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Struggles for Democracy, 1945–Present

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Struggles for Democracy, 1945–Present Struggles for Democracy, 1945–Present Previewing Main Ideas ECONOMICS Many nations, such as Brazil, Poland, Russia, and China, discovered that economic stability is important for democratic progress. Geography Which type of government seems to predominate in the Western Hemisphere? REVOLUTION In 1989, revolutions overthrew Communist governments in the Soviet Union and Central and Eastern Europe. In China, the Communist government and the army put down a student protest calling for democracy. Geography Which two countries in the Eastern Hemisphere are still Communist? CULTURAL INTERACTION Chinese students imported democratic ideas from the West. Democratic reforms spread across Central and Eastern Europe, causing Communist governments to fall. Geography Which type of government predominates in the labeled countries of Europe? INTERNET RESOURCES • Interactive Maps Go to classzone.com for: • Interactive Visuals • Research Links • Maps • Interactive Primary Sources • Internet Activities • Test Practice • Primary Sources • Current Events • Chapter Quiz 1030 1031 Why do so many people want democracy? Your grandparents came to the United States because they wanted to live in a democracy. Although that was more than 50 years ago, you know that people in many parts of the world still seek democracy today. On the news, you watch stories about protesters, such as those in Venezuela, who are demanding more democracy and freedom. Their demonstrations are often led by students and sometimes help to bring about democratic reform. One evening you and a friend are watching a news story about a leader who has promised his people greater democracy. What might you answer when your friend asks why so many people want democracy? Protesters march in Caracas, Venezuela, in opposition to the policies of President Hugo Chávez. EXAMINING the ISSUES • What rights and institutions are necessary for a government to be democratic? • How do citizens participate in a democracy? How can participation be encouraged? Discuss these questions in class and list important points on the board. For your discussion, consider what you know about democracy in ancient Greece and in the United States. As you read this chapter, think about the challenges many countries face in trying to develop democratic systems. 1032 Chapter 35 1 Democracy CASE STUDY: Latin American Democracies MAIN IDEA WHY IT MATTERS NOW TERMS & NAMES ECONOMICS In Latin America, By the mid-1990s, almost all •Brasília • recession economic problems and Latin American nations had •land reform • PRI authoritarian rule delayed democratic governments. • standard of democracy. living SETTING THE STAGE By definition, democracy is government by the people. Direct democracy, in which all citizens meet to pass laws, is not practical for nations. Therefore, democratic nations developed indirect democracies, or republics, in which citizens elect representatives to make laws for them. For example, the United States is a republic. But democracy is more than a form of government. It is also a way of life and an ideal goal. A democratic way of life includes practices such as free and open elections. Democracy As a Goal TAKING NOTES The chart below lists four practices in a democracy, together with conditions that Summarizing Use a chart to sum up the help these democratic practices succeed. Many nations follow these practices to steps Brazil, Mexico, a large degree. However, establishing democracy is a process that takes years. and Argentina have Even in the United States, the establishment of democracy has taken time. taken toward Although the principle of equality is part of the Constitution, many Americans democracy. have struggled for equal rights. To cite one example, women did not receive the right to vote until 1920. Democracy is always a “work in progress.” Nation Steps toward democracy Brazil Making Democracy Work Mexico Common Practices Conditions That Foster Those Practices Argentina •Free elections • Having more than one political party • Universal suffrage—all adult citizens can vote • Citizen • High levels of education and literacy participation •Economic security •Freedoms of speech, press, and assembly • Majority rule, • All citizens equal before the law minority rights • Shared national identity • Protection of such individual rights as freedom of religion • Representatives elected by citizens to carry out their will • Constitutional • Clear body of traditions and laws on which government government is based •Widespread education about how government works • National acceptance of majority decisions • Shared belief that no one is above the law CASE STUDY 1033 Democratic institutions may not ensure stable, civilian government if other condi- tions are not present. The participation of a nation’s citizens in government is essen- tial to democracy. Education and literacy—the ability to read and write—give citizens the tools they need to make political decisions. Also, a stable economy with Making a strong middle class and opportunities for advancement helps democracy. It does so Inferences by giving citizens a stake in the future of their nation. Why would Other conditions advance democracy. First, a firm belief in the rights of the indi- democracy suffer if vidual promotes the fair and equal treatment of citizens. Second, rule by law helps citizens didn’t participate? prevent leaders from abusing power without fear of punishment. Third, a sense of national identity helps encourage citizens to work together for the good of the nation. The struggle to establish democracy continued into the 21st century as many nations abandoned authoritarian rule for democratic institutions. However, a United Nations study released in July 2002 warned that the spread of democracy around the world could be derailed if free elections in poor countries are not fol- lowed by economic growth. The UN Development Program’s annual report warned particularly about Latin America. CASE STUDY: Brazil Dictators and Democracy Many Latin American nations won their independence from Spain and Portugal in the early 1800s. However, three centuries of colonial rule left many problems. These included powerful militaries, economies that were too dependent on a single crop, and large gaps between rich and poor. These patterns persisted in the modern era. After gaining independence from Portugal in 1822, Brazil became a monarchy. This lasted until 1889, when Brazilians established a republican government, which a wealthy elite controlled. Then, in the 1930s, Getulio Vargas became dictator. Vargas suppressed political opposition. At the same time, however, he promoted economic growth and helped turn Brazil into a modern industrial nation. Kubitschek’s Ambitious Program After Vargas, three popularly elected presi- dents tried to steer Brazil toward democracy. Juscelino Kubitschek (zhoo•suh•LEE•nuh KOO•bih•chehk), who governed from 1956 to 1961, contin- ued to develop Brazil’s economy. Kubitschek encouraged foreign investment to help pay for development projects. He built a new capital city, Brasília (bruh•ZIHL•yuh), in the country’s interior. Kubitschek’s dream proved expensive. The nation’s foreign debt soared and inflation shot up. Kubitschek’s successors proposed reforms to ease economic and social problems. Conservatives resisted this strongly. They especially opposed the plan for land reform—breaking up large estates and distributing that land to peasants. In 1964, Analyzing Motives with the blessing of wealthy Brazilians, the army seized power in a military coup. Why might the wealthy have pre- Military Dictators For two decades military dictators ruled Brazil. Emphasizing ferred military rule economic growth, the generals fostered foreign investment. They began huge devel- to land reform? opment projects in the Amazon jungle. The economy boomed. The boom had a downside, though. The government froze wages and cut back on social programs. This caused a decline in the standard of living, or level of material comfort, which is judged by the amount of goods people have. When Brazilians protested, the government imposed censorship. It also jailed, tortured, and sometimes killed government critics. Nevertheless, opposition to military rule continued to grow. The Road to Democracy By the early 1980s, a recession, or slowdown in the economy, gripped Brazil. At that point, the generals decided to open up the politi- cal system. They allowed direct elections of local, state, and national officials. 1034 Chapter 35 W W ° ° 80 Latin America, 2003 40 W ° UNITED STATES 120 Rio G r a n d e Gulf of BAHAMAS Mexico W E Tropic of Cancer S T DOMINICAN REPUBLIC MEXICO CUBA HAITI I N Mexico City D I BELIZE E ATLANTIC JAMAICA S GUATEMALA HONDURAS OCEAN Caribbean Sea EL SALVADOR NICARAGUA COSTA GUYANA RICA o R. noc ri SURINAME O PANAMA VENEZUELA FRENCH GUIANA COLOMBIA A 0° Equator N River ECUADOR azon PACIFIC Am D OCEAN E BRAZIL S PERU M Brasília O 0 1,000 Miles U BOLIVIA r 0 2,000 Kilometers e N v i R á n T a r a P Tropic of Capricorn A PARAGUAY I CHILE N S URUGUAY Buenos Aires ARGENTINA 40°S GEOGRAPHY SKILLBUILDER: Interpreting Maps 1. Location Which country—Argentina, Brazil, or Mexico—spans the equator? FALKLAND IS. (Br.) 2. Region Which one of the three countries has a coast on the Caribbean Sea? CASE STUDY 1035 BrazilianBrazilian Economy,Economy, 1955–20001955–2002 Debt Inflation 250 1,500 200 1,200 150 900 100 Inflation 600 oreign Debt (percentage) F 50 300 (in billions of U.S. dollars) 0 1955 1970 1985 2000 1955 1970 1985 2000 Source: The Brazilian Economy: Growth and Development SKILLBUILDER: Interpreting Graphs 1. Clarifying By how much did Brazil’s foreign debt increase from 1955 to 2000? 2. Comparing Of the years shown on the line graph, which was the worst year for inflation? In 1985, a new civilian president, José Sarney (zhoh•ZAY SAHR•nay), took office. Sarney inherited a country in crisis because of foreign debt and inflation. He proved unable to solve the country’s problems and lost support. The next Analyzing Issues elected president fared even worse. He resigned because of corruption charges.
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