CHAPTER 30 PLANNING GUIDE Revolution and · PDF fileworld? Nationalism, REVOLUTION REVOLUTION

863A Chapter 30

CHAPTER RESOURCES

CHAPTER OVERVIEW The politicalupheavals that swept through Russia,China, and India resulted in Russiaforming a totalitarian state, Chinaundergoing a civil war, and Indiagaining limited self-rule.

In-Depth Resources: Unit 7• Building Vocabulary, p. 28

Chapters in Brief (in English and Spanish)

Block Schedule Pacing Guide

Chapter Assessment, pp. 892–893

Formal Assessment• Chapter Tests, Forms A, B, and C,

pp. 491–505

Test Generator

Integrated Assessment Book

Strategies for Test Preparation

Online Test Practice

SECTION 1Revolutions in Russiapp. 867–873

OBJECTIVE Describe the social unrestin Russia, the Bolshevik Revolution,and the resulting Communistgovernment.

In-Depth Resources: Unit 7• Guided Reading, p. 24• Skillbuilder Practice: Analyzing Causes and

Recognizing Effects, p. 29• Primary Source: from Bloody Sunday, p. 32• History Makers: Vladimir Lenin, p. 40• Reteaching Activity, p. 43

Reading Study Guide, p. 289

Section 1 Assessment, p. 873

Formal Assessment• Section Quiz, p. 487

Test Practice Transparencies, TT114

SECTION 2Case Study: Totalitarianism—Stalinist Russia pp. 874–881

OBJECTIVE Describe totalitarianism,the building of a totalitarian state inRussia, and the economic systemunder Stalin.

In-Depth Resources: Unit 7• Guided Reading, p. 25• Primary Source: The Need for

Progress, p. 33• Literature: from Darkness at Noon, p. 36;

from 1984, p. 38• Reteaching Activity, p. 44





SECTION 3Imperial China Collapsespp. 882–886

OBJECTIVE Summarize the collapseof Imperial China and the strugglebetween the Nationalists andCommunists for control over China.

In-Depth Resources: Unit 7• Guided Reading, p. 26• Geography Application: Nationalists Battle

Warlords and Communists, p. 30• Primary Source: from “The Peasants of

Hunan,” p. 34• History Makers: Jiang Jieshi, p. 41• Reteaching Activity, p. 45





SECTION 4Nationalism in India andSouthwest Asia pp. 887–891

OBJECTIVE Trace the nationalistmovement in India that resulted inlimited self-rule and describe theindependence movements inSouthwest Asia.

In-Depth Resources: Unit 7• Guided Reading, p. 27• Primary Source: from Hind Swaraj, p. 35• Connections Across Time and Cultures:

Nationalist Revolutions in Latin Americaand Asia, p. 42

• Reteaching Activity, p. 46


Case Study 1: India and Britain, p. 2




COPYMASTERS ASSESSMENT

CHAPTER 30 PLANNING GUIDE

Revolution and Nationalism, 1900–1939

wh10te-0730-pg-863A-863D 10/9/03 9:26 AM Page 2

Teacher’s Edition 863B

Chart Key:

eEdition CD-ROM

World Art and Cultures Transparencies• AT65 Friendship of the People

Electronic Library of Primary Sources• from Ten Days That Shook the World

classzone.com

Making a Propaganda FilmFilmmakers of the early 20th century recognized the power of their medium toaccomplish political and social objectives. By viewing and interpreting early Sovietpropaganda films, and by creating their own propaganda films, students can gainan understanding of the electronic media’s transforming influence on politics.

Class Time Two class periods

Task Students view and discuss clips from early Russian propaganda films and thenproduce their own short propaganda videos

Purpose To learn how film transformed politics and political propaganda in the20th century

Instructions1. Have students view scenes from the films October and Battleship Potemkin by

Soviet-era director Sergei Eisenstein. Then discuss with students the ways inwhich the filmmaker used the medium to promote a point of view.

2. Divide students into groups and have them develop a script for a one- to three-minute propaganda video promoting a specific change at home, at school,or in the community.

3. Review each group’s script, and discuss with students in the group how they canaccomplish the goals of an effective propaganda film.

4. Have students produce the videos and screen them in class. Have studentsdiscuss each film’s propaganda value.

Technology Tips• Media providers such as PBS offer online clips from historic films, including

October and Battleship Potemkin. However, teachers who wish to select specificportions of the films to show in class should inquire about borrowing the filmsfrom a public library.

• Teachers can find useful background articles on propaganda films using anInternet subject directory. Use the keyword “propaganda films.” There are alsomany online exhibits of Soviet propaganda, including posters and films. Try thekeyword “Soviet propaganda art.”

• Many search engines maintain directories of sites devoted to the study ofpropaganda and art. Use the keyword “propaganda art.”

INTEGRATED TECHNOLOGY TECHNOLOGY IN THE CLASSROOM

If you do not have time to teach this chapter in full,assign the Chapter in Brief(also available in Spanish).

• eEdition Plus Online• EasyPlanner Plus

Online• eTest Plus Online

Audio CDs• Voices from the Past• Reading Study

Guides

CD-ROMs• eEdition• Power

Presentations• EasyPlanner• Electronic Library

of PrimarySources

• Test Generator

Pupil’s Edition

Teacher’s Edition

Overhead Transparency

Block Scheduling

Copymaster

Audio Library

CD-ROM

Internet

Video

eEdition CD-ROM

Geography Transparencies• GT30 European Totalitarianism by 1938

Electronic Library of Primary Sources• from 1984

classzone.com

eEdition CD-ROM

Electronic Library of Primary Sources• from Autobiography of a Chinese Girl

classzone.com

eEdition CD-ROM

Critical Thinking Transparencies• CT30 Time Machine: Revolution and

Nationalism• CT66 Chapter 30 Visual Summary

World Art and Cultures Transparencies• AT66 Persian Musicians

Electronic Library of Primary Sources• “Nonviolence”

classzone.com

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863C Chapter 30

ENGLISH LEARNERS: Resources in Spanish

STRUGGLING READERS

GIFTED AND TALENTED STUDENTS

In-Depth Resources inSpanish

• Guided Reading ●A

• Skillbuilder Practice: AnalyzingCauses and Recognizing Effects

• Geography Application:Nationalists Battle Warlords andCommunists ●B

Chapters in Brief

Reading Study Guide ●C

Reading Study Guide Audio CD

In-Depth Resources: Unit 7

• Guided Reading ●A

• Building Vocabulary

• Skillbuilder Practice: AnalyzingCauses and Recognizing Effects ●B

• Geography Application:Nationalists Battle Warlords andCommunists

• Reteaching Activities

Chapters in Brief

Reading Study Guide ●C

Reading Study Guide Audio CD

Formal Assessment

• Chapter Test, Form A


• Primary Source: from BloodySunday; The Need for Progress;from “The Peasants of Hunan”;from Hind Swaraj

• History Makers: Vladimir Lenin;Jiang Jieshi

• Literature: from Darkness atNoon ●A ; from 1984

• Connections Across Time and Cultures: NationalistRevolutions in Latin Americaand Asia ●B

Electronic Library of Primary Sources

• from Ten Days That Shook the World

• from 1984

• from Autobiography of aChinese Girl

• “Nonviolence”

Formal Assessment

• Chapter Test, Form C ●C

Test Generator

• Chapter Test, Form A

Plus

Modified Lesson Plans forEnglish Learners

Multi-Language Glossary ofSocial Studies Terms

Revolution and Nationalism 301

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GUIDED READING Revolutions in RussiaSection 1

CHAPTER

30

A. Percepción de causa y efecto Al leer esta sección, toma notas para contestar laspreguntas acerca de factores que contribuyeron a la revolución en Rusia.

B. Reconocimiento de hechos y detalles Al reverso de esta hoja, identifica a cada uno de los siguientes:

pogrom Ferrocarril Transiberiano Duma Rasputín soviet

¿Cómo contribuyó cada uno de los siguientes factores a encender la mecha de la revolución?

1. Políticas de los zares

2. Industrialización y cre-cimiento económico

3. La Guerra Ruso-Japonesa

4. El “Domingo sangriento”

5. La I Guerra Mundial

6. La Revolución de marzo

¿Cómo ayudó cada uno de los siguientes a los bolcheviques a obtener y conservar el control político?

7. Revolución de No-viembre de 1917

8. Guerra civil entre el ejér-cito Rojo y el Blanco

9. La organización deRusia en repúblicas

¿Qué papel desempeñó cada uno de los siguientes en la Revolución rusa?

10. Karl Marx

11. V. I. Lenin

12. Leon Trotsky


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GUIDED READING TotalitarianismCase Study: Stalinist Russia

Section 2

A. Recognizing Facts and Details As you read this section, fill in the web diagram with key characteristics of Stalinist Russia.

B. Using Context Clues Define or identify each of the following terms:

totalitarianism command economy collective farm five-year plan

________________________________________________________________________________________

________________________________________________________________________________________

________________________________________________________________________________________

________________________________________________________________________________________

CHAPTER

30

1. Industrial policies 2. Agricultural policies 3. Art/religion

4. Education 5. Control methods 6. Propaganda methods

Stalin’s Totalitarian State


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SKILLBUILDER PRACTICE Analyzing CausesHistorians analyze causes to understand why events in the past happened.Historical events such as strikes and revolutions often have multiple causes. Asyou read the excerpts below, try to identify the reasons for the local protest thatexploded into the March Revolution of 1917. Then fill in the chart. (SeeSkillbuilder Handbook)

Section 1

CHAPTER

30

Passage AThe fact is that the . . . revolution was begun frombelow, overcoming the resistance of its own revolu-tionary organizations, the initiative being taken oftheir own accord by the most oppressed and down-trodden . . . women textile workers. . . . The over-grown bread lines had provided the last stimulus.About 90,000 workers, men and women, were onstrike that day. . . . Throughout the entire [next] day,crowds of people poured from one part of the city toanother. . . . Along with shouts of “Down with thepolice!” was heard oftener and oftener a “Hurrah”addressed to the Cossacks. . . . The soldiers showindifference, at times hostility to the police. Itspreads excitedly through the crowd that when thepolice opened fire by the Alexander III monument,the Cossacks let go a volley at the horse [police].

Leon Trotsky, History of the Russian Revolution

Passage BThe rising cost of living and the food crisis couldnot but serve as revolutionary factors among themasses. . . . Gradually the minor issues of food, theprice of bread, and the lack of goods turned intopolitical discussions concerning the entire system ofthe social order. In this atmosphere political move-ments grew feverishly and matured quickly. . . .

Peter I. Lyashchenko, History of the National Economy ofRussia to the 1917 Revolution

Passage CThose nameless, austere statesmen of the factoryand streets did not fall out of the sky: they had tobe educated. . . . To the question, Who led the . . .revolution? we can then answer definitely enough:Conscious and tempered workers educated for themost part by the party of Lenin. . . .


What were three causes of the March Revolution?

Economic

Political/Social

Other

Previewing Resources for Differentiated Instruction

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306 Unit 7, Chapter 30

Name Date

GEOGRAPHY APPLICATION: MOVEMENT

Los nacionalistas luchan contra los señores de la guerra y contra los comunistasIndicaciones: Lee los párrafos y estudia cuidadosamente el mapa. Después, contesta las preguntas.

Section 3

CHAPTER

30

De 1923 a 1936, los nacionalistas chinos reali-zaron varias guerras para alcanzar la unidad

nacional. Al principio, combatieron a los gober-nantes territoriales —los señores de la guerra— y después a los comunistas.

En una ocasión, tanto nacionalistas como comu-nistas se unieron bajo el Kuomintang, el PartidoNacionalista del Pueblo. De 1923 a 1927, el Kuo-mintary trató de terminar con el gobierno de losseñores de la guerra en las provincias. Para 1925, el Kuomintang había expulsado a los señores de la guerra del extremo sur de China; después lanzóuna campaña llamada la Expedición del Norte. Supropósito era conquistar a los señores de la guerraque permanecían en el norte, liberar Beijing y uni-ficar a China bajo un gobierno central.

Sin embargo, por esa época, los nacionalistascomenzaron a temer los objetivos políticos de susaliados comunistas. En consecuencia, en 1927, losnacionalistas, al mismo tiempo que peleaban en elnorte de China, iniciaron un movimiento anticomu-nista entre sus propias filas. Atacaron bastiones co-munistas en Shanghai y en otras grandes ciudades, ylos dispersaron en las montañas de la región centro-sur de China. Por último, en 1934, los comunistas,bajo la dirección de Mao Tse-tung, realizaron laLarga Marcha que duró un año y los condujo hastalas cuevas seguras del norte de China.

Sin embargo, el enfrentamiento final entre na-cionalistas y comunistas en el norte jamás se reali-zó. En 1936, la amenaza japonesa sobre China llevóa los enemigos a conjuntar esfuerzos una vez más.

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Section 4

CHAPTER

30CONNECTIONS ACROSS TIME AND CULTURES

Nationalist Revolutions in Latin America and AsiaSocial unrest and Enlightenment ideas sparked nationalist revolutions through-out Latin America during the early 19th century. How do these revolutionarymovements compare with nationalist revolutions in India and Southwest Asiasome 100 years later? Review the information in Chapters 24 and 30 and thenanswer the questions.

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1. During the 1800s, Creoles living in Latin America were educated in Europe.

Inspired by Enlightenment ideas, they returned home and spearheaded independence

movements. What role did Indians who were educated in Britain play in the movement

for the independence of India? ____________________________________________________________

________________________________________________________________________________________

2. Creole aristocrats resented how Spanish viceroys treated them unjustly, suppressing

many of their rights. How did Western-educated Indians view their treatment by

the British? ____________________________________________________________________________

________________________________________________________________________________________

3. Napoleon’s conquest of Spain in 1808 triggered nationalist revolts in Spanish colonies.

3. a. How did the war in Europe affect Indian nationalism? ________________________________________

______________________________________________________________________________________

3. b. How did changes in Europe after World War I spur the rise of nationalism in

Southwest Asia? ______________________________________________________________________

______________________________________________________________________________________

4. Led by Simón Bolívar and José de San Martín, South American countries achieved

independence through military victories over Spanish forces. Military victories also

led to independence for Turkey and Persia. India, however, used civil disobedience

and nonviolence as vehicles for change. What factors might account for the different

strategies used to achieve independence? ____________________________________________________

________________________________________________________________________________________

5. Independence brought disunity and increased poverty to Latin America. What problems

did India face as it moved toward total independence from Britain? ______________________________

________________________________________________________________________________________

THEMATIC CONNECTION:

REVOLUTION

●A ●B

●A ●B

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LITERATURE SELECTION from Darkness at Noonby Arthur Koestler

Hungarian-born British author Arthur Koestler (1905–1983) was a Communistduring the 1930s. He eventually became disillusioned with the Communist Partyand left in 1938. His novel Darkness at Noon, published in 1941, is the story ofthe purge trials of the 1930s in Stalinist Russia from the point of view of anaging Communist revolutionary who has been arrested and imprisoned. As youread this excerpt, think about how the main character, N. S. Rubashov, feelsabout No. 1, the totalitarian leader.

Section 2

Rubashov had the feeling that he was beingwatched through the spy-hole. Without looking,

he knew that a pupil pressed to the hole was staringinto the cell; a moment later the key did actuallygrind in the heavy lock. It took some time beforethe door opened. The warder, a little old man inslippers, remained at the door:

“Why didn’t you get up?” he asked.“I am ill,” said Rubashov.“What is the matter with you? You cannot be

taken to the doctor before to-morrow.”“Toothache,” said Rubashov.“Toothache, is it?” said the warder, shuffled out

and banged the door.Now I can at least remain lying here quietly,

thought Rubashov, but it gave him no more plea-sure. The stale warmth of theblanket became a nuisance to him,and he threw it off. He again triedto watch the movements of histoes, but it bored him. In the heelof each sock there was a hole. Hewanted to darn them, but thethought of having to knock on thedoor and request needle andthread from the warder preventedhim; the needle would probably berefused him in any case. He had asudden wild craving for a newspa-per. It was so strong that he couldsmell the printer’s ink and hear thecrackling and rustling of the pages.Perhaps a revolution had broken out last night, orthe head of a state had been murdered, or anAmerican had discovered the means to counteractthe force of gravity. His arrest could not be in ityet; inside the country, it would be kept secret for awhile, but abroad the sensation would soon leakthrough, they would print ten-year-old photographs

dug out of the newspaper archives and publish a lotof nonsense about him and No. 1. He now nolonger wanted a newspaper, but with the samegreed desired to know what was going on in thebrain of No. 1. He saw him sitting at his desk,elbows propped, heavy and gloomy, slowly dictatingto a stenographer. Other people walked up anddown while dictating, blew smoke-rings or playedwith a ruler. No. 1 did not move, did not play, didnot blow rings. . . . Rubashov noticed suddenly thathe himself had been walking up and down for thelast five minutes; he had risen from the bed withoutrealizing it. He was caught again by his old ritual ofnever walking on the edges of the paving stones,and he already knew the pattern by heart. But histhoughts had not left No. 1 for a second, No. 1,

who, sitting at his desk and dictat-ing immovably, had graduallyturned into his own portrait, intothat well-known colour-print,which hung over every bed orsideboard in the country andstared at people with its frozeneyes.

Rubashov walked up and downin the cell, from the door to thewindow and back, between bunk,wash-basin and bucket, six and ahalf steps there, six and a halfsteps back. At the door he turnedto the right, at the window to theleft: it was an old prison habit; if

one did not change the direction of the turn onerapidly became dizzy. What went on in No. 1’sbrain? He pictured to himself a cross-sectionthrough that brain, painted neatly with grey water-colour on a sheet of paper stretched on a drawing-board with drawing-pins. The whorls of grey matterswelled to entrails [intestines], they curled round

CHAPTER

30

Rubashov had the feeling that he was

being watchedthrough the spy-

hole. Without looking, he knew

that a pupil pressedto the hole was

staring into the cell.

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Teacher’s Edition 863D

Activities in the Teacher’s Edition for English Learners

• Clarifying Key Events, p. 869

• Key Terms of Totalitarianism, p. 878

• Describing the Long March, p. 885

• Indian Protests and BritishResponses, p. 889

Activities in the Teacher’s Edition for Struggling Readers

• Learning from Literature:Doctor Zhivago, p. 870

• Using Questions to Find MainIdeas, p. 877

• Chinese Geography andPolitics, p. 884

• Using SQ3R, p. 890

Activities in the Teacher’sEdition for Gifted andTalented Students

• Researching the Origins of theRussian Revolution, p. 871

• Creating a Fictional TotalitarianState, p. 876

• The Writings of Mao Zedong, p. 883

• Investigating Examples of CivilDisobedience, p. 888

eEdition• Interactive Visuals• Interactive Maps• Interactive

Primary Sources

classzone.com• Research Links• Internet Activities• Primary Sources• Chapter Quiz• Current Events

Power Presentations CD-ROM• Lecture Notes• Image Gallery• Chapter Review

Game

Critical ThinkingTransparencies

• CT30 Time Machine:Revolution and Nationalism ●A

• CT66 Chapter 30 Visual Summary

Geography Transparencies

• GT30 EuropeanTotalitarianism by 1938

World Art and Cultures Transparencies

• AT65 Friendship of the People

• AT66 Persian Musicians

Test Practice Transparencies TT114–TT117

Test Generator CD-ROM

EasyPlanner CD-ROM

Voices from the Past Audio CD


Electronic Library of Primary Sources

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Time Machine: Revolution and Nationalism

1904 Russo-Japanese War

1900

1905

1910

1915

1920

1925

1930

1935

1940

1945

1950

1905 Bloody Sunday

1914 World War I starts

1918–20 Civil War in Russia

1921 Chinese Communist Party

1923 Lenin sends advisers to aid China’s Nationalist party

1930 Gandhi organizes Salt March

1935 British government passes Government of India Act

1934 Stalin launches purges; Mao leads the Long March

1917 Russian Revolution Bolshevik take-over

1931 Japanese invade Manchuria

1930–49 Chinese Civil War

1928 Stalin in control of USSR; Jiang heads National Republic of China

1922 Union of Soviet Socialist Republics (USSR) formed

1920 Indian National Congress Party endorses civil disobedience

1912 Overthrow of Qing Dynasty Sun Yixian President

1895 Indian National Congress formed

1919 May Fourth Movement; Amritsar Massacre

1918 Treaty of Brest-Litovsk

MCDOUGAL LITTELL

World History: Patterns of InteractionCT

30Critical Thinking:

Following Chronological Order

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CHAPTER 30 REVOLUTION AND NATIONALISM 293

Name ______________________________________________________________ Date ______________________

CHAPTER 30 Section 3 (pages 882–886)

ANTES DE LEEREn la sección anterior, leíste acerca del totalitarismo en laUnión Soviética.

En esta sección, aprenderás acerca de los inicios del PartidoComunista en China.

AL LEERUsa la línea cronológica para tomar notas acerca de loscambios ocurridos en China en las primeras décadas delsiglo 20.

Imperial ChinaCollapses

Nationalists Overthrow Qing Dynasty (pages 882–883)

¿Quién fue Sun Yixian?El inicio del siglo 20 fue una época de cambio paraChina. Muchos chinos resentían el enorme controlde países extranjeros sobre su economía. Algunosquerían modernizar a China. Esperaban recuperarel poder.

Uno de sus dirigentes fue Sun Yixian. Su grupose llamó el Kuomintang, o Partido Nacionalista.En 1912, encabezó una revuelta que derrocó a ladinastía Qing. Se estableció una república y SunYixian fue nombrado presidente.

Sun Yixian quería dar derechos políticos yeconómicos al pueblo chino, y terminar con el con-trol extranjero sobre el país. Pero no tenía el apoyo

de los militares. Seis semanas después, entregó lapresidencia a Yuan Shikai, un poderoso general.Yuan fue un dictador militar. Después de sumuerte en 1916, estalló una cruenta guerra civil.Causó mucho sufrimiento y hambruna. Sun nopudo reorganizar el Kuomintang.

Los dirigentes chinos esperaban ganar el apoyode los Aliados durante la I Guerra Mundial.Declararon la guerra a Alemania. Pero, al terminarla guerra, se decepcionaron. El Tratado deVersalles no liberó a China de la influencia extran-jera. Sólo cambió de amos. La región de China quehabía estado controlada por Alemania fue entrega-da a Japón. Los chinos indignados protestarondurante el Movimiento del Cuatro de Mayo.Entre los inconformes estaba Mao Tsetung. Mástarde sería el dirigente de la revolución comunista

1925 1931

1916 1928

1912El Kuomintang derroca

a la dinastía Qing

TÉRMINOS Y NOMBRESSun Yixian Uno de los primerosdirigentes del Kuomintang; “padre de la China moderna”Kuomintang Partido Nacionalistachino que derrocó a la dinastía QingMovimiento del Cuatro de MayoProtesta de nacionalistas chinoscontra el Tratado de VersallesMao Tsetung Líder de losrevolucionarios comunistas en ChinaLarga Marcha Escape de loscomunistas después de ser rodeadospor los nacionalistas

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Name ______________________________________________________________ Date ______________________

CHAPTER 30 Section 4 (pages 887–891)

BEFORE YOU READIn the last section, you read about nationalism and civil war in China.

In this section, you will learn about nationalism in India and Southwest Asia.

AS YOU READUse the chart below to take notes on how nationalismbrought change.

TERMS AND NAMESRowlatt Acts Laws to preventIndians from protesting BritishactionsAmritsar Massacre The slaughter ofIndians by the BritishMohandas K. Gandhi Leader of themovement for Indian independencefrom Britaincivil disobedience Disobeying thelaw for the purpose of achievingsome higher goalSalt March A march to the sea toprotest British salt taxMustafa Kemal Leader of Turkishnationalists who overthrew the lastOttoman sultan

Nationalism in Indiaand Southwest Asia

Indian Nationalism Grows (pages 887–888)

Why did feelings of nationalismincrease?Many Indians grew angry at British domination ofIndian life. Indian nationalism had been growingsince the mid-1800s. Some Indians joined theCongress Party or the Muslim League. These weretwo groups that worked toward independence

More than one million Indians served in theBritish army in World War I. The British promisedto make changes to the government of India. Thesechanges would give the Indian people greater con-trol of their own nation. After the war, though,

returning Indian soldiers were once again treatedas second-class citizens. Reforms were not made.When Indians protested, the British Parliamentpassed the Rowlatt Acts that allowed protesters tobe jailed without a trial. Western-educated Indiansbelieved this to be a violation of their rights.

About 10,000 Indians gathered at the city ofAmritsar to protest this act in the spring of 1919.The British had also banned such public meetings.But the crowd was mostly unaware of that fact.British troops fired on the crowd. Several hundredprotesters were killed. The Amritsar Massacresparked further protests. Almost overnight millionsof Indians changed from loyal British subjects torevolutionaries and nationalists.

Nationalism Brings Change

IndiaGandhi leads movement for

independence from Britain

Turkey Persia Saudi Arabia

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Name ____________________________________________________ Test FormC continued

Document 2: Excerpt fromJawaharlal Nehru, first primeminister of India

And then Gandhi came. He was like a powerful current of fresh air that made us stretchourselves and take deep breaths, . . . like a whirlwind that upset many things but most ofall the working of people’s minds. He did not descend from the top; he seemed to emergefrom the millions of India, speaking their language and incessantly drawing attention tothem and their appalling condition. Get off the backs of these peasants and workers, hetold us, all you who live by their exploitation; get rid of the system that produces povertyand misery. Political freedom took new shape then and acquired a new content. . . .The essence of his teaching was fearlessness and truth and action allied to these, alwayskeeping the welfare of the masses in view.

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

_______________________________________________________________________

Document 3: Political cartoon by Bill Mauldin

SoSoururcece: “The odd thing about assassins” cartoon by Bill Mauldin. Reprinted with special permission

from The Chicago Sun-Times, Inc. Copyright © 2001

18. What do you think Gandhi means by his statement to Dr. King?

_______________________________________________________________________

504 UNIT 7, CHAPTER 30

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Point out that the years from 1900–1940 were a time of social unrest and great politicalchanges, which resulted in the formation of newnations around the world.

1. Identify the leaders of the nationalist or revolutionary movements mentioned in thetime line. (Gandhi, Mustafa Kemal, Stalin,Mao Zedong, Mussolini, Hitler)

2. What large events were taking place duringthis period that may have contributed tosocial unrest and revolution around theworld? (World War I and the stock marketcrash in the United States)

3. In what year was the last emperor of Chinaoverthrown? (1911) Which emperor was it?(Emperor P’u-i)

4. What kind of leaders often take over after revolutions? (dictators)

5. Which dictator was taking over Italy during the time of Gandhi’s peaceful protest in India? (Mussolini)

6. When did the Russian revolt begin? (1917, Bolshevik October Revolution)

864 Chapter 30

TIME LINE DISCUSSION

864

Revolution andNationalism, 1900–1939

Previewing Main IdeasWidespread social unrest troubled China and Russia during

the late 1800s and early 1900s. Eventually revolutions erupted.Geography Study the time line. In what years did revolutions take place inChina and in Russia?

New nations appeared during the 1920s and1930s in the former Ottoman Empire in Southwest Asia. These nationsadopted a variety of government styles—from a republic to a monarchy. Geography According to the map, which new nations in Southwest Asiaemerged from the former Ottoman Empire?

Nationalist movements in Southwest Asia, India, andChina successfully challenged the British, Ottoman, and Chinese Empires.Geography According to the map, which European nations still controllarge areas of Southwest Asia?

EMPIRE BUILDING

POWER AND AUTHORITY

REVOLUTION

• Interactive Maps• Interactive Visuals• Interactive Primary Sources

INTERNET RESOURCES

Go to classzone.com for:• Research Links • Maps• Internet Activities • Test Practice• Primary Sources • Current Events• Chapter Quiz

Analyze the evolution of conflictbetween revolutionaries andnationalists before, during, andafter World War I.

Previewing Main IdeasDuring this time, the gap between richand poor, especially in Russia and China,was enormous. Growing resentment ofeconomic injustice became a major causeof revolutionary activity. After World War I,leaders in Russia, China, and Turkeylaunched new programs to modernizetheir countries. Advances in technologyboosted industrial production. Thesecountries were then able to resist foreigncontrol and to compete in world affairs.

Accessing Prior Knowledge

Ask students to recall what they knowabout the roles Karl Marx, Vladimir Lenin, and Joseph Stalin played in theRussian Revolution and in the advent ofCommunism. In contrast, ask students tothink of adjectives describing the nonviolent protests promoted by Gandhi.As students read this chapter, ask themto be aware of contrasts in the ways revolutionaries in Russia, China, andSouthwest Asia achieved their politicaland leadership goals.

Geography Answers

Revolutions took place inChina in 1911 and in Russia in 1917.

New nationswere Turkey and Saudi Arabia.

France and Great Britain still control large areas ofSouthwest Asia.

EMPIRE BUILDING

POWER AND AUTHORITY

REVOLUTION

CHAPTER 30 • OBJECTIVE

Books for the TeacherPipes, Richard. A Concise History of theRussian Revolution. Ed. Peter Dimock. NewYork: Knopf, 1996.

Books for the StudentMcDougal Littell LiteratureConnections. Orwell,George. Animal Farm(with related readings).1997. A satirical look at theevents of the RussianRevolution.

McDougal Littell LiteratureConnections. Orwell,George. 1984 (withrelated readings). 1997. A chilling vision of afuture totalitarian society.

VideosThe Incredible March. VHS. Ambrose Video,1997. 800-526-4663. The story of Mao Zedongand the birth of Chinese communism.

Power to the People. VHS. Films for theHumanities & Sciences, 1995. 800-257-5126.Examines the Russian Revolution and Gandhi’spassive resistance to British rule in India.

The Russian Revolution. VHS. Library VideoCompany, 1995. 800-843-3620.

Doctor Zhivago. VHS and DVD. MGM/UA HomeVideos, 1965.

Teacher’s Edition 865

CHAPTER 30

RECOMMENDED RESOURCES

865

History from Visuals

Interpreting the MapAsk students to locate Turkey, Iraq, Saudi Arabia, and Kuwait on the map and note the size of these countries inrelation to one another. As they will learnin Section 4, the oil discovered in thisarea made these some of the richestcountries in the world. Why would thediscovery of oil make a country rich? (Oilis needed to make petroleum, an essen-tial fuel that commands a high price.)

Extension Ask students to locate thePersian Gulf on the map. Interested students can research newspapers andmagazines to find headlines involving the Persian Gulf over the last 20 years.Ask students to share their findings withthe class. (Headlines may involve U.S.-ledPersian Gulf Wars of 1991 and 2003 andongoing conflicts over oil.)

CHAPTER 30 • INTERACT

866 Chapter 30

How do you resist oppressiverule–with violent ornonviolent action?You believe that the policies of your government are unjust and oppressive. Thepolicies favor a small, wealthy class—but the vast majority of people are poorwith few rights. The government has failed to tackle economic, social, andpolitical problems. Many of your friends are joining revolutionary groups thatplan to overthrow the government by force. Others support nonviolent methodsof change, such as peaceful strikes, protests, and refusal to obey unjust laws.You wonder which course of action to choose.

EXAM I N I NG the I SSU ES

• How might armed and powerful opponents respond togroups committed to nonviolent action?

• Which strategy might prove more successful and bring morelong-lasting consequences? Why?

As a class, discuss these questions. In your discussion, considerwhat you have learned about the strategies revolutionaries use toaccomplish change. As you read about the revolutions andindependence movements, see which strategy was successful.

“Victory attained by violence istantamount to a defeat, for itis momentary.”

� Mohandas K. Gandhi became the leader of the independencemovement to free India of British rule.

“Political power grows outof the barrel of a gun.”

� Mao Zedong, Communist leader,believed revolution would solveChina’s problems.

• The Cold War clash between Communist andcapitalist nations was one of the defining eventsof the 20th century.

• Communist Russia and the Bolshevik Revolutionhave been the subjects of great works of art andliterature.

• The principles of communism became powerfulforces in the world.

• The Communist movement begun by MaoZedong had lasting impact on China and theworld. In recent decades, China has rejoined the international community through trade anddiplomatic relations.

• Many groups still implement the nonviolent principles of civil disobedience practiced in Indiain the 1920s.

• Southwest Asia has been the site of controversyover crude oil, a natural resource essential for industry and commerce all over the globe. The Persian Gulf remains a hotbed ofinternational conflict.

WHY STUDY REVOLUTION AND NATIONALISM?

866 Chapter 30

Interact with HistoryObjectives • Set the stage for studying revolutionary

activity in Russia, China, and India.

• Help students understand revolutionarytactics and their impact.

Possible Answers• To help students think about this issue,

have students discuss why nonviolentgroups might be perceived as eitherweak or intimidating.

• Have students brainstorm possible outcomes resulting from the use of vio-lence in revolutions. (Possible Answers:rapid change, deaths and injuries,long-lasting bitterness)

DiscussionHave students choose a revolution they have studied and discuss how therevolutionaries attempted to achieve their goals. They might discuss either the French or the American revolutions.Have students also note the nonviolentstrategies of the civil rights movement inthe United States and the protests againstapartheid in South Africa.

EXAM I N I N G the I SS U ES

CRITICAL THINKING

MAIN IDEASAnswers will vary.

9. recurring defeats in battle, death ofmany soldiers, low troop morale, food shortages led to strikes and riots

10. Its position on World War I led to discontent, and attacks by the RedGuards drove its leaders from power.

11. failure of the provisional government,growing power of the soviets; Treatyof Brest-Litovsk angered Russians;Bolsheviks tried to wipe out all enemies—Bolsheviks won

12. dictatorship, one-party rule; dynamicleader; rigid ideology; state control;dependence on modern technology;violence; enforcement through censorship and persecution

13. freedom of religion, speech, press,and expression, choice of job andhome, artistic freedom

14. removed his enemy; police terror,propaganda, indoctrination; control ofeconomy

15. Mao promoted land reform and better treatment for the peasants;Nationalists had done little for peasants.

16. to save the Communists who werebeing pursued by Nationalist forces

17. boycotts; strikes; refusal to pay Britishtaxes, vote, or attend British schools;marches, demonstrations

18. set up legal system, rights extendedto women, spurred economic growth by industrializing Answers will vary.

1. Russia—World War I, food shortages, Bolsheviks;China—Imperial government failed; Turkey—Breakup of the Ottoman Empire; India—World WarI, Amritsar Massacre, Gandhi’s tactics.

2. Possible Answer: indoctrination, because it begins with children and pervades the society

3. Possible Answers: World War I broke up theOttoman Empire, causing nationalists in its landsto press for independence. It also precipitated the

fall of the Russian czar. Promises made to Indians before and during the war triggereddemands for independence.

4. The old governments were too weak to respondto the demands of the population. Independencegroups gained power, especially after World War I.

5. In both places, women’s rights were expanded.More educational and work opportunities became available.

892 Chapter 30

1. Bolsheviks, p. 868

2. Lenin, p. 8683. soviet, p. 8704. Joseph Stalin,

p. 8735. totalitarianism,

p. 874

6. Mao Zedong, p. 883

7. Mohandas K.Gandhi, p. 888

8. civil disobe-dience, p. 888

Revolutionary Leaders: 1900–1939

Russia

late 1890s–1924

“Father of the Revolution”

Promote a world-wide Communist revolution led by workers

Bolshevik revolu-tionary and first ruler of Commu-nist Russia

Russia

early 1900s–1953

“Man of Steel”

Perfect a Commu-nist state in Russia through totalitar-ian rule

Dictator

China

late 1890s–1925

“Father of Modern China”

Establish a modern government based on nationalism, democracy, and economic security

First president of the new Republic of China

China

early 1900s–1976

“The Great Helmsman”

Stage a Commu-nist revolution in China led by peasants

Leader of the Chinese Communist Party

India

late 1800s–1948

“Great Soul”

Achieve Indian self-rule through campaigns of civil disobedience

Leader of the Indian independ-ence movement

Turkey

early 1900s–1938

“Father of the Turks”

Transform Turkey into a modern nation

First president of the new Republic of Turkey

Lenin

Country

Career

Key Role

Goal

Popular Name

Stalin Sun Yixian Mao Zedong Gandhi Kemal

892 Chapter 30

TERMS & NAMESBriefly explain the importance of each of the following in Russia,China, or India.

1. Bolsheviks 5. totalitarianism

2. Lenin 6. Mao Zedong

3. soviet 7. Mohandas K. Gandhi

4. Joseph Stalin 8. civil disobedience

MAIN IDEASRevolutions in Russia Section 1 (pages 867–873)

9. How did World War I lead to the downfall of CzarNicholas II?

10. Why did the provisional government fail?

11. Explain the causes of Russia’s civil war and its outcome.

Case Study: Totalitarianism Section 2 (pages 874–881)

12. What are the key traits of totalitarianism?

13. What individual freedoms are denied in a totalitarianstate?

14. How did Joseph Stalin create a totalitarian state in theSoviet Union?

Imperial China Collapses Section 3 (pages 882–886)

15. Why did the peasants align themselves with the ChineseCommunists?

16. Why did Mao Zedong undertake the Long March?

Nationalism in India and Southwest Asia Section 4 (pages 887–891)

17. What are some examples of civil disobedience led byMohandas Gandhi?

18. What steps did Kemal take to modernize Turkey?

CRITICAL THINKING1. USING YOUR NOTES

In a diagram show the causesof changes in government inthe countries listed.

2. FORMING AND SUPPORTING OPINIONS Which of the weapons of totalitarian governments do youthink is most effective in maintaining control of a country?Explain.

3. ANALYZING CAUSESWhat role did World War I play in the revolutions

and nationalistic uprisings discussed in this chapter?

4. HYPOTHESIZINGWhy were the empires discussed in this

chapter unable to remain in control of all of their lands?

5. RECOGNIZING EFFECTSHow did women’s roles change under

Stalin in Russia and Kemal in Turkey?POWER AND AUTHORITY

EMPIRE BUILDING

REVOLUTION

Chapter30 Assessment

Causes ofGovernment Changes

China Russia

Turkey India

TERMS & NAMES

CHAPTER 30 ASSESSMENT

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CHAPTER 30 ASSESSMENT


1. Interact with HistoryOn page 866, you played the role of a citizen whose countrywas brimming with revolutionary activity. You evaluated twotactics for change—violence and nonviolence. Now that youhave read the chapter, how would you assess the pros andcons of Mao’s and Gandhi’s strategies? What role did violenceplay in the Russian and Chinese revolutions? How successfulwere Gandhi’s nonviolent methods in India? Discuss youropinions in a small group.

2. WRITING ABOUT HISTORY

Write a science fiction story about a totalitarian state thatuses modern technology to spread propaganda and controlpeople. Refer to the case study on totalitarianism for ideas.Consider the following:

• the need to control information

• methods to control the actions of people

• reasons people oppose totalitarian control of a country

ALTERNATIVE ASSESSMENT

Use the quotation and your knowledge of world history toanswers questions 1 and 2Additional Test Practice, pp. S1–S33

India does not need to be industrialized in the modernsense of the term. It has 7,500,000 villages scattered over avast area 1,900 miles long, 1,500 broad. The people arerooted to the soil, and the vast majority are living a hand-to-mouth life. . . . Agriculture does not need revolutionarychanges. The Indian peasant requires a supplementaryindustry. The most natural is the introduction of thespinning-wheel.

MOHANDAS K. GANDHI, Letter to Sir Daniel Hamilton

1. What picture does Gandhi present of India and its people?

A. India is adequately industrialized.

B. India is dominated by the British.

C. India is primarily an agricultural nation.

D. Indians are well-off and do not need additional industries.

2. What did Gandhi believe about the spinning wheel?

A. Gandhi believed that the spinning wheel would makeIndians less dependent on the British economy.

B. Gandhi believed that the spinning wheel was a threat to theIndian economy.

C. Gandhi believed the main economic industry in India shouldbe spinning cloth.

D. Gandhi believed the spinning wheel was not necessary tothe Indian economy.

Use the graph and your knowledge of world history toanswer question 3.

3. Between which years did Iran show a dramatic increase in oilproduction?

A. 1910–1920

B. 1920–1925

C. 1930–1935

D. 1935–1940

TEST PRACTICE Go to classzone.com

• Diagnostic tests • Strategies

• Tutorials • Additional practice

0

2,000

4,000

6,000

8,000

10,000

194019351930 1925192019151910

Oil

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■ Iran ■ Saudi Arabia■ IraqSource: International Historical Statistics

Oil Output, 1910–1940

Writing a Documentary Film ScriptWrite a documentary film script profiling a country wherenationalistic revolutionary movements are currently active.Consider the following:

• What type of government is currently in power?(constitutional monarchy, single-party dictatorship, theocracy,republic) How long has it been in power?

• Who are the top political leaders, and how are they viewedinside and outside the country?

• Do citizens have complaints about their government? Whatare they?

• What nationalist revolutionary groups are active? What aretheir goals and strategies?

The script should also include narration, locations, sound, and visuals.

STANDARDS-BASEDASSESSMENT

1. The correct answer is letter C.Letter A is not correct because at the time of this letter India had notbecome industrialized. Letter B is not correct because the role of the Britishis not mentioned in the letter. Letter Dis not correct because Gandhi mentions people living hand to mouth—India was not well off at thetime of the letter.

2. The correct answer is letter A.Letter B is not correct—Gandhi recog-nizes the spinning wheel as helpful.Letter C is not correct—Gandhi calls fora supplementary industry, not a majorone. Letter D is not correct—Gandhisuggests adding the spinning wheel tothe Indian economy.

3. The correct answer is letter B.Production jumps by around 4,000metric tons during the period. LettersA, C, and D are not correct because noincrease in the years shown is as greatas the period from 1920 to 1925.

Formal Assessment• Chapter Test, Forms A, B, and C, pp. 491–505

Test Generator• Form A in Spanish

ALTERNATIVE ASSESSMENT1. Possible Answers: Students who originally

advocated violent action may now side with Gandhi’s strategy of noncooperation ornonviolent resistance, based on the successof his boycotts and demonstrations.However, they may note that India still had not achieved independence. Violenceplayed a large part in the revolutions of bothChina and Russia. Using the aftermath of the Bolshevik Revolution as an example, students may also conclude that violencebreeds violence.

2. Rubric Science fiction stories should

• be set in a fictional time and location.• present reasons for a totalitarian state to

control the people.• clearly illustrate the use of weapons of

totalitarianism.

Rubric Documentary film scripts should

• identify the country, its leaders, and itsrevolutionary groups.

• outline the grievances the people have against the current regime.

• identify the goals and strategies of revolutionary groups.

• include a list of locations, sound, and visuals to be used.

wh10te-0730-ca-0892-0893 9/16/03 12:01 PM Page 893

OBJECTIVES• Describe the autocratic methods of

Alexander III and the economic changesunder Nicholas II.

• Explain the crises that paved the wayfor the March Revolution and the endof czarist rule.

• Summarize the Bolshevik Revolutionand its outcome.

• Explain Lenin’s reforms and the rise of Stalin.

FOCUS & MOTIVATEAsk students what the terms Red Army,Lenin, and communism bring to mind,and ask them to describe in detail anyrelevant symbols and images.

INSTRUCTCzars Resist Change

Critical Thinking• Under Alexander III, what behavior

would result in arrest as a political prisoner? (questioning czar, practicing aforeign religion, not speaking Russian)

• What was gained by the czar’s censorship and strict policing? (control over anti-Russian or antigovernment actions)

In-Depth Resources: Unit 7• Guided Reading (also in Spanish), p. 24

ALL STUDENTSIn-Depth Resources: Unit 7

• Guided Reading, p. 24• Skillbuilder Practice, p. 29• History Makers: Vladimir Lenin, p. 40


ENGLISH LEARNERSIn-Depth Resources in Spanish

• Guided Reading, p. 211• Skillbuilder Practice, p. 215

Reading Study Guide (Spanish), p. 289

Reading Study Guide Audio CD (Spanish)

STRUGGLING READERSIn-Depth Resources: Unit 7

• Guided Reading, p. 24• Building Vocabulary, p. 28• Skillbuilder Practice, p. 29• Reteaching Activity, p. 43

Reading Study Guide, p. 289Reading Study Guide Audio CD

GIFTED AND TALENTED STUDENTSIn-Depth Resources: Unit 7

• Primary Source: from Bloody Sunday, p. 32

eEdition CD-ROMVoices from the Past Audio CDPower Presentations CD-ROMWorld Art and Cultures Transparencies

• AT65 Friendship of the PeopleElectronic Library of Primary Sources

• from Ten Days That Shook the Worldclasszone.com


SECTION 1 PROGRAM RESOURCES

Following ChronologicalOrder Create a time lineto show major events inthe changing of Russiangovernment.

TAKING NOTES

1894 1922


MAIN IDEA WHY IT MATTERS NOW TERMS & NAMES

REVOLUTION Long-term socialunrest in Russia exploded inrevolution, and ushered in thefirst Communist government.

The Communist Party controlledthe Soviet Union until thecountry’s breakup in 1991.

• proletariat• Bolsheviks• Lenin• Rasputin

• provisional government• soviet• Communist Party• Joseph Stalin

1

SETTING THE STAGE The Russian Revolution was like a firecracker with avery long fuse. The explosion came in 1917, yet the fuse had been burning fornearly a century. The cruel, oppressive rule of most 19th-century czars causedwidespread social unrest for decades. Army officers revolted in 1825. Secret rev-olutionary groups plotted to overthrow the government. In 1881, revolutionariesangry over the slow pace of political change assassinated the reform-mindedczar, Alexander II. Russia was heading toward a full-scale revolution.

Czars Resist ChangeIn 1881, Alexander III succeeded his father, Alexander II, and halted all reformsin Russia. Like his grandfather Nicholas I, Alexander III clung to the principlesof autocracy, a form of government in which he had total power. Anyone whoquestioned the absolute authority of the czar, worshiped outside the RussianOrthodox Church, or spoke a language other than Russian was labeled dangerous.

Czars Continue Autocratic Rule To wipe out revolutionaries, Alexander IIIused harsh measures. He imposed strict censorship codes on published materialsand written documents, including private letters. His secret police carefullywatched both secondary schools and universities. Teachers had to send detailed

reports on every student. Political prisoners were sentto Siberia, a remote region of eastern Russia.

To establish a uniform Russian culture, Alexander IIIoppressed other national groups within Russia. Hemade Russian the official language of the empire andforbade the use of minority languages, such as Polish,in schools. Alexander made Jews the target of persecu-tion. A wave of pogroms—organized violence againstJews—broke out in many parts of Russia. Police andsoldiers stood by and watched Russian citizens loot anddestroy Jewish homes, stores, and synagogues.

When Nicholas II became czar in 1894, he contin-ued the tradition of Russian autocracy. Unfortunately,it blinded him to the changing conditions of his times.

Revolutions in Russia

▼ Alexander IIIturned Russiainto a policestate, teemingwith spies andinformers.

Poster of Russian soldier with flag, by N. Tyrkurr

Temple of Heaven, Beijing, China

LESSON PLAN

TEST-TAKING RESOURCESTest Generator CD-ROM





wh10te-073001-0867-0873 9/24/03 9:44 AM Page 867

Class Time 15 minutes

Task Analyzing causes of unrest in industrialized Russia

Purpose To clarify the political crises in Russia

Instructions Tell students that analyzing causes is the skillhistorians use to investigate why events in the past hap-pened the way they did. Historical events often stem frommultiple causes. Analyzing causes helps historians seehow a series of events are related.

To answer the question, “Why did industrialization inRussia lead to unrest?” suggest that students reread the

text on this page. Then have them create a multiple-causes chart like this one.

868 Chapter 30

CHAPTER 30 • Section 1

Analyzing Causes of Unrest in Russia

Russia IndustrializesRapid industrialization changed the face of the Russian economy. The number offactories more than doubled between 1863 and 1900. Still, Russia lagged behindthe industrial nations of western Europe. In the 1890s, Nicholas’s most capable minister launched a program to move the country forward. To finance the buildupof Russian industries, the government sought foreign investors and raised taxes.These steps boosted the growth of heavy industry, particularly steel. By around1900, Russia had become the world’s fourth-ranking producer of steel. Only theUnited States, Germany, and Great Britain produced more steel.

With the help of British and French investors, work began on the world’s longestcontinuous rail line—the Trans-Siberian Railway. Begun in 1891, the railway wasnot completed until 1916. It connected European Russia in the west with Russianports on the Pacific Ocean in the east.

The Revolutionary Movement Grows Rapid industrialization stirred discontentamong the people of Russia. The growth of factories brought new problems, suchas grueling working conditions, miserably low wages, and child labor. The gov-

ernment outlawed trade unions. To try to improve their lives,workers unhappy with their low standard of living and lackof political power organized strikes.

As a result of all of these factors, several revolutionarymovements began to grow and compete for power. A groupthat followed the views of Karl Marx successfully estab-lished a following in Russia. The Marxist revolutionariesbelieved that the industrial class of workers would overthrowthe czar. These workers would then form “a dictatorship ofthe proletariat.” This meant that the proletariat—the work-ers—would rule the country.

In 1903, Russian Marxists split into two groups over revolutionary tactics. The more moderate Mensheviks(MEHN•shuh•vihks) wanted a broad base of popular support for the revolution. The more radical Bolsheviks(BOHL•shuh•vihks) supported a small number of committedrevolutionaries willing to sacrifice everything for change.

The major leader of the Bolsheviks was Vladimir IlyichUlyanov (ool•YAH•nuhf). He adopted the name of Lenin. Hehad an engaging personality and was an excellent organizer.He was also ruthless. These traits would ultimately help himgain command of the Bolsheviks. In the early 1900s, Leninfled to western Europe to avoid arrest by the czarist regime.From there he maintained contact with other Bolsheviks.Lenin then waited until he could safely return to Russia.

Crises at Home and AbroadThe revolutionaries would not have to wait long to realizetheir visions. Between 1904 and 1917, Russia faced a seriesof crises. These events showed the czar’s weakness andpaved the way for revolution.

The Russo-Japanese War In the late 1800s, Russia andJapan competed for control of Korea and Manchuria. Thetwo nations signed a series of agreements over the territories,

Vocabularyminister: person incharge of an area ofgovernment, suchas finance

Analyzing CausesWhy did indus-

trialization in Russialead to unrest?

Lenin1870–1924

In 1887, when he was 17, Lenin’sbrother, Alexander, was hanged forplotting to kill the czar. Legend has it that this event turned Lenin into a revolutionary.

Though Alexander’s executioninfluenced Lenin, he alreadyharbored ill feelings against thegovernment. By the early 1900s, heplanned to overthrow the czar. Afterthe revolution in 1917, Russiansrevered him as the “Father of theRevolution.”

Following Lenin’s death in 1924,the government placed his tomb inRed Square in Moscow. His preservedbody, encased in a bulletproof, glass-topped coffin, is still on display. ManyRussians today, though, favor movingLenin’s corpse away from public view.

RESEARCH LINKS For more on V. I.Lenin, go to classzone.com

868 Chapter 30


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SKILLBUILDER PRACTICE Analyzing CausesHistorians analyze causes to understand why events in the past happened.Historical events such as strikes and revolutions often have multiple causes. Asyou read the excerpts below, try to identify the reasons for the local protest thatexploded into the March Revolution of 1917. Then fill in the chart. (SeeSkillbuilder Handbook)

Section 1

CHAPTER

30

Passage AThe fact is that the . . . revolution was begun frombelow, overcoming the resistance of its own revolu-tionary organizations, the initiative being taken oftheir own accord by the most oppressed and down-trodden . . . women textile workers. . . . The over-grown bread lines had provided the last stimulus.About 90,000 workers, men and women, were onstrike that day. . . . Throughout the entire [next] day,crowds of people poured from one part of the city toanother. . . . Along with shouts of “Down with thepolice!” was heard oftener and oftener a “Hurrah”addressed to the Cossacks. . . . The soldiers showindifference, at times hostility to the police. Itspreads excitedly through the crowd that when thepolice opened fire by the Alexander III monument,the Cossacks let go a volley at the horse [police].


Passage BThe rising cost of living and the food crisis couldnot but serve as revolutionary factors among themasses. . . . Gradually the minor issues of food, theprice of bread, and the lack of goods turned intopolitical discussions concerning the entire system ofthe social order. In this atmosphere political move-ments grew feverishly and matured quickly. . . .

Peter I. Lyashchenko, History of the National Economy ofRussia to the 1917 Revolution

Passage CThose nameless, austere statesmen of the factoryand streets did not fall out of the sky: they had tobe educated. . . . To the question, Who led the . . .revolution? we can then answer definitely enough:Conscious and tempered workers educated for themost part by the party of Lenin. . . .


What were three causes of the March Revolution?

Economic

Political/Social

Other


Russia Industrializes

Critical Thinking• What similarities do you find between

the revolutionary movement in Russiaand the socioeconomic situations inLatin America, Mexico, and China? (aharsh ruling class oppressing a lowerclass of workers and peasants)

• What measures were taken to make Russia more competitive withEurope and the U.S.? (taxes raised,investments by foreigners encouraged,railroad built, agricultural reforms)

History Makers

LeninBefore Lenin’s triumphant return toRussia in 1917, he lived in Geneva,Switzerland, where he earned a meagerincome as a newspaper publisher and a journalist.

In-Depth Resources: Unit 7• History Makers: Vladimir Lenin, p. 40

Crises at Home and Abroad

Critical Thinking• What do you know about the outcome

of the Russo-Japanese War? (from Ch. 28–Russia’s fleet destroyed; Russiaforced out of Korea and Manchuria)

• Why did entering World War I prove devastating for Nicholas? (militaryfailed; government fell)

In-Depth Resources: Unit 7• Primary Source: from Bloody Sunday, p. 32

SKILLBUILDER PRACTICE: ANALYZING CAUSES AND RECOGNIZING EFFECTS

Causes

• Terrible working conditions in factories

• Miserably low wages

• Child labor

• Huge gap between rich and poor

Effects

• Social unrest

• Labor strikes

• Revolutionary activity

A. PossibleAnswer becausefactory workers feltexploited andresented their lackof political power

wh10te-073001-0867-0873 9/16/03 12:06 PM Page 868


Task Creating newspaper headlines

Purpose To summarize key events

Instructions After students finish reading the section labeled “Crises at Home and Abroad,” ask them to work in pairs to create newspaper headlines that summarize significant events. Encourage students to mimicthe style and tone of newspaper headlines as much as possible. Ask students to read some sample headlines and note characteristics, such as brevity, shock value, and strong verbs.

Have pairs trade charts with each other and use the textbook to write twoor three lines of detail about each headline. Then ask volunteers to readtheir headlines aloud.

Students might use this activity to sort out main ideas in passages whereseveral events are discussed or chronology is difficult to follow, such as “The March Revolution.”



Clarifying Key Events

DIFFERENTIATING INSTRUCTION: ENGLISH LEARNERS

but Russia broke them. Japan retali-ated by attacking the Russians at PortArthur, Manchuria, in February 1904.News of repeated Russian lossessparked unrest at home and led to arevolt in the midst of the war.

Bloody Sunday: The Revolution of1905 On January 22, 1905, about200,000 workers and their familiesapproached the czar’s Winter Palacein St. Petersburg. They carried apetition asking for better workingconditions, more personal freedom,and an elected national legislature.Nicholas II’s generals ordered sol-diers to fire on the crowd. More than 1,000 were wounded and several hundredwere killed. Russians quickly named the event “Bloody Sunday.”

Bloody Sunday provoked a wave of strikes and violence that spread across thecountry. In October 1905, Nicholas reluctantly promised more freedom. He approvedthe creation of the Duma (DOO•muh)—Russia’s first parliament. The first Duma metin May 1906. Its leaders were moderates who wanted Russia to become a constitu-tional monarchy similar to Britain. But because he was hesitant to share his power,the czar dissolved the Duma after ten weeks.

World War I: The Final Blow In 1914, Nicholas II made the fateful decision todrag Russia into World War I. Russia was unprepared to handle the military andeconomic costs. Its weak generals and poorly equipped troops were no match forthe German army. German machine guns mowed down advancing Russians by thethousands. Defeat followed defeat. Before a year had passed, more than 4 millionRussian soldiers had been killed, wounded, or taken prisoner. As in the Russo-Japanese War, Russia’s involvement in World War I revealed the weaknesses ofczarist rule and military leadership.

In 1915, Nicholas moved his headquarters to the war front. From there, he hopedto rally his discouraged troops to victory. His wife, Czarina Alexandra, ran the gov-ernment while he was away. She ignored the czar’s chief advisers. Instead, she fellunder the influence of the mysterious Rasputin (ras•PYOO•tihn). A self-described“holy man,” he claimed to have magical healing powers.

Nicholas and Alexandra’s son, Alexis, suffered from hemophilia, a life-threat-ening disease. Rasputin seemed to ease the boy’s symptoms. To show her gratitude,Alexandra allowed Rasputin to make key political decisions. He opposed reformmeasures and obtained powerful positions for his friends. In 1916, a group ofnobles murdered Rasputin. They feared his increasing role in government affairs.

Meanwhile, on the war front Russian soldiers mutinied, deserted, or ignored orders.On the home front, food and fuel supplies were dwindling. Prices were wildly inflated.People from all classes were clamoring for change and an end to the war. NeitherNicholas nor Alexandra proved capable of tackling these enormous problems.

The March RevolutionIn March 1917, women textile workers in Petrograd led a citywide strike. In the nextfive days, riots flared up over shortages of bread and fuel. Nearly 200,000 workersswarmed the streets shouting, “Down with the autocracy!” and “Down with the war!”At first the soldiers obeyed orders to shoot the rioters but later sided with them.


Vocabularyconstitutionalmonarchy: a formof government inwhich a single rulerheads the state andshares authoritywith elected lawmakers

▲ Soldiers fired onunarmed workersdemonstrating at theczar’s Winter Palaceon “Bloody Sunday.”

More About . . .

RasputinIn December 1916, a small group ofyoung aristocrats plotted Rasputin’sassassination. They lured him to a mansion and fed him poisoned cakes.The poison apparently had no effect onRasputin’s extraordinary strength. Theconspirators then shot him several times.Assuming he was finally dead, they threwhim into the Neva River. When his bodywas discovered three days later, doctorsconfirmed the cause of his death was notpoison or bullet wounds but drowning.

The March Revolution

Critical Thinking• How might the results of the March

Revolution have been different if soldiers had not sided with the rioters?(The general uprising leading toNicholas’s defeat may have been prevented.)

• Why did the Germans help Lenin returnto Russia? (They believed Lenin’sprotests would weaken the Russianfront and help Germany win.)

Date Headline

February 1904 Russians Fall to Japan at Port Arthur

January 22, 1905 Peaceful Protest Turns Deadly: 1,000 Dead

1914 Russia Enters the War

1916 Mystery Man Murdered

March 1917 Women of Petrograd Lead City in Strike

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Task Reading and viewing excerpts from Doctor Zhivago

Purpose To understand the effects of the Bolshevik Revolution on theRussian people

Instructions Boris Pasternak’s widely acclaimed novel, Doctor Zhivago, is the story of a wealthy family caught up in the civil war that followed theBolshevik Revolution of 1917. In the opening pages of the novel, the titlecharacter reflects on the sweeping changes that have occurred. “He couldremember a time in his early childhood when a large number of things

were still known by his family name. There was a Zhivago factory, aZhivago bank, Zhivago buildings, a Zhivago necktie pin, even a Zhivagocake. . . . And then suddenly all that was gone. They were poor.”

Have students form small groups and read the three paragraphs under the head “Civil War Rages in Russia,” page 871 of this textbook. Based onwhat they know about the effect of the civil war, ask students to discusswhy they think the Zhivago family lost their wealth. You may wish to show excerpts from the film Doctor Zhivago to reinforce the turmoil of the revolution.

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Learning from Literature: Doctor Zhivago

DIFFERENTIATING INSTRUCTION: STRUGGLING READERS

The Czar Steps Down The local protest exploded into a general uprising—theMarch Revolution. It forced Czar Nicholas II to abdicate his throne. A year laterrevolutionaries executed Nicholas and his family. The three-century czarist rule ofthe Romanovs finally collapsed. The March Revolution succeeded in bringingdown the czar. Yet it failed to set up a strong government to replace his regime.

Leaders of the Duma established a provisional government, or temporary gov-ernment. Alexander Kerensky headed it. His decision to continue fighting in WorldWar I cost him the support of both soldiers and civilians. As the war dragged on,conditions inside Russia worsened. Angry peasants demanded land. City workersgrew more radical. Socialist revolutionaries, competing for power, formed soviets.Soviets were local councils consisting of workers, peasants, and soldiers. In manycities, the soviets had more influence than the provisional government.

Lenin Returns to Russia The Germans believed that Lenin and his Bolsheviksupporters would stir unrest in Russia and hurt the Russian war effort againstGermany. They arranged Lenin’s return to Russia after many years of exile.Traveling in a sealed railway boxcar, Lenin reached Petrograd in April 1917.

The Bolshevik RevolutionLenin and the Bolsheviks soon gained control of the Petrograd soviet, as well asthe soviets in other major Russian cities. By the fall of 1917, people in the citieswere rallying to the call, “All power to the soviets.” Lenin’s slogan—“Peace, Land,and Bread”—gained widespread appeal. Lenin decided to take action.

The Provisional Government Topples In November 1917, without warning,armed factory workers stormed the Winter Palace in Petrograd. Calling themselves

MakingInferences

Why didKerensky’s decisionto continue fightingthe war cost himthe support of theRussian people?

Black Sea AralSea

Barents Sea

Caspian

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Sea ofOkhotsk

Mediterranean Sea

MONGOLIA

R U S S I A

CHINATURKEY

ROMANIA

UKRAINE

POLAND

FINLAND

ESTONIA

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80°E

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Moscow

Petrograd

Archangel

Murmansk

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PermYekaterinburg

SamaraOmsk Novosibirsk

Tashkent

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Western boundaries of Russia, 1905–1917

Bolshevik territory, Oct. 1919Territories lost (Treaty of Brest-Litovsk, 1918)Bolshevik uprisings, 1917–1918

White Russian andAllied attacks, 1918–1920

Bolshevik counterattacks, 1918–1920

Major civil war battle areas, 1918–1920

Boundaries of Russia, 1922Trans-Siberian Railroad

0

0

1,000 Miles

2,000 Kilometers

Russian Revolution and Civil War, 1905–1922

GEOGRAPHY SKILLBUILDER: Interpreting Maps 1. Region What was the extent (north to south, east to west) of the Bolshevik

territory in 1919?2. Region Which European countries had territory that was no longer within

Russian boundaries because of the Brest-Litovsk treaty?

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The Bolshevik Revolution

Critical Thinking• What were the results of the destruc-

tion of existing social and political structures in Russia? (chaos, civil war)

• What might have resulted from turningfactories and farmland over to theworkers? (satisfaction because workersno longer oppressed; chaos becauseworkers were disorganized)



Interpreting the MapHave students point out each element ofthe map key on the map.

Extension Ask students to speculate whythe civil war was fought mainly in western Russia. (Possible Answer: Thatarea contained many of the major citiesand important military and administra-tive centers, along with the majority ofRussia’s population.)

Interactive This map is available in aninteractive format on the eEdition.

SKILLBUILDER Answers1. Region about 100 miles south of

Barents Sea to the northern coast of the Caspian Sea (north to south);Yekaterinburg to the Latvian border(east to west)

2. Region Finland, Poland, Latvia,Estonia, Lithuania, and the Ukraine

B. Answer Russianslost their faith in theprovisional govern-ment and felt nobetter off thanwhen they wereunder the czar.

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Task Writing a short essay using original research

Purpose To analyze the origins of the Russian Communist movement

Instructions Ask students to consider the origins of theBolshevik movement and to analyze the reaction of othercountries, particularly the United States. Students shouldthen write a one- to two-page essay about the origins ofthe Russian Revolution.

Offer these questions as consideration for research:

• How did the Bolshevik movement begin?

• What was the goal of the Red Army?

• What role did Marxism play in the revolution?

• What role did the soviets (local councils) play in theestablishment of the USSR?

• Why did the United States support the White Army in1918–1920, instead of siding with the Red Army?

For an in-depth look at the issues, have students read thematerial on Vladimir Lenin in In-Depth Resources: Unit 7.



Researching the Origins of the Russian Revolution

DIFFERENTIATING INSTRUCTION: GIFTED AND TALENTED STUDENTSVladimir Lenin was one of the century’s most

important leaders. Unhappy and disillusionedwith the Russian monarchy, he led a group calledthe Bolsheviks in a revolution that gave him controlof the largest nation in the world.

Born in 1870, Lenin was raised by two educatedparents in a happy family. He showed intelligenceand skill with classical languages. While in histeens, two shocks jolted his world. First, his fatherwas threatened with losing his job by the govern-ment. Second, Lenin’s older brother was hangedfor conspiring against the czar. Within two years,Lenin had read the work of Karl Marx and believedthat Russia needed a Communist revolution.

Lenin then began to write and to recruit newfollowers. He was arrested and served 15 months inprison followed by three years of exile in Siberia.When that ended in 1900, he traveled abroad,where he spent much of the next 17 years. Duringthis time, he sharpened his ideas about Marxism.

Marxism said that industrial workers, called theproletariat, were in a struggle against capitalists, thepeople that owned businesses. Eventually, Marxsaid, the workers would overthrow the capitalistsand form a new society called communism. However,Russia consisted mainly of peasants and only had asmall number of industrial workers. Marxists won-dered how a workers’ revolution could occur.

Lenin saw the role of the party as essential, andhis group became known as the Bolsheviks. TheBolsheviks, he said, would lead the people to therevolution they needed. However, many Marxistsfound it difficult to accept Lenin’s iron rule. In 1912,he forced those who disagreed with him out of theparty.

World War I brought another crisis. Communistsall over Europe ignored class loyalty and chose tofight for their country instead. They joined theirnations’ armies to fight each other—not the capital-ists. Lenin said that the war would help capitalistsprofit while workers suffered. He urged thatCommunists “transform the imperialist war into acivil war.”

As the war continued, the Russian people suf-fered terribly. In March 1917, hungry, angry workersand soldiers overthrew the czar. Lenin and his sup-porters won permission from Germany to travelthrough German lands back to Russia.

Lenin accepted the new temporary governmentbut said that it was not revolutionary enough. Heurged that power go to the soviets, which werecouncils of workers set up in many cities. His posi-tion grew dangerous. He was branded a Germanagent and was forced to live in hiding in Finland.From that base, he issued a stream of writings urgingimmediate Russian withdrawal from the war andfor the government to give land and bread to thepeople. These cries gained popularity. In lateOctober, he returned to Russia, disguised for hissafety. He persuaded the party’s leaders that it wastime to overthrow the provisional government butwatched with alarm as no steps were taken. Finally,on November 7, 1917, the Bolsheviks overthrewthe temporary government. The soviets chose the47-year-old Lenin as their leader.

Lenin quickly made peace with Germany, givingup large chunks of Russian territory. A civil war,though, still raged in Russia between the Bolsheviksand their opponents. However, Lenin’s leadershipensured that the new government would survive.

With peace came the question of how to rule thenew state. The country was named the Union ofSoviet Socialist Republics, and the Bolsheviksrenamed themselves the Communist Party. In Lenin’slast years, he struggled to prevent Stalin from gainingpower. Lenin became ill and died in 1924.

Questions1. Drawing Conclusions What is the danger of

Lenin’s idea of party leadership?2. Making Inferences Why did the Germans allow

Lenin and his associates to return to Russia?3. Recognizing Facts and Details What obstacles

did Lenin have to overcome to achieve his revolution?

HISTORYMAKERS Vladimir LeninRussian Revolutionary

“There is no other man who is absorbed by the revolution twenty-four hours aday, who has no other thoughts but the thought of revolution, and who evenwhen he sleeps, dreams of nothing but revolution.”—another Communist,speaking of Lenin

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Section 1

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the Bolshevik Red Guards, they tookover government offices and arrested theleaders of the provisional government.Kerensky and his colleagues disappearedalmost as quickly as the czarist regimethey had replaced.

Bolsheviks in Power Within days afterthe Bolshevik takeover, Lenin orderedthat all farmland be distributed amongthe peasants. Lenin and the Bolsheviksgave control of factories to the workers.The Bolshevik government also signed atruce with Germany to stop all fightingand began peace talks.

In March 1918, Russia and Germanysigned the Treaty of Brest-Litovsk. Russiasurrendered a large part of its territory toGermany and its allies. The humiliatingterms of this treaty triggered widespread anger among many Russians. They objectedto the Bolsheviks and their policies and to the murder of the royal family.

Civil War Rages in Russia The Bolsheviks now faced a new challenge—stamp-ing out their enemies at home. Their opponents formed the White Army. The WhiteArmy was made up of very different groups. There were those groups who sup-ported the return to rule by the czar, others who wanted democratic government,and even socialists who opposed Lenin’s style of socialism. Only the desire todefeat the Bolsheviks united the White Army. The groups barely cooperated witheach other. At one point there were three White Armies fighting against theBolsheviks’ Red Army.

The revolutionary leader, Leon Trotsky, expertly commanded the Bolshevik RedArmy. From 1918 to 1920, civil war raged in Russia. Several Western nations, in-cluding the United States, sent military aid and forces to Russia to help the WhiteArmy. However, they were of little help.


Causes and Effects of Two Russian Revolutions, 1917

• Provisional government is overthrown.

• Bolsheviks sign peace treaty with Germany and leave World War I.

• Civil war begins in Russia.

• Bolsheviks take over.

• Czar abdicates.

• Russia stays in World War I.

• Provisional government takes over.

• Lenin and soviets gain power.

• Czar's leadership was weak.

• Widespread discontent among all classes.

• Revolutionary agitation challenges the government

Causes: Czarist Russia Effects/Causes: March Revolution Effects: Bolshevik Revolution

SKILLBUILDER: Interpreting Charts 1. Analyzing Causes What role did World War I play in the two revolutions?2. Recognizing Effects Why were the effects of the March Revolution also causes of the Bolshevik Revolution?

▲ Red Army forceswere victorious inthe two-year civilwar against theWhite Army.

More About . . .

Leon TrotskyBorn Lev (or Leon) Davidovich Bronsteinin 1879, Trotsky was converted to revolu-tionary socialism at a young age. Afterserving time in Siberia for revolutionaryactivity, he took the name Trotsky. Laterhe brought superb talent and organiza-tional ability to the Bolshevik cause.Following the Bolshevik takeover inNovember 1917, Trotsky became commissar for foreign affairs.


Interpreting the ChartPoint out that the causes begin with Czarist Russia in the left column, the effects of which are listed in the cen-ter column under “March Revolution.”Those effects in turn become some of thecauses of the Bolshevik Revolution.

Extension Ask students to choose one of the causes on the chart and write aparagraph explaining how it helped bring on the revolution.

SKILLBUILDER Answers1. Analyzing Causes The widespread dis-

content about participation in the warforced out the czar and the provisionalgovernment and caused a civil war.

2. Recognizing Effects The problems of weak leadership and widespread discontent were not solved by theMarch Revolution.

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Task Role-playing and writing about key figures of the revolutionary period

Purpose To learn more about these historical personalities

Instructions Divide the class into pairs. Each pair will select a key figurefrom revolutionary Russia to investigate. Examples include Nicholas II,Alexandra, Rasputin, Lenin, Trotsky, or Kerensky.

One student will role-play the character while the other poses as a journalist/interviewer. Pairs of students should work together to conduct a believable interview and then write a newspaper story about the person.

When students have completed their news stories, pairs should read them aloud. Audience members will then conduct a question-and-answersession, such as would occur at a press conference. Encourage students to think of questions relevant to the particular figure’s role in the Russian Revolution.

Collect all interviews and bind them into one journal for display in the classroom. Have students come up with an appropriate name for thejournal, and ask a volunteer to create a cover page.

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“Interviewing” Key Figures of Revolutionary Russia

COOPERATIVE LEARNING

Russia’s civil war proved far more deadly than the earlier revolutions. Around 14million Russians died in the three-year struggle and in the famine that followed. Thedestruction and loss of life from fighting, hunger, and a worldwide flu epidemic leftRussia in chaos. In the end, the Red Army crushed all opposition. The victoryshowed that the Bolsheviks were able both to seize power and to maintain it.

Comparing World Revolutions In its immediate and long-term effects, theRussian Revolution was more like the French Revolution than the AmericanRevolution. The American Revolution expanded English political ideas into a con-stitutional government that built on many existing structures. In contrast, both theFrench and Russian revolutions attempted to destroy existing social and politicalstructures. Revolutionaries in France and Russia used violence and terror to con-trol people. France became a constitutional monarchy for a time, but the RussianRevolution established a state-controlled society that lasted for decades.

Lenin Restores OrderWar and revolution destroyed the Russian economy. Trade was at a standstill.Industrial production dropped, and many skilled workers fled to other countries.Lenin turned to reviving the economy and restructuring the government.

New Economic Policy In March 1921, Lenin temporarily put aside his plan for astate-controlled economy. Instead, he resorted to a small-scale version of capital-ism called the New Economic Policy (NEP). The reforms under the NEP allowedpeasants to sell their surplus crops instead of turning them over to the government.The government kept control of major industries, banks, and means of communi-cation, but it let some small factories, businesses, and farms operate under privateownership. The government also encouraged foreign investment.

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CommunismCommunism is a political and economicsystem of organization. In theory, propertyis owned by the community and all citizensshare in the common wealth according to their need. In practice, this was difficultto achieve.

German philosopher Karl Marx saw com-munism as the end result of an essentialhistorical process. Russian revolutionaryVladimir Lenin built on Marx’s theories andsought ways of applying those theories.Ultimately, however, Lenin’s communiststate—the Union of Soviet Socialist Republics(USSR)—became a one-party, totalitariansystem. This chart compares how Marx andLenin viewed communism.

SKILLBUILDER: Interpreting ChartsComparing and Contrasting How did Lenin’sideas about communism differ from those of Marx?

Evolution of Communist Thought

• History was the story of class struggle.

• The struggle Lenin saw was capitalists against the proletariat and the peasants.

• The proletariat and the peasants were not capable of leading a revolution and needed the guidance of profes-sional revolutionaries.

• After the revolution, the state needed to be run by a single party with disciplined, centrally directed administrators in order to ensure its goals.

• History was the story of class struggle.

• The struggle Marx saw was between capitalists and the proletariat, or the workers.

• The proletariat’s numbers would become so great and their condition so poor that a spontaneous revolu-tion would occur.

• The revolution would end with a “dictatorship of the proletariat”—the communal ownership of wealth.

Marx Lenin

IdentifyingProblems

What problemsdid Lenin and theBolsheviks faceafter the revolution?

Lenin Restores Order

Critical Thinking• Why was Lenin’s NEP a surprising step,

considering Russia’s history? (Russia’sczars did not allow free trade.)

• How did Lenin’s Communist Party stray from Marx’s original concept of communism? (The Party became a dictatorship—one person in charge—instead of leadership by thepeople or proletariat.)

Analyzing Key Concepts

CommunismIntroduce communism to students as akey to understanding Russian history after1917. Communism was based on achiev-ing equality through uniform distributionof food and products, not on the poten-tial of each citizen to compete and earn.These ideals quickly broke down. Thosewho championed this social system fellvictim to the desire for control andabsolute power themselves. In the end,the people who were to be helped by thesystem suffered under the oppression ofdictatorial rule.

SKILLBUILDER AnswerComparing and Contrasting Leninincluded the peasants in the proletariat,used professional revolutionaries, andwanted a strong central government.

C. Answer Russia’sinvolvement inWorld War I, socialunrest, politicalopponents, civilwar, famine

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ANSWERS

Thanks partly to the new policies and to the peace that followed the civil war,the country slowly recovered. By 1928, Russia’s farms and factories were produc-ing as much as they had before World War I.

Political Reforms Bolshevik leaders saw nationalism as a threat to unity and partyloyalty. To keep nationalism in check, Lenin organized Russia into several self-governing republics under the central government. In 1922, the country was namedthe Union of Soviet Socialist Republics (USSR), in honor of the councils thathelped launch the Bolshevik Revolution.

The Bolsheviks renamed their party the Communist Party. The name came fromthe writings of Karl Marx. He used the word communism to describe the classlesssociety that would exist after workers had seized power. In 1924, the Communistscreated a constitution based on socialist and democratic principles. In reality, theCommunist Party held all the power. Lenin had established a dictatorship of theCommunist Party, not “a dictatorship of the proletariat,” as Marx had promoted.

Stalin Becomes DictatorLenin suffered a stroke in 1922. He survived, but the incident set in motion com-petition for heading up the Communist Party. Two of the most notable men wereLeon Trotsky and Joseph Stalin. Stalin was cold, hard, and impersonal. During hisearly days as a Bolshevik, he changed his name to Stalin, which means “man ofsteel” in Russian. The name fit well.

Stalin began his ruthless climb to the head of the government between 1922 and1927. In 1922, as general secretary of the Communist Party, he worked behind thescenes to move his supporters into positions of power. Lenin believed that Stalinwas a dangerous man. Shortly before he died in 1924, Lenin wrote, “ComradeStalin . . . has concentrated enormous power in his hands, and I am not sure that healways knows how to use that power with sufficient caution.” By 1928, Stalin wasin total command of the Communist Party. Trotsky, forced into exile in 1929, wasno longer a threat. Stalin now stood poised to wield absolute power as a dictator.


TERMS & NAMES 1. For each term or name, write a sentence explaining its significance. • proletariat • Bolsheviks • Lenin • Rasputin • provisional government • soviet • Communist Party • Joseph Stalin

USING YOUR NOTES 2. Which event on your time

line caused the deaths of 14million Russians?

MAIN IDEAS3. How did World War I help to

bring about the RussianRevolution?

4. What groups made up the RedArmy and the White Army?

5. Why did the Bolsheviks renametheir party the CommunistParty?

SECTION ASSESSMENT1

CRITICAL THINKING & WRITING6. DRAWING CONCLUSIONS How did the czar’s autocratic

policies toward the people lead to social unrest?

7. EVALUATING DECISIONS What do you think were CzarNicholas II’s worst errors in judgment during his rule?

8. FORMING OPINIONS Which of the events during the lastphase of czarist rule do you think was most responsiblefor the fall of the czar?

9. WRITING ACTIVITY Write a paragraphanalysis of Lenin’s leadership in the success of theBolshevik Revolution.

REVOLUTION

INTERNET ACTIVITY

Use the Internet to visit Lenin’s Tomb in Red Square in Moscow. Writean evaluation of the Web site.

INTERNET KEYWORDLenin’s mausoleum

SummarizingHow did the

Communist govern-ment preventnationalism fromthreatening the new state createdby the revolution?

1894 1922

Tip for Struggling ReadersExplain that “a dictatorship of the prole-tariat” is another way of saying that theproletariat–the people–take over the gov-ernment and create a new society inwhich people are neither rich nor poor.

Stalin Becomes Dictator

Critical Thinking• Why did Stalin force Trotsky into exile?

(Stalin saw him as a threat to takingtotal power.)

• What was Lenin’s main concern aboutStalin? (Lenin thought Stalin was powerhungry and might abuse his power.)

ASSESSSECTION 1 ASSESSMENTHave students work individually toanswer the questions. Then have themcompare and check their answers with a partner.


RETEACHUse the Guided Reading activity forSection 1 to review the main ideas for this section.

In-Depth Resources: Unit 7• Guided Reading, p. 24• Reteaching Activity, p. 43

2. Sample Answer: 1894—Nicholas II becomesczar; 1917—czarist rule ends; 1918–1920—CivilWar; 1922—Union of Soviet Socialist Republicsformed. Event—Russia’s civil war cost 14 million lives.

3. troop morale low, fuel and food shortages at home

4. Red Army—the Bolsheviks; White Army—threefactions of opposition to Red Army (czarists,democrats, anti-Lenin socialists)

5. Communisim was Karl Marx’s name for a classless society and “dictatorship of the proletariat.”

6. Czars ignored people’s needs, ruled oppressively, failed to share power

7. Possible Answers: Russo-Japanese War,refusal to share power with the Duma, entryinto World War I

8. Possible Answers: entry into World War I,hunger and discomfort at home

9. Rubric Analyses should• identify Lenin’s leadership style.• present examples of Lenin’s leadership.• evaluate Lenin’s role in revolution.

Rubric Evaluations should • identify the site visited.• list pros and cons based on criteria.• clearly summarize the findings.

1. proletariat, p. 868 • Bolsheviks, p. 868 • Lenin, p. 868 • Rasputin, p. 869 • provisional government, p. 870 • soviet, p. 870 • Communist Party, p. 873 • Joseph Stalin, p. 873

D. Possible AnswerThe Communistsorganized Russiaunder a central government;renamed the country after theBolshevik councils.

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OBJECTIVES• Define totalitarianism.

• Describe Stalin’s goal of transformingthe Soviet Union into a totalitarian state.

• Summarize Stalin’s state-controlled economic programs.

• Describe Soviet daily life.

FOCUS & MOTIVATEAsk students to imagine what it would belike to not have the freedom to choosewhat they buy, where they work, whatthey eat, and what they say. What wouldthey miss the most, and why?

INSTRUCTA Government of Total Control

Critical Thinking• Why does control of education help

totalitarian regimes become successful?(Children taught beliefs at an early ageare less likely to question them later.)

• What is meant by “enemies of thestate”? (those who are deemed dangerous; usually those who disagree with leadership)



• Guided Reading, p. 25Formal Assessment

• Section Quiz, p. 488


• Guided Reading, p. 212Reading Study Guide, p. 291Reading Study Guide Audio CD (Spanish)


• Guided Reading, p. 25• Building Vocabulary, p. 28• Reteaching Activity, p. 44



• Primary Source: The Need for Progress, p. 33• Literature: from Darkness at Noon, p. 36; from

1984, p. 38

eEdition CD-ROMPower Presentations CD-ROMGeography Transparencies

• GT30 European Totalitarianism by 1938Electronic Library of Primary Sources

• from 1984classzone.com

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2

TotalitarianismCASE STUDY: Stalinist Russia

SETTING THE STAGE Stalin, Lenin’s successor, dramatically transformed thegovernment of the Soviet Union. Stalin was determined that the Soviet Unionshould find its place both politically and economically among the most powerfulof nations in the world. Using tactics designed to rid himself of opposition, Stalinworked to establish total control of all aspects of life in the Soviet Union. He con-trolled not only the government, but also the economy and many aspects of citi-zens’ private lives.

A Government of Total ControlThe term totalitarianism describes a government that takes total, centralized,state control over every aspect of public and private life. Totalitarian leadersappear to provide a sense of security and to give a direction for the future. In the20th century, the widespread use of mass communication made it possible toreach into all aspects of citizens’ lives.

A dynamic leader who can build support for his policies and justify hisactions heads most totalitarian governments. Often the leader utilizes secretpolice to crush opposition and create a sense of fear among the people. No oneis exempt from suspicion or accusations that he or she is an enemy of the state.

Totalitarianism challenges the highest values prized by Western democra-cies—reason, freedom, human dignity, and the worth of the individual. As thechart on the next page shows, all totalitarian states share basic characteristics.

To dominate an entire nation, totalitarian leaders devised methods of controland persuasion. These included the use of terror, indoctrination, propaganda,censorship, and religious or ethnic persecution.

Police Terror Dictators of totalitarian states use terror and violence to force obe-dience and to crush opposition. Normally, the police are expected to respond tocriminal activity and protect the citizens. In a totalitarian state, the police serveto enforce the central government’s policies. They may do this by spying on thecitizens or by intimidating them. Sometimes they use brutal force and even mur-der to achieve their goals.

Indoctrination Totalitarian states rely on indoctrination—instruction in the gov-ernment’s beliefs—to mold people’s minds. Control of education is absolutelyessential to glorify the leader and his policies and to convince all citizens that their

POWER AND AUTHORITY AfterLenin died, Stalin seized powerand transformed the SovietUnion into a totalitarian state.

More recent dictators have usedStalin’s tactics for seizing totalcontrol over individuals and thestate.

• totalitarianism• Great Purge • command

economy

• Five-Year Plan• collective farm

Categorizing Create a chart listing examples of methods of control used in the Soviet Union.

TAKING NOTES

Methods of control

Example

1.2.3.4.

LESSON PLAN







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CONNECT TO TODAY: ANSWERS

1. SynthesizingPossible Answer: The state attempts to make citizens obey its rulesthrough indoctrination, propaganda, and censorship. Control of massmedia and of education is essential. Totalitarian states may also use terror and violence to control citizens.

2. HypothesizingPossible Answers: Living in a totalitarian state means no individual freedoms, great personal sacrifice, and limited privacy. Personal choicessuch as where to live, what job to choose, and what beliefs to follow are all controlled by the state.

875

TotalitarianismTotalitarianism is a form of government in which the national governmenttakes control of all aspects of both public and private life. Thus, totalitarianismseeks to erase the line between government and society. It has an ideology,or set of beliefs, that all citizens are expected to approve. It is often led by adynamic leader and a single political party.

Mass communication technology helps a totalitarian government spread itsaims and support its policies. Also, surveillance technology makes it possibleto keep track of the activities of many people. Finally, violence, such as policeterror, discourages those who disagree with the goals of the government.

1. Synthesizing How does a totalitarianstate attempt to make citizens obeyits rules?

See Skillbuilder Handbook, page R21.

2. Hypothesizing How would your lifechange if you lived in a totalitarianstate?

Totalitarian leaders in the 20thcentury

• Adolf Hitler (Germany)1933–1945

• Benito Mussolini (Italy)1925–1943

• Joseph Stalin (SovietUnion) 1929–1953

• Kim IL Sung (North Korea)1948–1994

• Saddam Hussein (Iraq)1979–2003

State Terror

• The two most infamousexamples of state terror inthe 20th century were inNazi Germany and StalinistRussia.

• An estimated12.5–20million people were killedin Nazi Germany.

• An estimated 8–20 millionpeople were killed inStalinist Russia.

Totalitarianism Today

• There are manyauthoritarian regimes in theworld, but there are veryfew actual totalitariangovernments. In 2000, onemonitoring agencyidentified five totalitarianregimes—Afghanistan, Cuba,North Korea, Laos, andVietnam.

RESEARCH LINKS For more on totalitarianism, go to classzone.com

875

TOTALITARIANISM

State Control of Society

• business• labor• housing• education

• religion• the arts• personal life• youth groups

Dynamic Leader• unites people• symbolizes government• encourages popular support through force of will

Ideology• sets goals of the state• glorifies aims of the state • justifies government actions

Methods of Enforcement• police terror• indoctrination• censorship• persecution

Modern Technology• mass communication to spread propaganda • advanced military weapons

Dictatorship and One-Party Rule• exercises absolute authority• dominates the government

State Control of Individuals• demands loyalty• denies basic liberties• expects personal sacrifice for the good of the state

Key Traits of Totalitarianism

Fear of TotalitarianismGeorge Orwell illustrated the horrors of a totalitarian government in his novel, 1984. The novel depicts a world in which personal freedom and privacy have vanished. It is a world made possible through modern technology. Even citizens’ homes have television cameras that constantly survey their behavior.

Analyzing Key Concepts

OBJECTIVE• Analyze the combination of traits used

to create totalitarian governments.

INSTRUCTIntroduce totalitarianism to students as a key to understanding the Soviet Unionin the mid-1900s and the current govern-ments of Cuba, North Korea, Laos, andVietnam. It is also key to understandingGermany, Italy, Afghanistan, and Iraq during parts of the 20th century.

Geography Transparencies• GT30 European Totalitarianism by 1938

More About . . .

1984George Orwell’s novel depicts a frightening world where the sinister slogan “Big Brother Is Watching You”appears everywhere and citizens are constantly monitored. There is wide-spread use of propaganda. Even new words and phrases—calledNewspeak—are adopted to serve thepropaganda needs of the state. Ask students to read the appendix to1984, which contains a description ofNewspeak, and to explain someNewspeak to the class.

In-Depth Resources: Unit 7• Literature: from 1984, p. 38



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Task Describing a fictional state

Purpose To investigate the differences between totalitarianism and a democratic system

Instructions Have small groups brainstorm examples foreach key trait of totalitarianism identified in the chart onpage 875. They will use these examples to help them create a fictional totalitarian state. They should invent aname for the state, identify its location, make up a namefor the dictator, and list the effects of totalitarianism onindividual lives. Each group should write a detailed

description of the state and include how a leader orregime would go about changing life from a democratic,free country to one led by a dictator. Students might use achart like the one in In-Depth Resources: Unit 7, page 25.Students may make their description into posters orgraphics depicting their plan and/or effects of the planonce enacted.

Have groups present their fictional government to theclass. Then start a discussion about the differencesbetween life under totalitarianism and life in a democraticsociety. A leadoff question might be “What would a day inthe classroom be like under this fictitious regime?”

876 Chapter 30


Creating a Fictional Totalitarian State

DIFFERENTIATING INSTRUCTION: GIFTED AND TALENTED STUDENTS

876 Chapter 30

unconditional loyalty and support arerequired. Indoctrination begins with veryyoung children, is encouraged by youthgroups, and is strongly enforced by schools.

Propaganda and Censorship Totalitarianstates spread propaganda, biased or incom-plete information used to sway people toaccept certain beliefs or actions. Control ofall mass media allows this to happen. Nopublication, film, art, or music is allowed toexist without the permission of the state.Citizens are surrounded with false informa-tion that appears to be true. Suggesting thatthe information is incorrect is consideredan act of treason and severely punished.Individuals who dissent must retract theirwork or they are imprisoned or killed.

Religious or Ethnic Persecution Totali-tarian leaders often create “enemies of the state” to blame for things that go wrong.Frequently these enemies are members of religious or ethnic groups. Often thesegroups are easily identified and are subjected to campaigns of terror and violence.They may be forced to live in certain areas or are subjected to rules that apply onlyto them.

CASE STUDY: Stalinist Russia

Stalin Builds a Totalitarian StateStalin aimed to create a perfect Communist state in Russia. To realize his vision,Stalin planned to transform the Soviet Union into a totalitarian state. He beganbuilding his totalitarian state by destroying his enemies—real and imagined.

Police State Stalin built a police state to maintain his power. Stalin’s secret policeused tanks and armored cars to stop riots. They monitored telephone lines, readmail, and planted informers everywhere. Even children told authorities about dis-loyal remarks they heard at home. Every family came to fear the knock on the doorin the early morning hours, which usually meant the arrest of a family member. Thesecret police arrested and executed millions of so-called traitors.

In 1934, Stalin turned against members of the Communist Party. In 1937, helaunched the Great Purge, a campaign of terror directed at eliminating anyone whothreatened his power. Thousands of old Bolsheviks who helped stage the Revolutionin 1917 stood trial. They were executed or sent to labor camps for “crimes againstthe Soviet state.” When the Great Purge ended in 1938, Stalin had gained total con-trol of the Soviet government and the Communist Party. Historians estimate thatduring this time he was responsible for 8 million to 13 million deaths.

Russian Propaganda and Censorship Stalin’s government controlled all news-papers, motion pictures, radio, and other sources of information. Many Soviet writ-ers, composers, and other artists also fell victim to official censorship. Stalin wouldnot tolerate individual creativity that did not conform to the views of the state.Soviet newspapers and radio broadcasts glorified the achievements of commu-nism, Stalin, and his economic programs.

Under Stalin, the arts also were used for propaganda. In 1930, an editorial in theCommunist Party newspaper Pravda explained the purpose of art: “Literature, the

RecognizingEffects

How would theactions of the GreatPurge increaseStalin’s power?

EvaluatingCourses of Action

Of the weaponsof totalitarianism,which allows themost long-termcontrol?

▲ Members of aRussian youthgroup called YoungCommunists lineup for a parade.Notice the pictureof Stalin in thebackground.


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Name Date

GUIDED READING TotalitarianismCase Study: Stalinist Russia

Section 2

A. Recognizing Facts and Details As you read this section, fill in the web diagram with key characteristics of Stalinist Russia.

B. Using Context Clues Define or identify each of the following terms:

totalitarianism command economy collective farm five-year plan

________________________________________________________________________________________

________________________________________________________________________________________

________________________________________________________________________________________

________________________________________________________________________________________

CHAPTER

30

1. Industrial policies 2. Agricultural policies 3. Art/religion

4. Education 5. Control methods 6. Propaganda methods

Stalin’s Totalitarian State


Tip For Struggling ReadersWhen information is biased it means the person or people giving theinformation have added their personalopinion, withheld some information, or distorted the facts. Bias is central to propaganda.

Stalin Builds a Totalitarian State

Critical Thinking• What is ironic about Stalin putting

the Bolsheviks on trial for crimesagainst the state? (The BolshevikRevolution paved the way for Stalin’srise to power; Stalin was originally a Bolshevik.)

• Why did children report their parents to the secret police? (They were taughtin school to trust educators and authorities above their own parents.)

In-Depth Resources: Unit 7• Primary Source: The Need for Progress,

Speech by Joseph Stalin, p. 33• Literature: from Darkness at Noon, p. 36

More About . . .

Artists, Writers, and PropagandaArt and literature became tools of propa-ganda, as Stalin ordered intellectuals tobecome “engineers of human souls.”Writers and artists who could successfullycreate works of propaganda were gener-ously rewarded, often living better thanthe highest members of government.

A. Possible AnswerIndoctrination,because eventuallythose who opposethe regime will dieand those who areindoctrinated willremain to supportthe ruler.

B. Answer He eliminated millionswho opposed him.

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Task Turning headings into questions

Purpose To find and understand main ideas

Instructions Suggest that student pairs focus their reading by turning eachheading into a question and then using the material below it and the subheadings to find the answer. Questions should begin with why, how, orwhat. Students should make a chart like the one shown and use it as theywork through the section.

In addition to finding main ideas in the text, students can record newterms or difficult words as they encounter them in the third column. Oncestudents have completed the section using their chart, ask volunteerswhich words were troublesome. As a group, use context and prior

knowledge to understand the words and help unlock the meaning of thepassages. For example, the headings on pages 874–875 could be turnedinto these questions:



Using Questions to Find Main Ideas


CASE STUDY 877

Vocabularyatheists: peoplewho do not thinkthere is a god

cinema, the arts are levers in the hands of the proletariatwhich must be used to show the masses positive models ofinitiative and heroic labor.”

Education and Indoctrination Under Stalin, the govern-ment controlled all education from nursery schools throughthe universities. Schoolchildren learned the virtues of theCommunist Party. College professors and students whoquestioned the Communist Party’s interpretations of historyor science risked losing their jobs or faced imprisonment.Party leaders in the Soviet Union lectured workers and peas-ants on the ideals of communism. They also stressed theimportance of sacrifice and hard work to build theCommunist state. State-supported youth groups trainedfuture party members.

Religious Persecution Communists aimed to replace reli-gious teachings with the ideals of communism. UnderStalin, the government and the League of the MilitantGodless, an officially sponsored group of atheists, spreadpropaganda attacking religion. “Museums of atheism” dis-played exhibits to show that religious beliefs were meresuperstitions. Yet many people in the Soviet Union stillclung to their faiths.

The Russian Orthodox Church was the main target ofpersecution. Other religious groups also suffered greatly.The police destroyed magnificent churches and syna-gogues, and many religious leaders were killed or sent tolabor camps.

Achieving the perfect Communist state came at atremendous cost to Soviet citizens. Stalin’s total control ofsociety eliminated personal rights and freedoms in favor ofthe power of the state.

Stalin Seizes Control of the EconomyAs Stalin began to gain complete control of society, he was setting plans in motionto overhaul the economy. He announced, “We are fifty or a hundred years behindthe advanced countries. We must make good this distance in ten years.” In 1928Stalin’s plans called for a command economy, a system in which the governmentmade all economic decisions. Under this system, political leaders identify thecountry’s economic needs and determine how to fulfill them.

An Industrial Revolution Stalin outlined the first of several Five-Year Plans forthe development of the Soviet Union’s economy. The Five-Year Plans set impossi-bly high quotas, or numerical goals, to increase the output of steel, coal, oil, andelectricity. To reach these targets, the government limited production of consumergoods. As a result, people faced severe shortages of housing, food, clothing, andother necessary goods.

Stalin’s tough methods produced impressive economic results. Although most ofthe targets of the first Five-Year Plan fell short, the Soviets made substantial gains.(See the graphs on page 878 for coal and steel production.) A second plan,launched in 1933, proved equally successful. From 1928 to 1937, industrial pro-duction of steel increased more than 25 percent.

Joseph Stalin1879–1953

Stalin was born in bitter poverty inGeorgia, a region in southern Russia.Unlike the well-educated and culturedLenin, Stalin was rough and crude.

Stalin tried to create a myth that hewas the country’s father and savior.Stalin glorified himself as the symbolof the nation. He encouraged peopleto think of him as “The GreatestGenius of All Times and Peoples.”

Many towns, factories, and streetsin the Soviet Union were named forStalin. A new metal was calledStalinite. An orchid was namedStalinchid. Children standing beforetheir desks every morning said, “ThankComrade Stalin for this happy life.”

INTERNET ACTIVITY Create a Web pageon Joseph Stalin. Include pictures and atime line of his rule in the USSR. Go toclasszone.com for your research.

History Makers

Joseph StalinStalin was born in Russia in 1879. Hisfather was a shoemaker who drank heavily and was reportedly physicallyabusive to his son. His mother was apoor peasant who worked to support thefamily. His father died when he was 14,and Stalin was sent to an OrthodoxRussian seminary. He was later expelledfor studying communism instead of theology. Stalin was married twice andhad three children. Both wives died, aswell as two sons. His surviving daughter,Svetlana, defected to the United States in 1967.

Rubric Web pages should

• include highlights of Stalin’s life as rulerof the Soviet Union.

• use pictures and/or photos.• be accurate.

Stalin Seizes Control of the Economy

Critical Thinking• Why did Stalin limit the production

of consumer goods? (Money was puttoward manufacturing steel, coal, oil, and electricity instead.)

• Why wouldn’t people want to live on a collective farm? (no personalincentives, all labor was for the state)

Heading

A Governmentof Total Control

Totalitarianism

Question

What is a government oftotal control?

What is totalitarianism?

Answer

State controlsall parts of life

Total, centralizedcontrol

Difficult Words

Indoctrination,propaganda

Ideology, surveillance

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Task Recording word meanings and examples

Purpose To understand academic vocabulary

Instructions Have students work with some of the key terms that describecharacteristics of totalitarianism. Examples are: indoctrination, propaganda,censorship, religious persecution, ethnic persecution, and police state.

Students will create charts defining each word using context, prior knowledge, and other sources such as dictionaries and glossaries. Thenhave them give an example of each of the terms. An example of policestate might be “Police listen to telephone calls.”

After students have shared their charts, lead a discussion on what lifemight be like under a totalitarian state.

878 Chapter 30


Key Terms of Totalitarianism


An Agricultural Revolution In 1928, the government began to seize over 25 mil-lion privately owned farms in the USSR. It combined them into large, government-owned farms, called collective farms. Hundreds of families worked on thesefarms, called collectives, producing food for the state. The government expectedthat the modern machinery on the collective farms would boost food productionand reduce the number of workers. Resistance was especially strong among kulaks,a class of wealthy peasants. The Soviet government decided to eliminate them.

Peasants actively fought the government’s attempt to take their land. Many killedlivestock and destroyed crops in protest. Soviet secret police herded peasants ontocollective farms at the point of a bayonet. Between 5 million and 10 million peas-ants died as a direct result of Stalin’s agricultural revolution. By 1938, more than90 percent of all peasants lived on collective farms. As you see in the charts below,agricultural production was on the upswing. That year the country produced almosttwice the wheat than it had in 1928 before collective farming.

In areas where farming was more difficult, the government set up state farms.These state farms operated like factories. The workers received wages instead of ashare of the profits. These farms were much larger than collectives and mostly produced wheat.

Daily Life Under StalinStalin’s totalitarian rule revolutionized Soviet society. Women’s roles greatlyexpanded. People became better educated and mastered new technical skills. Thedramatic changes in people’s lives, came at great cost. Soviet citizens found theirpersonal freedoms limited, consumer goods in short supply, and dissent prohibited.

Stalin’s economic plans created a high demand for many skilled workers.University and technical training became the key to a better life. As one young manexplained, “If a person does not want to become a collective farmer or just a clean-ing woman, the only means you have to get something is through education.”

Women Gain Rights The Bolshevik Revolution of 1917 declared men andwomen equal. Laws were passed to grant women equal rights. After Stalin becamedictator, women helped the state-controlled economy prosper. Under his Five-Year

0

30

60

90

120

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19381933192850

100

150

200

250

19381933192810

20

30

40

50

193819331928

The Buildup of the Soviet Economy, 1928–1938

Industry Agriculture

■ ■ Coal Production

■ ■ Steel Production

■ Livestock

■ ■ Wheat

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1st Five-Year Plan

2nd Five-Year Plan

1st Five-Year Plan

2nd Five-Year Plan

1st Five-Year Plan

2nd Five-Year Plan

Source: European Historical Statistics

878 Chapter 30

SKILLBUILDER: Interpreting Graphs1. Clarifying How many more metric tons of coal were produced in 1938 than in 1928?2. Drawing Conclusions What do the graphs show about the contrast between the progress of industry and agriculture production

under Stalin’s first Five-Year Plan?

ClarifyingWhat methods

did Stalin use tobring agricultureunder state control?

Daily Life Under Stalin

Critical Thinking• What was so revolutionary about

education under Stalin? (More people,including women, were given technicaland professional educations.)

• What were the expectations for womenduring this time? (get an education,work full time, maintain a home, haveand care for children)


Interpreting the GraphsEmphasize that the bracketed yearsbeneath the charts represent the first andsecond Five-Year Plans.

Extension Ask students to reread the textunder the subheading “An AgriculturalRevolution” and to explain the reasonsfor the sharp decline in livestock.

SKILLBUILDER Answers1. Clarifying about 100,000 metric tons2. Drawing Conclusions Industrial

production increased greatly; production of livestock decreased, but wheat production increased.

Key Term Meaning Example

Indoctrination Teaching the All textbooks glorifygovernment’s beliefs Stalin’s ideas.

Propaganda Slanted and All books and moviesincomplete present only theinformation communist point of view.

C. Answerestablishment ofcollective farms; useof terror and vio-lence; destructionof the kulaks

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1. totalitarianism, p. 874 • Great Purge, p. 876 • command economy, p. 877 • Five-Year Plans, p. 877 • collective farm, 878

2. Sample Answer: 1. Police Terror–Great Purge,kulaks; 2. Propaganda–Government-controlledmedia; 3. Indoctrination–Education and train-ing; 4. Persecution–Elimination of leadership.Most influential—Indoctrination, because itbegan in childhood.

3. dictatorship and one-party rule, dynamicleader, ideology, state control, modern technology, methods of enforcement

4. police terror, indoctrination, propaganda andcensorship, persecution

5. Industry increased by more than 25 percentand production of wheat doubled. There weresevere shortages of consumer goods.

6. Possible Answers: Totalitarian—Under oneruler; controlled society and people; use offorce and propaganda. Democratic—Separationof powers; elected leaders; private ownership;military for defense.

7. general secretary of the Communist Party;eliminated competitors; controlled society,revamped economy

8. Yes—Soviet economy was failing, neededrevamping. No—They cost millions of lives andsacrifices by consumers and workers.

9. Rubric Journal entries should • refer to the person’s role.• identify hardships or advantages.

Rubric Graphs should • present accurate statistics.• be easy to read and interpret.• cite sources.

CONNECT TO TODAY

ANSWERS

Plans, they had no choice but to join the labor force. Thestate provided child care for all working mothers. Someyoung women performed the same jobs as men. Millions ofwomen worked in factories and in construction. However,men continued to hold the best jobs.

Given new educational opportunities, women preparedfor careers in engineering and science. Medicine, in partic-ular, attracted many women. By 1950, they made up 75 per-cent of Soviet doctors.

Soviet women paid a heavy price for their rising status insociety. Besides having full-time jobs, they were responsi-ble for housework and child care. Motherhood is considereda patriotic duty in totalitarian regimes. Soviet women wereexpected to provide the state with future generations ofloyal, obedient citizens.

Total Control Achieved By the mid-1930s, Stalin had forcibly transformed theSoviet Union into a totalitarian regime and an industrial andpolitical power. He stood unopposed as dictator and main-tained his authority over the Communist Party. Stalin wouldnot tolerate individual creativity. He saw it as a threat to theconformity and obedience required of citizens in a totalitar-ian state. He ushered in a period of total social control andrule by terror, rather than constitutional government.

Like Russia, China would fall under the influence of KarlMarx’s theories and Communist beliefs. The dynamicleader Mao Zedong would pave the way for transformingChina into a totalitarian Communist state, as you will readin Section 3.

CASE STUDY 879

TERMS & NAMES 1. For each term or name, write a sentence explaining its significance. • totalitarianism • Great Purge • command economy • Five-Year Plans • collective farm

USING YOUR NOTES2. Which of the methods of

control do you think was mostinfluential in maintainingStalin’s power? Why?

MAIN IDEAS 3. What are the key traits of a

totalitarian state?

4. What are some waystotalitarian rulers keep theirpower?

5. How did the Soviet economychange under the direction ofStalin?

SECTION ASSESSMENT2

Graphing Russia’s EconomyResearch Russia’s industrial and agricultural production in the last 10 years. Create a series of graphs similar to those found on page 878.

CRITICAL THINKING & WRITING6. CONTRASTING How do totalitarian states and

constitutional governments differ?

7. SUMMARIZING Summarize Joseph Stalin’s rise to powerand how his control expanded.

8. EVALUATING COURSES OF ACTION Were the Five-Yearplans the best way to move the Soviet economy forward?Explain.

9. WRITING ACTIVITY As an industrialworker, a female doctor, a Russian Orthodox priest, or aCommunist Party member, write a journal entry aboutyour life under Stalin.

POWER AND AUTHORITY

CONNECT TO TODAY

SummarizingHow did daily

life under Stalin’srule change thelives of women inthe Soviet Union?

Ukrainian KulaksThe kulaks in Ukraine (shown above)fiercely resisted collectivization. Theymurdered officials, torched theproperty of the collectives, andburned their own crops and grain in protest.

Recognizing the threat kulaks posedto his policies, Stalin declared thatthey should “liquidate kulaks as aclass.” The state took control of kulakland and equipment, and confiscatedstores of food and grain. More than 3million Ukrainians were shot, exiled,or imprisoned. Some 6 million peopledied in the government-engineeredfamine that resulted from thedestruction of crops and animals. By1935, the kulaks had been eliminated.

Methods of control

Example

1.2.3.4.

Social History

Ukrainian KulaksBefore 1917, kulaks were central figuresin peasant villages. They owned farms,livestock, and horses. They were wealthyenough to be able to hire laborers asfarmhands and had enough land to beable to lease parts of it. The Soviet gov-ernment regarded kulaks as capitalistsbecause they made their own living andprospered financially. This was consideredanticommunist and regarded as a threat.

Total Control Achieved

Critical Thinking• Why did the people of Russia go

along with Stalin’s regime? (belief it was for the good of the state; violent repression)

• What is one primary way totalitarianismdiffers from democratic thinking? (Atotalitarian regime places ultimatevalue on itself, not on its citizens.)

ASSESSSECTION 2 ASSESSMENTAfter students have responded to the questions independently, engage thewhole class in a discussion of question 2.


RETEACHUse the Reteaching Activity to review themain ideas of the section.

In-Depth Resources: Unit 7• Reteaching Activity, p. 44

D. Possible AnswerWomen had moreeducational andcareer opportuni-ties, were forced to enter the workforce, and wereexpected to bearchildren.

wh10te-073002-0874-0881 9/16/03 12:09 PM Page 879

BooksJahn, Hubertus F. Patriotic Culture in RussiaDuring World War I. Ithaca, NY: Cornell UP, 1995.

Taylor, Richard. Film Propaganda: Soviet Russiaand Nazi Germany. London and New York: I. B. Tauris, 1998.

VideosPropaganda. VHS and DVD. Films for theHumanities & Sciences, 2000. 800-257-5126.Focuses on dictators and propagandists whoshaped the perceptions of the masses in 20th-century Europe.

The October 1917 Revolution and After.VHS. Films for the Humanities & Sciences. 800-257-5126. Features Soviet propaganda films that dramatized events of the Revolution.

880 Chapter 30

CHAPTER 30

880 Chapter 30

PropagandaYou have read how a totalitarian government can use propaganda tosupport its goals. These pages show three examples of visual propagandafrom the Soviet Union—low-cost posters, traditional painting, and altered photographs.

Posters were mass produced and placed in very visible areas. Theywere constant reminders of Communist policy and guides for properthought. Artists were required to paint scenes that supported and glorifiedthe Communist Party. Even photographs were altered if they containedindividuals who had fallen out of favor with the party leadership.

Woman Worker Poster �A translation of this poster says,“What the October Revolution hasgiven to working and peasantwomen.” The woman is pointing tobuildings such as a library, a worker’sclub, and a school for adults.

Factory Poster“Help build the giganticfactories.” This poster advertisesa state loan for the building oflarge factories. Developing heavyindustry was an important goalin the early days of the SovietUnion.

�

� PaintingIn this painting the central figure,Communist leader Joseph Stalin,is greeted enthusiastically. Theexpressions of the diverse andhappy crowd imply not only thatStalin has broad support, butthat he is worshiped as well.

RESEARCH LINKS For more onpropaganda, go to classzone.com

History through Art

OBJECTIVES• Recognize how propaganda was used

in Stalinist Russia.

• Understand the tools used by a totalitarian leader to further a cause.

FOCUS & MOTIVATEPropaganda is pervasive in our societytoday. It is used to sell products and topersuade people to join groups andorganizations. Ask students how they recognize propaganda in daily life.Encourage them to bring examples forthe class to examine and discuss.

INSTRUCTCritical Thinking• What message was Stalin sending

through the posters? (Working for theCommunist cause was a good and worthy thing to do.)

• How could these posters help achieveStalin’s goals for agriculture and industry? (The propaganda on theposters influenced people to workharder to achieve economic goals.)

More About . . .

PropagandaThe term propaganda is often used negatively to mean false or misleadingtypes of persuasion. Propaganda may relyon a range of persuasive tactics—fromfactual evidence to outright lies. Soviet propagandists under Stalin madeshrewd use of posters to create a new“reality”—an idealized vision of life in atotalitarian state.

RECOMMENDED RESOURCES


CHAPTER 30

CONNECT TO TODAY: ANSWERS

1. Forming and Supporting Opinions Possible Answers: Posters—Easy to manufacture and could be placedwhere large numbers of people could see them; Paintings—A respectedart form and all of the details of the image can be controlled; Alteringphotographs—Photographs appear to represent things as they are. If aphotograph can be successfully manipulated, then it might maintain aclaim to authenticity.

2. Comparing and ContrastingPossible Answers: Similarities—Both promote a strong position, try to persuade citizens and consumers to believe in the ideas or product, can be colorful and appealing, and may tell only part of the truth.Differences—Propaganda often distorts and lies. Advertising can be selectively truthful, but consumer reactions can reduce outright lies.Propaganda is usually used to “sell” ideas or beliefs. Advertising is usually used to sell products or services.

� Altered PhotographsStalin attempted to enhance his legacy and erase hisrivals from history by extensively altering photographsas this series shows.

The original photograph was taken in 1926 and showed,from left to right, Nikolai Antipov, Stalin, Sergei Kirov, and Nikolai Shvernik.

This altered image appeared in a 1949 biography ofStalin. Why Shvernik was removed is unclear—he washead of the Central Committee of the Communist Partyuntil Stalin’s death in 1954. Antipov, however, wasarrested during Stalin’s purge and executed in 1941.

This heroic oil painting by Isaak Brodsky is based on theoriginal photograph, but only Stalin is left. Kirov wasassassinated in 1934 by a student, but the officialinvestigation report has never been released. Stalin didfear Kirov’s popularity and considered him a threat tohis leadership.

881

1. Forming and Supporting OpinionsOf the examples on this page, whichdo you think would have been mosteffective as propaganda? Why?

See Skillbuilder Handbook, page R20.

2. Comparing and Contrasting Whatare the similarities and differencesbetween propaganda and modernadvertising campaigns? Support youranswer with examples.

1

2

3

More About . . .

The Role of PropagandaAll governments, not only totalitarianregimes, use propaganda to generatepublic support for their policies, politicalparties, and candidates for office.Advertisers and various organizations alsouse propaganda techniques. Ask studentswhy recognizing propaganda is important.(Possible Answer: keeps people frombeing manipulated)

More About . . .

The Lot of Soviet WorkersThe idealism of building the world’s firstsocialist state appealed to many Sovietcitizens, especially in the 1930s whenother nations were suffering from economic depression. Unlike the United States and Western Europe, noone was unemployed in Soviet society.And workers received benefits such as free education, free medical care, and pensions.

Inclusion TipStudents who are visually impaired mightbenefit from an overhead transparency ofa 1924 Soviet propaganda painting.

World Art and Cultures Transparencies• AT65 Friendship of the People

OBJECTIVES• List problems the new Republic of

China faced.

• Trace the rise of communism in China.

• Describe the civil war between Communists and Nationalists.

FOCUS & MOTIVATEStudents will learn about the Long Marchin this section. What periods of hardshiphave students studied in U.S. history?(Possible Answer: Valley Forge)

INSTRUCTNationalists Overthrow Qing Dynasty

Critical Thinking• What event triggered civil war in China?

(the death of General Yuan Shikai)• What were the main weaknesses of the

new republic? (Possible Answers: weakcentral rule, lack of respect from othernations, country needed modernizing)

In-Depth Resources: Unit 7• Guided Reading, p. 26 (also in Spanish)


• Guided Reading, p. 26• Geography Application, p. 30• History Makers: Jiang Jieshi, p. 41



• Guided Reading, p. 213• Geography Application, p. 216

Reading Study Guide (Spanish), p. 293Reading Study Guide Audio CD (Spanish)


• Guided Reading, p. 26• Building Vocabulary, p. 28• Geography Application, p. 30• Reteaching Activity, p. 45


eEdition CD-ROMPower Presentations CD-ROMElectronic Library of Primary Sources

• from Autobiography of a Chinese Girlclasszone.com

882 Chapter 30

Comparing andContrasting Make a chart to compare andcontrast the actionsof Jiang Jieshi andMao Zedong incontrolling China.

TAKING NOTES

Jiang Mao

1.2.3.

1.2.3.

882 Chapter 30


REVOLUTION After the fall ofthe Qing dynasty, nationalistand Communist movementsstruggled for power.

The seeds of China’s late-20th-century political thought,communism, were planted atthis time.

• Kuomintang• Sun Yixian• May Fourth

Movement

• Mao Zedong • Jiang Jieshi• Long March

3

SETTING THE STAGE In the early 1900s, China was ripe for revolution. Chinahad faced years of humiliation at the hands of outsiders. Foreign countries con-trolled its trade and economic resources. Many Chinese believed that modern-ization and nationalism held the country’s keys for survival. They wanted to buildup the army and navy, to construct modern factories, and to reform education.Yet others feared change. They believed that China’s greatness lay in its tradi-tional ways.

Nationalists Overthrow Qing DynastyAmong the groups pushing for modernization and nationalization was theKuomintang (KWOH•mihn•TANG), or the Nationalist Party. Its first great leaderwas Sun Yixian (soon yee•shyahn). In 1911, the Revolutionary Alliance, a fore-runner of the Kuomintang, succeeded in overthrowing the last emperor of theQing dynasty. The Qing had ruled China since 1644.

Shaky Start for the New Republic In 1912, Sun became pres-ident of the new Republic of China. Sun hoped to establish amodern government based on the “Three Principles of thePeople”: (1) nationalism—an end to foreign control, (2) people’srights—democracy, and (3) people’s livelihood—economicsecurity for all Chinese. Sun Yixian considered nationalism vital.He said, “The Chinese people . . . do not have national spirit.Therefore even though we have four hundred million peoplegathered together in one China, in reality, they are just a heap ofloose sand.” Despite his lasting influence as a revolutionaryleader, Sun lacked the authority and military support to securenational unity.

Sun turned over the presidency to a powerful general, YuanShikai, who quickly betrayed the democratic ideals of the revo-lution. His actions sparked local revolts. After the general died in1916, civil war broke out. Real authority fell into the hands ofprovincial warlords or powerful military leaders. They ruled ter-ritories as large as their armies could conquer.

Imperial China Collapses

▼ Sun Yixian ledthe overthrow ofthe last Chineseemperor.

LESSON PLAN







• Primary Source: from “The Peasants of Hunan,” p. 34

Electronic Library of Primary Sources • from Autobiography of a Chinese Girl



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Task Reading and discussing a primary source

Purpose To formulate opinions about Mao’s motives and results

Instructions Have students read the excerpt from MaoZedong’s “The Peasants of Hunan,” found in In-DepthResources: Unit 7. Use the discussion questions includedon the sheet and these additional questions to spark a discussion.

• What does this excerpt reveal about Mao’s characterand personality? (Possible Answers: forceful, deter-mined, charismatic, uninterested in others’ opinions)

• Based on the excerpt, what conclusions can you drawabout Mao’s plans for revolution in China? (PossibleAnswers: violent; will pit peasants against the restof society)

• According to Mao, who was the enemy in Chinesesociety? (“imperialists, warlords, corrupt officials, localbullies and bad gentry”) What did Mao promisewould happen to them? (They would stand beforethe peasantry, be judged, and possibly be killed.)



The Writings of Mao Zedong


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PRIMARY SOURCE from The Peasants of Hunanby Mao Zedong

Mao Zedong (1891–1976), the son of a Hunan peasant, was one of the foundersof the Chinese Communist Party in 1921. He believed that he could bring eco-nomic and political change to improve the lives of China’s rural peasants.According to the following passage written in 1927, what was Mao Zedong’svision of the Communist revolutionary movement in China?

Section 3

During my recent visit to Hunan I conducted aninvestigation on the spot into the conditions in

the five countries of Siangtan, Siangsiang, Hengshan,Liling, and Changsha. In the thirty-two days fromJanuary 4 to February 5, in villages and in countytowns, I called together for fact-finding conferencesexperienced peasants and comrades working for thepeasant movement, listened attentively to theirreports and collected a lot of material. . . .

All kinds of arguments against the peasantmovement must be speedily set right. The erroneousmeasures taken by the revolutionary authoritiesconcerning the peasant movement must be speedilychanged. Only thus can any good be done for thefuture of the revolution. For the rise of the presentpeasant movement is a colossal event. In a veryshort time, in China’s central, southern and northernprovinces, several hundred million peasants willrise like a tornado or tempest, a force so extraordi-narily swift and violent that no power, howevergreat, will be able to suppress it. They will break alltrammels [restraints] that now bind them and rushforward along the road to liberation. They will sendall imperialists, warlords, corrupt officials, local bul-lies and bad gentry [members of the upper or rul-ing class] to their graves. All revolutionary partiesand all revolutionary comrades will stand beforethem to be tested, and to be accepted or rejectedas they decide.

To march at their head and lead them? Or tofollow at their rear, gesticulating at them and criti-cising them? Or to face them as opponents?

Every Chinese is free to choose among thethree alternatives, but circumstances demand that aquick choice be made. . . .

A revolution is not the same as inviting peopleto dinner, or writing an essay, or painting a picture,or doing fancy needlework; it cannot be anything sorefined, so calm and gentle, or so mild, kind, cour-teous, restrained and magnanimous [generous inforgiving]. A revolution is an uprising, an act of vio-lence whereby one class overthrows another. Arural revolution is a revolution by which the peas-antry overthrows the authority of the feudal landlordclass. If the peasants do not use the maximum oftheir strength, they can never overthrow theauthority of the landlords which has been deeplyrooted for thousands of years. In the rural areas,there must be a great, fervent revolutionaryupsurge, which alone can arouse hundreds andthousands of people to form a great force. . . .

from Mao Tse-tung, Selected Works, Vol. I (New York:International Publishers, 1954), 21–22, 27. Reprinted inPeter N. Stearns, ed., Documents in World History, Vol. II(New York: Harper Collins, 1988), 137.

Discussion QuestionsRecognizing Facts and Details1. How many Chinese peasants did Mao Zedong

predict would join the Communist revolutionarymovement?

2. According to Mao Zedong, what three choicesdid Chinese Communist revolutionaries face inview of the growing peasant movement?

3. Perceiving Cause and Effect According toMao Zedong, what was the purpose of the ruralrevolution in China?

CHAPTER

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World War I Spells More Problems In 1917, the government in Beijing, hopingfor an Allied victory, declared war against Germany. Some leaders mistakenlybelieved that for China’s participation the thankful Allies would return control ofChinese territories that had previously belonged to Germany. However, under theTreaty of Versailles, the Allied leaders gave Japan those territories.

When news of the Treaty of Versailles reached China, outrage swept the coun-try. On May 4, 1919, over 3,000 angry students gathered in the center of Beijing.The demonstrations spread to other cities and exploded into a national movement.It was called the May Fourth Movement. Workers, shopkeepers, and profession-als joined the cause. Though not officially a revolution, these demonstrationsshowed the Chinese people’s commitment to the goal of establishing a strong, mod-ern nation. Sun Yixian and members of the Kuomintang also shared the aims of themovement. But they could not strengthen central rule on their own. Many youngChinese intellectuals turned against Sun Yixian’s belief in Western democracy infavor of Lenin’s brand of Soviet communism.

The Communist Party in ChinaIn 1921, a group met in Shanghai to organize the Chinese Communist Party. MaoZedong (MOW dzuh•dahng), an assistant librarian at Beijing University, was amongits founders. Later he would become China’s greatest revolutionary leader.

Mao Zedong had already begun to develop his own brand of communism. Leninhad based his Marxist revolution on his organization in Russia’s cities. Mao envi-sioned a different setting. He believed he could bring revolution to a rural country

IdentifyingProblems

What problemsdid the newRepublic of Chinaface?

Tiananmen SquareIn Tiananmen Square, the Gate ofHeavenly Peace was the site of manypolitical activities during the 20th century.Early in the century, May 4, 1919,thousands of students gathered there toprotest the terms of the Versailles Treaty.(upper right). The May Fourth Movementwas born that day. The movement marksthe beginning of Chinese nationalism.

Seventy years later, in 1989, studentsonce again gathered at the square todemand political reforms. Shortly after the anniversary of the May 4 event,thousands—and perhaps a millionpeople—gathered at the square. On June 3, 1989, the Chinese army wasordered to clear the square of allprotesters. Thousands were killed or injured.


More About . . .

Sun YixianSun traveled, organized, and plotted tirelessly to bring down the Qing dynasty.Qing officials tracked him to London.They kidnapped him, held him prisoner,and planned to ship him back to Chinafor probable execution. Sun’s Britishfriends helped him escape his captors.The episode made him a world-famousleader. Sun Yixian is still known as the“father of modern China.”

The Communist Party in China

Critical Thinking• Why did Mao Zedong believe peasants

would make true revolutionaries?(Many were angry and determined.)

• What did Mao do to strengthen thepeasants loyal to his Communist Party?(divided land among them)

• In what way was the Nationalist gov-ernment legitimized? (Britain and theUnited States officially recognized it.)

Connect to Today

Tiananmen SquareThough the 1989 protest was crushed,one Chinese student said, “Maybe we’llfail today. Maybe we’ll fail tomorrow. But someday we’ll succeed. It’s a historical inevitability.”

A. Answer weakleadership, civil war, terror of warlordarmies, outcome ofWorld War I,nationwide protests

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Task Using text and a map to answer questions

Purpose To understand how geography affected Chinesepolitics in the 1920s and 1930s

Instructions Pair a struggling reader with a more proficient reader. Have each pair complete the GeographyApplication activity for this section, found in In-DepthResources: Unit 7. Be sure that students understand howthe map reflects three increases in Kuomintang territory.You may wish to list synonyms or definitions of difficultwords on the board. Some examples are shown at right.

warlord an independent local military leader; a territorial ruler

campaign in this case, a military action

stronghold a base of operations; a fortress

embarked on started, began

884 Chapter 30


Chinese Geography and Politics


884 Chapter 30

where the peasants could be the true revolutionaries. He argued his point passion-ately in 1927:

P R I M A R Y S O U R C E The force of the peasantry is like that of the raging winds and driving rain. It is rapidlyincreasing in violence. No force can stand in its way. The peasantry will tear apart allnets which bind it and hasten along the road to liberation. They will bury beneath themall forces of imperialism, militarism, corrupt officialdom, village bosses and evil gentry.

MAO ZEDONG, quoted in Chinese Communism and the Rise of Mao

Lenin Befriends China While the Chinese Communist Party was forming, SunYixian and his Nationalist Party set up a government in south China. Like theCommunists, Sun became disillusioned with the Western democracies that refused tosupport his struggling government. Sun decided to ally the Kuomintang with thenewly formed Communist Party. He hoped to unite all the revolutionary groups forcommon action.

Lenin seized the opportunity to help China’s Nationalist government. In 1923,he sent military advisers and equipment to the Nationalists in return for allowingthe Chinese Communists to join the Kuomintang.

Peasants Align with the Communists After Sun Yixian died in 1925, Jiang Jieshi(jee•ahng jee•shee), formerly called Chiang Kai-shek, headed the Kuomintang. Jiangwas the son of a middle-class merchant. Many of Jiang’s followers were bankers andbusinesspeople. Like Jiang, they feared the Communists’ goal of creating a socialisteconomy modeled after the Soviet Union’s.

Jiang had promised democracy and political rights to all Chinese. Yet his gov-ernment became steadily less democratic and more corrupt. Most peasantsbelieved that Jiang was doing little to improve their lives. As a result, many peas-ants threw their support to the Chinese Communist Party. To enlist the support ofthe peasants, Mao divided land that the Communists won among the local farmers.

Nationalists and Communists Clash At first, Jiang put aside his differences withthe Communists. Together Jiang’s Nationalist forces and the Communists success-fully fought the warlords. Soon afterward, though, he turned against the Communists.

In April 1927, Nationalist troops and armed gangs moved into Shanghai. Theykilled many Communist leaders and trade union members in the city streets.Similar killings took place in other cities. The Nationalists nearly wiped out theChinese Communist Party.

In 1928, Jiang became president of the Nationalist Republic of China. GreatBritain and the United States both formally recognized the new government.Because of the slaughter of Communists at Shanghai, the Soviet Union did not.Jiang’s treachery also had long-term effects. The Communists’ deep-seated rageover the massacre erupted in a civil war that would last until 1949.

Civil War Rages in ChinaBy 1930, Nationalists and Communists were fighting a bloody civil war. Mao andother Communist leaders established themselves in the hills of south-centralChina. Mao referred to this tactic of taking his revolution to the countryside as“swimming in the peasant sea.” He recruited the peasants to join his Red Army. Hethen trained them in guerrilla warfare. Nationalists attacked the Communistsrepeatedly but failed to drive them out.

The Long March In 1933, Jiang gathered an army of at least 700,000 men. Jiang’sarmy then surrounded the Communists’ mountain stronghold. Outnumbered, the

AnalyzingPrimary Sources

What forcesdoes Mao identifyas those that thepeasants will overcome?

▲ Jiang Jieshi andthe Nationalistforces united Chinaunder one govern-ment in 1928.

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GEOGRAPHY APPLICATION: MOVEMENT

Nationalists Battle Warlords and CommunistsDirections: Read the paragraphs below and study the map carefully. Then answerthe questions that follow.Section 3

From 1923 through 1936, China’s Nationalistswaged successive wars while trying to achieve

national unity. At first, they battled territorialrulers—warlords—and later they fought localCommunists.

At one time, both Nationalists and Communistswere united in the Kuomintang, the NationalistPeople’s Party. From 1923 to 1927, the party bat-tled to end warlord rule in the provinces. By 1925the Kuomintang had driven the warlords out ofextreme southern China in 1925 and then launcheda campaign called the Northern Expedition. Itsgoal was to conquer the remaining warlords to thenorth, free Beijing, and bring China under one government.

At this time, however, the Nationalists came tofear the political goals of their Communist allies. Asa result, the Nationalists, while fighting in northernChina in 1927, began an anti-Communist drive intheir own ranks. Nationalists attacked Communiststrongholds in Shanghai and other large cities.They drove them into scattered bases in the hills of south-central China. Finally, in 1934, theCommunists under Mao Zedong embarked on theyear-long, life-and-death Long March into the pro-tective caves of northern China.

A final confrontation between Nationalists andCommunists in the north never took place, however.In 1936, the threat of a Japanese takeover of Chinaforced the enemies into unified action once again.

CHAPTER

30

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More About . . .

Joining the Chinese ArmyIn 1926, a teenage girl named HsiehPing-Ying joined the Chinese army to get over a broken heart and avoid aforced marriage. Encourage interestedstudents to read the excerpt from herautobiography in the Electronic Library of Primary Sources.

Electronic Library of Primary Sources• from Autobiography of a Chinese Girl

More About . . .

Mao’s Guerrilla TacticsFrom his mountain hideout, Mao wagedguerrilla war against Jiang’s armies. Heoutlined his strategy:1. Retreat when the enemy advances.

2. Harass when the enemy encamps.

3. Attack when the enemy hesitates.

4. Pursue when the enemy retreats.

Such tactics were possible only with thesupport of local peasants.

Civil War Rages in China

Critical Thinking• What do you think is meant by the

phrase “swimming in the peasant sea”?(Possible Answer: being among the millions of peasants)

• Did Jiang and Mao resolve their differences? (There was no resolution;the Japanese invasion forced a trucebetween the sides.)

B. Answerimperialism, mili-tarism, corrupt officialdom, villagebosses, and evilgentry

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Task Writing about or drawing scenes from the Long March

Purpose To describe the conditions faced in the Long March and commitment of the soldiers to their cause

Instructions Ask students to take turns reading aloud the text on thispage. Then read aloud the passage entitled “The Long March” beginning on page 884. As you read, ask students to visualize the conditions of thejourney, what the soldiers did to survive and to cross the rugged terrain,and the many obstacles they faced, including hunger, cold weather, andwounds from battling the Nationalist army.

After reading, ask students to write down two or three images that stuckwith them. From those, ask students to choose one to work with. Studentswho are artistically inclined might reproduce the image in a sketch, mural,or painting. Others might personalize the image by creating a journal entrywritten from the perspective of a soldier who participated in a specificaspect of the Long March.

Ask volunteers to share their finished products with the class.



Describing the Long March


Ruijin(Juichin)

Yan'an

Luding

Beijing

Shanghai

Taiwan

Hainan

Snowy Mts.(Jiajin Shan)

LoushanPass

Songpan Plateau

South ChinaSea

Chang Jiang

Huang He

Tatu R.

100°

E

120°E

20°N

Tropic of Cancer

30°N

40°N

0 400 Miles

0 600 Kilometers

Pass

Communist base 1934Communist base 1935

Route of march

Mountains

The Long March, 1934–1935

1

2

3

GEOGRAPHY SKILLBUILDER: Interpreting Maps1. Movement What was the course of the Long March, in terms of

direction, beginning in Ruijin and ending near Yan’an?2. Movement Why didn’t Mao’s forces move west or south?

The Long MarchThe Long March of the Chinese Communists from the south ofChina to the caves of Shaanxi [shahn•shee] in the north is aremarkable story. The march covered 6,000 miles, about thedistance from New York to San Francisco and back again. Theycrossed miles of swampland. They slept sitting up, leaning back-to-back in pairs, to keep from sinking into the mud anddrowning. In total, the Communists crossed 18 mountain rangesand 24 rivers in their yearlong flight from the Nationalist forces.

▼ In one of the more daring and difficult acts ofthe march, the Red Army crossed a bridge of ironchains whose planks had been removed.

After finally arriving at the caves in Shaanxi,Mao declared, “If we can survive all this, we cansurvive everything. This is but the first stage of ourLong March. The final stage leads to Peking[Beijing]!”

▼

▼ The Red Army had to cross the SnowyMountains, some of the highest in the world. Everyman carried enough food and fuel to last for tendays. They marched six to seven hours a day.


Historyin Depth

The Long MarchAsk students to use the map, photo-graphs, and text to determine whatobstacles the Red Army faced. (hostiletroops, mountains, swamps, rivers, living in caves, exhaustion, exposure to harsh weather) Have students uselibrary resources or the Internet to findmore about the political effects of the Long March.

SKILLBUILDER Answers1. Movement west, then north,

then northeast2. Movement geographic barriers such

as mountains, lack of support in some areas

More About . . .

Effects of the Long MarchBy the time the Long March ended, MaoZedong had been elected chairman ofthe Chinese Communist Party. The marchhad other long-term consequences aswell: nearly all the Communist leaderswho took power in 1949 had participatedin it.

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886 Chapter 30


1. Kuomintang, p. 882 • Sun Yixian, p. 882 • May Fourth Movement, p. 883 • Mao Zedong, p. 883 • Jiang Jieshi, p. 884 • Long March, p. 886

2. Sample Answer: Jiang—Head of Kuomintang,helped defeat warlords, forced the LongMarch; Mao—Won peasants by giving land,promised reform, survived Long March.Greater appeal—Mao’s reforms, because hegave land to peasants.

3. When Japan received land China felt itdeserved, a wave of protests occurred.

4. Mao–Peasants were basis of the revolution;Lenin–Urban workers were the base.

5. Nationalist attack on Communists in Shanghai

6. Treaty of Versailles led to May FourthMovement; Soviet Union supported Sun’s government; Britain and U.S. recognizedNationalist government; Japan‘s invasion ofChina united Jiang’s and Mao’s forces.

7. failures of the Kuomintang; corruption inJiang’s government; Soviet influence; poverty;Mao’s leadership

8. Yes—Nationalists wanted to modernize andstrengthen China. No—Jiang’s government wasweak, corrupt, and undemocratic.

9. Rubric Questions should• investigate goals of each participant. • reflect information from the chapter.

Rubric Reports should• name the new leader.• explain how the leader came to power.

CONNECT TO TODAY

ANSWERS

886 Chapter 30

Communist Party leaders realizedthat they faced defeat. In a daringmove, 100,000 Communist forcesfled. They began a hazardous,6,000-mile-long journey calledthe Long March. Between 1934and 1935, the Communists keptonly a step ahead of Jiang’s forces.Thousands died from hunger,cold, exposure, and battle wounds.

Finally, after a little more than ayear, Mao and the seven or eightthousand Communist survivorssettled in caves in northwesternChina. There they gained new fol-lowers. Meanwhile, as civil war

between Nationalists and Communists raged, Japan invaded China.

Civil War Suspended In 1931, as Chinese fought Chinese, the Japanese watchedthe power struggles with rising interest. Japanese forces took advantage of China’sweakening situation. They invaded Manchuria, an industrialized province in thenortheast part of China.

In 1937, the Japanese launched an all-out invasion of China. Massive bombingsof villages and cities killed thousands of Chinese. The destruction of farms causedmany more to die of starvation. By 1938, Japan held control of a large part of China.

The Japanese threat forced an uneasy truce between Jiang’s and Mao’s forces. Thecivil war gradually ground to a halt as Nationalists and Communists temporarilyunited to fight the Japanese. The National Assembly further agreed to promotechanges outlined in Sun Yixian’s “Three Principles of the People”—nationalism,democracy, and people’s livelihood. As you will learn in Section 4, similar principleswere also serving as a guiding force in India and Southwest Asia.

TERMS & NAMES 1. For each term or name, write a sentence explaining its significance. • Kuomintang • Sun Yixian • May Fourth Movement • Mao Zedong • Jiang Jieshi • Long March

USING YOUR NOTES 2. Whose reforms had a greater

appeal to the peasants? Why?

MAIN IDEAS3. How did the Treaty of Versailles

trigger the May FourthMovement?

4. How was Mao’s vision ofcommunism different from thatof Lenin?

5. What started the civil war inChina?

SECTION ASSESSMENT3

REPORTING ON CURRENT EVENTS

Research the selection of the newest Communist Party leader of China. Write a brief report identifying that person and explaining how this new leader got into office.

CRITICAL THINKING & WRITING6. RECOGNIZING EFFECTS What influence did foreign

nations have on China from 1912 to 1938?

7. ANALYZING CAUSES What caused the Communistrevolutionary movement in China to gain strength?

8. HYPOTHESIZING If the Long March had failed, do youthink the Nationalist party would have been successful inuniting the Chinese? Why or why not?

9. WRITING ACTIVITY Write a series ofinterview questions you would pose to Sun Yixian, MaoZedong, and Jiang Jieshi.

REVOLUTION

CONNECT TO TODAY

RecognizingEffects

What were theresults of the LongMarch?

▲ A Japaneselanding partyapproaches theChinese mainland.The invasion forcedMao and Jiang tojoin forces to fightthe Japanese.

Jiang Mao

1.2.3.

1.2.3.

More About . . .

Three Principles of the PeopleSun believed the principles could be broken down and achieved this way:• Nationalism: initially opposition to the

Qing dynasty, later referring to identityfor minorities within China as well asfor the country as a whole

• Democracy: also called “rights of thepeople”; Sun thought this could beachieved through a government run byelection, initiative, and referendum

• Socialism: also called “people’s livelihood”; thought to have meantequal land ownership through taxation

ASSESSSECTION 3 ASSESSMENTAssign pairs of students to discuss thequestions and formulate joint responses.


RETEACHUse the Guided Reading activity forSection 3 to review the main ideas for this section.

In-Depth Resources: Unit 7• Guided Reading, p. 26• Reteaching Activity, p. 45

C. PossibleAnswer Although at least two-thirdsof the originalmarchers did notcomplete the jour-ney, more Chinesepeople joined theCommunists.

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OBJECTIVES• Trace nationalist activity in India.

• Summarize Gandhi’s nonviolent tactics.

• Explain how Indian self-rule heightenedconflicts between Muslims and Hindus.

• Describe the rise of independencemovements in Southwest Asia.

FOCUS & MOTIVATEAsk students to think of specific times intheir own lives when finding a peacefulway to get a need met has been moresuccessful than making demands orbeginning a conflict over the matter.

INSTRUCTIndian Nationalism Grows

Critical Thinking• Why were the Rowlatt Acts considered

a violation of civil rights? (People werejailed without a trial, which is unjust.)

• The Amritsar Massacre is similar towhat event in Russian history that alsosparked a revolution? (During BloodySunday, peaceful protesters were killedat St. Petersburg.)



• Guided Reading, p. 27Formal Assessment

• Section Quiz, p. 490


• Guided Reading, p. 214Reading Study Guide (Spanish), p. 295Reading Study Guide Audio CD (Spanish)


• Guided Reading, p. 27• Building Vocabulary, p. 28• Reteaching Activity, p. 46



• Primary Source: from Hind Swaraj, p. 35• Connections Across Time and Cultures: Nationalist

Revolutions in Latin America and Asia, p. 42Electronic Library of Primary Sources

• “Nonviolence”

eEdition CD-ROMPower Presentations CD-ROMCritical Thinking Transparencies

• CT30 Time Machine: Revolution and Nationalism• CT66 Chapter 30 Visual Summary


Electronic Library of Primary Sources • “Nonviolence”

classzone.com



Categorizing Create aweb diagram identifyingthe styles of governmentadopted by nations inthis section.

TAKING NOTES

TurkeyIran

styles of governmentstyles of government

India SaudiSArabia



EMPIRE BUILDING Nationalismtriggered independencemovements to overthrowcolonial powers.

These independent nations—India, Turkey, Iran, and SaudiArabia—are key players on theworld stage today.

• Rowlatt Acts• Amritsar

Massacre• Mohandas

K. Gandhi

• civildisobedience

• Salt March• Mustafa Kemal

4

SETTING THE STAGE As you learned in Chapter 29, the end of World War Ibroke up the Ottoman Empire. The British Empire, which controlled India, beganto show signs of cracking. The weakening of these empires stirred nationalistactivity in India, Turkey, and some Southwest Asian countries. Indian national-ism had been growing since the mid-1800s. Many upper-class Indians whoattended British schools learned European views of nationalism and democracy.They began to apply these political ideas to their own country.

Indian Nationalism GrowsTwo groups formed to rid India of foreign rule: the primarily Hindu IndianNational Congress, or Congress Party, in 1885, and the Muslim League in 1906.Though deep divisions existed between Hindus and Muslims, they found com-mon ground. They shared the heritage of British rule and an understanding ofdemocratic ideals. These two groups both worked toward the goal of indepen-dence from the British.

World War I Increases Nationalist Activity Until World War I, the vast major-ity of Indians had little interest in nationalism. The situation changed as over amillion Indians enlisted in the British army. In return for their service, the Britishgovernment promised reforms that would eventually lead to self-government.

In 1918, Indian troops returned home from the war.They expected Britain to fulfill its promise. Instead,they were once again treated as second-class citizens.Radical nationalists carried out acts of violence toshow their hatred of British rule. To curb dissent, in1919 the British passed the Rowlatt Acts. These lawsallowed the government to jail protesters without trialfor as long as two years. To Western-educated Indians,denial of a trial by jury violated their individual rights.

Amritsar Massacre To protest the Rowlatt Acts,around 10,000 Hindus and Muslims flocked toAmritsar, a major city in the Punjab, in the spring of1919. At a huge festival in an enclosed square, theyintended to fast and pray and to listen to political

Nationalism in India andSouthwest Asia

▼ Ali Jinnah,leader of theMuslim Leagueof India, foughtfor Indianindependencefrom GreatBritain.

LESSON PLAN







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Task Comparing strategies of nonviolent organizations

Purpose To learn more about the legacy of Gandhi’s nonviolent tactics for battling injustice

Instructions Ask pairs of students to find an organizationor movement that is dedicated to the principles of nonviolence as a strategy for effecting change. Examplesinclude environmental, animal rights, and political activistmovements. Students may also investigate Henry DavidThoreau’s essay “Civil Disobedience.”

Students should focus on the goals of the organization or movement and the methods it uses to achieve thosegoals. Have students cite specific examples of nonviolenttactics, such as marches, demonstrations, boycotts, advertising campaigns, and acts of civil disobedience.

Each pair of students should then meet with another pairto exchange information and to draw comparisons amongthe movements or organizations they chose.

After the two sets of partners exchange information, thefour students should make a Venn diagram comparing thegoals and strategies of each organization or movement.

888 Chapter 30


Investigating Examples of Civil Disobedience


speeches. A small group of nationalists were also on the scene. The demonstration,especially the alliance of Hindus and Muslims, alarmed the British.

Most people at the gathering were unaware that the British government hadbanned public meetings. However, the British commander at Amritsar believedthey were openly defying the ban. He ordered his troops to fire on the crowd with-out warning. The shooting continued for ten minutes. Unable to escape from theenclosed courtyard, nearly 400 Indians died and about 1,200 were wounded.

News of the slaughter, called the Amritsar Massacre, sparked an explosion ofanger across India. Almost overnight, millions of Indians changed from loyalBritish subjects into nationalists. These Indians demanded independence.

Gandhi’s Tactics of NonviolenceThe massacre at Amritsar set the stage for Mohandas K. Gandhi (GAHN•dee) toemerge as the leader of the independence movement. Gandhi’s strategy for battlinginjustice evolved from his deeply religious approach to political activity. His teach-ings blended ideas from all of the major world religions, including Hinduism, Islam, and Christianity. Gandhi attracted millions of followers. Soon they begancalling him the Mahatma (muh•HAHT•muh), meaning “great soul.”

Noncooperation When the British failed to punish the officers responsible for theAmritsar massacre, Gandhi urged the Indian National Congress to follow a policy ofnoncooperation with the British government. In 1920, the Congress Party endorsedcivil disobedience, the deliberate and public refusal to obey an unjust law, and non-violence as the means to achieve independence. Gandhi then launched his campaign

888 Chapter 30

RecognizingEffects

What changesresulted from theAmritsar massacre?

P R I M A R Y S O U R C E P R I M A R Y S O U R C E

SatyagrahaA central element of Gandhi’s philosophy of nonviolencewas called satyagraha, often translated as “soul-force” or“truth-force.”

NonviolenceIn The Origin of Nonviolence, Gandhi offered a warning tothose who were contemplating joining the struggle forindependence.

DOCUMENT-BASED QUESTIONS1. Comparing How is soul-force different from body-force?2. Making Inferences What do Gandhi’s writings suggest about his view of suffering? Give

examples from each document.

Passive resistance is a method of securing rights bypersonal suffering; it is the reverse of resistance byarms. When I refuse to do a thing that is repugnant tomy conscience, I use soul-force. For instance, thegovernment of the day has passed a law which isapplicable to me: I do not like it, if, by using violence, Iforce the government to repeal the law, I am employingwhat may be termed body-force. If I do not obey thelaw and accept the penalty for its breach, I use soul-force. It involves sacrifice of self.

GANDHI Chapter XVII, Hind Swaraj

[I]t is not at all impossible that we might have toendure every hardship that we can imagine, andwisdom lies in pledging ourselves on the understandingthat we shall have to suffer all that and worse. If someone asks me when and how the struggle may end, Imay say that if the entire community manfully standsthe test, the end will be near. If many of us fall backunder storm and stress, the struggle will be prolonged.But I can boldly declare, and with certainty, that so longas there is even a handful of men true to their pledge,there can only be one end to the struggle, and that isvictory.

GANDHI The Origin of Nonviolence

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81Critical Thinking:

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Critical Thinking Transparencies

Gandhi’s Tactics ofNonviolence

Critical Thinking• Why was civil disobedience a popular

solution for Indians? (They felt helplessto fight the British physically.)

• How did the media influence the Indianindependence movement? (Supportincreased when newspapers worldwidereported the attack on peaceful SaltMarch protesters.)

Analyzing Primary Sources

Satyagraha and NonviolenceAsk students if it is likely that the use of body-force by the Indians would have been effective against the Britishgovernment. (Not likely–British weremore prepared to fight than to counterthe effects of civil disobedience.)

Answers to Document-Based Questions1. Comparing Body-force involves the

use of violence, but not necessarily thesacrifice of self.

2. Making Inferences Gandhi believesthat suffering must take place toachieve the goal. Hind Swaraj states:“Passive resistance is a method ofsecuring rights by personal suffering.”The Origin of Nonviolence states:“[T]here can only be one end to thestruggle, and that is victory.”

A. Answer Spirit ofnationalism grewmore intense; moreIndians demandedindependence.

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Task Creating a poster about the Indian independence movement

Purpose To explore the political tension between India and the Britishgovernment during the independence movement

Instructions Have students create a poster protesting the way the Indianswere treated by the British government.

To organize the information, have students draw two columns on paper. Inthe first column, have them list actions Gandhi and his followers took,including specific boycotts, strikes and demonstrations, and highlights ofthe Salt March. In the second column, ask students to list responses tothose actions.

Using the information from their lists, students will create a poster that shows Indian protests and British responses. Students can use photographs, drawings, and captions to persuade others to join the independence movement. Students who need help can use the ReadingStudy Guide for Section 4.



Indian Protests and British Responses


of civil disobedience to weaken theBritish government’s authority andeconomic power over India.

Boycotts Gandhi called on Indians torefuse to buy British goods, attendgovernment schools, pay British taxes,or vote in elections. Gandhi staged asuccessful boycott of British cloth, asource of wealth for the British. Heurged all Indians to weave their owncloth. Gandhi himself devoted twohours each day to spinning his ownyarn on a simple handwheel. He woreonly homespun cloth and encouragedIndians to follow his example. As aresult of the boycott, the sale of British cloth in India dropped sharply.

Strikes and Demonstrations Gandhi’s weapon of civil disobedi-ence took an economic toll on the British. They struggled to keeptrains running, factories operating, and overcrowded jails from bursting.Throughout 1920, the British arrested thousands of Indians who had participatedin strikes and demonstrations. But despite Gandhi’s pleas for nonviolence, protestsoften led to riots.

The Salt March In 1930, Gandhi organized a demonstration to defy the hated SaltActs. According to these British laws, Indians could buy salt from no other sourcebut the government. They also had to pay sales tax on salt. To show their opposi-tion, Gandhi and his followers walked about 240 miles to the seacoast. There theybegan to make their own salt by collecting seawater and letting it evaporate. Thispeaceful protest was called the Salt March.

Soon afterward, some demonstrators planned a march to a site where the Britishgovernment processed salt. They intended to shut this saltworks down. Police offi-cers with steel-tipped clubs attacked the demonstrators. An American journalistwas an eyewitness to the event. He described the “sickening whacks of clubs onunprotected skulls” and people “writhing in pain with fractured skulls or brokenshoulders.” Still the people continued to march peacefully, refusing to defendthemselves against their attackers. Newspapers across the globe carried the jour-nalist’s story, which won worldwide support for Gandhi’s independence movement.

More demonstrations against the salt tax took place throughout India.Eventually, about 60,000 people, including Gandhi, were arrested.

Britain Grants Limited Self-RuleGandhi and his followers gradually reaped the rewards of their civil disobediencecampaigns and gained greater political power for the Indian people. In 1935, theBritish Parliament passed the Government of India Act. It provided local self-gov-ernment and limited democratic elections, but not total independence.

However, the Government of India Act also fueled mounting tensions betweenMuslims and Hindus. These two groups had conflicting visions of India’s future asan independent nation. Indian Muslims, outnumbered by Hindus, feared thatHindus would control India if it won independence. In Chapter 34, you will readabout the outcome of India’s bid for independence.


MakingInferences

How did theSalt March repre-sent Gandhi’smethods forchange?

▲ Gandhi adoptedthe spinning wheelas a symbol ofIndian resistance toBritish rule. Thewheel was featuredon the IndianNational Congressflag, a forerunner ofIndia’s national flag.

Tip for English LearnersRemind students that a boycott is a formof peaceful protest in which peopledecide as a group to refuse to buy certain products or goods in order to show disapproval of those who produce them.

More About . . .

Gandhi’s ViewsGandhi’s emphasis on the traditional values of village life and on handcrafteditems made it clear to the majority ofIndians that he understood and sympa-thized with their problems. Gandhi realized that any feeling of Indian nation-alism had to begin with the village.

In-Depth Resources: Unit 7• Primary Source: from Hind Swaraj (Indian

Home Rule) by Gandhi

Electronic Library of Primary Sources• “Nonviolence”

Britain Grants Limited Self-Rule

Critical Thinking• In what ways was civil disobedience a

more successful method than violence?(Boycotts and noncooperation tookaway the British government’s eco-nomic power and authority.)

• What was the source of tension between Hindus and Muslims in India?(different religious beliefs; Muslimsfeared the power of the more numerous Hindus.)

Indian Actions Response

Amritsar protest British troops fire on unarmed crowd.

Boycotts Sale of British products drops.

Salt March Police officers club demonstrators.

B. AnswerThe protest againstBritish rule wasbased on noncoop-eration and civil disobedience.

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Task Using the SQ3R strategy and recording answers in a chart

Purpose To clarify information about nationalism in Southwest Asia

Instructions Have students use the SQ3R study method to analyze eventsin Southwest Asia. Begin by writing the strategy on the board as follows: SQ3R = Survey; Question; Read; Recite or Record; Review.

1. Survey the pages by skimming for headings and topic sentences.

2. Jot down any questions about the text, such as what role nationalism played in Turkey, Iran, and Saudi Arabia.

3. Read the pages and look for answers to the questions.

4. Recite or record any answers that are found.

5. Review the information as a group, or with a partner, to answer anyquestions that remain.

890 Chapter 30


Using SQ3R


890 Chapter 30

Nationalism in Southwest AsiaThe breakup of the Ottoman Empire and growing Westernpolitical and economic interest in Southwest Asia spurredthe rise of nationalism in this region. Just as the people ofIndia fought to have their own nation after World War I, thepeople of Southwest Asia also launched independencemovements to rid themselves of imperial rulers.

Turkey Becomes a Republic At the end of World War I,the Ottoman Empire was forced to give up all its territoriesexcept Turkey. Turkish lands included the old Turkish home-land of Anatolia and a small strip of land around Istanbul.

In 1919, Greek soldiers invaded Turkey and threatened toconquer it. The Turkish sultan was powerless to stop theGreeks. However, in 1922, a brilliant commander, MustafaKemal (keh•MAHL), successfully led Turkish nationalistsin fighting back the Greeks and their British backers. After winning a peace, the nationalists overthrew the lastOttoman sultan.

In 1923, Kemal became the president of the newRepublic of Turkey, the first republic in Southwest Asia. Toachieve his goal of transforming Turkey into a modernnation, he ushered in these sweeping reforms:

• separated the laws of Islam from the laws of the nation• abolished religious courts and created a new legal

system based on European law• granted women the right to vote and to hold public

office• launched government-funded programs to industrialize

Turkey and to spur economic growthKemal died in 1938. From his leadership, Turkey gained a new sense of its

national identity. His influence was so strong that the Turkish people gave him thename Ataturk—“father of the Turks.”

Persia Becomes Iran Before World War I, both Great Britain and Russia hadestablished spheres of influence in the ancient country of Persia. After the war,when Russia was still reeling from the Bolshevik Revolution, the British tried totake over all of Persia. This maneuver triggered a nationalist revolt in Persia. In1921, a Persian army officer seized power. In 1925 he deposed the ruling shah.

Persia’s new leader, Reza Shah Pahlavi (PAL•uh•vee), like Kemal in Turkey, setout to modernize his country. He established public schools, built roads and rail-roads, promoted industrial growth, and extended women’s rights. Unlike Kemal,Reza Shah Pahlavi kept all power in his own hands. In 1935, he changed the nameof the country from the Greek name Persia to the traditional name Iran.

Saudi Arabia Keeps Islamic Traditions While Turkey broke with many Islamictraditions, another new country held strictly to Islamic law. In 1902, Abd al-AzizIbn Saud (sah•OOD), a member of a once-powerful Arabian family, began a suc-cessful campaign to unify Arabia. In 1932, he renamed the new kingdom SaudiArabia after his family.

Ibn Saud carried on Arab and Islamic traditions. Loyalty to the Saudi govern-ment was based on custom, religion, and family ties. Like Kemal and Reza Shah,Ibn Saud brought some modern technology, such as telephones and radios, to his

ComparingHow were

Kemal’s leadershipand Reza ShahPahlavi’s leadershipsimilar?

Mustafa Kemal1881–1938

As president of Turkey, MustafaKemal campaigned vigorously tomold the new republic into amodern nation. His models were theUnited States and other Europeancountries.

Kemal believed that even theclothing of the Turks should bechanged to reflect a civilized,international dress. To reach this goal,Kemal set rules for clothing. Herequired government workers towear Western-style business suitsand banned the fez, a brimless redfelt hat that was part of traditionalTurkish clothing.

History Makers

Mustafa KemalTo reach his goal, Kemal even set rulesfor clothing: “A civilized, internationaldress is worthy and appropriate for ournew nation, and we will wear it. Boots orshoes on our feet, trousers on our legs,shirt and tie, jacket and waistcoat—and,of course, to complete these, a . . . hat.”In addition to changing clothing, in 1928,Kemal introduced the Latin alphabet,replacing the Arabic letters. He wantedpeople to forget their history under theOttomans and to return to the roots oftheir ancient Turkish language.

Nationalism in Southwest Asia

Critical Thinking• What did Kemal’s reforms do for

Turkey? (gave Turkey a strong nationalidentity by making legal, religious, andeconomic reforms)

• In what major way did reforms in Iranand Saudi Arabia differ from those inTurkey? (Iran and Saudi Arabia did notturn to democratic rule as Turkey did.)

Critical Thinking Transparencies• CT30 Time Machine: Revolution

and Nationalism


1. Survey

TurkeyBecomes aRepublic

2. Question

What is arepublic?

3. Read

Leaders andrepresenta-tives elected

4. Recite orRecord

Voting,legal system

5. Review

Turkey’s governmentincludeselections

C. Answer Bothestablished policiesand launched pro-grams to modern-ize their countries.

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ANSWERS

country. However, modernization in SaudiArabia was limited to religiously acceptableareas. There also were no efforts to begin topractice democracy.

Oil Drives Development While nationalismsteadily emerged as a major force in South-west Asia, the region’s economy was also taking a new direction. The rising demand forpetroleum products in industrialized countriesbrought new oil explorations to SouthwestAsia. During the 1920s and 1930s, Europeanand American companies discovered enor-mous oil deposits in Iran, Iraq, Saudi Arabia,and Kuwait. Foreign businesses investedhuge sums of money to develop these oilfields. For example, the Anglo-Persian OilCompany, a British company, started devel-oping the oil fields of Iran. Geologists laterlearned that the land around the Persian Gulfhas nearly two-thirds of the world’s knownsupply of oil.

This important resource led to rapid anddramatic economic changes and develop-ment. Because oil brought huge profits,Western nations tried to dominate this region.Meanwhile, these same Western nations wereabout to face a more immediate crisis aspower-hungry leaders seized control in Italyand Germany.


TERMS & NAMES 1. For each term or name, write a sentence explaining its significance. • Rowlatt Acts • Amritsar Massacre • Mohandas K. Gandhi • civil disobedience • Salt March • Mustafa Kemal

USING YOUR NOTES2. Why do you think the nations

in this section adopteddifferent styles of government?

MAIN IDEAS3. How did Gandhi’s tactics of

civil disobedience affect theBritish?

4. How did Southwest Asiachange as a result ofnationalism?

5. How did newly foundpetroleum supplies change thenew nations in Southwest Asia?

SECTION ASSESSMENT4

GRAPHING OIL EXPORTS

Do research to find out how many barrels of oil have been exported each year for the last ten years from Iran, Iraq, and Saudi Arabia. Create a graph showing your results.

CRITICAL THINKING & WRITING6. HYPOTHESIZING What do you think a nation might gain

and lose by modernizing?

7. RECOGNIZING EFFECTS How did World War I create anatmosphere for political change in both India andSouthwest Asia?

8. COMPARING AND CONTRASTING Compare and contrastthe different forms of government adopted by the fournations in this section.

9. WRITING ACTIVITY Write apersuasive essay supporting the use of nonviolentresistance.

POWER AND AUTHORITY

CONNECT TO TODAY

TURKEY

IRAQ

USSR

SYRIA

LEBANON

PALESTINE

TRANS-JORDAN

SAUDI ARABIA

I R A N

BAHRAIN

QATAR

TRUCIALSTATES

KUWAIT

OMAN

YEMEN

ADENPROTECTORATE

EGYPT

CYPRUS(Br.)

ArabianSea

Re

d S

ea

Persian

Gulf

CaspianSea

19081927

1932

1938

1936

1938

40° E

40° N

Oil fieldsDate of firstoil discovery

1908

0 400 Miles

0 800 Kilometers

Oil Fields, 1938

GEOGRAPHY SKILLBUILDER: Interpreting Maps 1. Location Along what geographical feature are most of

the oil-producing regions located?2. Movement How will water transportation routes be

changed by the discovery of oil in the region?

TurkeyIran

styles of governmenty g

India SaudiSArabia

2. Sample Answer: Styles of government:Democratic self-rule—India; Republic—Turkey;Dictatorship—Iran; Monarchy—Saudi Arabia;Possible Answer: Each nation was led by a person with a different vision of how to govern.

3. reducing cloth sales, slowing transportationand production, filling jails to capacity

4. Three new nations emerged—Turkey,Persia/Iran, and Saudi Arabia.

5. dramatic economic changes; attempts by

western nations to dominate region6. Possible Answers: Gain—Freedom and

democracy, improved status of women, bettereconomic conditions. Lose—Sever links withtraditions, cause unrest in society.

7. Possible Answer: issues of nationalism raised,new nations formed, Indians demanded self-rule promised before war.

8. India—Democratic elections; Turkey—Republic;Iran—Shah was dictator; Saudi Arabia—Rulingfamily, no democracy.

9. Rubric Persuasive essays should • cite reasons supporting nonviolent resistance.• refute opposing ideas.

Rubric Graphs should • illustrate statistics clearly.• show the differences among the nations.• cite at least one source.

CONNECT TO TODAY

1. Rowlatt Acts, p. 887 • Amritsar Massacre, p. 888 • Mohandas K. Gandhi, p. 888 • civil disobedience, p. 888 • Salt March, p. 889 • Mustafa Kemal, p. 890


Interpreting the MapAsk students to note the progression ofyears in which oil was discovered in thisregion. Where was oil first discovered?(Iran in 1908)

Extension Ask interested students to research oil-related conflicts thesecountries have been involved in since the 1920s.

SKILLBUILDER Answers1. Location Persian Gulf2. Movement Routes into and out of the

region will carry more traffic.

ASSESSSECTION 4 ASSESSMENTDivide questions among groups of students and ask them to present theiranswers orally.


RETEACHUse the Reteaching Activity and the Visual Summary to review this sectionand chapter.

Critical Thinking Transparencies• CT66 Chapter 30 Visual Summary

In-Depth Resources: Unit 7• Reteaching Activity, p. 46

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