate goals of each participant. March; Mao—Won peasants by giving land, government; Britain and U.S. recognized • reflect information from the chapter. promised reform, survived Long March. Nationalist government; Japan‘s invasion of CONNECT TO TODAY Greater appeal—Mao’s reforms, because he China united Jiang’s and Mao’s forces. Rubric Reports should gave land to peasants. 7. failures of the Kuomintang; corruption in • name the new leader. 3. When Japan received land China felt it Jiang’s government; Soviet influence; poverty; • explain how the leader came to power. deserved, a wave of protests occurred. Mao’s leadership 4. Mao–Peasants were basis of the revolution; 8. Yes—Nationalists wanted to modernize and Lenin–Urban workers were the base. strengthen China. No—Jiang’s government was 5. Nationalist attack on Communists in Shanghai weak, corrupt, and undemocratic.

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LESSON PLAN 4 Poster of Russian soldier with flag, Temple of Heaven, Beijing, China OBJECTIVES by N. Tyrkurr Nationalism in India and • Trace nationalist activity in India. • Summarize Gandhi’s nonviolent tactics. • Explain how Indian self-rule heightened Southwest Asia conflicts between Muslims and Hindus. MAIN IDEA WHY IT MATTERS NOW TERMS & NAMES • Describe the rise of independence movements in Southwest Asia. EMPIRE BUILDING Nationalism These independent nations— • Rowlatt Acts • civil triggered independence India, Turkey, Iran, and Saudi • Amritsar disobedience movements to overthrow Arabia—are key players on the Massacre • Salt March colonial powers. world stage today. • Mohandas • Mustafa Kemal FOCUS & MOTIVATE K. Gandhi Ask students to think of specific times in their own lives when finding a peaceful SETTING THE STAGE As you learned in Chapter 29, the end of World War I broke up the Ottoman Empire. The British Empire, which controlled India, began way to get a need met has been more to show signs of cracking. The weakening of these empires stirred nationalist successful than making demands or activity in India, Turkey, and some Southwest Asian countries. Indian national- beginning a conflict over the matter. ism had been growing since the mid-1800s. Many upper-class Indians who attended British schools learned European views of nationalism and democracy. They began to apply these political ideas to their own country. INSTRUCT Indian Nationalism Grows Indian Nationalism Grows TAKING NOTES Categorizing Create a Two groups formed to rid India of foreign rule: the primarily Hindu Indian web diagram identifying Critical Thinking National Congress, or Congress Party, in 1885, and the Muslim League in 1906. the styles of government • Why were the Rowlatt Acts considered Though deep divisions existed between Hindus and Muslims, they found com- adopted by nations in mon ground. They shared the heritage of British rule and an understanding of this section. a violation of civil rights? (People were jailed without a trial, which is unjust.) ▼ Ali Jinnah, democratic ideals. These two groups both worked toward the goal of indepen- leader of the dence from the British. Iran Turkey • The Amritsar Massacre is similar to Muslim League World War I Increases Nationalist Activity Until World War I, the vast major- what event in Russian history that also of India, fought styles of government for Indian ity of Indians had little interest in nationalism. The situation changed as over a sparked a revolution? (During Bloody independence million Indians enlisted in the British army. In return for their service, the British Sunday, peaceful protesters were killed SaudiS from Great government promised reforms that would eventually lead to self-government. India Arabia at St. Petersburg.) Britain. In 1918, Indian troops returned home from the war. They expected Britain to fulfill its promise. Instead, In-Depth Resources: Unit 7 they were once again treated as second-class citizens. • Guided Reading (also in Spanish), p. 27 Radical nationalists carried out acts of violence to show their hatred of British rule. To curb dissent, in 1919 the British passed the Rowlatt Acts. These laws TEST-TAKING RESOURCES allowed the government to jail protesters without trial Test Generator CD-ROM for as long as two years. To Western-educated Indians, Strategies for Test Preparation denial of a trial by jury violated their individual rights. Amritsar Massacre To protest the Rowlatt Acts, Test Practice Transparencies, TT117 around 10,000 Hindus and Muslims flocked to Online Test Practice Amritsar, a major city in the Punjab, in the spring of 1919. At a huge festival in an enclosed square, they intended to fast and pray and to listen to political Revolution and Nationalism 887

SECTION 4 PROGRAM RESOURCES

ALL STUDENTS • Guided Reading, p. 27 In-Depth Resources: Unit 7 • Building Vocabulary, p. 28 eEdition CD-ROM • Guided Reading, p. 27 • Reteaching Activity, p. 46 Power Presentations CD-ROM Formal Assessment Reading Study Guide, p. 295 Critical Thinking Transparencies • Section Quiz, p. 490 Reading Study Guide Audio CD • CT30 Time Machine: Revolution and Nationalism ENGLISH LEARNERS GIFTED AND TALENTED STUDENTS • CT66 Chapter 30 Visual Summary In-Depth Resources in Spanish In-Depth Resources: Unit 7 World Art and Cultures Transparencies • Guided Reading, p. 214 • Primary Source: from Hind Swaraj, p. 35 • AT66 Persian Musicians Reading Study Guide (Spanish), p. 295 • Connections Across Time and Cultures: Nationalist Electronic Library of Primary Sources Reading Study Guide Audio CD (Spanish) Revolutions in Latin America and Asia, p. 42 • “Nonviolence” Electronic Library of Primary Sources classzone.com STRUGGLING READERS • “Nonviolence” In-Depth Resources: Unit 7 Teacher’s Edition 887 wh10te-073004-0887-0891 9/16/03 12:02 PM Page 888

CHAPTER 30 • Section 4 speeches. A small group of nationalists were also on the scene. The demonstration, A. Answer Spirit of especially the alliance of Hindus and Muslims, alarmed the British. nationalism grew Most people at the gathering were unaware that the British government had more intense; more banned public meetings. However, the British commander at Amritsar believed Indians demanded independence. they were openly defying the ban. He ordered his troops to fire on the crowd with- Gandhi’s Tactics of out warning. The shooting continued for ten minutes. Unable to escape from the Nonviolence enclosed courtyard, nearly 400 Indians died and about 1,200 were wounded. Recognizing Effects News of the slaughter, called the Amritsar Massacre, sparked an explosion of What changes Critical Thinking anger across India. Almost overnight, millions of Indians changed from loyal resulted from the • Why was civil disobedience a popular British subjects into nationalists. These Indians demanded independence. Amritsar massacre? solution for Indians? (They felt helpless to fight the British physically.) Gandhi’s Tactics of Nonviolence • How did the media influence the Indian The massacre at Amritsar set the stage for Mohandas K. Gandhi (GAHN•dee) to emerge as the leader of the independence movement. Gandhi’s strategy for battling independence movement? (Support injustice evolved from his deeply religious approach to political activity. His teach- increased when newspapers worldwide ings blended ideas from all of the major world religions, including Hinduism, reported the attack on peaceful Salt Islam, and Christianity. Gandhi attracted millions of followers. Soon they began March protesters.) calling him the Mahatma (muh•HAHT•muh), meaning “great soul.” Noncooperation When the British failed to punish the officers responsible for the Amritsar massacre, Gandhi urged the Indian National Congress to follow a policy of noncooperation with the British government. In 1920, the Congress Party endorsed civil disobedience, the deliberate and public refusal to obey an unjust law, and non- Analyzing Primary Sources violence as the means to achieve independence. Gandhi then launched his campaign Satyagraha and Nonviolence Ask students if it is likely that the use of body-force by the Indians would have been effective against the British Satyagraha Nonviolence government. (Not likely–British were A central element of Gandhi’s philosophy of nonviolence In The Origin of Nonviolence, Gandhi offered a warning to was called satyagraha, often translated as “soul-force” or those who were contemplating joining the struggle for more prepared to fight than to counter “truth-force.” independence. the effects of civil disobedience.) PRIMARY SOURCE PRIMARY SOURCE Answers to Document-Based Questions Passive resistance is a method of securing rights by [I]t is not at all impossible that we might have to 1. Comparing Body-force involves the personal suffering; it is the reverse of resistance by endure every hardship that we can imagine, and use of violence, but not necessarily the arms. When I refuse to do a thing that is repugnant to wisdom lies in pledging ourselves on the understanding sacrifice of self. my conscience, I use soul-force. For instance, the that we shall have to suffer all that and worse. If some government of the day has passed a law which is one asks me when and how the struggle may end, I 2. Making Inferences Gandhi believes applicable to me: I do not like it, if, by using violence, I may say that if the entire community manfully stands that suffering must take place to force the government to repeal the law, I am employing the test, the end will be near. If many of us fall back achieve the goal. Hind Swaraj states: what may be termed body-force. If I do not obey the under storm and stress, the struggle will be prolonged. law and accept the penalty for its breach, I use soul- But I can boldly declare, and with certainty, that so long “Passive resistance is a method of force. It involves sacrifice of self. as there is even a handful of men true to their pledge, securing rights by personal suffering.” GANDHI Chapter XVII, Hind Swaraj there can only be one end to the struggle, and that is The Origin of Nonviolence states: victory. “[T]here can only be one end to the GANDHI The Origin of Nonviolence struggle, and that is victory.”

DOCUMENT-BASED QUESTIONS 1. Comparing How is soul-force different from body-force? 2. Making Inferences What do Gandhi’s writings suggest about his view of suffering? Give examples from each document.

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CT MCDOUGAL LITTELL Critical Thinking: 81 World History: Patterns of Interaction Venn Diagram DIFFERENTIATING INSTRUCTION: GIFTED AND TALENTED STUDENTS

Investigating Examples of Civil Disobedience Class Time 30 minutes Students should focus on the goals of the organization Task Comparing strategies of nonviolent organizations or movement and the methods it uses to achieve those Purpose To learn more about the legacy of Gandhi’s goals. Have students cite specific examples of nonviolent Both nonviolent tactics for battling injustice tactics, such as marches, demonstrations, boycotts, advertising campaigns, and acts of civil disobedience. Instructions Ask pairs of students to find an organization All rights reserved. Each pair of students should then meet with another pair McDougal Littell Inc.

or movement that is dedicated to the principles of © nonviolence as a strategy for effecting change. Examples to exchange information and to draw comparisons among include environmental, animal rights, and political activist the movements or organizations they chose. movements. Students may also investigate Henry David After the two sets of partners exchange information, the Critical Thinking Transparencies Thoreau’s essay “Civil Disobedience.” four students should make a Venn diagram comparing the goals and strategies of each organization or movement. 888 Chapter 30 wh10te-073004-0887-0891 9/16/03 12:02 PM Page 889

of civil disobedience to weaken the CHAPTER 30 • Section 4 British government’s authority and economic power over India. Boycotts Gandhi called on Indians to refuse to buy British goods, attend Tip for English Learners government schools, pay British taxes, or vote in elections. Gandhi staged a Remind students that a boycott is a form successful boycott of British cloth, a of peaceful protest in which people source of wealth for the British. He decide as a group to refuse to buy certain urged all Indians to weave their own products or goods in order to show cloth. Gandhi himself devoted two disapproval of those who produce them. hours each day to spinning his own yarn on a simple handwheel. He wore only homespun cloth and encouraged Indians to follow his example. As a More About . . . result of the boycott, the sale of British cloth in India dropped sharply. Strikes and Demonstrations Gandhi’s weapon of civil disobedi- Gandhi’s Views ence took an economic toll on the British. They struggled to keep Gandhi’s emphasis on the traditional ▲ trains running, factories operating, and overcrowded jails from bursting. Gandhi adopted values of village life and on handcrafted Throughout 1920, the British arrested thousands of Indians who had participated the spinning wheel items made it clear to the majority of in strikes and demonstrations. But despite Gandhi’s pleas for nonviolence, protests as a symbol of Indian resistance to Indians that he understood and sympa- often led to riots. British rule. The thized with their problems. Gandhi The Salt March In 1930, Gandhi organized a demonstration to defy the hated Salt wheel was featured Acts. According to these British laws, Indians could buy salt from no other source on the Indian realized that any feeling of Indian nation- National Congress alism had to begin with the village. but the government. They also had to pay sales tax on salt. To show their opposi- flag, a forerunner of tion, Gandhi and his followers walked about 240 miles to the seacoast. There they B. Answer India’s national flag. In-Depth Resources: Unit 7 The protest against began to make their own salt by collecting seawater and letting it evaporate. This • Primary Source: from Hind Swaraj (Indian British rule was peaceful protest was called the Salt March. Home Rule) by Gandhi based on noncoop- Soon afterward, some demonstrators planned a march to a site where the British eration and civil government processed salt. They intended to shut this saltworks down. Police offi- Electronic Library of Primary Sources disobedience. cers with steel-tipped clubs attacked the demonstrators. An American journalist • “Nonviolence” was an eyewitness to the event. He described the “sickening whacks of clubs on Making unprotected skulls” and people “writhing in pain with fractured skulls or broken Inferences shoulders.” Still the people continued to march peacefully, refusing to defend How did the themselves against their attackers. Newspapers across the globe carried the jour- Britain Grants Limited Salt March repre- nalist’s story, which won worldwide support for Gandhi’s independence movement. sent Gandhi’s Self-Rule methods for More demonstrations against the salt tax took place throughout India. change? Eventually, about 60,000 people, including Gandhi, were arrested. Critical Thinking • In what ways was civil disobedience a Britain Grants Limited Self-Rule more successful method than violence? Gandhi and his followers gradually reaped the rewards of their civil disobedience (Boycotts and noncooperation took campaigns and gained greater political power for the Indian people. In 1935, the away the British government’s eco- British Parliament passed the Government of India Act. It provided local self-gov- nomic power and authority.) ernment and limited democratic elections, but not total independence. However, the Government of India Act also fueled mounting tensions between • What was the source of tension Muslims and Hindus. These two groups had conflicting visions of India’s future as between Hindus and Muslims in India? an independent nation. Indian Muslims, outnumbered by Hindus, feared that (different religious beliefs; Muslims Hindus would control India if it won independence. In Chapter 34, you will read feared the power of the more about the outcome of India’s bid for independence. numerous Hindus.)

Revolution and Nationalism 889

DIFFERENTIATING INSTRUCTION: ENGLISH LEARNERS

Indian Protests and British Responses Class Time 30 minutes Using the information from their lists, students will create a poster Task Creating a poster about the Indian independence movement that shows Indian protests and British responses. Students can use Purpose To explore the political tension between India and the British photographs, drawings, and captions to persuade others to join the government during the independence movement independence movement. Students who need help can use the Reading Study Guide for Section 4. Instructions Have students create a poster protesting the way the Indians were treated by the British government. Indian Actions Response To organize the information, have students draw two columns on paper. In the first column, have them list actions Gandhi and his followers took, Amritsar protest British troops fire on unarmed crowd. including specific boycotts, strikes and demonstrations, and highlights of Boycotts Sale of British products drops. the Salt March. In the second column, ask students to list responses to Salt March Police officers club demonstrators. those actions. Teacher’s Edition 889 wh10te-073004-0887-0891 9/16/03 12:03 PM Page 890

CHAPTER 30 • Section 4 Nationalism in Southwest Asia The breakup of the Ottoman Empire and growing Western political and economic interest in Southwest Asia spurred the rise of nationalism in this region. Just as the people of History Makers India fought to have their own nation after World War I, the people of Southwest Asia also launched independence Mustafa Kemal movements to rid themselves of imperial rulers. To reach his goal, Kemal even set rules Turkey Becomes a Republic At the end of World War I, the Ottoman Empire was forced to give up all its territories for clothing: “A civilized, international except Turkey. Turkish lands included the old Turkish home- dress is worthy and appropriate for our land of Anatolia and a small strip of land around Istanbul. new nation, and we will wear it. Boots or Mustafa Kemal In 1919, Greek soldiers invaded Turkey and threatened to shoes on our feet, trousers on our legs, 1881–1938 conquer it. The Turkish sultan was powerless to stop the shirt and tie, jacket and waistcoat—and, As president of Turkey, Mustafa Greeks. However, in 1922, a brilliant commander, Mustafa Kemal campaigned vigorously to Kemal (keh•MAHL), successfully led Turkish nationalists of course, to complete these, a . . . hat.” mold the new republic into a in fighting back the Greeks and their British backers. In addition to changing clothing, in 1928, modern nation. His models were the After winning a peace, the nationalists overthrew the last Kemal introduced the Latin alphabet, United States and other European countries. Ottoman sultan. replacing the Arabic letters. He wanted Kemal believed that even the In 1923, Kemal became the president of the new people to forget their history under the clothing of the Turks should be Republic of Turkey, the first republic in Southwest Asia. To Ottomans and to return to the roots of changed to reflect a civilized, achieve his goal of transforming Turkey into a modern international dress. To reach this goal, their ancient Turkish language. Kemal set rules for clothing. He nation, he ushered in these sweeping reforms: required government workers to • separated the laws of Islam from the laws of the nation wear Western-style business suits • abolished religious courts and created a new legal and banned the fez, a brimless red system based on European law Nationalism in felt hat that was part of traditional • granted women the right to vote and to hold public Southwest Asia Turkish clothing. office • launched government-funded programs to industrialize Critical Thinking Turkey and to spur economic growth • What did Kemal’s reforms do for Kemal died in 1938. From his leadership, Turkey gained a new sense of its national identity. His influence was so strong that the Turkish people gave him the Turkey? (gave Turkey a strong national name Ataturk—“father of the Turks.” identity by making legal, religious, and Persia Becomes Iran Before World War I, both Great Britain and Russia had economic reforms) established spheres of influence in the ancient country of Persia. After the war, • In what major way did reforms in Iran when Russia was still reeling from the Bolshevik Revolution, the British tried to and Saudi Arabia differ from those in C. Answer Both take over all of Persia. This maneuver triggered a nationalist revolt in Persia. In established policies Turkey? (Iran and Saudi Arabia did not 1921, a Persian army officer seized power. In 1925 he deposed the ruling shah. and launched pro- turn to democratic rule as Turkey did.) Persia’s new leader, Reza Shah Pahlavi (PAL•uh•vee), like Kemal in Turkey, set grams to modernize their countries. Critical Thinking Transparencies out to modernize his country. He established public schools, built roads and rail- roads, promoted industrial growth, and extended women’s rights. Unlike Kemal, • CT30 Time Machine: Revolution Reza Shah Pahlavi kept all power in his own hands. In 1935, he changed the name Comparing and Nationalism of the country from the Greek name Persia to the traditional name Iran. How were Kemal’s leadership World Art and Cultures Transparencies Saudi Arabia Keeps Islamic Traditions While Turkey broke with many Islamic and Reza Shah • AT66 Persian Musicians traditions, another new country held strictly to Islamic law. In 1902, Abd al-Aziz Pahlavi’s leadership Ibn Saud (sah•OOD), a member of a once-powerful Arabian family, began a suc- similar? cessful campaign to unify Arabia. In 1932, he renamed the new kingdom Saudi Arabia after his family. Ibn Saud carried on Arab and Islamic traditions. Loyalty to the Saudi government was based on custom, religion, and family ties. Like Kemal and Reza Shah, Ibn Saud brought some modern technology, such as telephones and radios, to his

890 Chapter 30

DIFFERENTIATING INSTRUCTION: STRUGGLING READERS

Using SQ3R Class Time 20 minutes 4. Recite or record any answers that are found. Task Using the SQ3R strategy and recording answers in a chart 5. Review the information as a group, or with a partner, to answer any Purpose To clarify information about nationalism in Southwest Asia questions that remain. Instructions Have students use the SQ3R study method to analyze events in Southwest Asia. Begin by writing the strategy on the board as follows: 1. Survey 2. Question 3. Read 4. Recite or 5. Review SQ3R = Survey; Question; Read; Recite or Record; Review. Record 1. Survey the pages by skimming for headings and topic sentences. Turkey What is a Leaders and Voting, Turkey’s 2. Jot down any questions about the text, such as what role nationalism Becomes a republic? representa- legal system government played in Turkey, Iran, and Saudi Arabia. Republic tives elected includes 3. Read the pages and look for answers to the questions. elections 890 Chapter 30 wh10te-073004-0887-0891 9/16/03 12:03 PM Page 891

country. However, modernization in Saudi Oil Fields, 1938 CHAPTER 30 • Section 4 Arabia was limited to religiously acceptable USSR areas. There also were no efforts to begin to practice democracy. 40° N Oil Drives Development While nationalism TURKEY Caspian Sea History from Visuals steadily emerged as a major force in South- west Asia, the region’s economy was also Oil fields Interpreting the Map CYPRUS 1908 Date of first taking a new direction. The rising demand for oil discovery (Br.) SYRIA Ask students to note the progression of petroleum products in industrialized countries LEBANON IRAQ IRAN brought new oil explorations to Southwest 1927 1908 years in which oil was discovered in this PALESTINE Asia. During the 1920s and 1930s, European region. Where was oil first discovered?

TRANS- P and American companies discovered enor- KUWAIT Gulf ersian JORDAN 1938 (Iran in 1908) mous oil deposits in Iran, Iraq, Saudi Arabia, Extension Ask interested students and Kuwait. Foreign businesses invested EGYPT BAHRAIN huge sums of money to develop these oil Red Sea 1932 to research oil-related conflicts these QATAR 1938 countries have been involved in since fields. For example, the Anglo-Persian Oil TRUCIAL Company, a British company, started devel- STATES the 1920s. SAUDI ARABIA oping the oil fields of Iran. Geologists later 1936 learned that the land around the Persian Gulf OMAN SKILLBUILDER Answers 40 °

has nearly two-thirds of the world’s known E ADEN PROTECTORATE 1. Location Persian Gulf supply of oil. 0 400 Miles Arabian 2. Movement Routes into and out of the This important resource led to rapid and 0 800 Kilometers YEMEN Sea dramatic economic changes and develop- region will carry more traffic. ment. Because oil brought huge profits, Western nations tried to dominate this region. Meanwhile, these same Western nations were GEOGRAPHY SKILLBUILDER: Interpreting Maps 1. Location Along what geographical feature are most of about to face a more immediate crisis as the oil-producing regions located? power-hungry leaders seized control in Italy 2. Movement How will water transportation routes be and Germany. changed by the discovery of oil in the region?

SECTION4 ASSESSMENT ASSESS

TERMS & NAMES 1. For each term or name, write a sentence explaining its significance. SECTION 4 ASSESSMENT • Rowlatt Acts • Amritsar Massacre • Mohandas K. Gandhi • civil disobedience • Salt March • Mustafa Kemal Divide questions among groups of

USING YOUR NOTES MAIN IDEAS CRITICAL THINKING & WRITING students and ask them to present their 2. Why do you think the nations 3. How did Gandhi’s tactics of 6. HYPOTHESIZING What do you think a nation might gain answers orally. in this section adopted civil disobedience affect the and lose by modernizing? Formal Assessment different styles of government? British? 7. RECOGNIZING EFFECTS How did World War I create an 4. How did Southwest Asia atmosphere for political change in both India and Iran Turkey • Section Quiz, p. 490 change as a result of Southwest Asia? nationalism? 8. COMPARING AND CONTRASTING Compare and contrast stylesyg of government 5. How did newly found the different forms of government adopted by the four RETEACH petroleum supplies change the nations in this section. SaudiS Use the Reteaching Activity and the India Arabia new nations in Southwest Asia? 9. WRITING ACTIVITY POWER AND AUTHORITY Write a persuasive essay supporting the use of nonviolent Visual Summary to review this section resistance. and chapter. Critical Thinking Transparencies CONNECT TO TODAY GRAPHING OIL EXPORTS Do research to find out how many barrels of oil have been exported each year for • CT66 Chapter 30 Visual Summary the last ten years from Iran, Iraq, and Saudi Arabia. Create a graph showing your results. In-Depth Resources: Unit 7 • Reteaching Activity, p. 46 Revolution and Nationalism 891

ANSWERS

1. Rowlatt Acts, p. 887 • Amritsar Massacre, p. 888 • Mohandas K. Gandhi, p. 888 • civil disobedience, p. 888 • Salt March, p. 889 • Mustafa Kemal, p. 890 2. Sample Answer: Styles of government: western nations to dominate region 9. Rubric Persuasive essays should Democratic self-rule—India; Republic—Turkey; 6. Possible Answers: Gain—Freedom and • cite reasons supporting nonviolent resistance. Dictatorship—Iran; Monarchy—Saudi Arabia; democracy, improved status of women, better • refute opposing ideas. Possible Answer: Each nation was led economic conditions. Lose—Sever links with CONNECT TO TODAY by a person with a different vision of how traditions, cause unrest in society. Rubric Graphs should to govern. 7. Possible Answer: issues of nationalism raised, • illustrate statistics clearly. 3. reducing cloth sales, slowing transportation new nations formed, Indians demanded • show the differences among the nations. and production, filling jails to capacity self-rule promised before war. • cite at least one source. 4. Three new nations emerged—Turkey, 8. India—Democratic elections; Turkey—Republic; Persia/Iran, and Saudi Arabia. Iran—Shah was dictator; Saudi Arabia—Ruling 5. dramatic economic changes; attempts by family, no democracy. Teacher’s Edition 891