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Revolution and Nationalism, 1900–1939

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Revolution and Nationalism, 1900–1939 wh10te-0730-pg-863A-863D 10/9/03 9:26 AM Page 2 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 863A Chapter 30 wh10te-0730-pg-863A-863D 10/9/03 9:26 AM Page 3 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 Teacher’s Edition 863B wh10te-0730-pg-863A-863D 10/9/03 9:27 AM Page 4 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 All rights reserved. East All rights reserved. y China 10. Karl Marx Sea Chapters in Brief 11. V. I. Lenin Communist bases Long March TAIWANTAIWAN 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.
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