Planning Guide

Key to Ability Levels Key to Teaching Resources BL Below Level AL Above Level Print Material Transparency OL On Level ELL English Language Learners CD-ROM or DVD

Levels Chapter Section Section Section Section Chapter BL OL AL ELL Resources Opener 1 2 3 4 Assess FOCUS

BL OL AL ELL Daily Focus Skills Transparencies 18-1 18-2 18-3 18-4 TEACH BL OL AL ELL Charting and Graphing Activity, URB p. 3 p. 3 p. 3 p. 3 AL World Literature Reading, URB p. 11 BL OL ELL Reading Skills Activity, URB p. 95 OL AL Historical Analysis Skills Activity, URB p. 96 BL OL AL ELL Differentiated Instruction Activity, URB p. 97 OL ELL English Learner Activity, URB p. 99 BL OL AL ELL Content Vocabulary Activity, URB* p. 101 BL OL AL ELL Academic Vocabulary Activity, URB p. 103 BL OL AL ELL Skills Reinforcement Activity, URB p. 105 OL AL Critical Thinking Skills Activity, URB p. 106 OL AL History and Geography Activity, URB p. 107 OL AL ELL Mapping History Activity, URB p. 109 BL OL AL Historical Significance Activity, URB p. 110 BL OL AL ELL Cooperative Learning Activity, URB p. 111 OL AL ELL History Simulation Activity, URB p. 113 BL OL AL ELL Time Line Activity, URB p. 115 OL AL Linking Past and Present Activity, URB p. 116 BL OL AL People in World History Activity, URB p. 117 p. 118 BL OL AL ELL Primary Source Reading, URB OL AL Enrichment Activity, URB p. 124 BL OL AL ELL World Art and Music Activity, URB p. 121 BL OL ELL Guided Reading Activities, URB* p. 126 p. 127 p. 128 p. 129 BL OL ELL Reading Essentials and Note-Taking Guide* p. 178 p. 181 p. 184 p. 187 Differentiated Instruction for BL OL AL ELL p. 69 ✓✓✓✓p. 69 the World History Classroom Note: Please refer to the Unit Resource Book: The Twentieth-Century Crisis for this * Also available in Spanish chapter’s URB materials.

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Modern Times Planning Guide

Plus • Interactive Lesson Planner • Differentiated Lesson Plans • Interactive Teacher Edition • Printable reports of daily All-In-One Planner and Resource Center • Fully editable blackline masters assignments • Section Spotlight Videos Launch • Standards Tracking System

Levels Chapter Section Section Section Section Chapter BL OL AL ELL Resources Opener 1 2 3 4 Assess TEACH (continued) BL OL AL ELL StudentWorks™ Plus ✓✓✓✓✓✓ Chapter Transparencies, OL AL p. 35 Strategies, and Activities Map Overlay Transparencies, BL OL AL ELL p. 52 Strategies, and Activities Then and Now Transparencies, BL OL AL ELL p. 49 Strategies, and Activities Building Academic Vocabulary ✓✓✓✓✓✓ Reading Strategies and Activities p 69 for the Social Studies Classroom Teacher Writer’s Guidebook p. 47 p. 43 p. 27 Resources Strategies for Success ✓✓✓✓✓✓ Outline Map Resource Book ✓✓✓✓✓✓ PresentationPlus! ✓✓✓✓✓✓ with MindJogger CheckPoint ASSESS BL OL AL ELL Section Quizzes and Chapter Tests* p. 213 p. 214 p. 215 p. 216 p. 217 BL OL AL ELL Authentic Assessment With Rubrics p. 18 ✓✓✓✓p. 18 BL OL AL ELL Standardized Test Practice Workbook p. 35 ✓✓✓✓p. 35 BL OL AL ELL ExamView® Assessment Suite 18-1 18-2 18-3 18-4 Ch. 18 CLOSE BL ELL Reteaching Activity, URB p. 123 p. 123 BL OL ELL Reading and Study Skills Foldables™ p. 67 ✓✓✓✓p. 67 Cause and Effect Transparencies, BL OL AL ELL ✓✓✓✓✓✓ Strategies, and Activities Unit Time Line Transparencies, BL OL AL ELL ✓✓✓✓✓✓ Strategies, and Activities ✓ Chapter- or unit-based activities applicable to all sections in this chapter

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Modern Times

Integrating Technology

Using Reproducible Lesson Plans Teach With Technology

What are Reproducible Lesson Plans? Reproducible Lesson Plans (RLPs) are detailed lesson plans that teachers may use to prepare their lessons throughout the year. How can RLPs help me teach? RLPs are organized by chapter and also by section, suggesting where the wide variety of technology and ancillary products can be used within the book. RLPs are organized two ways: • Teaching activities and ancillaries are presented using the FOCUS, TEACH, ASSESS, CLOSE organization of the Teacher Wraparound Edition. • Teaching activities and ancillaries are also grouped by skill level, which helps you identify the activities that are appropriate for the students in your classroom. RLPs are available on TeacherWorks™ Plus.

)JTUPSZ 0/-*/& You can easily launch a wide range of digital products Visit glencoe.com and enter code from your computer’s desktop with the McGraw-Hill GWHMT0050c18T for Chapter 18 resources. Social Studies widget. Student Teacher Parent Media Library • Section Audio ●●● • Spanish Audio Summaries ●●● • Section Spotlight Videos ●●● Glencoe World History: Modern Times Online Learning Center (Web Site) • StudentWorks™ Plus Online ●●● • Multilingual Glossary ●●● • Study-to-Go ●●● • Chapter Overviews ●●● • Self-Check Quizzes ●●● • Student Web Activities ●●● • ePuzzles and Games ●●● • Vocabulary eFlashcards ●●● • In Motion Animations ●●● • Study Central™ ●●● • Web Activity Lesson Plans ● • Vocabulary PuzzleMaker ● • Beyond the Textbook ●●●

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Modern Times Additional Chapter Resources

• Timed Readings Plus in Social Studies helps The following videotape program is available from Glencoe students increase their reading rate and fluency while as a supplement to this chapter: maintaining comprehension. The 400-word passages are similar to those found on state and national • Mahatma Gandhi: Pilgrim of Peace (ISBN 0-76-700668-2) assessments. To order, call Glencoe at 1-800-334-7344. To find classroom • Reading in the Content Area: Social Studies resources to accompany many of these videos, check the fol- concentrates on six essential reading skills that help lowing home pages: students better comprehend what they read. The book A&E Television: www.aetv.com includes 75 high-interest nonfiction passages written The History Channel: www.historychannel.com at increasing levels of difficulty. • Reading Social Studies includes strategic reading instruction and vocabulary support in Social Studies content for both ELLs and native speakers of English.

www.jamestowneducation.com Reading List Generator CD-ROM

Use this database to search more than 30,000 titles to create a customized reading list for your students. • Reading lists can be organized by students’ reading Index to National Geographic Magazine: level, author, genre, theme, or area of interest. The following articles relate to this chapter: • The database provides Degrees of Reading Power™ (DRP) and Lexile™ readability scores for all selections. • “The Manchurian Mandate,” by Brook Larmer, September 2006 • A brief summary of each selection is included. • “The Rebirth of Armenia,” by Frank Viviano, March 2004 Leveled reading suggestions for this chapter: • “Saudi Arabia,” by Frank Viviano, October 2003 For students at a Grade 8 reading level: • “Istanbul on Edge,” by Rick Gore, October 2002 • Gandhi: The Story of My Experiments with Truth, by Mohandas K. Gandhi • “The Promise of Pakistan,” by John McCarry, October For students at a Grade 9 reading level: 1997 • The Peaceable Revolution, by Betty Schechter • “India,” by Geoffrey C. Ward, May 1997 For students at a Grade 10 reading level: National Geographic Society Products To order the fol- • The Souls of Black Folk, by W.E.B. Du Bois lowing, call National Geographic at 1-800-368-2728: For students at a Grade 11 reading level: • National Geographic Atlas of the World (Book) • Heritage: Civilization and the Jews, by Abba Eban For students at a Grade 12 reading level: • The Israeli-Palestinian Conflict, by John Boaz

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Modern Times Overtake Introducing

Focus Nationalism Around MAKING CONNECTIONS the World 1919 –1939

How can nationalism Section 1 Nationalism in the Middle East affect a country? Section 2 Nationalism in Africa and Asia Have students think about the Section 3 Revolutionary Chaos in China role that their nationality plays in Section 4 Nationalism in Latin America forming their own personal iden- tity. Ask them to brainstorm situa- tions, ranging from international sporting events to wars, in which Chapter Audio their national identity becomes MAKING CONNECTIONS more prominent. Help them reach How can nationalism affect the conclusion that one’s national a country? identity tends to grow when one’s Mexican president Lázaro Cárdenas sparked an era of change with policies promoting land reforms and workers’ rights and limiting country competes with other foreign investment—all goals of the Mexican Revolution. Known as nations in athletics or during the president who stood up to the United States, Cárdenas seized the times of war. Similarly, nationalism property of foreign oil companies in Mexico. In this chapter you will learn how nationalist movements affected individual nations. grows in countries facing foreign • How did nationalism influence the historical path of the oppression or competing with world’s nations? other societies for resources and • How does patriotism influence the behavior of Americans today? territory. Discuss how nationalism might lead to conflict and how it might bring both positive and negative consequences. Teach

As students study the chapter, 1919 1921 1927 remind them to consider the sec- Comintern Young Kikuyu Association Chiang Kai-shek tion-based Big Ideas included in formed by protests British organizes the each section’s Guide to Reading. THE WORLD Lenin taxes in Africa Shanghai Massacre The Essential Questions in the 1920 1925 1930 activities below tie in to the Big 1919 1929 Ideas and help students think League of Great Depression begins about and understand important Nations formed chapter concepts. In addition, the 584 Hands-On Chapter Project relates the content from each section to the Big Ideas. These activities 0820_0821_C25_CO_879981.indd 820 8/21/08 10:44:53 AM 0082_0083_CH03GH_879981.indd0820_0821_C25_CO_879981.indd 83 821 6/18/088/21/08 2:51:1910:45:14 PM AM build on each other and culmi- Nationalism in the Middle East Nationalism in Africa and Asia nate in the wrap-up activity on Ask: How did World War I change the Middle Ask: How did many Africans react to colonial the Visual Summary page. East? (Ottoman Empire ended, Britain and powers after World War I? (After fighting for the France governed new mandates) Point out that colonial powers in World War I, they were disap- in Section 1 students will learn how nationalist pointed in continued colonial control and orga- movements grew before the war and how the nized resistance to it.) Point out that in Section victors of World War I established new coun- 2 students will learn about nations in Africa tries and areas of control. OL and Asia that opposed colonial control. OL

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Modern Times Introducing

More About the Photo Visual Literacy This photo shows President Lázaro Cárdenas disembarking at a Mexican rail- road station. A group of peasants surrounds him. The photo draws the viewer’s attention directly to Cárdenas. All of its elements, from the lines formed by the railroad cars to the gazes of the people, FPO converge on the president. The peasants exhibit no excessive emotion; adults and children look calmly toward the leader, as if awaiting important instructions. Cárdenas looks ahead, as if his attention were solidly fixed upon a future goal. The photographer Right employed both content and com- position to depict Cárdenas as a progressive champion of Mexico’s poor workers.

Dinah Zike’s Foldables

Mustaf a Mohandas Dinah Zike’s Foldables are three- Kemal Drawing (Atatürk) Ghandi dimensional, interactive graphic Conclusions As you read, use a Four-Door organizers that help students 1933 1939 Lázaro Book to take notes Cárdenas Harry ku practice basic writing skills, Franklin D. Roosevelt British limit number about the leaders of the Thu announces the Good of Jewish immigrants nationalist movements. review vocabulary terms, and Neighbor policy to Palestine Draw conclusions about what each leader sought to accomplish identify main ideas. Instructions and what each ultimately achieved. 1935 1940 for creating and using Foldables can be found in the Appendix at 1939 the end of this book and in the World War II begins (ISTORY /.,).% Visit glencoe.com and enter code GWHMT0036c18 Dinah Zike’s Reading and Study for Chapter 18 resources. Skills Foldables booklet.

0820_0821_C25_CO_879981.indd 820 8/21/08 10:44:53 AM 0082_0083_CH03GH_879981.indd0820_0821_C25_CO_879981.indd 83 821 6/18/088/21/08 2:51:1910:45:14 PM AM Revolutionary Chaos in China Nationalism in Latin America )JTUPSZ 0/-*/& Ask: What was the result of internal conflicts Ask: How did worldwide economic condi- Visit glencoe.com and within the nationalist movements in China? tions affect Latin America? (suffered during the enter code (military conflicts stretching over many years, a Great Depression like other continents; resulted GWHMT0050c18T for Chapter 18 divided and exhausted country) Point out that in in many authoritarian governments) Point out resources, including a Chapter Section 3 students will learn about the con- that in Section 4 students will learn about the Overview, Study Central™, flicts between the Nationalists and the growing U.S. influence in Latin American econ- Study-to-Go, Student Web Communists in China. OL omies and the changes that took place in Activity, Self-Check Quiz, and many Latin American nations. OL other materials.

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Modern Times CHAPTER 18 • SECTION 1 Section Audio Spotlight Video Focus Nationalism in the Middle East

The Ottoman Empire ended shortly after World War I. While Bellringer GUIDE TO READING the new Turkish Republic modernized, Persia evolved into the Daily Focus Transparency 18-1 The BIG Idea modern state of Iran and the kingdom of Saudi Arabia was ANSWERS UNIT 1. between 1926 and 1930 2. between 1936 and 1940 3. Jews were being persecuted in Nazi-controlled parts of 4 DAILY FOCUS SKILLS Europe and fled to Palestine to escape this persecution. Chapter 18 TRANSPARENCY 18-1 Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc. Self-Determination After World War I, established. In Palestine, tensions mounted as both Arabs and Nationalism in the Middle East 1 Around what year did 2 Around what year before 3 What reason can you give Jewish immigration to World War II did for the rise in Jewish the quest for national self-determination led to the Palestine first begin to rise? immigration hit a peak? immigration to Palestine? Jews viewed the area as their homeland. creation of Turkey, Iran, and Saudi Arabia. In the Jewish Immigration into Palestine 600 same period, the Balfour Declaration supported the 550,000 400 creation of a national Jewish homeland in Palestine. 186,000 200 Decline and Fall of the Ottoman Empire

Thousands of Immigrants 1921–25 1926–30 1931–35 1936–40 1941–45 1946–50 Years Content Vocabulary • genocide (p. 588) The Ottoman Empire, which had been steadily declining since the late 1700s, finally ended after World War I. • ethnic cleansing (p. 588) HISTORY & YOU Do you think it is possible for an empire to exist in the world Academic Vocabulary today? Read to learn about the fall of the Ottoman Empire. GUIDE TO READING • legislature (p. 586) • element (p. 588)

Answers to Graphic: People and Places The Ottoman Empire—which once had included parts of east- ern Europe, the Middle East, and North Africa—had been grow- Atatürk: democratic system, attempted to transform • Abdülhamı¯d II (p. 586) • Iran (p. 589) • T. E. Lawrence • Ibn Sa‘ıu¯d (p. 591) ing steadily weaker. The empire’s size had decreased dramatically Turkey into a secular state; Pahlavi: no attempt to (p. 586) during the nineteenth century. Greece achieved its independence destroy Islamic beliefs; Both: modernized govern- • Saudi Arabia (p. 591) • Atatürk (p. 589) during the course of the 1820s and 1830s, and the empire subse- ment, military, economic systems; encouraged • Palestine (p. 591) • Tehran (p. 589) quently lost much more European territory. Ottoman rule also education • Reza Shah Pahlavi ended in North Africa. (p. 589) In 1876 Ottoman reformers seized control of the empire’s gov- ernment and adopted a constitution that set up a legislature. Reading Strategy However, the sultan they placed on the throne, Abdülhamıˉd II, Comparing and Contrasting As you suspended the new constitution. Abdülhamı¯d paid a high price read, make a Venn diagram like the one below for his authoritarian actions—he lived in constant fear of assassi- comparing and contrasting the national policies of nation. He kept a thousand loaded revolvers hidden throughout To generate student interest and Atatürk and Reza Shah Pahlavi. his guarded estate and insisted that his pets taste his food before provide a springboard for class he ate it. Reza The suspended constitution became a symbol of change to a discussion, access the Chapter 18, Atatürk Shah group of reformers named the Young Turks. This group forced the Pahlavi Section 1 video at glencoe.com or restoration of the constitution in 1908 and deposed the sultan the on the video DVD. following year. However, the Young Turks lacked strong support for their government. The stability of the empire was also chal- lenged by many ethnic Turks who had begun to envision a Turk- ish state that would encompass all people of Turkish nationality. Impact of World War I The final blow to the old empire came from World War I. After the Ottoman government allied with Germany, the British sought to undermine Ottoman rule in the Arabian Peninsula by support- ing Arab nationalist activities there. The nationalists were aided by the dashing British adventurer T. E. Lawrence, popularly Resource Manager known as “Lawrence of Arabia.”

586

R Reading C Critical0822_0827_C25_S01_879981.indd 822 D Differentiated W Writing S Skill 8/21/08 10:46:45 AM 0822_0827_C25_S01_879981.indd 823 10/9/08 10:37:27 AM Strategies Thinking Instruction Support Practice Teacher Edition Teacher Edition Teacher Edition Teacher Edition Teacher Edition • Sequencing Info., p. 588 • Analyzing Info., p. 589 • ELL, p. 589 • Narrative Writing, • Using Geo. Skills, p. 587 • Making Connections, • Pred. Consequences, p. 590 p. 590 • Analyzing Primary p. 589 • Determining Cause and Additional Resources Sources, p. 588 • Reading Pri. Sources, Effect, p. 591 • English Learner Act., Additional Resources p. 590 URB p. 99 • Linking Past/Present Additional Resources Additional Resources Additional Resources Act., URB p. 116 • Charting/Graphing Act., • Hist. & Geo. Act., URB p. 107 URB p. 3 • Content Vocab. Act., • People in World Hist. Act., URB p. 101 URB p. 117 • Guid. Read. Act., URB • Section Quiz, p. 213 p. 126 • Read. Ess. & Note- Taking Guide, p. 178

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Modern Times CHAPTER 18 • SECTION 1 MIDDLE EAST, 1919–1935

0 400 kilometers 30°E 40°E 50°E Teach Black Sea SOVIET 0 400 miles C Lambert Conformal Conic projection UNION a s p N 40°N i I˙stanbul a (Constantinople) n E S Skill Practice Ankara S W Anatolian e GREECE a Using Geography Skills Ask: Peninsula TURKEY ARMENIA S (Republic established 1923) 60°E Which areas were controlled by KURDISTAN the British? (Cyprus, Egypt, Iraq, T ig r i Eup s Jordan, Kuwait, Palestine, Trans- Cyprus hr a R t Tehran e i s v e jordan) By the French? (Lebanon, Mediterranean r SYRIA R LEBANON ive Sea r Beirut Syria) BL Damascus Baghdad IRAN PALESTINE IRAQ (Known as Persia until 1935) 30°N Jerusalem Amman (British mandate Suez until 1932) Canal TRANSJORDAN

r Cairo e S The first commercially v LIBYA i R

e KUWAIT usable oil deposits were

It. l

i N SAUDI ARABIA found in Iran in 1908, Iraq EGYPT (Kingdom established (British protectorate 1932) Persian Gulf in 1927, and Saudi Arabia until 1922) Dhahran (Arabian Gulf) in 1938. If Iraqi oil had TROPIC OF CAN Riyadh CER Madinah been discovered earlier, (Medina) The British mandate of Transjordan became an the British may have been independent kingdom in 1946. The French deter mined to keep con- 20°N Makkah mandates of Lebanon and Syria became (Mecca) independent in 1943 and 1946, respectively. trol of Iraq. 1. Location Where were the oil-producing Boundary of the Ottoman Empire, 1914 Red Sea areas located? British mandate, colony, or influence 2. Regions What happened to the Ottoman French mandate Empire at the end of World War I? How might Oil-producing areas this change have affected Arab nationalism? Answers: See StudentWorks™ Plus or glencoe.com. 1. in Saudi Arabia, Iraq, Iran, Kuwait 2. The Ottoman Empire was In 1916 Arabia declared its independence minority had been pressing the Ottoman broken up and some of the from Ottoman rule. British troops advanced government for its independence for years. from Egypt and seized Palestine. After suf- In 1915 the Ottoman government accused areas were administered by fering more than 300,000 deaths during the the Armenians of supporting the Russians European countries. Most war, the Ottoman Empire made peace with and used those allegations to kill or exile likely, European control of the Allies in October 1918. all Armenians. Within 7 months, 600,000 Armenians had the region would stir Arab The Armenian Genocide been killed, and 500,000 had been deported. nationalism. During the war the Ottoman Turks had Of those, 400,000 died while marching alienated the Allies with their policies through the deserts and swamps of Syria toward minority subjects, especially the and Mesopotamia. By September 1915, an Armenians. The Christian Armenian estimated 1 million Armenians were dead. Hands-On

CHAPTER 18 Nationalism Around the World 587 Chapter Project Step 1

0822_0827_C25_S01_879981.indd 822 8/21/08 10:46:45 AM 0822_0827_C25_S01_879981.inddWriting 823 an Article about Directions: Tell students to select a nation-10/9/08Summarizing: 10:37:27 AM Have students write a jour- a Nationalist Movement alist movement of the early twentieth cen- nal entry that responds to the section con- tury for further study. Students can research tent and describes how it relates to their Students begin research for a feature article their choice in the library or online and find research. OL on a nationalist movement of the early visuals to include in their article. Encourage (Chapter Project is continued in Section 2.) twentieth century. students to search for quotations by leaders Step 1: Researching the Article or eyewitnesses. They might also include before-and-after maps and original drawn Essential Question: What were the causes or painted images as well. Tell students to and results of nationalist movements consider how their research relates to the around the world? section content as they read. 587

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Modern Times CHAPTER 18 • SECTION 1 They were victims of genocide, the delib- The Turkish Republic erate mass murder of a particular racial, At the end of World War I, the tottering political, or cultural group. (A similar prac- ethnic cleansing Ottoman Empire collapsed. Great Britain S Skill Practice tice would be called in and France made plans to divide Ottoman the Bosnian War of 1993–1996.) One territories in the Middle East. Only the area Analyzing Primary Sources eye witness to the 1915 Armenian deporta- of present-day Turkey remained under tion said: Ask: What words or phrases indi- Ottoman control. Then, Greece invaded cate the eyewitness’s attitude Turkey and seized the western parts of the PRIMARY SOURCE Anatolian Peninsula. toward the deportation? (Use of “[She] saw vultures hovering over children who The invasion alarmed key elements in the words vultures, crawling, beg- had fallen dead by the roadside. She saw beings R Turkey, who were organized under the ging, pleading indicates sympathy crawling along, maimed, starving and begging for leadership of the war hero Colonel Mus- S bread. . . . [S]he passed soldiers driving before them tafa Kemal. Kemal summoned a national for the victims.) OL . . . whole families, men, women and children, congress calling for the creation of an shrieking, pleading, wailing . . . setting out for exile elected government and a new Republic into the desert from which there was no return.” of Turkey. His forces drove the Greeks R Reading Strategy — as quoted in The First World War, by Martin Gilbert from the Anatolian Peninsula. In 1923 the Sequencing Information last of the Ottoman sultans fled the coun- Ask students to list events in this By 1918, another 400,000 Armenians had try, which was now declared to be the been massacred. Russia, France, and Brit- Turkish Republic. The Ottoman Empire passage in the order in which they ain denounced the Turkish actions as being had finally come to an end. occurred. (division of Middle East; “crimes against humanity and civiliza- Greece invades Turkey; Kemal calls tion.” Because of the war, however, the ✓ Reading Check Evaluating How did the for new government; Turkey drives killings continued. Ottoman Empire finally end? out Greece) OL

✓ Reading Check The Armenian Genocide Answer: Greece invaded Turkey, Kemal called for elections, and As the Ottoman Empire eroded, ethnic tensions increased. When the Committee of Union and Progress (CUP) seized power in 1913, leaders the Ottoman sultans fled. responded to Armenian calls for reform with force. Seeking a purely Turkish state, they began a campaign of genocide. Beginning in 1915, Armenian Christians were murdered, deported, or sent to concentration camps. “The Ottoman Empire should be cleaned up of the Armenians and the Lebanese. We have destroyed the former by the sword, we shall destroy the latter through starvation.” Answers: —Enver Pasha, leader of the Young Turks, May 19, 1916 1. Answers may include the Allied with the Central Powers in World War I, CUP leaders massacred dead bodies and the cruelty Armenians under the cover of war. Despite Allied warnings to end the genocide, the killing continued until 1919. To this day, Turkey refuses to toward women and children. acknowledge the Armenian genocide. Armenian refugees became a 2. Answers may refer to the diaspora—a group dispersed worldwide. ongoing war.

The Massacre of the Armenians appeared in Le Petit Journal in France on December 12, 1915. The lithograph shows the April 24, 1915, murder of thousands of Armenians. 1. Identifying What elements of the lithograph create sympathy for the Armenians? Differentiated 2. Making Inferences Why do you think Allied Instruction forces failed to intervene directly in the genocide?

Name Date Class

★ HISTORY AND GEOGRAPHY ACTIVITY 18 0822_0827_C25_S01_879981.indd 824 Identifying Central Issues 10/9/08 10:37:35 AM 0822_0827_C25_S01_879981.indd 825 10/9/08 10:37:38 AM Peoples of Iraq

In 1920 the League of Nations mandated the west of the Euphrates River, bedouin the creation of the country of Iraq under inhabited the stony plain that edges the British administration. The borders for this Syrian Desert. Bedouin clans and the Madan new nation were drafted by British civil ser- (Marsh Arabs) lived east of the river in the vants, with no representation by the peo- Alluvial Plains below Baghdad. Tribal Arab ples then inhabiting the region. But did this plainsmen of the Shammar confederacy new nation really represent one people? inhabited the northern uplands. The Kurds

When the British established Iraq, they made their home in the steppes and moun- 18 incorporated the people then living in the tains of the northern highlands north of area into four main geographic regions. To Mosul and Kirkuk. Objective: Learn about issues related to Iraq. Diff erentiated Instruction Strategies

The Kurds, A People Divided CHAPTER BLACK SEA GGEORGIAEORGIA TT’bilisi’bilisi AARMENIARMENIA AAZERBIJANZERBIJAN Focus: Discuss the map and its caption. YYerevanerevan BL Review the main ideas of each rates Euph

AAZERBIJANZERBIJAN A E

TURKEY S

Aras N A I

P

S

A CASPIAN SEA C Teach: Have students highlight or underline paragraph with students using the IRAN

N

A E 36ϒN

N A Eu A p R hr E a R t text and the map. e S SEA E s

T SYRIA important issues in the passage. I T i D g

E r i

s M MEDITERRANEAN IRAQ Areas of Kurdish settlement BBagdadagdad Assess: Use students’ answers to questions to AL Have students use recent newspaper 0 1002 20000 mmilesiles

0 100 220000 kkilometersilometers

The political boundaries of Iraq bear little relationship to ethnic boundaries. Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc. The McGraw-Hill a division of Copyright © Glencoe/McGraw-Hill, Note that the mountainous region where the Kurdish people live is split determine their understanding. reports to learn more about one ethnic between five countries. The Kurds, who used to herd livestock freely across these lands, are now restricted in their movements. These restrictions have isolated Kurds across the border from one another and forced the Kurds to alter their traditional seminomadic ways. 107 Close: Discuss how geography, history, and politics group in Iraq. History and Geography interact in Iraq. ELL Have pairs write one sentence about Activity, URB p. 107 each ethnic group in Iraq using words from the text and a dictionary. 588

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Modern Times CHAPTER 18 • SECTION 1 Middle East Changes Women were forbidden to wear the veil, a traditional Islamic custom. New laws Turkey’s president Kemal changed the gave women marriage and inheritance D political system and the Turkish culture to create a rights equal to men’s. In 1934 women modern state, while government and economic reforms received the right to vote. All citizens were C Critical Thinking changed Persia into the modern country of Iran. also given the right to convert to other Analyzing Information Ask religions. HISTORY & YOU If you had the power to make students to consider the criticism your community more modern, what changes would The legacy of Kemal Atatürk was enor- you make? Read to learn about the modernization mous. In practice, not all of his reforms that a change in manner of dress of Turkey and Persia. were widely accepted, especially by devout does not change a person’s heri- Muslims. However, most of the changes tage. Ask students to think of that he introduced were kept after his While Turkey, Iran, and Saudi Arabia death in 1938. By and large, the Turkish other examples in which a group emerged as modern states, tensions Republic was the product of Atatürk’s of people was forced to change mounted between the Jewish and Muslim determined efforts. their manner of dress in order to inhabitants in Palestine. The Beginnings of Modern Iran adapt to society. (Examples may The Modernization of Turkey include Native Americans and A similar process of modernization was President Kemal was now popularly enslaved Africans wearing Western- Atatürk underway in Persia. Under the Qa¯ja¯r known as (AT•uh•tuhrk), or dynasty (1794–1925), the country had not style clothing.) AL “father Turk.” Over the next several years, been very successful in resolving its domes- he tried to transform Turkey into a modern tic problems. Increasingly, the dynasty had state. A democratic system was put in Differentiated turned to Russia and Great Britain to pro- D place, but Atatürk did not tolerate opposi- tect itself from its own people, which led Instruction tion and harshly suppressed his critics. to a growing foreign presence in Persia. English Language Learners Atatürk’s changes went beyond politics. The discovery of oil in the southern part of Many Arabic elements were eliminated the country in 1908 attracted more foreign Ask students to reread the from the Turkish language, which was interest. Oil exports increased rapidly, and sentence containing the word now written in the Roman alphabet. Popu- most of the profits went to British R inheritance. Have them define lar education was introduced. All Turkish investors. citizens were forced to adopt family (last) The growing foreign presence led to the the word and use it in another names, in the European style. rise of a native Persian nationalist move- sentence. ELL Atatürk also took steps to modernize Tur- ment. In 1921 Reza Khan, an officer in the key’s economy. Factories were established, Persian army, led a military mutiny that and a five-year plan provided for state seized control of Tehran, the capital city. In R Reading Strategy direction over the economy. Atatürk also 1925 Reza Khan established himself as Making Connections Ask: tried to modernize farming, although he shah, or king, and was called Reza Shah had little effect on the nation’s peasants. Pahlavi. The name of the new dynasty he How has the discovery of oil Perhaps the most significant aspect of created, Pahlavi, was the name of the reserves in Iran and the Middle Atatürk’s reform program was his attempt ancient Persian language. East continued to affect the to break the power of the Islamic religion. During the next few years, Reza Shah region and the world today? He wanted to transform Turkey into a sec- Pahlavi tried to follow the example of ular state—a state that rejects religious Kemal Atatürk in Turkey. He introduced a (Countries around the world are influence on its policies. Atatürk said, number of reforms to strengthen and mod- dependent on oil, and the struggle “Religion is like a heavy blanket that keeps ernize the government, the military, and the people of Turkey asleep.” over control of this resource has the economic system. Persia became the contributed to conflicts and ten- The caliphate was formally abolished modern state of Iran in 1935. in 1924. Men were forbidden to wear the Unlike Atatürk, Reza Shah Pahlavi did sions in the region.) OL fez, the brimless cap worn by Turkish not try to destroy the power of Islamic Muslims. When Atatürk began wearing a C beliefs. However, he did encourage the Western panama hat, one of his critics creation of a Western-style educational remarked, “You cannot make a Turk into a system and forbade women to wear the Westerner by giving him a hat.” veil in public. Additional

CHAPTER 18 Nationalism Around the World 589 Support

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Modern Turkey and Iran Organize the findings and then share their findings with Students will search for news articles class into small groups and assign each the class. Ask: What is the role of Islam in about modern Turkey and Iran group a different period in Turkey’s or Iran’s Iran and Turkey today? Discuss the differ- in this activity. You may want to history since the rule of Kemal Atatürk or ences between each country today and provide students with a list of URLs Reza Shah Pahlavi. Have each group search how events in the early twentieth century as a starting point in order to guide for three different news articles on their may have contributed to these differences. students’ searches. assigned topic. Students should work OL together to write a brief summary of their

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Modern Times CHAPTER 18 • SECTION 1 The Balfour Declaration It was just a simple letter written by Arthur James R Reading Strategy Balfour, Britain’s foreign secretary, to Lord Rothschild, a Reading Primary Sources leader of the Jewish community in Britain. Yet relations in the Middle East today still reflect its impact. Have students list unknown words By supporting the Zionist desire for a homeland in as they read the letter. Have them the Palestine Mandate, Britain hoped to gain Jewish support for the Allies in World War I. The British also look up each word’s meaning in a hoped that the settlement of Palestine by a Jewish dictionary and rewrite the letter in population friendly to Britain would help protect British their own words. BL interests around the important Suez Canal. A week after the letter was written, it was published in the Times of London. It became known as the Writing Support Balfour Declaration. This letter became the basis of W R international support for the modern state of Israel. Narrative Writing Have stu- W dents write letters to the editor of the Times of London in response to the Balfour Declaration. OL

1. Explaining In what way did the Balfour Declaration fall short of Zionist desires? 2. Determining Cause and Effect How C Critical Thinking did the Balfour Declaration affect events Predicting Consequences in the Middle East? Ask: How do you think Arab nationalists might react to for- eign mandates? (They might resist foreign rule.) OL Foreign powers continued to harass Iran. to create a single Arab nation have been To free himself from Great Britain and the unsuccessful. Soviet Union, Reza Shah Pahlavi drew Because Britain had supported the efforts closer to Nazi Germany. During World War of Arab nationalists in 1916, the nationalists II, the shah rejected the demands of Great hoped this support would continue after Answers: Britain and the Soviet Union to expel a large the war ended. Instead, Britain made an 1. Balfour’s reference to a number of Germans from Iran. In response, agreement with France to create a number Great Britain and the Soviet Union sent of mandates in the area. These mandates “national home” did not troops into the country. Reza Shah Pahlavi were former Ottoman territories that the necessarily mean a resigned in protest and was replaced by his new League of Nations now supervised. sovereign state. son, Mohammad Reza Pahlavi. The League, in turn, granted its members 2. It was one factor contribut- the right to govern particular mandates. Iraq and Palestine (including Transjordan) ing to events that led to the Arab Nationalism C were assigned to Great Britain; Syria and creation of Israel. World War I offered the Arabs an excel- Lebanon, to France. lent opportunity to escape from Ottoman For the most part, Europeans created rule. However, there was a question as to these Middle Eastern states. The Europeans what would replace that rule. The Arabs determined the nations’ borders and were not a nation, though they were divided the peoples. In general, the people united by their language and their Islamic in these states had no strong identification cultural and religious heritage. However, with their designated country. However, a Additional efforts by generations of political leaders sense of Arab nationalism remained.

Support 590 SECTION 1 Nationalism in the Middle East

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Determining Cause and Effect Ask: Why Jews) Have students work in small groups to Students should discuss the reactions of did Zionists hope for a national homeland research and analyze the causes and effects Arabs, Jews, and the international commu- in Palestine? Who populated Palestine at of the Balfour Declaration. Students should nity to the Balfour Declaration and how the the time? (Jewish people had been perse- evaluate information to determine why the course of history might have changed if it cuted and expelled from many different areas declaration was issued, what its effects were, had not been issued. OL for centuries and much of their early history is why Britain’s commitment to it was so short- centered in Palestine; mostly Arabs but some lived, and what consequences it has today.

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Modern Times In the early 1920s, a reform leader, Ibn Sa‘ud,¯ united CHAPTER 18 • SECTION 1 Arabs in the northern part of the Arabian Peninsula. Devout and gifted, Ibn Sa‘ud¯ (from whom came the name Saudi Arabia) won broad support. He established the kingdom of Saudi Arabia in 1932. C Critical Thinking At first, the new kingdom, which consisted mostly of Vocabulary 1. Explain the significance of: legislature, Determining Cause and the vast central desert of the Arabian Peninsula, was des- Abdülham¯ıd II, T. E. Lawrence, genocide, Effect Ask: How did the discov- perately poor. Its main source of income came from the ethnic cleansing, element, Atatürk, Tehran, Muslim pilgrims who visited Makkah (Mecca) and Madi- Reza Shah Pahlavi, Iran, Ibn Sa‘¯ud, Saudi ery of oil in the Persian Gulf nah (Medina). During the 1930s, however, U.S. prospec- C Arabia, Palestine. affect Saudi Arabia? (boosted the tors began to explore for oil. Standard Oil made a successful economy; foreign involvement strike at Dhahran, on the Persian Gulf, in 1938. Soon, the Main Ideas increased) OL Arabian-American oil company Aramco was created. The 2. Explain how the Ottoman alliance with isolated kingdom was suddenly flooded with Western oil Germany in World War I contributed to the industries that brought the promise of wealth. fall of the Ottoman Empire. ✓ Reading Check The Problem of Palestine 3. Summarize the steps Atatürk took to Answer: Tensions grew modernize Turkey, using a diagram like the The situation in Palestine complicated matters in the one below. between Jewish immigrants and Middle East even more. While Palestine had been the the majority Arab population. home of the Jews in antiquity, Jews had been forced into Modernization exile in the first century a.d. A Jewish presence always of Turkey remained, but Muslim Arabs made up about 80 percent of the region’s population. In Palestine, the nationalism of 4. Explain why more Jewish people began to Jews and Arabs came into conflict because both groups migrate to Palestine. Assess viewed the area as a potential national state. Since the 1890s, the Zionist movement had advocated that Palestine should be established as a Jewish state. Jews Critical Thinking recalled that the ancient state of Israel was located there. 5. The BIG Idea Evaluating Why was it difficult for the Arab peoples to form one (ISTORY /.,).% Arabs pointed out that their ancestors had also lived in nation? Palestine for centuries. Study Central provides summa- 6. Making Connections Why did foreign ries, interactive games, and online The Balfour Declaration interest in Persia and Saudi Arabia increase in the first half of the twentieth century? graphic organizers to help stu- As a result of the Zionist movement and growing anti- 7. Analyzing Visuals Examine the illustration dents review content. Semitism in Europe, more Jews began to migrate to Pales- on page 588. Would a Turkish magazine tine. Then during World War I, the British government, have depicted this scene in the same way? hoping to win Jewish support for the Allies, issued the Explain your answer. Balfour Declaration. It expressed support for a national Close home for the Jews in Palestine, but it also added that this Writing About History goal should not undermine the rights of the non-Jewish 8. Expository Writing Review information in Summarizing Ask: What were peoples living there. your textbook about the fall of these two some results of the fall of the The Balfour Declaration drew even more Jews to Pales- empires: the Han Dynasty (Chapter 1) and tine. In 1933 the Nazi regime in Germany began policies the Roman Empire (Chapter 2). Then create Ottoman Empire? (Turkey, Iran, and that later led to the Holocaust and the murder of six million a multimedia presentation that compares Saudi Arabia were established; Britain Jews. During the 1930s, many Jews fled to Palestine. the collapse of these empires to the fall of and France governed mandates in Violence flared between Jewish and Muslim inhabitants. the Ottoman Empire. Trying to end the violence, the British declared in 1939 the Middle East; increased Jewish that only 75,000 Jewish people would be allowed to immi- immigration to Palestine) OL grate to Palestine over the next five years; after that, no more Jews could do so. This decision, however, only intensified the tension and increased the bloodshed. (ISTORY /.,).% ✓ For help with the concepts in this section of Glencoe World History— Reading Check Explaining Why did the Balfour Declaration Modern Times, go to glencoe.com and click Study Central™. produce problems in Palestine?C SECTION REVIEW

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1. Definitions for the vocabulary words are abolished caliphate; no fez or veil; new 6. discovery of oil found in the section and the Glossary. rights for women 7. to influence public opinion, a Turkish maga- 2. prompted British to support Arab national- 4. the Zionist movement; growing anti- zine would probably exaggerate troops’ ists to undermine Ottoman rule; devasta- Semitism in Europe; flight from the Nazis; bravery and the Armenian danger tion from being on the losing side in the the Balfour Declaration 8. Students’ answers will vary. Presentations war 5. The European mandate system decided the should identify important similarities and 3. democratic system; adopted Roman alpha- boundaries of and controlled Middle differences among the empires. bet; popular education; family names; mod- Eastern nations. ernized economy and farming; secularized;

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Modern Times Overtake CHAPTER 18 • SECTION 2 Section Audio Spotlight Video Focus Nationalism in Africa and Asia

Nationalism spread throughout Africa and Asia in the early Bellringer GUIDE TO READING twentieth century. Calls for independence came from a new Daily Focus Transparency 18-2 The BIG Idea generation of Western-educated African leaders. As ANSWERS UNIT 1. because the League censured Japan 2. because of Japan’s aggression in Manchuria 3. that Japan withdraw its 4 DAILY FOCUS SKILLS troops from Manchuria Chapter 18 TRANSPARENCY 18-2 Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc. Self-Determination Nationalism led the communism spread in Asia, Mohandas Gandhi and Jawaharlal Nationalism in Africa and Asia 1 Why did the Japanese 2 Why did the League of 3 What did the Lytton delegation withdraw from Nations censure Japan? Commission recommend? people of Africa and Asia to seek independence. the Assembly of the League Nehru worked for the independence of India. Meanwhile, of Nations? 1933 Feb. 25. The Japanese delegation has militarists gained control of the Japanese government. withdrawn from the Assembly of the League Content Vocabulary of Nations following a censure against Japan passed unanimously yesterday morning by (p. 594) zaibatsu (p. 598) that body. . . . The censure confirms the • Pan-Africanism • report of the Lytton Commission on Manchuria. . . . The report recommends that Japan • civil disobedience (p. 596) withdraw her troops. . . . African Independence Movements Academic Vocabulary • volunteer (p. 592) • compensation (p. 593) After World War I, many Africans organized to end colonial rule in their countries. GUIDE TO READING People and Places HISTORY & YOU Have you ever worked with a group to promote a cause you • Kenya (p. 593) • Mohandas Gandhi believe in? Read to learn about ideas that inspired Africans to work toward inde- • W.E.B. Du Bois (p. 596) pendence after World War I. Answers to Graphic: (p. 594) • Mahatma (p. 596) Gandhi: religious, Indian, traditional; • Marcus Garvey • Jawaharlal Nehru (p. 594) (p. 596) Nehru: secular, Western, modern Black Africans had fought in World War I in British and French • Ho Chi Minh (p. 595) • Manchuria (p. 599) armies. Many Africans hoped that independence after the war would be their reward. As one newspaper in the Gold Coast Reading Strategy argued, if African volunteers who fought on European battle- Contrasting As you read, use a table like the one below to contrast the backgrounds and values fields were “good enough to fight and die in the Empire’s cause, of Gandhi and Nehru. they were good enough to have a share in the government of their countries.” Most European leaders, however, were not ready to Mohandas Gandhi Jawaharlal Nehru To generate student interest and give up their colonies. The peace settlement after World War I was a huge disappoint- provide a springboard for class ment. Germany was stripped of its African colonies, but these discussion, access the Chapter 18, colonies were awarded to Great Britain and France to be adminis- Section 2 video at glencoe.com or tered as mandates for the League of Nations. Britain and France on the video DVD. now governed a vast portion of Africa. African Protests After World War I, Africans became more active politically. The foreign powers that had conquered and exploited Africa also introduced Western education. In educating Africans, the colonial system introduced them to the modern world and gave them visions of a world based on the ideals of liberty and equality. In Africa itself, the missionary schools taught these ideals to their pupils. The African students who studied abroad, especially in Britain and the United States, and the African soldiers who served in World War I learned new ideas about freedom and nationalism in the West. As more Africans became aware of the enormous gulf between Western ideals and practices, they decided to Resource Manager seek reform.

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Modern Times CHAPTER 18 • SECTION 2 AFRICA, 1939

20°E 0° 20°E 40°E N M SPANISH MOROCCO 1921–26 ed TUNISIA iter FRENCH MOROCCO ranean Sea E Teach W 1933 1922–31 S ALGERIA EGYPT TROPIC O (Independent F CANCER RÍO DE ORO LIBYA 20°N in 1922) 1919 R W Writing Support e d 0 1,000 kilometers S e a Persuasive Writing Ask stu- 0 1,000 miles Lambert Azimuthal Equal-Area projection FRENCH WEST AFRICA ANGLO- dents to consider the situation of GAMBIA FRENCH EGYPTIAN ERITREA BRITISH U.K. EQUATORIAL SUDAN SOMALILAND native Africans in Kenya whose TOGOLAND AFRICA PORTUGUESE SIERRA FRENCH GUINEA LEONE SOMALILAND 1899–1920 land had been taken and given to NIGERIA BRITISH GOLD CAMEROONS ETHIOPIA COAST (ABYSSINIA) white settlers. Then ask students LIBERIA FRENCH Imperialism in Africa, 1914 FERNANDO PÓO CAMEROONS ITALIAN to write a persuasive letter to the Sp. UGANDA SOMALILAND EQUATOR 0° SÃO TOMÉ RUANDA- KENYA British government at the time AND PRÍNCIPE URUNDI Port. proposing a solution to the BELGIAN SPANISH GUINEA CONGO INDIAN problem. OL CABINDA TANGANYIKA OCEAN

ATLANTIC PORTUGUESE OCEAN WEST AFRICA NORTHERN RHODESIA R Reading Strategy N (ANGOLA) NYASALAND

ATLANTIC Academic Vocabulary Assist W E OCEAN SOUTHERN MADAGASCAR S 20°S SOUTH- RHODESIA students in using context clues to MOZAMBIQUE CAPRICORN WEST BECHUANA- 1000 kilometers TROPIC OF AFRICA define the academic vocabulary INDIAN LAND 1000 miles OCEAN mbert Azimuthal Equal-Area projection term on this page. BL UNION SWAZILAND OF SOUTH AFRICA BASUTOLAND

1. Regions Which African country lost its Belgian Portuguese Answers: independence between 1914 and 1939? 40°S British Spanish 2. Regions Which European country lost British/French Independent 1. Abyssinia (Ethiopia) colonies in Africa after World War I? French Mandate for the League of Nations 2. Germany; Britain, France, Which gained colonies? German Active nationalist resistance Italian and Italy See StudentWorks™ Plus to European rule or glencoe.com.

Opposition to the British colonial admin- Political unrest also took place in Kenya. istration escalated in Nigeria during and One of the most important issues concerned after World War I. Resistance was a com- the redistribution of land. Large tracts of bined effort of the traditional authority, the land on the highlands had been taken from king of Lagos, and of educated Africans black Africans and given to white settlers. W R who wanted a democratic government. The Africans had received little if any com- Leading the nationalists was Herbert pensation for this land. Instead, they were Macaulay, a civil engineer who held a posi- forced to become squatters on the land they tion in the colonial government. Macaulay believed was their own. and the editor of the Lagos Weekly Record During the 1920s, protest organizations, carried on a years-long editorial campaign mostly founded by the Kikuyu, emerged in against the colonial government. Kenya. These first groups were moderate. Hands-On

CHAPTER 18 Nationalism Around the World 593 Chapter Project Step 2

0828_0835_C25_S02_879981.indd 828 8/21/08 10:51:06 AM 0828_0835_C25_S02_879981.inddWriting 829 an Article about a Directions: Write the Big Idea on the10/9/08 decide 10:38:49 AM how these visuals will be incorpo- Nationalist Movement board. Tell students to consider how this rated in the finished product. idea relates to their article topic as they read Summarizing: Have students write a sec- Step 2: Planning the Article Students the section. Students should use notes from ond journal entry that responds to the sec- create an outline for the article that they their research to create a detailed outline tion content and describes how it relates to researched in Section 1. for their article. They should also select or their article topic. OL create visuals to include in the article and (Chapter Project is continued in Section 3.)

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Modern Times CHAPTER 18 • SECTION 2 The Kikuyu Association, founded in 1920 Du Bois, an African American educated History by farmers, was intent on blocking further at Harvard University, was the leader of a ONLINE land confiscation. This association was movement that tried to make all Africans Student Web Activity— willing to work toward reform within the aware of their own cultural heritage. Gar- C Critical Thinking Visit glencoe.com to existing colonial structure. vey, a Jamaican who lived in Harlem in Making Inferences Ask: Why learn how to create a Some of the Kenyan protesters were New York City, stressed the need for the multimedia presenta- more radical, however. The Young Kikuyu unity of all Africans, a movement known do you think Thuku was arrested? tion and create a Association, organized by Harry Thuku in as Pan-Africanism. His Declaration of the presentation on (Answers may include that he nationalist movements. 1921, challenged European authority. Rights of the Negro Peoples of the World, accused the government of stealing Thuku, a telephone operator, protested issued in 1920, impacted later African the property of the Kikuyu people against the high taxes levied by the British leaders. rulers. His message was simple: Leaders and movements in individual and encouraged opposition to the African nations also appeared. Educated government.) OL in Great Britain, Jomo Kenyatta of Kenya PRIMARY SOURCE argued in his book Facing Mount Kenya C “Hearken, every day you pay . . . tax to the that British rule was destroying the tradi- D Differentiated Europeans of Government. Where is it sent? It is tional culture of the peoples of Africa. Instruction their task to steal the property of the Kikuyu Kenyatta understood that it would take a people.” determined effort to shake off European Auditory/Musical Ask a student —Harry Thuku control. He described the African peoples’ volunteer to read aloud the struggle: Kenyatta quotation. Then have Thuku was arrested. When an angry crowd stormed the jail and demanded his students use Internet or library release, government authorities fired into PRIMARY SOURCE sources to locate writings by the crowd and killed at least 20 people. “By driving the African off his ancestral lands, Du Bois, Garvey, Senghor, Azikiwe, Thuku was sent into exile. the Europeans have reduced him to a state of or other leaders of the period who Libya also struggled against foreign rule serfdom incompatible with human happiness. in the 1920s. Forces led by Omar Mukhtar The African is conditioned, by the cultural and worked to end colonial rule in used guerrilla warfare against the Italians social institutions of centuries, to a freedom of Africa and read aloud a chosen and defeated them a number of times. The which Europe has little conception, and it is not D in his nature to accept serfdom forever. He excerpt. AL Italians reacted ferociously. They estab- lished concentration camps and used all realizes that he must fight unceasingly for his own complete emancipation [freedom]; for available modern weapons to crush the ✓ Reading Check without this he is doomed to remain the prey of revolt. Mukhtar’s death ended the rival imperialisms, which in every successive Answer: Many had fought in movement. year will drive their fangs more deeply into his World War I and hoped that Although colonial powers typically vitality and strength.” responded to such movements with force, —Jomo Kenyatta independence would be a they also began to make some reforms. reward for their service. They made these reforms in the hope of Léopold Senghor, who had studied in satisfying African peoples. Reforms, how- France and written poetry about African ever, were too few and too late. By the culture, organized an independence 1930s, an increasing number of African movement in Senegal. Nnamdi Azikiwe, leaders were calling for independence, not of Nigeria, began a newspaper, The West reform. African Pilot, in 1937 and urged nonvio- lence as a method to gain independence. New Leaders These are just a few of the leaders who Calls for independence came from a new worked to end colonial rule in Africa. generation of young African leaders. Many Success, however, would not come until had been educated abroad, in Europe and after World War II. the United States. Those who had studied in the United States were especially influ- ✓ Reading Check Analyzing Why did many enced by the ideas of W.E.B. Du Bois and Africans become more politically active after World Differentiated Marcus Garvey. War I?

Instruction 594 SECTION 2 Nationalism in Africa and Asia

Name Date Class

History World Activi People in ty 18 Profile 2 0828_0835_C25_S02_879981.indd 830 Making Inferences 10/9/08 10:39:02 AM 0828_0835_C25_S02_879981.indd 831 10/9/08 10:39:04 AM Haile Selassie (1892–1975)

Apart from the Kingdom of God, there is not on this following year earth any nation that is higher than any other. and brought for- Haile Selassie in a speech delivered to eign advisers to the League of Nations, June 30, 1936 the country to help with tech- Said to be descended from the Queen of nical and eco- CHAPTER Sheba and King Solomon, Haile Selassie nomic matters. was emperor of Ethiopia from 1930 to 1974. In 1928 Tafari He introduced many economic and social took the title reforms and led Ethiopia into the League of Negus (king). He was crowned emperor two Objective: Make inferences about the reign of Haile Diff erentiated Instruction Strategies Nations and the United Nations. years later, when Zauditu died. He took the 18 Named Tafari Makonnen at birth, he was title Haile Selassie, which means “Power of born into a prominent political family. the Trinity.” His other titles included Lion When he was 18 years old, Tafari took over of Judah, Elect of God, and King of Kings of his father’s job of governor of Harar. The Ethiopia. Selassie. following year, he married Wayzaro Menen, In 1935 Italy invaded Ethiopia, and Haile Emperor Menelik II’s great-granddaughter. Selassie was forced into exile. In a famous BL Ask students to list traits that they think When the emperor died in 1913, his speech before the League of Nations in grandson Lij Yasu became the new ruler. Lij 1936, he asked the league to impose mili- Yasu’s close ties to Islam alienated Ethiopia’s tary sanctions on Italy. His appeal was Christian majority. Supported by the denied, and Haile Selassie was forced into Christian leaders, Tafari deposed the new exile in England. In 1941 with the help of Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc. Focus: Tell students that Selassie was an important make a great leader. emperor in 1916, and Menelik’s daughter the British and an army of Ethiopian exiles, Zauditu became empress. Tafari was then he defeated the Italians. named the regent and heir to the throne. Although Haile Selassie passed many For the next 12 years, Tafari solidified his important reforms, including universal suf- power, subduing a number of rebellions frage, Ethiopia suffered from widespread figure in the Pan-African movement. and creating his own army. He set up unemployment, inflation, and starvation. AL Ask students to conduct further schools across Ethiopia and sent promising These problems created great anger. As a young scholars abroad to study. In 1923 he result, Haile Selassie was deposed by the had Ethiopia admitted to the League of army in 1974 and put under house arrest. Nations. He freed enslaved Ethiopians the He died the following year. Teach: Have students create a time line of important research on Pan-Africanism and Selassie REVIEWING THE PROFILE Directions: Answer the following questions on a separate sheet of paper. 1. How did Selassie become emperor of Ethiopia? events in Selassie’s life. 2. Why was Selassie deposed? and to write a one page essay 3. Critical Thinking Making Inferences. What did Selassie mean when he said, “there is not . . . any nation that is higher than any other”? To what political situation was he referring?

118 Assess: Have students answer the three review describing Selassie’s role in the People in World History questions. movement. Act., URB p. 118 Close: Ask students to explain why Selassie was an ELL Discuss the translation of Selassie’s name important leader. and the meaning of his other titles. 594

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Modern Times CHAPTER 18 • SECTION 2 Revolution in Asia International, or Comintern, a worldwide organization of Communist parties formed In the 1920s, the Comintern helped to in 1919 to advance world revolution. spread communism throughout Asia. Agents were trained in Moscow and then returned to their own countries to form R Reading Strategy HISTORY & YOU Do you remember the Marxist theory that industrial workers would defeat capital- Marxist parties. By the end of the 1920s, Activating Prior Knowledge ism? Read to learn how Lenin’s revised idea of practically every colonial society in Asia R Ask students to recall what they Marxism was spread in Asia. had a Communist party. How successful were these new parties? read about Marxism in previous In some countries, the local Communists chapters. Have them explain why Before World War I, the Marxist doctrine established a cooperative relationship with it did not appeal to Asians before of social revolution had no appeal for nationalist parties to struggle against West- World War I. Asian intellectuals. After all, most Asian ern imperialism. This was true in French AL societies were still agricultural and hardly Indochina. Moscow-trained Ho Chi Minh ready for revolution. That situation organized the Vietnamese Communists in changed after the revolution in Russia in the 1920s. The strongest Communist- ✓ Reading Check 1917. Lenin and the Bolsheviks showed nationalist alliance was formed in China that a revolutionary Marxist party could (see Section 3). In most colonial societies, Answer: Communism encour- overturn an outdated system—even one though, Communist parties of the 1930s aged people to struggle against that was not fully industrialized—and failed to gain support among the majority imperialism. begin a new one. of the population. In 1920 Lenin adopted a new revolution- ary strategy aimed at societies outside the Western world. He spread the word of ✓ Reading Check Evaluating What was the Karl Marx through the Communist relationship between communism and imperialism?

Answers: 1. He connected Lenin’s ideas Ho Chi Minh: Vietnam’s Communist Leader about the struggle of oppressed peoples with the At the Paris Peace Conference after World War I, Ho Chi Minh (1890–1969) tried to give U.S. president Woodrow Wilson a list of struggle of the Vietnamese Vietnam’s grievances against the French. Yet Wilson and the Allies under French colonization. chose not to address his concerns. 2. Vietnam might not have In the years following World War I, Ho continued to protest French colonialism in Vietnam. He also became increasingly drawn to the ideas turned to communism. of Lenin. Describing his reasons for becoming a Communist, he wrote: “I loved and admired Lenin because he was a great patriot who liberated his compatriots. . . . The reason for my joining the French Socialist Party was that these ‘ladies and gentlemen’ . . . had shown sympathy toward me—toward the struggle of the oppressed peoples.” A statue of —Ho Chi Minh, The Path Which Led Me to Leninism Ho Chi Minh In 1929 Ho formed the Indochinese Communist Party. He eventually rose to become president of Vietnam, as well as one of the most influential Communist leaders of the twentieth century. During his lifetime, Vietnam won independence from the French and fought a war over communism in Vietnam. Vietnam remains Communist today. 1. Interpreting Why did Ho Chi Minh become a Communist leader? 2. Evaluating How might history have been different if Woodrow Wilson Ho Chi Minh as a young man Additional had not ignored Ho Chi Minh? Support

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Ho Chi Minh Ho Chi Minh spent his entire diplomatically against other countries who When the plan for free elections to establish adult life fighting to establish an indepen- wanted to control Vietnam. During World a unified Vietnam was rejected by the U.S.- dent Vietnam. He lived abroad for thirty War II, he helped fight against the invading backed South Vietnamese government, the years and was threatened with arrest by the Japanese. When the French regained con- Second Indochina War began in 1959 and French if he returned home. When he finally trol and denied Ho’s movement for an inde- lasted beyond his death in 1969. did return in 1941, he spent nearly another pendent Vietnam, he led the resistance thirty years struggling militarily and against French rule for the next eight years.

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Modern Times CHAPTER 18 • SECTION 2 Indian Independence disobedience. He worked hard to inform ordinary Indians of his beliefs and meth- Mohandas Gandhi and Jawaharlal ods. It was wrong, he said, to harm any Differentiated Nehru led India’s independence movement. living being. Hate could only be overcome D by love, and love, rather than force, could Instruction HISTORY & YOU Do your methods for solving a problem differ from those of your friends? Read to win people over to one’s position. Interpersonal Ask small learn about Mohandas Gandhi’s unusual methods. Nonviolence was central to Gandhi’s groups of students to discuss campaign of noncooperation and civil dis- obedience. To protest unjust British laws, Gandhi’s beliefs about responding Mohandas Gandhi had been active in Gandhi told his people: “Don’t pay your to opposition or hate. Then ask the Indian National Congress and the taxes or send your children to an English- students to identify a social prob- movement for Indian self-rule before supported school. . . . Make your own cot- World War I. The Indian people had already lem and plan a response based on ton cloth by spinning the thread at home, begun to refer to him as India’s “Great and don’t buy English-made goods. Pro- Gandhi’s ideas. OL Soul,” or Mahatma. After the war, Gandhi vide yourselves with home-made salt, and remained an important figure, and new do not buy government-made salt.” leaders also arose. Britain had increased the salt tax and pro- C Critical Thinking hibited the Indians from manufacturing or Protest and Reform harvesting their own salt. In 1930 Gandhi Comparing and Contrasting See page R51 Ask students to suggest specific to read Gandhi Takes Gandhi left South Africa in 1914. When he protested these measures. Accompanied by the Path of Civil returned to India, he organized mass pro- supporters, he walked to the sea on what examples of the two approaches Disobedience in the tests against British laws. A believer in non- became known as the Salt March. On reach- to the independence movement Primary Sources and civil ing the coast, Gandhi picked up a pinch of Literature Library. violence, Gandhi used the methods of based on the description in the disobedience—refusal to obey laws consid- salt. Thousands of Indians followed his act of civil disobedience. Gandhi and many text. Students may conduct addi- ered to be unjust. In 1919 British troops killed hundreds of other members of the INC were arrested. tional research to learn more unarmed protesters in Amritsar, in north- about Nehru’s approach. OL western India. Horrified at the violence, New Leaders and Problems Gandhi briefly retreated from active politics, In the 1930s, Jawaharlal Nehru entered ✓ Reading Check but was later arrested and imprisoned for his the movement. The son of Motilal Nehru, role in protests. Answer: Gandhi’s approach Jawaharlal studied law in Great Britain. In 1935 Britain passed the Government He was a new kind of Indian politician— was religious, Indian, and tradi- of India Act. This act expanded the role of upper class and intellectual. tional; Nehru’s was secular, Indians in governing. Before, the Legisla- C The independence movement split into two tive Council could only give advice to the Western, and modern. paths. The one identified with Gandhi was British governor. Now, it became a two- religious, Indian, and traditional. The other, house parliament, and two-thirds of its identified with Nehru, was secular, Western, Indian members were to be elected. Simi- and modern. The two approaches created lar bodies were created at the provincial uncertainty about India’s future path. level. Five million Indians (still a small In the meantime, another problem had percentage of the population) were given arisen in the independence movement. Hos- the right to vote. tility between Hindus and Muslims had existed for centuries. Muslims were dissatis- A Push for Independence fied with the Hindu dominance of the INC The Indian National Congress (INC), and raised the cry “Islam is in danger.” founded in 1885, sought reforms in Brit- By the 1930s, the Muslim League was ain’s government of India (see Chapter under the leadership of Mohammed Ali 14). Reforms, however, were no longer Jinnah. The league believed in the creation D enough. Under its new leader, Motilal of a separate Muslim state of Pakistan (“the Nehru, the INC wanted to push for full land of the pure”) in the northwest. independence. Gandhi, now released from prison, ✓ Reading Check Comparing How did Nehru’s Differentiated returned to his earlier policy of civil approach differ from Gandhi’s?

Instruction 596 SECTION 2 Nationalism in Africa and Asia

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Name Date Class Name Date Class Name Date Class Name Date Class

Guided Reading Activity 18-2 ★ Enrichment Activity ★ ★ Historical Analysis Skills Activity 18 18 Graphing Acti Charting and vity 4 Nationalism in Africa and Asia Salt and Satyagraha Identifying Bias and Prejudice DIRECTIONS: Fill in the blanks below as you read Section 2. In 1930 when Gandhi returned to politi- ple know nothing about it.” Gandhi faced LEARNING THE SKILL The Struggle for National Identity cal life, the New York Times wrote “In the problem of bringing the Indian struggle Historians themselves take a point of view when they interpret the past, but they try to [Britain] the India crisis is not yet a topic of for independence to the attention of the Directions: Complete the chart below by filling in the missing information about the coun- Black Africans had fought in World War I in (1) and take a balanced point of view. In order to do this, they must be able to recognized bias and 4 general conversation outside of political world. He decided to do this through a prejudice in the primary sources they consult. A source that seems extreme in its position tries; the forces struggling for control in each country; and, where known, the names of French armies. Many Africans hoped they would be rewarded with groups, and in India itself millions of peo- protest on the salt tax. may still be valid, but the historian would want to check to see what facts support an important leaders. For the various forces struggling for control, select from the following list. (2) after the war. The great (3) was that extreme point of view. For example, when Lyndon B. Johnson was sworn in as president UNIT colonies stripped from (4) after World War I were awarded to he [salt] tax constitutes . . . therefore the most inhuman poll tax that the ingenuity of man can after President Kennedy’s assassination, Johnson said: “It was imperative that I grasp the CHAPTER devise. The . . . tax [raises the price by as much as] 2,400 [percent] [over the wholesale] price! CHAPTER reins of power and do so without delay. Any hesitation or wavering, any false step, any sign nationalistic groups individual dictator Great Britain and France, who then controlled most of Africa. T What this means to the poor can hardly be imagined by us. Salt production like cotton growing has of self-doubt, could have been disastrous.” The historian reading this quote would consider police/military forces foreign countries/businesses been centralized for the sake of sustaining the inhuman monopoly. . . . The necessary consequence of Johnson’s state of mind at the time and assess whether Johnson’s statement was an accurate As more Africans became aware of the enormous gulf between Western salt monopoly was the . . . closing down of salt works in thousands of places where the poor people representation of reality. (Was the nation truly teetering on the brink of disaster?) As you (5) and (6) , they decided to seek reform. manufactured their own salt. read your textbook and other sources, be sure to question the perspectives of the author and 18 The illegality is in a Government that steals the people’s salt and makes them pay heavily for the 18 of people who are quoted as primary sources. In (7) , Harry Thuku was arrested for protesting stolen article. The people, when they become conscious of their power, will have every right to take Struggle for National Identity (8) taxes. By the 1930s, an increasing number of African possession of what belongs to them. Date Country Forces Struggling for Control Important Leader –From Gandhi Wields the Weapon of Moral Power PRACTICING THE SKILL leaders were calling for independence, not (9) . by Gene Sharp, copyright © 1960 by The Nevajivan Trust. DIRECTIONS: Read the following excerpt from Chapter 18. The young Communist Mao

Young African leaders who had studied abroad were especially influenced by 18-2 Zedong called for a massive peasant revolt against the ruling order in a report submitted to 1919 India the Chinese Communist Party Central Committee: the ideas of (10) and (11) . Garvey, a DIRECTIONS: Answer the questions below in the space provided. Jamaican who lived in Harlem in New York City, stressed the need for the unity of 1. Write a one-sentence summary of Gandhi’s explanation. ______“The Long March is . . . a propaganda force. It has announced to some 200 million people . . . that the road of the Red Army is their only road to liberation. Without the Long March, how could the broad 1921 Iran

all Africans, a movement known as (12) . Léopold Senghor SECTION masses have learned so quickly about the existence of the great truth which the Red Army embodies.” organized an independence movement in (13) .

2. Explain why Gandhi chose the salt tax as the focus of his campaign. ______Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc. 1. What bias does Mao Zedong hold towards peasants and towards leaders? Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc. Mohandas Gandhi had become active in the movement for Indian 1922 Turkey 2. What do you think Mao was trying to accomplish with this report? (14) before World War I. The independence movement in India 3. In another statement, Gandhi said, “The salt tax oppresses all alike—Hindu, [Muslim], Parsee, Christian, Jew.” Why would this aspect of the tax make it a good focus for APPLYING THE SKILL (15) into two paths. One identified with Gandhi and was Gandhi’s campaign? ______(16) , Indian, and traditional. The other identified with DIRECTIONS: Bias can play a very strong role in politics. It is important for a reader to read 1928 China (17) and was secular, Western, and modern. political statements and speeches carefully to detect the point of view. Search the Internet or 4. What, according to Gandhi, made the tax on salt illegal? ______in library source material to locate a campaign speech or a State of the Union address from the recent past. Think critically and read the speech carefully. Then on a separate sheet of During the first two decades of the twentieth century, Japan moved toward a 1930 Argentina paper, describe the speaker’s point of view. What is he or she saying between the lines about more (18) government. But by the 1930s, the Japanese govern- 5. The legitimacy of the salt tax campaign was strengthened by the fact that many British the state of the nation, other groups in society, or the reasons for the problems presented? Be 596 ment was dominated by the (19) and other supporters of officials had also criticized the salt tax as unfair. Thus, Gandhi and others were able to sure to provide a copy of the speech with your paper. quote British officials in their campaigns against the tax. How might this have affected 1930 Brazil Japanese expansionism. Militant leaders stressed traditional the initial response of the British government to the campaign? ______(20) values. Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc. The McGraw-Hill a division of Copyright © Glencoe/McGraw-Hill, Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc. The McGraw-Hill a division of Copyright © Glencoe/McGraw-Hill, 1934 Mexico 6. The word satyagraha means “truth force.” How was the force of truth used in the cam- paign against the salt tax? ______

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Modern Times CHAPTER 18 • SECTION 2 GANDHI AND NONVIOLENCE C Critical Thinking Drawing Conclusions Explain Gandhi and his followers on the that India had plentiful salt We generally think of revolutions and 200-mile (322-km) Salt March in 1930 resources. Ask: Why did Indians independence movements as being violent. Yet Mohandas Gandhi, leader of think the Salt Acts were unfair? India’s independence movement, used a (Indians were forced to pay high nonviolent approach—civil disobedience— to protest British control in India. prices for salt from the British even Gandhi’s methods included boycotts of though the resource was readily British goods and institutions as well as available.) OL prolonged fasting (giving up food) to draw attention to issues. These protests eventually led to independence for India— and inspired civil rights leaders throughout S Skill Practice the world. Visual Literacy Ask: How do In 1930 Gandhi launched a protest to oppose the British Salt Acts. These laws these photos show nonviolence? made it illegal to prepare salt from (Gandhi and of his followers are seawater, which would deprive the British marching peacefully. Gandhi is government of tax revenue from its monopoly on the sale of salt. Gandhi set spinning cloth.) BL out with 78 followers for the coast to C collect seawater to make salt. The British S jailed Gandhi and more than 60,000 of his followers. Yet the protesters had sent a powerful message to the British. A year Answers: later, the government agreed to negotiate 1. Salt March: The march to with Gandhi as the representative of the Indian National Congress. collect sea salt was an act of civil disobedience against Gandhi described the difference between nonviolence and the British Salt Acts. other forms of protest: Spinning Wheel: Gandhi “Passive resistance is a method of securing rights by per- encouraged Indians to pro- sonal suffering; it is the reverse of resistance by arms. . . . For instance, the Government of the day has passed a test the high taxes on cloth law which is applicable to me. I do not like it. If by using by making their own cloth. violence I force the Government to repeal the law, I am 2. It helped end British colonial employing what may be termed body-force. If I do not C25-13P-874525 obey the law and accept the penalty for its breach, I use rule. Its nonviolent methods soul-force. It involves sacrifice of self.” inspired other civil rights Non-Violence (Satyagraha) —Mohandas K. Gandhi, leaders.

1. Explaining Explain how each photograph shows an example of nonviolence. 2. Analyzing In what ways was Gandhi’s This famous photo of Gandhi shows him Indian independence movement a turning with a spinning wheel, symbolizing the point in history? Indian boycott of British taxes on cloth. Additional Support

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Language Arts Have students work in by Martin Luther King, Jr., and other leaders successes and failures of the use of civil dis- small groups to research earlier and later of the civil rights movement, and protests obedience. Then have students write an applications of the idea of civil disobedience against current issues. Ask: Is civil disobedi- essay that explains their point of view on the in the United States, such as protests pre- ence an effective method of advancing a topic. Students should use examples from ceding the American Revolution, Henry cause? Have students use examples from their lists to support their opinion. OL David Thoreau’s essay on the topic, its use the text and from their research to list

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Modern Times CHAPTER 18 • SECTION 2 A Militarist Japan and Yasuda) controlled 21 percent of the banking industry, 26 percent of mining, By the late 1920s, militant forces in 35 percent of shipbuilding, and over 60 Japan were campaigning for an end to peaceful percent of paper manufacturing and C Critical Thinking policies. insurance. Comparing and Contrasting HISTORY & YOU Do you own anything made by The concentration of wealth led to grow- ing economic inequalities. City workers Ask students to compare the Sony, Mitsubishi, or Toshiba? Read to learn how Japan developed its modern industrial economy. were poorly paid and housed. Economic emergence of Japan’s modern crises added to this problem. After World economy to that of economies in War I, inflation in food prices led to food Europe and the United States. Japanese society developed along a riots. A rapid increase in population led to food shortages. (The population of the Jap- (industrialization was accompanied Western model. The economic and social reforms launched during the Meiji Era led anese islands increased from 43 million in by: great inequality of wealth; con- to increasing prosperity and a modern 1900 to 73 million in 1940.) Later, when the centration of workers in urban industrial and commercial sector. Great Depression struck, workers and farmers suffered the most. areas; workers poorly paid and With hardships came calls for a return to housed; significant increase in A Zaibatsu Economy traditional Japanese values. Traditionalists population) AL In the Japanese economy, various manu- especially objected to the growing influence facturing processes were concentrated of Western ideas and values on Japanese within a single enterprise called the educational and political systems. At the zaibatsu, R Reading Strategy C a large financial and industrial same time, many citizens denounced Japan’s corporation. These vast companies con- attempt to find security through coopera- Questioning Ask: What were trolled major segments of the Japanese tion with the Western powers. Instead, they some possible advantages and industrial sector. By 1937, the four largest demanded that Japan use its own strength disadvantages of the relationship zaibatsu (Mitsui, Mitsubishi, Sumitomo, to dominate Asia and meet its needs. between the government and the zaibatsu? (advantage: strong growth of the economy; disadvan- tage: monopolies may not promote the general welfare) OL American teenagers shopping for During Japan’s Meiji Era, family-controlled conglomerates known as zaibatsu electronics at a mall in California began to form. By the time World War II began, four zaibatsu controlled much of   Japan’s banking, trade, and heavy industry. The Japanese government aided the  growth of the zaibatsu by granting monopolies and special privileges in return for    their help with government projects. Answers: After World War II, the Allies broke up the zaibatsu. In the 1950s, however, new groups called keiretsu formed, based on the old zaibatsu and often retaining 1. The zaibatsu got govern- their old names. By pooling their resources, the keiretsu helped make Japan ment help and the keiretsu a global economic power. Today, Japanese keiretsu such as Mitsubishi, pooled their resources. Mitsui, and Fuyo produce brands popular around the world. 2. Answers may include Toshiba R • Mitsubishi: Mitsubishi Electric, Mitsubishi Motors televisions, Canon cameras, • Mitsui: Fuji, Toshiba, Toyota and Yamaha motorcycles. • Fuyo: Canon, Hitachi, Yamaha, Nissan, Ricoh

      1. Analyzing What advantages aided the growth of the zaibatsu and keiretsu into powerful corporations? Additional 2. Identifying Name three products made by Japanese keiretsu Support that are commonly sold in the United States.

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The Zaibatsu Economy One reason the occupation that it was hailed as an “eco- promoted competition and limited the power United States allowed the keiretsu to replace nomic miracle.” By 1973, Japan had the of the largest corporations with anti-trust leg- the zaibatsu was the desire for a strong third-largest economy in the world and had islation. Japan prospered from the coopera- Asian ally during the Cold War. The keiretsu become known for its well-made products. tion of large holding companies that have weren’t controlled by powerful families, but Ask: How has the Japanese approach to taken a cooperative rather than competitive by central banks. Japan’s economy grew regulation of business differed from that approach.) OL so quickly during the years after U.S. of the United States.? (The United States

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Modern Times Japan and the West CHAPTER 18 • SECTION 2 In the early twentieth century, Japan had difficulty find- ing sources of raw materials and foreign markets for its manufactured goods. Until World War I, Japan fulfilled R Reading Strategy these needs by seizing territories, such as Taiwan (For- Vocabulary mosa), Korea, and southern Manchuria. This policy suc- 1. Explain the significance of: volunteer, Summarizing Ask students to ceeded but aroused the concern of the Western nations. Kenya, compensation, W.E.B. Du Bois, write a sentence that summarizes The United States was especially concerned. It wanted Marcus Garvey, Pan-Africanism, Ho Chi the military changes in Japan dur- to keep Japan open to U.S. trade. In 1922 the United States Minh, Mohandas Gandhi, Mahatma, civil held a major conference of nations with interests in the disobedience, Jawaharlal Nehru, zaibatsu, ing the 1920s and 1930s. (Militants Pacific. This conference achieved a nine-power treaty that Manchuria. gained control of the government, recognized the territorial integrity of China and the main- conquered Manchuria, called for tenance of the Open Door policy. Japan agreed, in return Main Ideas expansionism, and put society on for recognition of its control of southern Manchuria. 2. Identify at least three leaders who worked However, this agreement did not prove popular. Expan- to end colonial rule in Africa. wartime status.) BL sion into heavy industry, mining, and manufacture of appli- 3. Explain how Lenin spread the ideas of Karl ances and automobiles needed resources not found in Marx. ✓ Reading Check abundance in Japan. The Japanese government came under 4. List five events that contributed to Japan’s Answer: The military and sup- pressure to find new sources for raw materials abroad. becoming a military state in the 1930s. Use a diagram like the one below to make porters of Japanese expansion- your list. ism controlled the government. The Rise of Militarism Japan as During the early 1900s, Japan had moved toward a more military state democratic government. The parliament and political par- ties grew stronger. The influence of the old ruling oligar- chy, however, remained strong. Critical Thinking Assess At the end of the 1920s, a militant group within the rul- 5. The BIG Idea Comparing What did ing party gained control of the political system. Some mili- young African leaders who wanted tants were civilians convinced that Western ideas had independence for their countries have in corrupted the parliamentary system. Others were military common? (ISTORY /.,).% members angered by the cuts in military spending and the 6. Contrasting How did Gandhi’s methods for Study Central provides summa- government’s pacifist policies of the early 1920s. achieving his nationalist goals differ from ries, interactive games, and online During the early 1930s, civilians formed extremist patri- those of many other revolutionaries? otic organizations, such as the Black Dragon Society. Mem- 7. Analyzing Visuals Study the photograph graphic organizers to help stu- bers of the army and navy created similar societies. One and caption about Gandhi and the spinning dents review content. Manchuria group of middle-level army officers invaded R wheel on page 597. Why do you think it without government approval in the autumn of 1931. has become famous? Within a short time, all of Manchuria had been conquered. Close The Japanese government opposed the conquest, but the Writing About History Japanese people supported it. Unable to act, the govern- 8. Expository Writing Japanese Making Generalizations Ask: keiretsu. ment was soon dominated by the military. conglomerates today are called How did nationalist movements With the support of Emperor Hirohito, Japanese society Research one of them, such as Mitsui or was put on wartime status. A military draft law was Mitsubishi, and write two paragraphs affect Africa and Asia? (Move ments passed in 1938. Economic resources were placed under comparing their operations to American in Africa were generally unsuccessful industry. strict government control. All political parties were but built a foundation for later years. merged into the Imperial Rule Assistance Association, which called for Japanese expansion abroad. Labor unions The basis for a Vietnamese movement were disbanded. Education and culture were purged of was established by Ho Chi Minh, and most Western ideas. Militant leaders stressed tradi- Japan moved to strengthen its econ- tional Japanese values. (ISTORY /.,).% omy and its military.) OL Glencoe World History— ✓ For help with the concepts in this section of Reading Check Examining Why did the Japanese government Modern Times, go to glencoe.com and click Study Central™. shift to wartime status? SECTION REVIEW

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1. Definitions for the vocabulary words are 4. military draft law passed; economic 6. used civil disobedience and peaceful mass found in the section and the Glossary. resources placed under government; politi- protests instead of violence 2. Herbert Macaulay, Harry Thuku, Omar cal parties merged; labor unions disbanded; 7. It demonstrates how a simple act can have Mukhtar, Jomo Kenyatta, Léopold Senghor, education, culture purged of Western ideas; profound repercussions. Nnamdi Azikiwe traditional values stressed 8. Essays should reflect accurate information 3. through the Comintern; agents were trained 5. educated in the West; wanted to make and draw logical comparisons. in Moscow and then went back to their Africans aware of cultural heritage and to countries to form Marxist parties end European control

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Modern Times CHAPTER 18 • SECTION 3 Section Audio Spotlight Video Focus Revolutionary Chaos in China Bellringer In 1923 the Nationalist and Communist Parties formed an GUIDE TO READING alliance to drive the imperialists out of China. Tensions Daily Focus Transparency 18-3 The BIG Idea between the two parties grew, however. Sun Yat-sen’s successor, ANSWERS UNIT 1. in 1912 2. the CCP, under Mao Zedong, and the Nationalist forces, under Chiang Kai-shek 3. because the 4 DAILY FOCUS SKILLS Chinese were divided in a civil war Chapter 18 TRANSPARENCY 18-3 Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc. Order and Security During the 1920s, Chiang Kai-shek, struck against the Communists. Many Revolutionary Chaos in China 1 When did China become 2 What two forces were at 3 Why do you think the a republic? war within China? Japanese were able to two men, Chiang Kai-shek and Mao Zedong, strug- occupy so much of China Communists went into hiding or fled to the mountainous north, in 1939? The Birth of Communist China gled to lead a new Chinese state. 1910 1920 1930 1940 where Mao Zedong set up a Communist base. 1912 1921 1928 1939 China becomes Chinese Chiang Kai-shek Japan occupies a republic. Communist Party founds a new parts of China. (CCP) founded. Chinese republic. 1925 1927 Content Vocabulary Chiang Kai-shek Chiang Kai-shek’s named leader of army destroys Nationalist Party. much of the (p. 602) CCP army. • guerrilla tactics 1926 1931 Mao Zedong Japanese take organizes peasants over Manchuria. • redistribution of wealth (p. 605) Nationalists and Communists in Hunan province.

Academic Vocabulary Cooperating to drive the imperialists from China, the Nationalists • cease (p. 600) • eventually (p. 601) and Communists then fought one another fiercely for the right to rule China. GUIDE TO READING HISTORY & YOU Can you work with people you do not trust? Learn how the People, Places, and Events alliance between the Nationalists and the Communists in China worked out. • Shanghai (p. 600) • Nanjing (p. 601) (p. 600) (p. 602) Answers to Graphic: • Sun Yat-sen • Mao Zedong Revolutionary Marxism had its greatest impact in China. By (p. 600) hard work, obedience, integrity, propriety, • Chang Jiang • People’s Liberation 1920, central authority had almost ceased to exist in China. Two • Chiang Kai-shek Army (PLA) (p. 603) righteousness (p. 601) political forces began to emerge as competitors for the right to rule China: Sun Yat-sen’s Nationalist Party, which had been driven • Shanghai Massacre (p. 601) from the political arena several years earlier, and the Chinese Communist Party. Reading Strategy Summarizing Information As you read, make a cluster diagram like the one below The Nationalist-Communist Alliance showing the Confucian values that Chiang Kai-shek In 1921 a group of young radicals, including several faculty and used to bring modern Western ideas into a cultur- To generate student interest and staff members from Beijing University, founded the Chinese Com- ally conservative population. munist Party (CCP) in the commercial and industrial city of provide a springboard for class Shanghai. Comintern agents soon advised the new party to join discussion, access the Chapter 18, with the more experienced Nationalist Party. New Life Sun Yat-sen, Section 3 video at glencoe.com or Movement leader of the Nationalists (see Chapter 15), wel- comed the cooperation. He needed the expertise that the Soviet on the video DVD. Union could provide. His anti-imperialist words had alienated many Western powers. One English-language newspaper in Shang- hai wrote: “All his life, all his influence, are devoted to ideas that keep China in turmoil, and it is utterly undesirable that he should be allowed to prosecute those aims here.” In 1923 the two parties— Nationalists and Communists—formed an alliance to oppose the warlords and drive the imperialist powers out of China. For over three years, the two parties overlooked their mutual suspicions and worked together. They formed a revolutionary army to march north and seize control over China. This Northern Expedition began in the summer of 1926. By the following spring, revolutionary forces had taken control of all of China south of the Chang Jiang (Yangtze River), including the major river ports of Resource Manager Wuhan and Shanghai.

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R Reading C Critical0836_0841_C25_S03_879981.indd 836 D Differentiated W Writing S Skill 8/21/08 10:53:54 AM 0836_0841_C25_S03_879981.indd 837 10/9/08 10:42:44 AM Strategies Thinking Instruction Support Practice Teacher Edition Teacher Edition Teacher Edition Teacher Edition Teacher Edition • Sequencing Info., p. 601 • Compare/Contrast, • ELL, p. 601 • Descriptive Writing, • Using Geo. Skills, p. 601 • Predicting, p. 603 p. 602, 604 • Visual/Spatial, p. 602 p. 603 • Read. Pri. Sources, p. 603 • Pred. Consequences, • Interpersonal, p. 604 Additional Resources p. 605 Additional Resources • Charting/Graphing Act., Additional Resources Additional Resources • Writer’s Guidebook, URB p. 3 • Read. Skills Act., URB Additional Resources • Diff. Instr. Act., URB p. 97 p. 43 • Mapping Hist. Act., URB p. 95 • Hist. Sig. Act., URB p. 110 p. 109 • Guid. Read. Act., URB • Section Quiz, p. 215 p. 128 • Read. Ess. & Note- Taking Guide, p. 184

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Modern Times CHAPTER 18 • SECTION 3

CHINA, 1926–1937

MONGOLIA MANCHUKUO (MANCHURIA) Teach Sea of Japan GOBI 120°E (East Sea) 140°E 40°N Peking 100°E KOREA

e S Skill Practice H Mu Us

g n Desert a u JAPAN Using Geography Skills Ask: H Yan‘an Yellow How would you describe the sit- Sea uation of Mao’s Communists by W ei He Xi‘an 1935? (weak, isolated in far north- CHINA QINLING Nanjing SHANDI Shanghai ern base) OL

Wuhan East PACIFIC ng Jia China OCEAN ng R Reading Strategy Cha JIANGXI Sea S Sequencing Information

ER Ask: What events led to the end CANC IC OF TROP TAIWAN of the Communist-Nationalist (FORMOSA) alliance? (Sun Yat-sen died and was Guangzhou 0 800 kilometers succeeded by Chiang Kai-shek, who 0 800 miles Two-Point Equidistant projection attacked the Communists and killed 20°N thousands.) OL Hainan Northern Expedition against Differentiated imperialist powers (1926–1928) South China Sea 1. Regions What major cities were desti- D Communist base nations of the Northern Expedition? Instruction Long March led by Communist N Why do you think the Northern Mao Zedong (1934–1935) Expedition targeted these cities? English Language Learners Communist base, 1935 W E 2. Human-Environment Interaction Discuss possible meanings for the Area controlled by Chiang Kai-shek’s Identify the major physical features that Nationalist government, 1937 S phrase “Communists are a disease Area occupied by Japan, 1937 Mao’s army had to overcome during the Long March. of the heart.” OL

Tensions between the parties eventually serious threat, he believed that the rose to the surface. Sun Yat-sen died in 1925, Communists were more dangerous. He Answers: and General Chiang Kai-shek (JYAHNG once remarked that “the Communists are a D 1. Wuhan, Nanjing, Shanghai, KY•SHEHK) succeeded him as head of the disease of the heart.” Peking; to control ports and Nationalist Party. Chiang pretended to sup- R port the alliance with the Communists until The Communists in Hiding population centers April 1927, when he struck against them in 2. Chang Jiang, Qin Ling Moun- Shanghai, killing thousands. After the After the Shanghai Massacre, most of the Shanghai Massacre, the Nationalist- Communist leaders went into hiding in the tains, Wei He, Mu Us Desert Communist alliance ceased to exist. city. There, they tried to revive the Commu- In 1928 Chiang Kai-shek founded a new nist movement among the working class. Chinese republic at Nanjing. During the Shanghai was a rich recruiting ground for next three years, he worked to reunify the party. People were discontented and China. Although Chiang saw Japan as a looking for leadership. Hands-On

CHAPTER 18 Nationalism Around the World 601 Chapter Project Step 3

0836_0841_C25_S03_879981.indd 836 8/21/08 10:53:54 AM 0836_0841_C25_S03_879981.inddWriting 837 an Article about a Directions: Write the Big Idea on the10/9/08 Summarizing: 10:42:44 AM Have students write a third Nationalist Movement board. Tell students to consider how this journal entry that responds to the section idea relates to their article topic as they read content and describes how it relates to their Step 3: Completing the Article Students the section. Students should write a rough article topic. OL will write a rough draft of the article they draft of their article including sketches or (Chapter Project is continued in Section 4.) worked on in Sections 1 and 2. samples of visuals. Then have students trade their articles with a partner for peer review.

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Modern Times CHAPTER 18 • SECTION 3 Some party members fled to the moun- 1931. Most party leaders in Shanghai were tainous Jiangxi (JYAHNG•SHEE) Province forced to flee to Mao’s base in southern south of the Chang Jiang. They were led by China. the young Communist organizer Mao Chiang Kai-shek then turned his forces C Critical Thinking Zedong (MOW DZUH•DUNG). Unlike against Mao’s stronghold in Jiangxi Comparing and Contrasting C most other leading members of the Com- Province. Chiang’s forces far outnum- munist Party, Mao was convinced that a bered Mao’s, but Mao made effective use Ask: How did Mao’s belief in the Chinese revolution would be driven by the of guerrilla tactics, using unexpected source of support for the poverty-stricken peasants in the country- D methods like sabotage and deception to Communist Party in China differ side rather than by the urban working fight the enemy. Four slogans describe his from other leaders’ beliefs? (Mao class. methods: “When the enemy advances, we Chiang Kai-shek now tried to root the retreat! When the enemy halts and camps, believed that poor peasants would Communists out of their urban base in we trouble them! When the enemy tries to drive the revolution rather than Shanghai and their rural base in Jiangxi avoid battle, we attack! When the enemy urban workers.) BL Province. He succeeded in the first task in retreats, we pursue!”

D Differentiated Instruction The Long March: Mao Zedong’s Rise to Power Visual/Spatial Have students draw diagrams showing Mao’s The Long March was physically demanding, zigzagging through (PLA) soldiers followed Mao’s instructions to treat the peasants with mountains and marshes. It took over a year. Only one-tenth of the respect. Their behavior helped the PLA gain the support of the methods of guerrilla tactics. OL troops reached their destination in northern China. masses, which would prove to be key to eventual victory. Despite the great difficulty of the journey, the Long March was Mao Zedong’s leadership during the Long March also helped crucial for the Communists, because it helped build support among establish him as the clear leader of the Communists. In January the Chinese people. Unlike the Nationalist soldiers, who often acted 1935, the Red Army arrived in Zunyi. Soon, the Chinese Communist rudely and stole from the peasants, the People’s Liberation Army Party held a conference and elected Mao as party leader. Answers: 1. It established Mao as clear leader of the Communists. Mao Zedong (center) with other Chinese Communist leaders He was elected Communist during the Long March Party leader immediately after the march. The Red Army treated the peasants well and earned the support of the masses. 2. The Red Army represents the only path to liberation for the masses.

“The Long March is . . . a propaganda force. It has announced to 1. Determining Cause and Effect What some 200 million people . . . that the road of the Red Army is their role did the Long March play in Mao’s only road to liberation. Without the Long March, how could the rise to power? How did it build support for the Communist cause? broad masses have learned so quickly about the existence of the great truth which the Red Army embodies?” 2. Analyzing According to Mao in the quote to the left, what “great truth” did —Mao Zedong, report to a Communist Party conference, December 27, 1935 Differentiated the Red Army embody? Instruction

Name Date Class

Mapping History Activity 18 0836_0841_C25_S03_879981.indd 838 10/9/08 10:42:53 AM 0836_0841_C25_S03_879981.indd 839 10/9/08 10:43:01 AM The Long March Drawing Conclusions In 1934, nearly surrounded by Chiang Kai-shek’s Guomindang (Chinese Nationalist Party) forces, Mao Zedong led the Red Army in a retreat covering about 6,000 miles (9,600 kilometers) and lasting one year. The army marched into some of the most remote regions of China, defeating 10 provincial armies while being chased by the Guomindang. Now known as the Long March, this desperate bid for survival killed tens of thousands of soldiers.

DIRECTIONS: Using the information given below, trace the approximate route of the Long March on the map of China. Then answer the questions that follow. 18

The Long March began in Yudu, in the southwestern west of Kunming, the Long March headed north. The corner of Jiangxi province, and continued southwest northward course continued for about 500 miles Objective: Draw conclusions about the effects of the Diff erentiated Instruction Strategies to Chenxian in Hunan province. From there, the (800 kilometers). Then the march took a gradual

march continued west and slightly north to the area northeastern direction to pass slightly east and south CHAPTER around Zunyi, where the army crossed mountains. of Lanzhou. From there, the march continued north From Zunyi, the Red Army traveled west and south to and east, staying east of the Huang He, and ended just north of Kunming in Yunnan province. Somewhat at Wuqi. Long March. BL Ask students to consider reasons why 1. Use reference sources to locate an China elevation map of China. What sort

of terrain did the Long March cover? N

MONGOLIA W E S Focus: Read to understand the Long March. so many died on the Long March. 0250500 miles

0250 500 kilometers NORTH Beijing KOREA 2. About how far, “as the crow flies,” did the Red Army end up from the SOUTH CHINA Zichang KOREA starting point of the march? Wuqi He ng Have students use the map to trace the route a Teach: Lanzhou Hu Yellow AL Ask students to conduct additional Yichuan Sea Xian Songpan Nanyang Bazhong ng Yichang Wuhan Jia Chengdu ng 3. Near Zunyi, the path of the Long Cha Nanchang East Chongqing China March made many turns and dou- Dadu He Sea of the Long March. Zunyi Changsha research on the Long March and write bled back on itself. What might have Yudu Chenxian Xuanwei been the cause of these movements? Kunming Guiyang Guangzhou TAIWAN Jiangxi Nanning Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc. The McGraw-Hill a division of Copyright © Glencoe/McGraw-Hill, Assess: Discuss students’ answers to the questions. an essay describing its effects on the

109 Close: Discuss the importance of the peasant Communists and Nationalists. Mapping History population to the Communist cause. ELL Explain the meaning of the phrase as Activity, URB p. 109 the crow flies and discuss the factors that affected the Communists’ route. 602

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Modern Times CHAPTER 18 • SECTION 3 The Long March The New China In 1934 Chiang’s troops, with their supe- rior military strength, surrounded the Chiang Kai-shek was committed Communist base in Jiangxi and set up a to building a new China with a republican W Writing Support blockade of the stronghold. With the vil- government. lages behind Chiang’s troops, no food or HISTORY & YOU How does a republic differ from a Descriptive Writing Ask stu- supplies could pass to the Communist monarchy? Read what Chiang Kai-shek believed must dents to write a poem or lyrics to base. Chiang even built small forts to pre- happen before China could be a republic. a song about the Long March. vent Communist raids. However, Mao’s army, the People’s Liberation Army (PLA), Students’ writings should be fact- Even while trying to root out Mao’s broke through the Nationalist lines and based but may include fictional Communist forces, Chiang had been try- began its famous Long March. ing to build a new Chinese nation. He details. OL Both Mao and Chiang knew that unless had publicly declared his commitment to Mao’s army could cross the Chang Jiang, it would be wiped out. Mao’s army Sun Yat-sen’s plans for a republican R1 Reading Strategy began a desperate race. Moving on foot government. But first, there would be a through mountains, marshes, rivers, and transitional period. In Sun’s words: Predicting Ask: Why do you deserts, the army traveled almost 6,000 think the Long March helped to miles (9,600 km), averaging 24 miles (38 PRIMARY SOURCE sustain the Communists’ hopes km) each day, to reach the last surviving for the future? (They had gained Communist base in northwest China. All “China . . . needs a republican government just as a boy needs school. As a schoolboy must have along those miles, Mao’s troops had to a sole leader in Mao.) OL good teachers and helpful friends, so the Chinese fight Chiang’s army. people, being for the first time under republican Many of Mao’s troops froze or starved. rule, must have a farsighted revolutionary R2 2 Reading Strategy One survivor of the Long March told of government for their training. This calls for the R soldiers eating their horses and wild vege- period of political tutelage, which is a necessary Reading Primary Sources tables once their grain was gone. Another transitional stage from monarchy to republicanism. Ask students to list difficult words survivor remembered: Without this, disorder will be unavoidable.” —Sun Yat-sen, as quoted in Sources of Chinese as they read the quotation. Ask Tradition, William Theodore de Bary et al. (eds.) volunteers to share words from PRIMARY SOURCE their lists and then discuss each “We were disheartened. Broken units. No food. In keeping with Sun’s program, Chiang The commanders dead. Only spirits got us announced a period of political tutelage word’s meaning as a class. ELL through.” (training) to prepare the Chinese people —Li Xiannian, as quoted in The Long March: The ✓ Reading Check Untold Story, Harrison E. Salisbury for a final stage of constitutional govern- W ment. Even the humblest peasant would Answer: Only 10 percent of be given time to understand the country’s One year later, Mao’s troops reached problems and the new government. In the their troops remained, and they safety in the dusty hills of northern meantime, the Nationalists would use their had barely survived the year- China. Of the 90,000 troops who had dictatorial power to carry out a land-reform embarked on the journey, only 9,000 long march of 6,000 miles. remained. In the course of the Long program and to modernize industry. March, Mao Zedong had become the sole R1 leader of the Chinese Communist Party. A Class Divide To people who lived at the time, it must It would take more than plans on paper have seemed that the Communist threat to create a new China, however. Years of to the Nanjing regime was over. To the neglect and civil war had severly weakened Communists, however, there remained the political, economic, and social fabric of hope for the future. the nation. Most of the people who lived in the countryside were drained by warfare ✓ Reading Check Explaining Why did and civil strife. Rural peasants—up to 80 communism no longer seem a threat to China after percent of China’s population—were still the Long March? very poor and overwhelmingly illiterate. Differentiated

CHAPTER 18 Nationalism Around the World 603 Instruction

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Name Date Class Name Date Class Name Date Class Name Date Class

Guided Reading Activity 18-3 Historical Significance Activity 18 ! Differentiated Instruction Activity 18 Reading Skills Activity 18

Revolutionary Chaos in China A Nation of Nations Understanding Nationalism Question-Answer Relationships Earlier in your textbook, you learned that nationalism refers to the unique sense of identity DIRECTIONS: Fill in the blanks below as you read Section 3. It can be difficult to establish a sense of Has learning about the successes and fail- a people may share, a feeling of loyalty founded in a common language, common national national unity. The national identity of the ures of nationalist movements from 1815 symbols, and often a common religion. In Chapter 18, you read about different forms of LEARNING THE SKILL United States has developed from its to 1914 changed your understanding of I. Revolutionary had its greatest impact in China. nationalism around the world in the early 1900s and the impact of nationalism on various You need to be able to recognize the kinds of questions you will be asked when you founding as a confederation of rebellious nationalism in the United States today? world events of that time. Understanding the causes and effects of nationalism will help you review or take a test on the material. You can find the answers to many questions right in A. In 1923 Nationalists and Communists formed an alliance to drive colonies to a major international power. to form key connections between world events and to draw your own conclusions about your reading. Sometimes you have to use your background knowledge and your own expe- powers out of China. those events. riences to answer the question. DIRECTIONS: Answer the following questions in the space provided. B. In 1927 Chiang Kai-shek struck the Communists in the There are two types of “text-explicit” questions you will find in your reading. They are CHAPTER 1. Nationalism can be based on a perception that people living in the same area are linked DIRECTIONS: Write a two-page essay in which you first create your own definition of called “text-explicit” because their answers can be found in the text you are reading. These Massacre. nationalism based on your reading of Chapter 18. Then argue whether nationalism is, in gen- 18 by a common identity and work together for common goals. What are some of the goals 18 two types of questions are “right there” questions and “think and search” questions. “Right C. In 1928 Chiang founded a new Chinese republic at . that all Americans are expected to hold in common? eral, a productive or destructive force in a country. You may focus on governmental policies, there” questions are questions whose answers are easily found in one sentence in the text. nationalism’s effect on citizens, or another topic of your choosing. Use examples to support II. led Communist party members to the mountainous Jiangxi “Think and search” questions, however, require you to look around and search for pieces of your argument. the answer, stringing them together by using your thinking skills. province. 18 CHAPTER A. Mao was convinced that a revolution would be driven by . Fill in the outline below first to help you get started: CHAPTER

SECTION B. Chiang Kai-shek tried to the Communists out of their bases. PRACTICING THE SKILL 2. 1. My definition of nationalism: 1. Chiang’s troops the Communist base in Jiangxi. Nationalism attempts to describe how a nation is different or distinct from all other DIRECTIONS: Read the following passage about the effects of U.S. policy on Latin America. nations. How is the United States distinct from other nations? What categories could you Then answer the two types of questions below on a separate sheet of paper. 2. Mao’s army broke out and began its famous . use to show these distinctions?

18-3 3. One year later, Mao’s troops reached safety in . Beginning in the 1920s, the United States began to replace Great Britain as the major investor in Latin III. Chiang Kai-shek announced a period of training to prepare China for America. British investors had put money into stocks and other forms of investment that did not give them direct control of the companies. U.S. investors, however, put their funds directly into production facilities government. and actually ran the companies. In this way, large segments of Latin America’s export industries fell into U.S. hands. A number of smaller Central American countries became independent republics. However, their Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc. A. The Nationalists used power to carry out a land-reform Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc. economies often depended on wealthy nations. The U.S.-owned United Fruit Company, for example, owned 3. Although a nation is based on the unity of all its members, it is also true that within the program. land, packing plants, and railroads in Central America. American firms also gained control of the copper- boundaries of a nation, there are many differences among citizens, such as ethnicity, race, 2. Nationalism is productive/destructive: mining industry in Chile and Peru, as well as of the oil industry in Mexico, Peru, and Bolivia. 1. People in the countryside were by warfare and civil strife. class, and gender. In what ways might these differences affect how an American views 2. A middle class began to form in the cities. the United States? Example 1: ______1. “Right there” question: Which country did the United States replace as the top investor in Latin America in the 1920s? B. Chiang set up a to promote Confucian social ethics and to reject 2. “Think and search” question: Which Latin American industries were at least partially excessive individualism and material greed. controlled by the United States? C. Fearing communism, Chiang suppressed all opposition and free expression. Example 2: ______4. Many people assume that what it means to be “American” is the same today as it was APPLYING THE SKILL when the country was founded. Are there some aspects of being “American” that have DIRECTIONS: Use what you have learned about question-answer relationships to explore 603 changed since the United States became an independent nation? How might contempo- what you have learned in this chapter. Choose a partner. One partner should create one rary nationalism be changing even as it appears to remain the same? “right there” question from each of the four sections in this chapter. One partner should cre- Example 3: ______ate a “think and search” question from each of the four sections in this chapter. Then each Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc. The McGraw-Hill a division of Copyright © Glencoe/McGraw-Hill, Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc. The McGraw-Hill a division of Copyright © Glencoe/McGraw-Hill, partner should give these questions to the other to answer as a chapter review. When each has finished answering the questions, they can discuss their answers with each other, show- ing where in the text they found the answers, and how they found them.

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Modern Times CHAPTER 18 • SECTION 3 China in the early 1930s faced many social and China’s New Life Movement economic problems, as Communists and Nationalists Differentiated fought for control of the troubled nation. In 1934 Chiang D Kai-shek and his wife Mei-ling formed a plan to rally Instruction the people against the Communists and increase Interpersonal Ask groups of Chinese national pride. Their New Life Movement called for a renewal of values such as social discipline, students to create a list of rules courtesy, and service. Four ancient Confucian virtues that they think would improve life would serve as guides for living: Li (courtesy), I (duty), Lien (honesty), and Chih (honor). at school. Have students share The movement began with rules regulating clothing their lists with the class and and prohibiting behavior such as spitting or smoking explain their reasons for each in public. It was hoped that adherence to these rules D would unify the Chinese and prepare them to confront rule. BL China’s larger social and economic issues. Despite this grand vision, however, the New Life Movement became overly preoccupied with its rules for daily life. In the C Critical Thinking end it failed to grow into the larger social movement Comparing and Contrasting that had been envisioned. Ask students to contrast the values “. . . [T]he new life movement is based upon preser- of the middle class with those of vation of these four [Confucian] virtues, and it aims to apply them to actual, existing conditions, in order the rural peasants. (Western values that the moral character of the nation shall attain of individual achievement and the highest possible standard. The Generalissimo accumulation of wealth; Communist observed that communism crushed the spirit of the people.” values of group or societal achieve- —Madame Chiang Kai-shek, 1935 ment and equal distribution of wealth) OL

1. Summarizing What did this couple hope to achieve with the New Life Movement? Answers: 2. Making Inferences Why do you 1. rally the people against the think they believed a return to ancient Generalissimo and Madame Chiang Kai-shek Confucian values would help reunify Communists, increase were named TIME ’s Man and Wife of the Year China? national pride, unify Chinese in 1938 for their leadership in China. and prepare them to address larger issues 2. Answers may include the idea that Confucian values Meanwhile, a Westernized middle countryside. They pursued the middle- class had begun to form in the cities. class values of individual achievement and would bring the Chinese Here, observers would have believed the accumulation of wealth. together with a sense of that Chiang Kai-shek had lifted China Innovations and Traditions national pride. into the modern world. Young people in the cities wore European clothes; they Chiang Kai-shek was aware of the prob- C went to the movies and listened to the lem of introducing foreign ideas into a radio. It was here in the cities that the population that was still culturally conser- new government of Chiang Kai-shek vative. Thus, while attempting to build a found most of its support. modern industrial state, he tried to bring The Westernized middle class had little together modern Western innovations with Additional in common with the peasants in the traditional Confucian values of hard work,

Support 604 SECTION 3 Revolutionary Chaos in China

0836_0841_C25_S03_879981.inddActivity: 840 Collaborative Learning 10/9/08 10:43:04 AM 0836_0841_C25_S03_879981.indd 841 10/9/08 10:43:09 AM

Identifying Points of View Divide the and in the Nationalist and Communist and allow members of each group to class into small groups and have each group movements. Have students work together respond to questions from the class. Ask: represent either rural peasants or members to write a general statement that identifies How did economic class and location of the urban middle class in 1930s China. their group’s concerns and hopes for the affect people’s support for the Communists Have each group review section content future and expresses who they might look or Nationalists? (Answers should reflect an and conduct additional research to under- to for support in achieving their goals. Have understanding of rural peasant and urban stand the role of class in Chinese society group leaders read aloud their statements middle class concerns.) OL

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Modern Times obedience, and integrity. With his U.S.-educated wife CHAPTER 18 • SECTION 3 Soong Mei-ling, Chiang set up a “New Life Movement.” Its goal was to promote traditional Confucian social ethics, such as integrity, propriety, and righteousness. At the same time, it rejected what was viewed as the excessive indi- C Critical Thinking vidualism and material greed of Western capitalist Vocabulary 1. Explain the significance of: cease, Predicting Consequences values. Shanghai, Sun Yat-sen, Chang Jiang, Ask: How would a move to Chiang Kai-shek faced a host of other problems as well. eventually, Chiang Kai-shek, Shanghai The Nanjing government had total control over only a Massacre, Nanjing, Mao Zedong, guerrilla redistribute wealth have affected handful of provinces in the Chang Jiang valley. As we shall tactics, People’s Liberation Army (PLA), Chiang’s support? (The rural gen- see in the next chapter, the Japanese threatened to gain redistribution of wealth. try and urban middle class would control of northern China. The Great Depression was also have lost wealth and may have having an ill effect on China’s economy. Main Ideas 2. Explain why the Communist Party allied withdrawn their support for Limited Progress with the Nationalist Party. Chiang.) OL In spite of all these problems, Chiang did have some 3. Identify the group of people that Mao success. He undertook a massive road-building project Zedong believed would be the driving force ✓ Reading Check and repaired and extended much of the country’s railroad behind the Chinese revolution. system as well. More than 50,000 miles (80,467 km) of 4. List Chiang Kai-shek’s successes during Answer: a modern industrial highways were built around and through the coastal areas. the 1930s. Use a diagram like the one state New factories, most of which the Chinese owned, were below to make your list. opened. Through a series of agreements, the foreign pow- ers ended many of their leases, gave up extraterritorial rights, and returned the customs service to Chinese con- Chiang Kai-shek’s trol. Chiang also established a national bank and improved successes the education system. Assess In other areas, Chiang was less successful and progress was limited. For example, a land-reform program was enacted in 1930, but it had little effect. Because Chiang’s (ISTORY /.,).% support came from the rural landed gentry, as well as the urban middle class, he did not press for programs that Critical Thinking Study Central provides summa- 5. The BIG Idea Analyzing What did would lead to a redistribution of wealth, the shifting of ries, interactive games, and online C Mao’s Long March accomplish? wealth from a rich minority to a poor majority. For the graphic organizers to help stu- peasants and poor townspeople, there was no real improve- 6. Making Inferences Why did Chiang Kai- ment under the Nanjing government. shek believe a period of political tutelage dents review content. was necessary? The government was also repressive. Fearing Commu- nist influence, Chiang suppressed all opposition and cen- 7. Analyzing Visuals Examine the magazine sored free expression. In doing so, he alienated many cover on page 604. How does this image intellectuals and political moderates. illustrate the Chiangs’ connection to the Close West? Sun Fo, Sun Yat-sen’s son, expressed disapproval of the Nanjing government: Summarizing Ask: How did Writing About History the conflict between the Nation- 8. Persuasive Writing Research how the PRIMARY SOURCE United States supported Chiang Kai-shek alists and Communists affect and why. Write an editorial for or against China? (The warfare left peasants “We must frankly admit the fact that in these twenty years the the intervention of the United States in machinery and practice of the Kuomintang [Chinese Nationalist Party] China. and the Chinese economy drained, have turned in a wrong direction, inconsistent with the party the land split into areas of control, constitution drafted by Dr. Sun Yat-sen in 1923 and contrary to the spirit of democracy.” and the people divided.) OL China in Revolution, —Sun Fo, as quoted in John Robottom, 1969 (ISTORY /.,).% For help with the concepts in this section of Glencoe World History— ✓ Reading Check Identifying What was the intended final stage Modern Times, go to glencoe.com and click Study Central™. of Chiang Kai-shek’s reform program? SECTION REVIEW

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1. Definitions for the vocabulary words are 4. improved transportation; new factories; 6. to avoid disorder while the people learned found in the section and the Glossary. reduced foreign influence; established a how to function in a republic 2. Communists needed Nationalists’ experi- national bank; improved education 7. Mei-ling wears Western clothing and Chiang ence; Nationalists needed Soviet expertise; 5. some survived to keep Communist move- Kai-shek holds a Western-style hat. common goal to drive imperialists out ment alive; Mao emerged as Communist 8. Answers should provide persuasive 3. poor rural peasants leader; Mao won support of peasants arguments.

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Modern Times Focus The Two Chinas of the 1930s Introducing Social History In the 1930s, four-fifths of the Chinese population lived in rural areas. To Ask: How would people feel if R build a strong modern nation, Chiang Kai-shek and the Nationalist government taxes paid by residents of one sharply increased the peasants’ taxes. Because the projects primarily benefited area were used primarily to ben- the urban areas of the country, society was divided into two distinct sectors. efit people in another part of the China’s cities grew dramatically in country? (Students will probably As China modernized in the the early twentieth century. The say that resentment would grow.) 1930s, many young rural population of Shanghai, for example, Chinese people moved to the had grown from 500,000 in 1895 to Have volunteers read the text to cities to find jobs. three million in the 1920s. find out the effects of a similar situation in China in the 1930s. Teach

R Reading Strategy Inferring Ask: How would

peasants most likely view the By the 1930s, Nationalist government as a automobiles were an increasingly common result of this tax measure? (They sight in Chinese cities. would feel angry at the govern- C ment’s injustice and uncaring atti- tude towards them.) OL

C Critical Thinking Determining Cause and Effect Ask: What effects did Westernized Westernization have on the fashions became popular with lifestyle of the urban Chinese? China’s urban (Westernization had an impact on middle class. URBAN CHINA everything, from how they dressed to how they did business. One of the Western investments and technology helped stimulate industrial growth, major effects was the acceptance, modern banking, and commerce in China’s urban areas. As the economy changed, wealth-building capitalist values spread among the growing by the Chinese, of Western capitalist urban middle class. Increasingly Westernized, the residents of China’s cities values.) OL grew further apart from the country’s rural population. Additional

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Western Influence in China Beginning reasserted Chinese sovereignty in several survey taken in the 1930s, more than two- in the mid-1800s, China lost control of vast areas by the 1930s, Britain, France, Portu- thirds of marriages in urban areas were still territories to foreign powers. In addition, gal, and the United States maintained their arranged. In one rural area, only 3 villag- most major cities had concession areas foreign presence and continued as a major ers out of 170 had even heard of the idea which were not subject to Chinese laws. source of Western influence. Technological of a “modern marriage,” or a marriage in Foreign nationals operated their own busi- and cultural influences were widespread in which people freely choose their marriage nesses, schools, hospitals, and other orga- urban areas, but certain family traditions partners. nizations. Although the Nationalists had held on longer than others. According to a

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Modern Times Road-building projects extended C Critical Thinking into some rural areas in the 1930s. Many Chinese peasants, Identifying Central Issues however, received no benefit from the government’s Ask: Why did the Communist modernization programs. Party come to be associated with the peasants? (The Communists developed programs to help the In the 1930s, extended Life in rural China was slow peasant families lived in to change. Farmers poor rural class.) OL simple houses lacking in the 1930s still relied on electricity, plumbing, and pack animals and carts to glass windows. transport goods to market. Assess/Close Organizing Have students out- line the content of this feature. Peasants wore broad-rimmed They should include major head- hats made of straw to shield themselves from the sun while ings and supporting details. OL working outside.

Answers: 1. Urban China had modern transportation and commu- nication as well as industries, banking, and commerce. Urban dwellers were exposed to western influences. Resi-

Chinese peasants relied dents of rural China were on draft animals to largely untouched by mod- work their fields. ernization and struggled to make a living. 2. Answers may include ANALYZING VISUALS improvements to the infra- structure, such as developing RURAL CHINA 1. Contrasting How was life in urban China in the 1930s better transportation, com- different from life in rural Though about half of China’s farmers owned their own land, many China at that time? munication, and housing. peasants fell into debt. Bandits, natural disasters, and warfare added to 2. Speculating How could In addition, modernizing the hardships facing them. Being forced to pay for projects that primarily modernization programs agriculture would also have focusing on rural areas have benefited city dwellers created resentment among people in rural C directly benefited the rural China. This discontent allowed the Chinese Communist Party to more effectively benefited Chinese peasants in the population. develop rural programs to win the support of the peasant masses. 1930s?

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Creating a Multimedia Time Line Ask: use the Internet to find Web sites that con- a bibliography. Finally, students’ work should What two parties were trying to gain con- tain facts and images that they might use show that they have thought about the trol of China in the 1930s? (Nationalist and to create and illustrate a multimedia time design and layout of their time lines to make Communist) Have students work in peer line of events. Remind students that as they their presentations vivid and interesting. At review teams to create multimedia pre- develop their presentations they should the end of each group’s presentation, have sentations about the events in the 1930s consider what their audience already knows students outline the processes they used and 1940s that eventually led to the oust- about the events. In addition, students to develop their time line and presentation. ing of the Nationalists and the takeover of should provide complete and accurate infor- OL China by the Communists. Have students mation from a variety of sources and include

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Modern Times CHAPTER 18 • SECTION 4 Section Audio Spotlight Video Focus Nationalism in Latin America

During the 1920s, U.S. investors poured funds directly into Bellringer GUIDE TO READING Latin American businesses. The Great Depression devastated Daily Focus Transparency 18-4 The BIG Idea Latin America’s economy and created instability. This turmoil ANSWERS UNIT 1. about 1928 2. in 1933 3. the Great Depression, which had an effect worldwide 4 DAILY FOCUS SKILLS Chapter 18 TRANSPARENCY 18-4 Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc. Order and Security In Latin America, the led to the creation of military dictatorships and authoritarian Nationalism in Latin America 1 In what year Great Depression made politics unstable, and in were exports at Argentine Exports, 1915–1939 their highest? states in Latin America in the 1930s. 2 In what year were 1,000,000 exports at their Total many cases, military dictatorships were the result. lowest? 3 What do you think caused the plunge in exports? 500,000 Content Vocabulary Thousands of Pesos • oligarchy (p. 611) The Latin American Economy

1915 1920 1925 1930 1935 1940 Hides, tallow, wool, corn, oats, flour, Meat Wheat flax, butter, and other products During the 1920s and 1930s, foreign investments and the Great Academic Vocabulary Depression led some Latin American nations to emphasize domestic industry to • investor (p. 608) • establish (p. 611) balance the economy. People, Places, and Events HISTORY & YOU Have you ever enjoyed a banana split? Most likely, the banana GUIDE TO READING came from Latin America. Read to learn about Latin America’s changing economic • Argentina (p. 608) • Hipólito Irigoyen relationship with the United States. • Chile (p. 608) (p. 611) Answers to Graphic: • Brazil (p. 608) • Getúlio Vargas (p. 611) Argentina: beef, wheat; Chile: nitrates, copper; • Peru (p. 608) • Institutional In the early twentieth century, the Latin American economy was • Mexico (p. 608) Revolutionary Party Brazil: coffee, cotton (PRI) (p. 611) based largely on the export of foodstuffs and raw materials. Some • Juan Vicente Gómez countries relied on only one or two products for sale abroad. (p. 609) • Lázaro Cárdenas (p. 611) Argentina, for example, exported beef and wheat; Chile, nitrates • Good Neighbor policy Brazil, (p. 609) • PEMEX (p. 612) and copper; coffee and cotton; Caribbean nations, sugar; and • Diego Rivera (p. 613) Central America, bananas. A few reaped large profits from these exports. For most of the people, however, the returns were small. Reading Strategy Summarizing Information As you Role of the United States To generate student interest and read, make a chart like the one below listing the provide a springboard for class main exports of Latin America. Beginning in the 1920s, the United States began to replace Great investor discussion, access the Chapter 18, Britain as the major in Latin America. British investors Country Exports had put money into stocks and other forms of investment that Section 4 video at glencoe.com or did not give them direct control of the companies. U.S. investors, on the video DVD. however, put their funds directly into production facilities and actually ran the companies. In this way, large segments of Latin America’s export industries fell into U.S. hands. A number of smaller Central American countries became independent repub- lics. However, their economies often depended on wealthy nations. The U.S.-owned United Fruit Company, for example, owned land, packing plants, and railroads in Central America. American firms also gained control of the copper-mining indus- try in Chile and Peru, as well as of the oil industry in Mexico, Peru, and Bolivia. Many Latin Americans resented U.S. control of Latin American industries. A growing nationalist awareness led many of them to view the United States as an imperialist power. It was not difficult for Latin American nationalists to show that profits from U.S. Resource Manager businesses were sometimes used to keep ruthless dictators in

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R Reading C Critical0844_0849_C25_S04_879981.indd 844 D Differentiated W Writing S Skill 8/21/08 11:17:40 AM 0844_0849_C25_S04_879981.indd 845 10/9/08 10:46:15 AM Strategies Thinking Instruction Support Practice Teacher Edition Teacher Edition Teacher Edition Teacher Edition Teacher Edition • Visualizing, p. 609 • Det. Cause/Effect, p. 610 • Visual/Spatial, p. 611 • Expository Writing, • Using Geo. Skills, p. 609 • Act. Prior Know., p. 611 • Ident. Cent. Issues, p. 612 pp. 610, 612 • Summarizing, p. 611 Additional Resources Additional Resources • Read. Pri. Sources, Additional Resources • Coop. Learn. Act., URB Additional Resources • Charting/Graphing Act., p. 613 • Critical Think. Act., URB p. 111 • Writer’s Guidebook, URB p. 3 Additional Resources p. 106 • World Art & Music Act., p. 27 • Skills Reinforc. Act., URB • Hist. Sim. Act., URB p. 113 URB p. 121 p. 105 • Academic Vocab. Act., • Section Quiz, p. 216 • Time Line Act., URB URB p. 103 • Chapter Test, p. 217 p. 115 • Guid. Read. Act., URB • Reteach. Act., URB p. 129 p. 123 • Read. Ess. & Note- Taking Guide p. 187

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Modern Times CHAPTER 18 • SECTION 4 LATIN AMERICA, 1939

Goods Exported, 1937–1938 100°W 80°W 60°W Teach UNITED STATES Wheat ATLANTIC Argentina and Corn OCEAN 37% TROPIC OF CANCER BRITISH Meat HONDURAS HAITI DOMINICAN Other 19% R Reading Strategy CUBA REPUBLIC 20°N MEXICO 35% Wool N JAMAICA BRITISH Visualizing Ask students to GUIANA 9% HONDURAS PUERTO RICO DUTCH Brazil Other visualize the image of the United W E GUATEMALA NICARAGUA GUIANA Cotton 37% EL SALVADOR States casting a large shadow over S FRENCH 19% COSTA RICA VENEZUELA GUIANA Coffee 44% Latin America. Ask students to PACIFIC PANAMA OCEAN COLOMBIA Cuba draw a sketch or political cartoon

EQUATOR Sugar Tobacco that illustrates this image. ELL 0° ECUADOR 78% 9% GALÁPAGOS ISLANDS Other 13%

0 1,600 kilometers Mexico PERU BRAZIL Silver Other S Skill Practice 0 1,600 miles 17% 29% Lambert Azimuthal Equal-Area projection Petroleum Using Geography Skills BOLIVIA 14% Ask: Which South American 20°S Nonferrous Metals Great Depression in Latin America PARAGUAY 40% countries have no seaports? TROPIC O Source: NaturalF CA ResourcesPR in Latin American 1000 Development. ICORN (Bolivia and Paraguay) BL 900 1929 1933 1937 800 40°W 20°W 700 URUGUAY CHILE 600 ARGENTINA 500 40°S Answers: Exports 400 1. Place Which nation’s economy was 300 most dependent on the overseas 1. Cuba (78% sugar)

(in millions of US $) 200 demand for a single crop? 2. Mexico exported raw materi- 100 2. Human-Environment Interaction 0 als needed for industries, Argentina Brazil Cuba Mexico Which country represented in the charts principally exported material needed by including nonferrous metals Source: Statistical Yearbook of the League of Nations, industries in other countries? 1938–1939. (40%), silver (17%), and petroleum (14%). Other countries exported mostly power. In Venezuela, for example, U.S. oil Good Neighbor policy, rejecting the use companies had close ties to the dictator of U.S. military force in Latin America on food. Juan Vicente Gómez. principle. Adhering to his word, the pres- The United States had always cast a large ident withdrew the last United States S shadow over Latin America. It had inter- Marines from Haiti in 1934. For the first vened militarily in Latin American affairs time in 30 years, there were no U.S. troops for years. This was especially true in Cen- R in Latin American countries. tral America and the Caribbean. Many Americans considered both regions vital to Impact of the Great Depression U.S. security. The Great Depression was a disaster for The United States made some attempts Latin America’s economy. Weak U.S. and to change its relationship with Latin European economies meant there was less America in the 1930s. In 1933 President demand for Latin American exports, espe- Franklin D. Roosevelt announced the cially coffee, sugar, metals, and meat. Hands-On

CHAPTER 18 Nationalism Around the World 609 Chapter Project Step 4

0844_0849_C25_S04_879981.indd 844 8/21/08 11:17:40 AM 0844_0849_C25_S04_879981.inddWriting 845 an Article about a Directions: Write the Big Idea on the10/9/08 Summarizing: 10:46:15 AM Have students write a Nationalist Movement board. Tell students to think about how this fourth journal entry that responds to the idea relates to their article topic as they read section content and describes how it relates Step 4: Completing the Article Students the section. Students should consider peer to their article topic. OL will write a final draft of the article they reviewers’ comments as they edit and revise (Chapter Project is continued in Visual Summary.) worked on in Sections 1, 2, and 3. the rough drafts of their articles. They should then prepare their final drafts, including visuals and a bibliography.

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Modern Times CHAPTER 18 • SECTION 4 The total value of Latin American exports Authoritarian Rule in 1930 was almost 50 percent below the W figures for the years 1925 through 1929. In most Latin American countries, a The countries that depended on the export small group of church leaders, military leaders, and C Critical Thinking of only one product were especially hurt. large landowners controlled politics. Determining Cause and Effect The Great Depression had one positive HISTORY & YOU Do you think all Americans have effect on the Latin American economy. When Have students create a cause and an equal say in our government, or do some groups exports declined, Latin American countries have more influence than others? Read to learn about effect diagram to show the effects no longer had the revenues necessary to buy Latin American politics in the 1930s. of the Great Depression on Latin manufactured goods from abroad. Thus American countries. OL they were forced to meet their own needs. C Their governments began to encourage the Most Latin American countries had development of new industries to produce republican forms of government. In reality, W Writing Support manufactured goods. The hope was that however, a relatively small group of church industrial development would bring greater officials, military leaders, and large land- Expository Writing Ask stu- economic independence. owners ruled each country. This elite group dents to write one or two para- Often, however, individuals could not controlled the masses of people, who were graphs that explain why countries start new industries because capital was mostly poor peasants. Military forces were scarce in the private sector. Governments crucial in keeping these special-interest with a single export were hurt then invested in the new industries. This groups in power. Indeed, military leaders more than those with many led to government-run steel industries in often took control of the government. exports. Answers should include Chile and Brazil and oil industries in This trend toward authoritarianism Argentina and Mexico. theoretical examples. AL increased during the 1930s, largely because of the impact of the Great Depression. ✓ ✓ Reading Check Comparing How did the U.S. Domestic instability caused by economic Reading Check method of investing in Latin America differ from that crises led to the creation of many military Answer: British investors pro- of Britain? dictatorships in the early 1930s. This trend vided money but did not control or run companies; Amer icans built facilities and ran companies Selected Nationalist Movements in the Early Twentieth Century

COUNTRY LEADER REASONS OUTCOME Mexicans cheer Argentina Argentine army; Fear of workers; New expropriation of oil, 1938 Group of United dissatisfaction governments Officers with government (1930, 1943) Answers: Brazil Getúlio Vargas Bad economy Vargas’s New 1. foreign imperialism State (1938) Mexico Lázaro Cárdenas Foreign control Seizure of oil

2. new governments formed in AMERICA LATIN of oil industry and property Argentina, Brazil, Turkey, Iran, (1938); PEMEX and Saudi Arabia; revolts Kenya Harry Thuku; High taxes; Exile of Thuku Jomo Kenyatta British rule (1922) failed in Kenya and Libya; in Libya Omar Mukhtar Italian rule Revolt crushed India, the Government of India (1920s) Act of 1935 expanded the India Mohandas Gandhi British rule Government of role of Indians in governing; AND ASIA AFRICA India Act (1935) Turkey Mustafa Kemal Greek seizure of Turkish Republic Mexico seized oil and property (Atatürk) Anatolian (1923) Peninsula 1. Analyzing What was the most fre- Persia Reza Khan (Reza British and Iran (1935) quent motivation for revolt in these Shah Pahlavi) Soviet presence countries?

MIDDLE EAST Northern Arabian Ibn Sa‘uˉd European Saudi Arabia 2. Summarizing How successful were Differentiated Peninsula creation of states (1932) these nationalist movements? Instruction

0844_0849_C25_S04_879981.indd 846 Leveled Activities 10/9/08 10:46:28 AM 0844_0849_C25_S04_879981.indd 847 10/9/08 10:46:34 AM BL Reteaching Activity, URB OL Time Line Activity, URB AL Critical Thinking Skills ELL Academic Vocabulary p. 123 p. 115 Activity, URB p. 106 Activity, URB p. 103

Name Date Class Name Date Class Name Date Class Name Date Class

‘ Reteaching Activity 18 Time Line Activity 18 Critical Thinking Skills Activity 18 Predicting Consequences Academic Vocabulary Activity 18

Nationalism Around the World Every action or decision produces some to events in other countries. Examining Nationalism Around the World, 1919–1939 Nationalism Around the World kind of consequence. Statements of foreign statements of foreign policy can allow you Around the globe, people struggled to break traditional political power structures after the policy are decisions that produce conse- to predict what those reactions will be. end of World War I. In Asia, the Ottoman Empire crumbled. Africans and Latin Americans Hope for a new, more civilized world after World War I brought new borders and new expres- quences in the way the United States reacts A. WORD FAMILY ACTIVITY sought to break colonial ties and form new nations. sions of nationalism. Word Chart DIRECTIONS: Each of the five sentences in the outline below refers to a nationalist struggle DIRECTIONS: Look at the flowcharts below. Then complete the activities on a separate sheet DIRECTIONS: The time line below lists several important events of this “time between the DIRECTIONS: Fill in the chart below with the correct verb or noun form. Follow the example that occurred between 1919 and 1939. Add details to each sentence by completing the outline of paper. wars.” Read and list them. Then decide whether each event was a result of emerging nation- given. with statements from the following list. alist ideas or a cause of greater nationalism. Be prepared to explain your choices. In 1904 Theodore Roosevelt announced Nicaraguans 2,500 U.S. Marines Remember: A verb is a word that is used to describe an action, experience, or state of being. that although the United States had no revolted against were sent to Examples include alienate, remember, and appear. A noun is a word that names a person, place, • Good Neighbor policy keeps U.S. troops from enter- • Vargas establishes a Fascist-like state in Brazil. CHAPTER desire to seize territory in Latin America, American-backed Nicaragua. thing, or idea. Examples include victim, country, and genocide.

ing Mexico. 18 18 • creates dynasty called Pahlavi 18 1915 Ottoman government 1923 Turkish Republic formed 1930 Gandhi protests “chronic wrongdoing” by any Latin Adolfo Díaz in • Policies help Brazil become Latin America’s chief • educated in Great Britain massacres Armenians. ending the Ottoman Empire. British laws in India. American nation would justify interven- 1912. Verb Noun industrial power. • establishes PEMEX to run the oil industry tion by the United States. • forms alliance with Communist Party accumulate • leads movement that seizes control of Tehran 1917 Balfour Declaration is issued. 1928 Chiang Kai-shek founds 18 • argues that British rule was destroying the tradi- • needs the expertise of the Soviet Union new Chinese republic.

tional culture of the peoples of Africa CHAPTER devotion CHAPTER CHAPTER 1. What decision did President Theodore Roosevelt make about U.S. foreign policy toward Latin America in 1904? establish

I. Reza Khan wants to reduce foreign influences in Iran. 2. How did this decision affect the reaction of the U.S. government to events in Nicaragua liberation in 1912? 1910 1920 1930 1940 A. pursue 3. How would you predict this reaction might have affected public opinion toward the B. United States in Nicaragua? subject 1931 Japanese forces 1934 Mao’s troops II. Jomo Kenyatta becomes leader of the nationalist movement in Kenya. invade Manchuria. begin the Long March. 1938 Oil is discovered In his first inaugural address in 1933, Lázaro Cárdenas President Franklin D. Roosevelt said that nationalizes A. in Saudi Arabia. Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc. DIRECTIONS: Fill in the blanks in the sentences below with verbs or nouns from the chart. he would dedicate the nation “to the American-owned You may need to add –ed or –ing endings to some words: B. 1935 President Roosevelt 1938 Vargas establishes his policy of the good neighbor—the neigh- oil wells. bor who resolutely respects himself III. Sun Yat-sen’s Nationalist Party competes for right to rule China. announces Good Neighbor policy. New State in Brazil. Before WWI and the uprising for Indian self rule, the people of India had been and, because he does so, respects the (1) ______to the tyranny of British rule. Mahatma Gandhi, the “Great Soul” of A. rights of others—the neighbor who respects his obligations and respects India, was a political and spiritual leader who wanted to (2) ______India from B. the sanctity of his agreements in and with a world of neighbors.” these colonialists. Gandhi (3) ______his life to freeing his country from foreign IV. Lázaro Cárdenas seizes the oil wells in Mexico from foreign control. Causes and Results of Nationalism ? Event Cause Result occupation by preaching non-violence. By 1914, he had already (4) ______a A. loyal group of followers who were committed to (5) ______this goal. These 4. What was Franklin D. Roosevelt’s policy toward Latin America? 610 B. forms of resistance caused instability in the British rule and led to India’s independence. 5. What event or action occurred in Mexico after Roosevelt’s announcement of his new V. Getúlio Vargas makes himself a dictator. policy? A. Word Origins 6. Listed below are three possible reactions Roosevelt might have had to Cárdenas’s action. Mahatma B. Choose the one that seems most likely and write the letter in the blank box of the Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc. The McGraw-Hill a division of Copyright © Glencoe/McGraw-Hill, Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc. The McGraw-Hill a division of Copyright © Glencoe/McGraw-Hill, Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc. The McGraw-Hill a division of Copyright © Glencoe/McGraw-Hill, flowchart. Explain your answer. Mahatma (n.) comes from the Sanskrit word mahatman, with maha meaning great and a. U.S. Marines invade Mexico to force return of oil wells. atman meaning soul. On the Indian subcontinent, Mahatma refers to a person who is b. The United States pressures Mexico to compensate oil companies for the wells. regarded with great love and respect. c. The United States does nothing. Mahatma Gandhi was a famous leader in India who preached nonviolence.

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Modern Times was especially evident in Argentina, Brazil, The Great Depression devastated the CHAPTER 18 • SECTION 4 and Mexico. Together, these nations pos- coffee industry. By the end of 1929, coffee sessed over half of the land and wealth of prices had hit a record low. In 1930 a mili- Latin America. tary coup made Getúlio Vargas, a wealthy rancher, president of Brazil. Vargas ruled R1 Reading Strategy Argentina Brazil from 1930 to 1945. Early in his rule, Activating Prior Knowledge Argentina was controlled by an oligarchy, he appealed to workers by establishing an Ask students to review the mean- eight-hour day and a minimum wage. a government where a select group of peo- ing of oligarchy. Ask them to com- ple exercises control. This oligarchy of large Faced with strong opposition in 1937, landowners who had grown wealthy from Vargas made himself dictator. Beginning pare the situation in Ancient the export of beef and wheat failed to real-R1 in 1938, he established his New State. It Greece with Latin America in the was basically an authoritarian state with ize the growing importance of industry early 1900s. OL and cities in their country. It also ignored some fascist-like features. Political parties the growing middle class, which reacted by were outlawed and civil rights restricted. forming the Radical Party in 1890. Secret police silenced Vargas’s opponents. R2 Reading Strategy In 1916 Hipólito Irigoyen (ee•PAW• Vargas also pursued a policy of stimulat- lee•toh ihr•ih•GOH•yehn), leader of ing new industries. The government estab- Summarizing Ask students to the Radical Party, was elected president of lished the Brazilian steel industry and set write two or three sentences sum- Argentina. The Radical Party, however, up a company to explore for oil. By the end marizing the rule of Vargas in of World War II, Brazil had become Latin R2 feared the industrial workers, who were Brazil. (Vargas appealed to workers using strikes to improve their conditions. America’s chief industrial power. In 1945 The party thus drew closer to the large the army, fearing that Vargas might pro- at first, but later he silenced all landowners and became more corrupt. long his power illegally after calling for opposition with the support of the new elections, forced him to resign. The military was also concerned with military. He began powerful steel the rising power of the industrial workers. In 1930 the Argentine army overthrew Mexico and oil industries, but the army President Irigoyen and reestablished the Mexico was not an authoritarian state, forced him to resign in 1945.) BL power of the large landowners. Through but neither was it truly democratic. The this action, the military hoped to continue Mexican Revolution of the early twentieth Differentiated the old export economy and thus stop the century had been the first significant effort D growth of working-class power that would in Latin America to overturn the system of Instruction come with more industrialization. large landed estates and raise the living Visual/Spatial Ask students to During World War II, restless military standards of the masses (see Chapter 14). officers formed a new organization, the Out of the revolution had emerged a rela- create two diagrams showing how Group of United Officers (GOU). They tively stable political order. the Mexican government worked were unhappy with the government and The government was democratic in and how it might work as a true overthrew it in June 1943. Three years later, form. However, the official political party republic. AL one GOU member, Juan Perón, was elected of the Mexican Revolution, known as the D president of Argentina (see Chapter 22). Institutional Revolutionary Party, or PRI, controlled the major groups within Mexi- Brazil can society. Every six years, party bosses In 1889 the army had overthrown the of the PRI chose the party’s presidential Brazilian monarchy and established a candidate. That candidate was then duti- republic. It was controlled chiefly by the fully elected by the people. landed elites, who had become wealthy A new wave of change began with Lázaro from large coffee plantations. Cárdenas (KAHR•duhn•ahs), president By 1900, three-fourths of the world’s of Mexico from 1934 to 1940. He moved to coffee was grown in Brazil. As long as fulfill some of the original goals of the coffee prices remained high, the ruling revolution. His major step was to distribute oligarchy was able to maintain its power. 44 million acres (17.8 million ha) of land to The oligarchy largely ignored the growth landless Mexican peasants. This action of urban industry and the working class made him enormously popular with the that came with it. peasants. Additional

CHAPTER 18 Nationalism Around the World 611 Support

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Brazil Coffee Prices and the Depression worked to maintain high prices for coffee by the worldwide depression went far beyond Like countries around the world, Brazil’s controlling the supply. If the world supply issues of agricultural supply and demand. economy suffered from the Great Depres- was great and the price relatively low, grow- When the price of coffee dropped from 22.5 sion. Through the early 1900s, Brazil greatly ers in Brazil would withhold or destroy some cents a pound in 1929 to 8 cents in 1931, increased its coffee production and gained of their production. This would decrease the Brazil’s economy suffered greatly. the majority of the world market. For several supply and increase the demand, and the years, the government and coffee growers price would remain stable or rise. However,

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Modern Times CHAPTER 18 • SECTION 4 President Cárdenas also took a strong his promise in the Good Neighbor policy stand with the United States over oil. By not to send U.S. troops into Latin America. 1900, Mexico was known to have enor- Mexicans cheered Cárdenas as the presi- mous oil reserves, especially in the Gulf of dent who had stood up to the United W Writing Support Mexico. Over the next 30 years, oil compa- States. Expository Writing Have stu- nies from Britain and, in particular, the Eventually, the Mexican government did dents write a news article about W United States, made large investments in pay the oil companies for their property. It Mexico and the oil industry there. After a then set up PEMEX, a national oil com- Cárdenas seizing control of the oil dispute with the foreign-owned oil compa- pany, to run the oil industry. PEMEX did fields. Remind students to answer nies over workers’ wages, the Cárdenas not do well at first, however, because the questions Who? What? Where? government seized control of the oil fields exports fell. Still, for many, PEMEX was a When? Why? and How? and the property of the foreign-owned oil symbol of Mexican independence. OL companies. The U.S. oil companies were furious and ✓ Reading Check Examining How was the C asked President Franklin D. Roosevelt to Mexican government democratic in form but not in C Critical Thinking intervene. He refused, reminding them of practice? Identifying Central Issues Ask: Why did disputes with U.S. The Political Art of Diego Rivera oil companies make Cárdenas popular? (Cárdenas took a strong A2 Karl Marx holds a page stand against the United States.) from The Communist Manifesto OL calling for the formation of a new society A ✓Reading Check B1-B2 Workers in various Answer: one party controlled fields, in typical poses and actions the government and chose all candidates A2-B2-B3 In compartments under Marx: (a) capitalists around a ticker-tape machine; B (b) Mexican president Calles with his evil advisers, a general and a priest; (c) members of the upper class and the clergy Answers: behaving decadently 1. workers, Marx 2. He portrays politicians, C2-C3 Reading and teaching revolutionary texts C clergy, and the upper class negatively. Marx and the A3 Communist flag working class appear A3-A4 Mexico City burns in positively. class warfare 1 2 3 4

B3-B4 A worker agitates a crowd

B3 Government troops put down a strike ( ) In 1929 Diego Rivera began to paint murals in the National Palace huelga in Mexico City. The murals portray the history of Mexico from pre- Columbian times to the future. The mural above is called Mexico C3 Government troops attack peasants Today and Tomorrow. 1. Identifying Who does Rivera portray favorably in the mural? 2. Recognizing Bias How does Rivera reveal his political biases Differentiated in the mural? Instruction

Name Date Class

d Music Ac World Art an tivity 18 0844_0849_C25_S04_879981.indd 848 Identifying Central Issues 10/9/08 10:46:36 AM 0844_0849_C25_S04_879981.indd 849 10/9/08 10:46:42 AM Diego Rivera

The early twentieth century was a time of political and social unrest in Mexico. One particular problem faced by the Mexican people was peonage. Poor Mexicans (“peons”) who worked a landlord’s farm were forced into debt, a debt that extended to their descendants if it remained unpaid—as it usually did. This indentured servitude was outlawed in 1915, but it continued until 1936. In that year, President Cárdenas instituted the ejido. This took land away from the landlords and put it into the hands of the government, which paid for improvements, seeds, and so on. On these new communal farms, 18 laborers were paid for their work. DIRECTIONS: Identify central issues in Rivera’s work. Read the passage below about one socially conscious Mexican Objective: Diff erentiated Instruction Strategies artist. Then answer the questions in the space provided. CHAPTER Focus: Ask students what motivated Rivera’s work. BL Read aloud the quotation by Zapata Teach: Ask students to identify a conflict portrayed in and ask students to explain the the images and describe how it reflects difference between exploiting land and

Diego Rivera, Liberation of the Peon (1931) national and international conflicts of the exploiting people. iego Rivera (1886–1957) always wanted to be a after 17 years, he never felt at home: he was Mexican, Dpainter, and, along with his academic pursuits, and Mexico was where his heart and soul were. he persuaded his parents to let him study art. He com- Almost immediately upon his return, Rivera was pleted his first works when he was still a teenager and commissioned by the Mexican government to paint a Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc. The McGraw-Hill a division of Copyright © Glencoe/McGraw-Hill, used the money from their sale to travel to Spain to mural for the auditorium of the National Preparatory time. AL Ask students to compare Mexican study art with professionals. Rivera studied in Spain School. Its title was Creation and it showed Mexican from 1907 to 1909 and then in Paris from 1912 to 1921, figures representing primal energy, man, woman, selling enough of his work to support himself. Yet even knowledge, tragedy, strength, science, charity, and

(continued) 121 Assess: Ask students to identify a recent conflict and peonage with U.S. sharecropping. World Art and Music suggest how it might be portrayed by Rivera. ELL Have students cite an example of public Activity, URB p. 121 Close: Ask students if they think art should focus on art and explain how it affects the viewer. political or social issues. 612

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Modern Times CHAPTER 18 • SECTION 4 Culture in Latin America

Latin American artists adapted European modern art tech- niques to their own native roots. R Reading Strategy HISTORY & YOU Think about the meaning of the word abstract. What Vocabulary would you expect “abstract art” to look like? Read to learn about 1. Explain the significance of: Argentina, Reading Primary Sources abstract modern art in Latin America. Chile, Brazil, investor, Peru, Mexico, Juan Discuss the differences in abstract Vicente Gómez, Good Neighbor policy, and representational art, showing oligarchy, Hipólito Irigoyen, establish, During the early twentieth century, European artistic examples or illustrating the differ- and literary movements began to penetrate Latin America. Getúlio Vargas, Institutional Revolutionary In major cities, such as Buenos Aires in Argentina and São Party (PRI), Lázaro Cárdenas, PEMEX, ences with drawings on the board. Diego Rivera. Paulo in Brazil, wealthy elites expressed interest in the Ask students to comment on the work of modern artists. use of the word realistic in the Latin American artists went abroad and brought back Main Ideas modern techniques, which they often adapted to their own 2. Explain why most individuals could not quotation. AL native roots. Modern artists, such as Roberto Matta from start new businesses in Latin America. Chile and Carlos Merida from Guatemala, created abstract 3. List the political struggles in Argentina and ✓ Reading Check Brazil during the first half of the twentieth art, which did not closely resemble the way objects really Answer: by reminding people appear. Gunther Gerzso, considered Mexico’s most signif- century. Use a table like the one below to icant twentieth-century abstractionist, once said: make your list. of the revolution and the strug- Argentina Brazil gle against foreign interests PRIMARY SOURCE “Many people say I am an abstract painter. Actually, I think my paintings are very realistic. They are real because they express very 4. Explain how the rigid class structure in accurately what I am all about, and in doing so they are to some Latin America was reflected in the political degree about everybody else.” systems of the region. Assess —Gunther Gerzso Critical Thinking Many artists and writers used their work to promote the 5. The BIG Idea Making Connections emergence of a new national spirit. An example was the Why did the Great Depression cause many (ISTORY /.,).% Mexican artist Diego Rivera. Rivera had studied in Europe, Latin American nations to encourage the where he was especially influenced by fresco painting in development of manufacturing? Study Central provides summa- Italy. After his return to Mexico, he developed a monumental 6. Making Predictions How might the ries, interactive games, and online style that filled wall after wall with murals. Rivera’s wall Cárdenas government’s dispute with graphic organizers to help stu- paintings can be found in such diverse places as the Ministry foreign-owned oil companies have affected dents review content. of Education, the Chapel of the Agriculture School at Chap- later foreign investment in Mexico? ingo, and the Social Security Hospital. His works were aimed 7. Analyzing Visuals Choose one of the at the masses of people, many of whom could not read. details from the painting on page 612 and Rivera sought to create a national art that would portray explain why Diego Rivera chose to include Mexico’s past, especially its Aztec legends, as well as Mexican it in this mural. Close festivals and folk customs. Rivera’s work also carried a politi- Determining Cause and Effect cal and social message. Rivera did not want people to forget Writing About History the Mexican Revolution, which had overthrown the large 8. Descriptive Writing Using outside Ask: How did the Great landowners and the foreign interests that supported them. sources, find examples of Diego Rivera’s Depression affect Latin American Rivera’s work was often controversial. U.S. business murals. In an essay, compare his paintings politics? (It brought instability, tycoon Nelson Rockefeller hired Rivera to paint a mural to the frescoes of medieval Italian painters on the wall of the RCA building at Rockefeller Center in like Giotto. How do Rivera’s murals reflect which led to military and authori- New York City. Before Rivera finished, Rockefeller had the Italian influence? How are they different? tarian governments.) OL mural destroyed because it included a portrait of Soviet leader V. I. Lenin. (ISTORY /.,).% ✓ For help with the concepts in this section of Glencoe World History— Reading Check Examining How did Diego Rivera use his Modern Times, go to glencoe.com and click Study Central™. artistic talent as a political tool? SECTION REVIEW

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1. Definitions for the vocabulary words are 4. Latin American nations tended toward 7. Responses should mention Rivera’s support found in the section and the Glossary. authoritarian political systems. of the working class against the wealthy 2. Capital was short in the private sector. 5. countries could no longer afford to import; and powerful. 3. Argentina: oligarchy, military overthrew wanted to gain independence from foreign 8. Answers should be supported by specific government, Perón seized power; Brazil: economic dominance examples and details. oligarchy, military coup placed Vargas in 6. He seized the property of the foreign com- power, Vargas forced to resign by army panies, which would likely reduce the flow of foreign investment.

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Modern Times Chapter 18 • Visual Summary Visual Summary

You can study anywhere, anytime by downloading quizzes Comparing and Contrasting and flash cards to your PDA from glencoe.com. Discuss the information contained Mao Zedong on the Long March in the Visual Summary. Remind students that this information Mao Zedong became the THE MIDDLE EAST AND CHINA sole leader of the Chinese includes important ideas from the Communist Party. Influenced by Nationalism entire chapter. Have students and Revolution work in small groups to explain • The Ottoman Empire ended after World War I. the role that nationalism played in • Modernization and nationalist movements helped the development of each geo- Turkey, Iran, and Saudi Arabia become modern states. • In China, the Nationalist and Communist Parties formed graphic region. Have each group a brief alliance to drive out imperialists. choose one example from each • After the alliance split in China, the Communists went into hiding, and Chiang Kai-shek tried to build section of the Visual Summary. a republic. Ask: How were the nationalist movements in each region simi- lar? How were they different? FPO Encourage students to find details Celebrations in Moscow Mark the Second from the chapter to support their AFRICA AND ASIAA Influenced Meeting of the Communist International responses. Suggest that they use a by Nationalism graphic organizer, such as a table • Nationalism led Africa and Asia to seek independence or a three-part Venn diagram, to from colonial rule. record their ideas. Ask each group • Comintern spread Marxist ideas to Asia, resulting in Communist parties in all colonies. to share its findings, which will • India’s independence movement split into two paths, help the class review the material led by Gandhi and Nehru. Left Agents were trained in • Japan moved from a democratic government to a Moscow and then sent for the chapter test. OL back to Asia to form militaristic state. Communist parties. English Language Learners Organize students into small Oil Gusher in Mexico groups that each contain at least one student who is proficient in The Mexican government English. Ask students to read the nationalized the oil industry after Britain and the United Visual Summary aloud and to States tried to control it. write down any terms that they LATIN AMERICAA Influenced do not understand. Then have by Nationalism group members work together using a dictionary and their own • Latin American nationalists resented foreign investors and viewed them as imperialist powers. knowledge to define the problem- • The Great Depression devastated Latin America’s economy atic words. BL and created instability. • Turmoil led to military dictatorships and authoritarian rule by small groups. • Artists combined European modern art with their native Hands-On culture, often promoting a national spirit. Chapter Project Step 5: Wrap-Up

Writing an Article about a0850_C25_VS_879981.indd0082_0083_CH03GH_879981.indd sources 850 or 82 visuals. Allow classmates to com- class discussion on the similarities and dif-8/21/086/18/08 11:31:00 2:51:19 AM PM 0082_0083_CH03GH_879981.indd0851_0853_C25_CA_879981.indd 83 851 6/18/088/21/08 2:51:1911:32:34 PM AM Nationalist Movement ment on and ask questions about each arti- ferences among the various movements. cle. After each article has been presented, Ask students to use details from the class Step 5: Comparing and Contrasting Nat- discuss which ones students liked best and discussion and their journal entries from ionalist Movements Students will synthe- why. Ask: What common themes did the Steps 1-4 to write an essay comparing and size what they have learned in Steps 1–4. nationalist movements around the world contrasting the nationalist movements Directions: Have students read their arti- share? (Answers will vary. Many movements studied in this chapter. OL cles to the class. Students should provide focused on the issues of economic exploita- background information on any primary tion and the lack of a political voice.) Lead a

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Modern Times Assessment Chapter 18 • Assessment Answers and Analyses Reviewing Vocabulary Reviewing Main Ideas Reviewing Vocabulary Directions: Choose the word or words that best complete the Directions: Choose the best answers to the following questions. sentence. 1. B Trench warfare was a charac- Section 1 (pp. 586–591) teristic of World War I, while war of 1. Mao Zedong used , or unexpected methods like 6. Between 1915 and 1918, what Christian minority group was attrition and total war describe sabotage and deception, to fight Chiang Kai-shek’s forces. targeted by the Ottoman Turks? different military tactics. Guerrilla A trench warfare A Armenians tactics are associated with com- B guerrilla tactics B Zionists bating a stronger enemy using C war of attrition C Slavs unconventional means. D total war D Communists 2. D All answers refer to death 2. The term for the deliberate mass murder of a particular racial, 7. Who began transforming Turkey into a modern state in the or killing through the root -cide. political, or cultural group is . early 1920s? Patricide refers to killing a father, A patricide A Reza Shah Pahlavi homicide to a person, and suicide B suicide B Ibn Sa‘ıu¯d to one’s self. Geno- refers to entire C homicide FPOC Mustafa Kemal group or culture. D genocide D Abdülhamı¯d II 3. A Zaibatsu refers to a Japanese 3. In Argentina in the early 1930s, the that controlled 8. What British document supported the creation of a Jewish the government was made up of large landowners. business approach, hierarchy and homeland in Palestine? A oligarchy bureaucracy refer to political or A The Zionist Act B zaibatsu business organizations. Oligarchy B The Dawes Plan C hierarchy refers to rule by a small group and C The Palestine Act D bureaucracy was introduced in connection RightD The Balfour Declaration with Ancient Greece. 4. As a form of protest, Mohandas Gandhi advocated , Section 2 (pp. 592–599) or the refusal to obey laws considered to be unjust. 4. C The word disobedience re- 9. Who founded the Pan-Africanism movement? A collective bargaining lates to the words “refusal to obey,” A Nnamdi Azikiwe B extraterritoriality in the statement indicating the B Marcus Garvey C civil disobedience correct answer. Guerrilla tactics C Jomo Kenyatta D guerrilla tactics refer to military confl icts and the D Léopold Senghor other answers have no relevance. 5. A is a large Japanese financial and industrial corporation. 5. B Hierarchy and bureaucracy A oligarchy refer to political or business orga- B zaibatsu TEST-TAKING nizations. Oligarchy refers to rule C bureaucracy by a small group. Read each answer choice carefully and eliminate any state- D hierarchy ments that you know are false. Getting rid of these wrong answer choices will help you find the correct answer. Reviewing Main Ideas Need Extra Help? 6. A Zionists are usually Jewish, If You Missed Questions . . . 123456789GO ON Go to Page . . . 602 588 611 596 598 587 588 591 594 Communists are a political group, and Slavs are a European ethnic

CHAPTER 18 Nationalism Around the World 615 group. Armenians were killed and deported by the Ottoman Turks.

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Modern Times Chapter 18 • Assessment Assessment

10. A Knowledge of geography should help indicate the correct 10. Where did some Indian Muslims want to form a separate Critical Thinking state in the 1930s? answer. Pakistan borders India, Directions: Choose the best answers to the following questions. while the other sites are far from A Pakistan India. B Taiwan (Formosa) Use the following map to answer question 15. C Palestine Japanese Expansion, 1910–1933 11. D Students need to be very fa- D Liberia miliar with the content to identify RUSSIA N to 1922, Nanjing as the home of Chiang’s Section 3 (pp. 600–605) SOVIET UNION W E 1922–1991 11. 120°E 140°E S new republic. The other cities In what city did Chiang Kai-shek form a new Chinese republic? ds an KARAFUTOsl A l I have varying connections to the Beijing ri MANCHUKUO Ku Chinese confl icts. B Shanghai (MANCHURIA) Vladivostok C Tianjin Hokkaido 12. C All other answers are Sea of Japan D Nanjing K 40°N eijing O (East Sea) Honshu false—the Communists did not Port Arthur R PACIFIC E N drive out the Nationalists, the 12. A PATokyo (Edo)OCEAN Which of the following was a result of the Long March? Yellow Kyoto JA alliance happened well before the A FPOSea Osaka The Communists surprised the Nationalists in Jiangxi and CHINA Shikoku Long March, and the Communists drove them out. Shanghai EastNagasaki Kyushu Japanese territory, 1910 China s B The Communists formed an alliance with the Chinese d Japanese acquisitions won the support of the peasants. Sea an Isl to 1932 Nationalists. yu Ryuk 13. B The removal of troops was C The Communists chose Mao Zedong as their leader. 0 200 kilometers Taiwan (Formosa) 0 200Tropic miles of Cancer a signifi cant step in changing D The Communists lost the support of the rural peasants. Miller projection relations with Latin American countries. U.S. investment contin- Section 4 (pp. 608–613) 15. How did Japan’s territory change between 1910 and 1933? 13. LeftA Japan acquired Manchuria in 1910, doubling its size. ued, dictators took greater control, Which of the following was part of the Good Neighbor pol- and there was no European icy in 1934? B Japan acquired Korea and Manchuria. A aggression. The last U.S. investors left Latin America. C Japan gave up Manchuria, losing half its territory. B The last U.S. troops were removed from Latin America. D Japan acquired Manchuria by 1933, doubling its size. 14. C A basic knowledge of eco- C U.S. troops removed several ruthless Latin American nomics indicates that countries dictators. 16. Why did Chiang’s land-reform program have little effect? D which rely on a single product are U.S. troops protected Latin America against European A There was little unowned land to divide. aggression. at greater risk during bad eco- B His council favored more land taxes. C nomic times. 14. Which Latin American countries were most harmed by the His support came from the landed gentry. D TEST-TAKING Great Depression? He spent too much on building railways. A Countries that exported a wide variety of foodstuffs and raw materials 17. Why was Mexico not “truly democratic”? For Question 14: Point out that B Countries that had a large manufacturing base A There was a military dictatorship. options A, B, and D all contain C Countries that depended on the export of only one product B The authoritarian New State refused to hold elections. economic strengths. Students can D Countries that had large government-run industries C There was a ruling oligarchy. infer that option C, which cites a D There was one dominant political party. weakness, best suits the context Need Extra Help? of economic harm. If You Missed Questions . . . 10 11 12 13 14 15 16 17 GO ON Go to Page . . . 596 601 603 609 610 616 605 611

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0851_0853_C25_CA_879981.indd0082_0083_CH03GH_879981.inddCritical Thinking 852 82 17. D Mexico was not a dictatorship, and elec-8/21/086/18/08 11:32:39 2:51:19 AM PM 0082_0083_CH03GH_879981.indd0851_0853_C25_CA_879981.indd 83 853 6/18/088/29/08 2:51:19 8:28:11 PM AM tions were held. The small group of political 15. D The legend indicates the correct years leaders who chose candidates might be con- for acquisitions, and study of the map confirms sidered an oligarchy, but they didn’t actually Japan’s doubling in size. rule the country. 16. C Knowledge of land reform indicates that the gentry would oppose it. The other choices don’t refl ect the facts of the time.

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Modern Times Assessment Chapter 18 • Assessment Document-Based 18. Which of the following statements represents an effect of Document-Based Questions the zaibatsu economy on Japan? Questions Directions: Analyze the documents and answer the questions that A Internal tension decreased, as economic success brought follow. 20. the people wealth to all social classes. B Militarism increased, as Japan needed to expand to find In the quotes below, Gandhi and Mao express their ideas about 21. Mao felt change must be resources to fuel its industries. how to achieve their nationalistic goals. achieved by violence. Gandhi C Relations with other Asian nations improved, as trade believed that nonviolence was among them increased. the best path. D Population decreased, as fewer children were needed to “In a very short time, in China’s Central, Southern, and work on family farms. Northern provinces, several hundred million peasants will rise like a mighty storm, like a hurricane, a force so swift Base your answer to question 19 on the cartoon below and your and violent that no power, however great, will be able to Extended Response knowledge of world history. hold it back. They will smash all the restraints that bind them and rush forward along the road to liberation.” 22. Answers may include: the —Selected Works of Mao Tse-Tung, 1954 people in these states would lack a strong identification with their “Non-violence is the greatest force at the disposal of designated country; nationalist FPOmankind. It is mightier than the mightiest weapon of conflict could arise as people who destruction devised by the ingenuity of man.” share a common culture, religion, — Mohandas Gandhi, “Harijan,” July 20, 1931 and A Peace Reader by eds. Joseph J. Fahey language, or ethnicity but live in and Richard Armstrong different countries seek to unify, or as one group seeks to domi- nate another within a nation. 20. What do Mao and Gandhi believe is the driving force behind revolution? 23. Students’ answers should Right21. How do Mao and Gandhi differ in attaining their include that the French had much nationalistic goals? to gain by supporting the colo- nists’ struggle against their British Extended Response rivals. Similarly, the United States 22. Europeans created the Middle Eastern states of Iraq, Palestine, Jordan, Syria, and Lebanon from former Ottoman supported the Nationalists in their territories after World War I. Why might the newly divided fi ght against the Communists as peoples and borders lead to confl ict in the Middle East? a means to damage their Soviet 19. Which statement best expresses the cartoon’s message? 23. During and after World War II the United States supported the rivals. Nationalist Party in China. Compare the United States’s support A England will use its economic power to save the of the Nationalist Party against the Communists to France’s Armenians. support of the colonists during the American Revolution. B England will not help the Armenians because it fears war with the Ottoman Turks. C England’s vast economic power will not be enough to (ISTORY /.,).% save the Armenians. For additional test practice, use Self-Check Quizzes— D England will not give up its economic interests in the Chapter 18 at glencoe.com. region to help the Armenians.

Need Extra Help? If You Missed Questions . . . 18 19 20 21 22 23 STOP Go to Page . . . 598 617 617 617 587 601

CHAPTER 18 Nationalism Around the World 617 (ISTORY /.,).% Introduce students to chapter 0851_0853_C25_CA_879981.indd0082_0083_CH03GH_879981.indd 852 82 8/21/086/18/08 11:32:39 2:51:19 AM PM 0082_0083_CH03GH_879981.indd0851_0853_C25_CA_879981.indd18. B Because 83 853 Japan had traditionally ob- 19. D The caption indicates the answer.6/18/088/29/08 Eng- 2:51:19 8:28:11 PM AM content and key terms by hav- tained resources through conquest, zaibatsu land did not want to drop its “bundle,” which ing(ISTORY them access/.,).% the Chapter 25 leaders were more likely to favor policies that indicates that it preferred to focus on economic OverviewFor additional at glencoe.com test practice,. use would help them gain precious resources, as gain rather than to help Armenians. Self-Check Quizzes—Chapter 18 well as food. at glencoe.com. Need Extra Help? Have students refer to the pagesNeed Extralisted Help? if they miss any of Havethe questions. students refer to the pages listed if they miss any of the questions.

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