The West Between the Wars [PDF]

ESSENTIAL QUESTIONS • What can cause economic instability? .... ments) that the Germans were supposed to make for the

1 downloads 4 Views 16MB Size

Recommend Stories


The West Between the Wars
How wonderful it is that nobody need wait a single moment before starting to improve the world. Anne

The West Between the Wars
In the end only three things matter: how much you loved, how gently you lived, and how gracefully you

Germany Between the Wars
Stop acting so small. You are the universe in ecstatic motion. Rumi

Half-castes between the Wars
The beauty of a living thing is not the atoms that go into it, but the way those atoms are put together.

The Napoleonic Wars The Napoleonic Wars
You have to expect things of yourself before you can do them. Michael Jordan

Between The Wars Chapter 28.2 Checkpoint Questions
If you feel beautiful, then you are. Even if you don't, you still are. Terri Guillemets

PDF Star Wars The Clone Wars Character Encyclopedia Full Collection
In the end only three things matter: how much you loved, how gently you lived, and how gracefully you

[PDF] Into the Void: Star Wars Legends
Live as if you were to die tomorrow. Learn as if you were to live forever. Mahatma Gandhi

The Looking Glass Wars Full PDF
Ask yourself: How can you make your life more meaningful, starting today? Next

THE STAR WARS SAGA
Ask yourself: What is your biggest self-limiting belief? Next

Idea Transcript


The West Between the Wars 1919–1939 ESSENTIAL QUESTIONS • What can cause economic instability? • How might political change impact society?

netw rks There’s More Online! about the West between the wars.

CHAPTER

15

Lesson 1 Instability After World War I

Lesson 2 The Rise of Dictatorial Regimes

Lesson 3 Hitler and Nazi Germany

The Story Matters… Bitterness over the Treaty of Versailles and severe economic problems helped the rise of Adolf Hitler’s Nazi movement in Germany. The Hitler Youth (Hitlerjugend) organization was created in 1926 to win young people over to the Nazi cause. When Hitler took power in 1933, the Hitler Youth had about 100,000 members. Boys and girls in the Hitler Youth were indoctrinated to be race-conscious, obedient, and put the needs of the nation above their own. By the early years of World War II, about 90 percent of the country’s young people belonged to the Hitler Youth.

 Boys in the Hitler Youth participated in

Nazi rallies and activities where they spent time with other children with minimal parental guidance. This photograph was taken circa 1939. PHOTO: Heinrich Hoffmann/Time & Life Pictures/Getty Images

291

CHAPTER 15

Place and Time: Europe 1919–1939 At the end of the First World War, world leaders attempted to craft a lasting peace. However, the 1920s and 1930s witnessed severe economic crises that led to political instability. Authoritarian political leaders used widespread fear of disorder to gain power. Once in power, they violently suppressed all opposition.

Step Into the Place Read the quotes and look at the information presented on the map. Analyzing Historical Documents Discuss the differences between Adolf Hitler’s and Joseph Stalin’s ideas about the goal of government. Look at the map and draw conclusions about the success of both leaders’ policies. PRIMARY SOURCE



[T]he Soviet power is a new form of state organization, different in principle from the old bourgeois-democratic and parliamentary form, a new type of state, adapted not to the task of exploiting and oppressing the labouring masses, but to the task of completely emancipating them from all oppression and exploitation, to the task facing the dictatorship of the proletariat.



—Stalin, from Foundations of Leninism, 1939

PRIMARY SOURCE PHOTO: (l)©SuperStock/SuperStock, (r)©RIA Novosti/TopFoto/The Image Works

The state is a means to an end. Its end lies in the preservation and advancement “ of a community of physically and psychically homogeneous creatures. This preservation itself comprises first of all existence as a race and thereby permits the free development of all the forces dormant in this race. Of them a part will always primarily serve the preservation of physical life, and only the remaining part the promotion of a further spiritual development.



Step Into the Time Determining Cause and Effect Research an event on the time EUROPE line, and explain how it was a direct or an indirect result of the THE WORLD Treaty of Versailles.

292

1922 Vladimir Lenin and the Communists create the USSR 1919 Treaty of Versailles

—Hitler, from Mein Kampf

1924 Joseph Stalin leads Soviet Union after Lenin’s death 1923 French and 1926 Benito Mussolini Belgian troops occupy establishes a Fascist the Ruhr Valley dictatorship in Italy

1919 1920 First meeting of the League of Nations

1925 1922 League of Nations confirms British Mandate for Palestine 1923 Mustafa Kemal, Atatürk, proclaims Republic of Turkey

1923 Nationalists and Communists are allies in China 1926 Fidel Castro, future president of Cuba, is born

MAP Explore the interactive version of this map on Networks.

netw rks There’s More Online!

TIME LINE Explore the interactive version of the time line on Networks.

FINLAND

20°W

1938 NORWAY

SWEDEN

North Sea

E

DENMARK Copenhagen

IRELAND

S

Dublin

UNITED KINGDOM London

Amsterdam

LATVIA Riga

Ger.

POLAND

Prague Munich

FRANCE

Bern

AUSTRIA

ITALY

ANDORRA

HOSLO VAKIA

Vienna

SWITZ. N

Budapest HUNGARY

Corsica

SPAIN

Rome

ROMANIA

Bucharest

Belgrade

YUGOSLAVIA Madrid

USSR

Warsaw

C ZEC

400 km 0 Lambert Azimuthal Equal-Area projection

PORTUGAL Lisbon

EAST PRUSSIA

Berlin

LUX.

Paris

400 miles

Moscow

Free City of Danzig LITHUANIA Kaunas

GERMANY

Brussels BELGIUM

40°

Tallinn ESTONIA

NETH.

ATL ANTIC O CE AN 0

Leningrad

Stockholm

Bal

N W

60 ° N

Helsinki

Oslo

tic Se a

Rise of Dictatorships in Europe

Black Sea BULGARIA Sofia

Tiranë ALBANIA

20°E

1933 Paul von Hindenburg appoints Adolf Hitler as Chancellor

1930 1929 U.S. stock market crashes; Great Depression begins

1935 Nuremberg laws in Germany strip Jews of their citizenship

1935 1930 Gandhi’s civil disobedience movement begins in India

1932 Ibn Sa’ūd establishes the kingdom of Saudi Arabia

Se a

Dictatorships by 1938 Remaining democracies in 1938

Athens

an

Sicily



TURKEY

ge

GREECE

Mediterranean Sea

Angora (Ankara)

Ae

Sardinia

Cyprus

Crete

U.K.

April 1, 1939 Francisco Franco overthrows the Spanish Republic

1939 1934 Beginning of the Long March by Chinese Communists

1938 Japan passes military draft law

The West Between the Wars 293

netw rks

Ruhr Valley

Ruhr R.

There’s More Online! Rh

in e

CHART/GRAPH Unemployment,

R.

BIOGRAPHY Albert Einstein

GERMANY

FRANCE

19281938

IMAGE Hyperinflation in Germany IMAGE The Persistence of Memory INTERACTIVE SELFCHECK QUIZ MAP The Ruhr Valley

LESSON 1

Instability After World War I

PRIMARY SOURCE Locarno Gives Hope of an Era of Peace SLIDE SHOW Photomontage, Dadaism, and Surrealism

ESSENTIAL QUESTIONS • What can cause economic instability? • How might political change impact society?

VIDEO Instability After World War I

It Matters Because

Academic Vocabulary • annual • appropriate Content Vocabulary • depression • collective bargaining • deficit spending • surrealism • uncertainty principle TAKING NOTES: Key Ideas and Details Organizing As you read, use a table like the one below to compare France’s Popular Front with the New Deal in the United States. Popular Front

New Deal

Tennessee Social Studies World History and Geographyy State Performance Indicators W.30 Describe the effects of the war and resulting peace treaties on population movement, environmental changes resulting from trench warfare, the international economy, and shifts in the geographic and political borders of Europe and the Middle East. (E, G, H, P) continued on page 295

294

The peace settlement of World War I left many nations unhappy. The brief period of prosperity that began in Europe during the early 1920s ended in 1929 with the beginning of the Great Depression. This economic collapse shook people’s confidence in political democracy. The arts and sciences also reflected the insecurity of the age.

Uneasy Peace, Uncertain Security GUIDING QUESTION

What led to new problems in the years after World War I?

From the beginning, the peace settlement at the end of World War I left nations unhappy. President Woodrow Wilson had realized that the peace settlement included provisions that could serve as new causes for conflict. He had placed many of his hopes for the future in the League of Nations. This organization, however, was not very effective in maintaining the peace. One problem was the failure of the United States to join the League. Most Americans wanted to avoid involvement in European affairs. The U.S. Senate, in spite of President Wilson’s wishes, refused to ratify, or approve, the Treaty of Versailles. That meant the United States could not join the League of Nations. Without the United States, the League of Nations’ effectiveness was weakened. Between 1919 and 1924, desire for security led the French government to demand strict enforcement of the Treaty of Versailles. This tough policy began with the issue of reparations (payments) that the Germans were supposed to make for the damage they had done in the war. In April 1921, the Allied Reparations Commission determined that Germany owed 132 billion German marks (33 billion U.S. dollars) for reparations, payable in annual installments of 2.5 billion marks. The new German republic made its first payment in 1921. One year later, the German government faced a financial crisis and announced that it could not pay any more reparations. Outraged,

PHOTO: (l to r)©Bettmann/CORBIS, Walter Ballhause/akg-images, The Granger Collection, NYC, All rights reserved, The Granger Collection, NYC, All rights reserved.

Reading HELP DESK

France sent troops to occupy the Ruhr Valley, Germany’s chief industrial and mining center. France planned to collect reparations by using the Ruhr mines and factories.

North Sea Ruhr Valley

Inflation in Germany

GERMANY

R.

With prosperity came a new European diplomacy. The foreign ministers of Germany and France, Gustav Stresemann and Aristide Briand, fostered a spirit of cooperation. In 1925, they signed the Treaty of Locarno, which guaranteed Germany’s new western borders with France and Belgium. Many viewed the Locarno pact as the beginning of a new era of European peace. Three years later, the Kellogg-Briand Pact brought even more hope. Sixty-five nations signed this accord and pledged to “renounce [war] as an instrument of national policy.” Nothing was said, however, about what would be done if anyone violated the pact.

in e

The Treaty of Locarno

Ruhr R.

Rh

The German government adopted a policy of passive resistance to this French occupation. German workers went on strike. The German government mainly paid their salaries by printing more paper money. This only added to the inflation (rise in prices) that had already begun in Germany by the end of the war. The German mark soon became worthless. In 1914, 4.2 marks equaled 1 U.S. dollar. By the end of November 1923, the ratio had reached an incredible 4.2 trillion marks to equal 1 dollar. Both France and Germany began to seek a way out of the disaster. In August 1924, an international commission adopted a new plan for reparations. The Dawes Plan, named after the American banker who chaired the commission, first reduced reparations. It then coordinated Germany’s annual payments with its ability to pay. The Dawes Plan also granted an initial $200 million loan for German recovery. This loan soon opened the door to heavy American investment in Europe. A brief period of European prosperity followed.

FRANCE

▶ CRITICAL THINKING

Analyzing Why was the Ruhr Valley important to Germany?

annual yearly Tennessee Social Studies World History and Geographyy State Performance Indicators continued from page 294 W.31 Analyze the aims and negotiating roles of world leaders, including Woodrow Wilson’s Fourteen Points, and the causes and effects of the United States’ rejection of the League of Nations on world politics. (H, P) continued on page 296

 READING PROGRESS CHECK

Explaining What contributed to the German mark becoming worthless?

The Great Depression

PHOTO: © Bettmann/CORBIS

GUIDING QUESTION

What triggered the Great Depression?

The brief period of prosperity that began in Europe in 1924 ended in an economic collapse that came to be known as the Great Depression. A depression is a period of low economic activity and rising unemployment. Two factors played a major role in the start of the Great Depression. First was a series of downturns in the economies of individual nations in the second half of the 1920s. For example, prices for farm products, especially wheat, fell rapidly due to overproduction. An increase in the use of oil and hydroelectricity led to a slump in the coal industry. The second trigger was an international financial crisis involving the U.S. stock market. Much of the European prosperity between 1924 and 1929 was built on U.S. bank loans to Germany. During the 1920s, the U.S. stock market boomed. By 1928, American investors pulled money out of Germany to invest it in stocks. Then, in October 1929, the U.S. stock market crashed. Stock prices plunged.

 This woman uses German marks to

light her stove during the Great Depression. ▶ CRITICAL THINKING

Explaining Why would this woman burn money during the Great Depression?

depression a period of low economic activity and rising unemployment

The West Between the Wars 295

UNEMPLOYMENT 19281938

PERCENTAGE OF WORKFORCE UNEMPLOYED

CHARTS/GRAPHS 35

U.K. Germany U.S.

30 25 20 15 10 5

0 28 29 30 31 32 33 34 35 36 37 38 19 19 19 19 19 19 19 19 19 19 19 YEAR Sources: European Historical Statistics, 1750–1970; Historical Statistics of the United States.

▶ CRITICAL THINKING

1 Drawing Conclusions When was the

2 Transferring Which country experienced the largest rise in unemployment?

Long lines of unemployed workers sought food and jobs.

height of the Great Depression?

World History and Geographyy State Performance Indicators continued from page 295 W.32 Compare the conflicting aims and aspirations of the conferees at Versailles and the Treaty of Versailles’ economic and moral effects on Germany. (C, E, G, H, P) W.35 Integrate multiple sources of information presented in diverse media explaining the influence of World War I on literature, art, and intellectual life, including Pablo Picasso, the “Lost Generation,” and the rise of Jazz music. (C, H) W.36 Compare the impact of restrictive monetary and trade policies. (E) W.37 Describe the collapse of international economies in 1929 that led to the Great Depression, including the relationships that had been forged between the United States and European economies after World War I. (E, H) W.38 Gather information from multiple sources describing issues of overproduction, unemployment, and inflation. (E, P)

In a panic, U.S. investors withdrew more funds from Germany and other European markets. By 1931 trade was slowing, industrial production was declining, and unemployment was rising.  READING PROGRESS CHECK

Applying Why were farmers hit hard at the onset of the Great Depression?

Responses to the Depression GUIDING QUESTION

How did the Great Depression affect people’s confidence in democracy?

Economic depression was not new to Europe. However, the extent of the economic downturn after 1929 truly made this the Great Depression. During 1932, the worst year of the Depression, nearly 1 in every 4 British workers was unemployed. About 5.5 million Germans, or roughly 30 percent of the German labor force, had no jobs. The unemployed and homeless filled the streets. Governments were unsure of how to deal with the crisis. They raised tariffs to exclude foreign goods from home markets. This worsened the crisis and had serious political effects. One effect of the economic crisis was increased government activity in the economy. The Great Depression also led masses of people to follow political leaders who offered simple solutions in return for dictatorial power. Everywhere, democracy seemed on the defensive. In 1919, most European states, both major and minor, had democratic governments. In a number of states, women could now vote. Male political leaders had rewarded women for their contributions to the war effort by granting them voting rights. (However, women could not vote until 1944 in France, 1945 in Italy, and 1971 in Switzerland.) In the 1920s, maintaining these democratic governments was not easy.

Germany Imperial Germany ended in 1918 with Germany’s defeat in the war. A German democratic state known as the Weimar (VY • mahr) Republic was then created.

296

PHOTO: Walter Ballhause/ akg-images.

Tennessee Social Studies

The Weimar Republic was plagued by serious economic problems. Germany experienced runaway inflation in 1922 and 1923. With it came serious social problems. Families on fixed incomes watched their life savings disappear. To make matters worse, after a period of relative prosperity from 1924 to 1929, Germany was struck by the Great Depression. In 1930, unemployment had grown to 3 million people by March and to 4.38 million by December. The Depression paved the way for fear and the rise of extremist parties.

France France, too, suffered from financial problems after the war. Because it had a more balanced economy, France did not begin to feel the full effects of the Great Depression until 1932. The economic instability it then suffered soon had political effects. During a 19-month period in 1932 and 1933, six different cabinets were formed as France faced political chaos. Finally, in June 1936, a coalition of leftist parties—Communists, Socialists, and Radicals—formed the Popular Front government. The Popular Front started a program for workers that some have called the French New Deal. This program was named after the New Deal in the United States. The French New Deal gave workers the right to collective bargaining, a 40-hour workweek in industry, and a minimum wage.

Depression vs. Recession When the United States experienced a recession in 2008, people worried unemployment would reach Great Depression levels. But in studying unemployment numbers, economists discovered that, while the economic downturn was the worst since World War II, it was nowhere near as bad as the Great Depression. In 1933, unemployment had reached 29.4 percent. In December 2010, 9.4 percent of the U.S. population was unemployed.

Great Britain Although Britain experienced limited prosperity from 1925 to 1929, by 1929 it too faced the growing effects of the Great Depression. The Labour Party failed to solve the nation’s economic problems and fell from power in 1931. A new government, led by the Conservatives, claimed credit for bringing Britain out of the worst stages of the Depression by using the traditional policies of balanced budgets and protective tariffs. Political leaders in Britain largely ignored the new ideas of a British economist, John Maynard Keynes. Keynes argued that unemployment came from a decline in demand, not from overproduction. He believed governments could increase demand by creating jobs through deficit spending, or going into debt if necessary. Keynes’s ideas differed from those who believed that depressions should be left to resolve themselves without government interference.

collective bargaining the right of unions to negotiate with employers over wages and hours

deficit spending when a government pays out more money than it takes in through taxation and other revenues, thus going into debt

The United States After Germany, no Western nation was more affected by the Great Depression than the United States. All segments of society suffered. By 1932, U.S. industrial production fell by almost 50 percent from its 1929 level. By 1933, there were more than 12 million unemployed. Under these conditions, Democrat Franklin D. Roosevelt won the presidential election in 1932 by a landslide. Believing in free enterprise, Roosevelt felt that capitalism must be reformed to save it. He pursued a policy of active governmental economic intervention known as the New Deal. The New Deal included an increased program of public works. The Works Progress Administration (WPA), established in 1935, was a government organization employing about 3 million people at its peak. Workers built bridges, roads, post offices, and airports. The Roosevelt administration instituted new social legislation that began the U.S. welfare system. In 1935, the Social Security Act created a system of old-age pensions and unemployment insurance. These reforms may have prevented a social revolution in the United States, but they did not solve the unemployment problems. In 1938, U.S.

The West Between the Wars 297

surrealism an artistic movement that seeks to depict the world of the unconscious uncertainty principle the idea put forth by Werner Heisenberg in 1927 that the behavior of subatomic particles is uncertain, suggesting that all of the physical laws governing the universe are based on uncertainty

 The Persistence of Memory (1931), a

surrealist painting by Salvador Dalí

unemployment was more than 10 million. Only World War II and the growth of weapons industries brought U.S. workers back to full employment.  READING PROGRESS CHECK

Defining How might collective bargaining have helped French workers?

Arts and Sciences GUIDING QUESTION

How were the arts and sciences influenced by World War I?

With political, economic, and social uncertainties came intellectual uncertainties. These were evident in the artistic and scientific achievements of the years following World War I. After 1918, the prewar fascination with the absurd and the unconscious content of the mind seemed even more appropriate in light of the nightmare landscapes of the World War I battlefronts. “The world does not make sense, so why should art?” was a common remark. This sentiment gave rise to Dadaism and surrealism. The dadaists were artists who were obsessed with the idea that life has no purpose. They tried to express the insanity of life in their art. A more important artistic movement than Dadaism was surrealism. By portraying the unconscious—fantasies, dreams, and even nightmares—the surrealists sought to show the greater reality that exists beyond the world of physical appearances. One of the world’s foremost surrealist painters, the Spaniard Salvador Dalí, placed recognizable objects in unrecognizable relationships, thus making the irrational visible. The prewar physics revolution begun by Albert Einstein continued in the 1920s and 1930s. In fact, some have called the 1920s the “heroic age of physics.” Newtonian physics had made people believe that all phenomena could be completely defined and predicted. In 1927, German physicist Werner Heisenberg’s uncertainty principle shook this belief. Physicists knew that atoms were made of smaller parts (subatomic particles). The uncertainty principle is based on the unpredictable behavior of these subatomic particles. Heisenberg’s theory essentially suggests that all physical laws are based on uncertainty. This theory challenged Newtonian physics and represented a new worldview. The principle of uncertainty fit in well with the other uncertainties of the interwar years.  READING PROGRESS CHECK

Assessing Why was non-realistic art popular after World War I?

LESSON 1 REVIEW Reviewing Vocabulary

4. Discussing What triggered the Great Depression?

1. Applying Explain why John Maynard Keynes argued for the concept of deficit spending.

5. Evaluating How did the Great Depression affect people’s confidence in democracy?

Using Your Notes

6. Identifying How were the arts and sciences influenced by World War I?

2. Identifying Use your notes to write a summary of the key points of the Popular Front and the New Deal.

Answering the Guiding Questions 3. Exploring Issues What led to new problems in the years after World War I?

298

Writing Activity 7. INFORMATIVE/EXPLANATORY Write an essay that explains how President Roosevelt’s New Deal had immediate and far-reaching effects on the U.S. economy.

PHOTO: The Granger Collection, NYC — All rights reserved

appropriate suitable or compatible; fitting

BELG. Paris

ltic Ba

YUGOSLAVIA

ria

CHART/GRAPH Soviet Industry,

Belgrade

Ad

BIOGRAPHY Joseph Stalin

Corsica

tic

Murmansk 40°E

60°E

Odessa Bl

HUNGARY

ITALY

ND

a

Stalingrad

SOVIE

a

ANDORRA

POL Prague C ZEC HOSLO VAKIA Munich Vienna Bern Budap AUSTRIA

Se

SWITZ.

Wa

LUX.

ck

FRANCE

Berlin

GERMANY

20°E

A ea NL B a l ti c S FI LAT. EST. LITH. Leningrad POLAND Minsk Kiev Moscow

L

ea

Brussels

BIOGRAPHY Benito Mussolini BIOGRAPHY Francisco Franco

NETH. Amsterdam

Rig

ian S

ondon

DENMARK Copenhagen

Aral Sea

asp

There’s More Online!

Sea UNITED NGDOM

N

netw rks

S

19271938

LESSON 2

IMAGE Guernica

The Rise of Dictatorial Regimes

INTERACTIVE SELFCHECK QUIZ MAP Politics in Europe, 1930s MAP Soviet Union, 1939 VIDEO The Rise of Dictatorial Regimes

ESSENTIAL QUESTIONS • What can cause economic instability? • How might political change impact society?

It Matters Because Reading HELP DESK Academic Vocabulary • media • attitudes Content Vocabulary • totalitarian state • fascism • collectivization

PHOTO: (l to r)© Bettmann/CORBIS, ©Jean, Baptiste, Greuz/Age Fotostock America, ©RIA Novosti/TopFoto/The Image Works.

TAKING NOTES: Key Ideas and Details Sequencing As you read, use a sequence chain like the one below to record the events leading up to Franco’s authoritarian rule of Spain.

Tennessee Social Studies World History and Geographyy State Performance Indicators W.35 Integrate multiple sources of information presented in diverse media explaining the influence of World War I on literature, art, and intellectual life, including Pablo Picasso, the “Lost Generation,” and the rise of Jazz music. (C, H) continued on page 301

After World War I, European democracy was under threat. A new kind of dictatorship emerged with Mussolini’s fascist state in Italy and Stalin’s totalitarian rule in the Soviet Union. Other Western states such as Spain maintained authoritarian regimes.

The Rise of Dictators GUIDING QUESTION

How did Mussolini create a dictatorial state in Italy?

By 1939, only two major European states—France and Great Britain—remained democratic. Italy, the Soviet Union, Germany, and many other European states adopted dictatorial regimes. These regimes took both old and new forms. A new form of dictatorship was the modern totalitarian state. In a totalitarian state, the government aims to control the political, economic, social, intellectual, and cultural lives of its citizens. Totalitarian regimes pushed the central state’s power far beyond what it had been in the past. These regimes wanted more than passive obedience; they wanted to conquer the minds and hearts of their subjects. They achieved this goal through mass propaganda techniques and modern communications. The totalitarian states were led by a single leader and a single party. They rejected the ideal of limited government power and the guarantee of individual freedoms. Instead, individual freedom was subordinated to the collective will of the masses as determined by the leader. The masses were expected to be actively involved in achieving the state’s goals.

Fascism in Italy In the 1920s, Benito Mussolini (MOO • suh • LEE • nee) set up the first European fascist movement in Italy. Mussolini began his political career as a Socialist. In 1919, he created a new political group, the Fascio di Combattimento, or League of Combat. Fascism comes from that name.

The West Between the Wars 299

Politics in Europe

NO

Oslo

N E S 50

°N

DENMARK Copenhagen

IRELAND Dublin

UNITED KINGDOM

NETH. Amsterdam

London Brussels

ATL ANTIC O CE AN

BELG. Paris

SWITZ. ANDORRA

N

SPAIN

LATVIA

Warsaw

Corsica

HUNGARY

ITALY

ROMANIA Bucharest

Belgrade

Black Sea

YUGOSLAVIA

tic

Se

BULGARIA

Sofia

a

Tiranë ALBANIA

ge

Athens

TURKEY

an

Se a

Sicily

Angora (Ankara)

Ae

GREECE

500 km 0 Lambert Azimuthal Equal-Area projection

Stalingrad

POLAND Prague C ZEC HOSLO VAKIA Munich Vienna Bern Budapest AUSTRIA

Rome

500 miles

USSR

Ger.

GERMANY

Sardinia

0

Moscow

EAST PRUSSIA

Berlin

ria

Lisbon

Madrid

Riga

LITHUANIA Kaunas

Ad

PORTUGAL

Authoritarian Communist Fascist Democratic Democratic, became Authoritarian Democratic, became Nazi

Tallinn Leningrad ESTONIA

LUX.

FRANCE 40°

Stockholm

North Sea

40°E

Helsinki

Ba

W

30°E

FINLAND

ltic S ea

10°W

20°E

DE N

10°E

SWE

20°W

1930s



N

RW AY

60 °

Crete

Cyprus U.K.

Mediterranean Sea

GEOGRAPHY CONNECTION 1 THE WORLD IN SPATIAL TERMS Where were authoritarian governments located?

2 HUMAN SYSTEMS Which countries transitioned from democratic to nondemocratic in the 1930s?

totalitarian state a government that aims to control the political, economic, social, intellectual, and cultural lives of its citizens fascism a political philosophy that glorifies the state above the individual by emphasizing the need for a strong central government led by a dictatorial ruler

As a political philosophy, fascism (FA • SHIH • zuhm) glorifies the state above the individual by emphasizing the need for a strong central government led by a dictatorial ruler. In a fascist state, the government controls the people and stifles any opposition. By 1922, Mussolini’s movement was growing quickly. The middleclass fear of socialism, communism, and disorder made the Fascists increasingly attractive to many people. Mussolini knew that many Italians were still angry over the failure to receive more land from the peace treaty. He knew nationalism was a powerful force and demanded more land for Italy. Mussolini converted thousands to the Fascist Party with his nationalistic appeals. In 1922, Mussolini and the Fascists threatened to march on Rome if they were not given power. Victor Emmanuel III, the king of Italy, gave in and made Mussolini prime minister. Mussolini used his position as prime minister to create a Fascist dictatorship. He was made head of the government with the power to make laws by decree. The police were given unrestricted authority to arrest and jail anyone for either political or nonpolitical crimes. In 1926, the Fascists outlawed all other political parties in Italy and set up a secret police, known as the OVRA. By the end of the year, Mussolini ruled Italy as Il Duce (eel DOO • chay), “The Leader.”

The Fascist State Believing that the Fascist state should be totalitarian, Mussolini used various means to establish complete control over the Italian people. The OVRA watched citizens’ political activities and enforced government

300

policies. The Italian Fascists also tried to exercise control over the mass media, including newspapers, radio, and film. The media was used to spread propaganda. Simple slogans like “Mussolini Is Always Right” were used to mold Italians into a single-minded Fascist community. The Fascists also used organizations to promote the ideals of fascism. For example, by 1939, about 66 percent of the population between the  ages of 8 and 18 were members of Fascist youth groups. These youth groups particularly focused on military activities and values. With these organizations, the Fascists hoped to create a nation of new Italians who were fit, disciplined, and war-loving. In practice, however, the Fascists largely maintained traditional social attitudes. This was especially evident in their policies on women. The Fascists portrayed the family as the pillar of the state. Seen as the foundation of the family, women were to be homemakers and mothers. According to Mussolini, these roles were “their natural and fundamental mission in life.” In spite of his attempts, Mussolini never achieved the degree of totalitarian control seen in Hitler’s Germany or Stalin’s Soviet Union. The Italian Fascist Party did not completely destroy the country’s old power structure. Mussolini’s compromise with the traditional institutions of Italy was evident in his dealings with the Catholic Church. In the Lateran Accords of February 1929, Mussolini’s regime recognized the sovereign independence of a small area of 109 acres (about 44 hectares) within Rome known as Vatican City. The Church had claimed this area since Italian unification in 1870. Mussolini’s regime also recognized Catholicism as the “sole religion of the State.” In return, the Catholic Church urged Italians to support the Fascist regime.  READING PROGRESS CHECK

Analyzing Why did many Italian people find fascism acceptable?

From Russia to the USSR GUIDING QUESTION

How did Stalin gain and maintain power in the USSR?

PHOTO: ©Jean, Baptiste, Greuz/Age Fotostock America

During the civil war in Russia, Lenin had followed a policy of war communism. The government controlled most industries and seized grain from peasants to ensure supplies for the army. When the war was over, peasants began to sabotage the Communist program by hoarding food. Moreover, drought caused a terrible famine between 1920 and 1922. As many as 5 million died. With agricultural disaster came industrial collapse. By 1921, industrial output was only 20 percent of its 1913 level. Russia was exhausted. A peasant banner proclaimed, “Down with Lenin and horseflesh. Bring back the czar and pork.” As Leon Trotsky said, “The country, and the government with it, were at the very edge of the abyss.”

Lenin’s New Economic Policy In March 1921, Lenin pulled Russia back from the abyss. He abandoned war communism in favor of his New Economic Policy (NEP). The NEP was a modified version of the old capitalist system. Peasants were allowed to sell their produce openly. Retail stores, as well as small industries that employed fewer than 20 workers, could be privately owned and operated. Heavy industry, banking, and mines, however, remained in the hands of the government.

 Mussolini addressing a crowd of over

500,000 people

media channels or systems of communication attitude a mental position regarding a fact or state Tennessee Social Studies World History and Geographyy State Performance Indicators continued from page 299 W.36 Compare the impact of restrictive monetary and trade policies. (E) W.39 Use technology to produce, publish, and update individual or shared writing projects describing how economic instability led to political instability in many parts of the world and helped to give rise to dictatorial regimes such as Adolf Hitler’s in Germany and the military’s in Japan. (E, H, P) W.40 Explain the widespread disillusionment with prewar institutions, authorities, and values that resulted in a void that was later filled by totalitarians. (C, H, P) W.42 Compare the connection between economic and political policies, the absence of a free press, and systematic violations of human rights during Stalin’s rise to power in the Soviet Union. (E, H, P) W.44 Trace Mussolini’s rise to power in Italy and his creation of a fascist state through the use of state terror and propaganda. (H, P)

The West Between the Wars 301

Soviet Union 60 °

SWEDEN

N

20°E

40

ea N B a l ti c S FI LAT. EST. LITH. Leningrad POLAND Minsk Kiev Moscow

LA

1939 ARC TIC O CE AN

ND

40°E

100°E

120°E

140°E 160°E

60°E 0

°N

A R C T I C CI R C

ck Se

Stalingrad

Sea of Okhotsk

LE

a N r i e b S i W

a

SOVIET UNION

S

MANCHUKUO (MANCHURIA)

a an Se

Sakhalin

E

Lake Baikal

a Aral Sea

MONGOLIA M NG MO GOL LIA A

Ca

spi

PACI FI C O CE AN

1,000 miles

1,000 km 0 Two-Point Equidistant projection

Odessa Bl

80°E

Murmansk

IRAN

CHINA

Main area of collective farms Labor camp Forced labor region

JAPAN Vladivostok

Iron and steel production Iron mining Coal Oil

GEOGRAPHY CONNECTION By 1939, the Soviet Union was increasingly industrialized and collectivized.

1 THE WORLD IN SPATIAL TERMS What resource was plentiful near the Caspian Sea?

2 HUMAN SYSTEMS Why do you think the forced labor region was located in the far east of Russia?

The Soviet Union In 1922, Lenin and the Communists formally created a new state called the Union of Soviet Socialist Republics. The state was also known as the USSR (its initials) or as the Soviet Union (its shortened form). By that time, a revived market and a good harvest had ended the famine. Soviet agricultural production climbed to 75 percent of its prewar level. Overall, the NEP saved the Soviet Union from complete economic disaster. Lenin, however, intended the NEP to be only a temporary retreat from the goals of communism. Lenin died in 1924. A struggle for power began at once among the seven members of the Politburo (PAH • luht • BYUR • OH)—the Communist Party’s main policy-making body. The Politburo was severely divided over the future direction of the Soviet Union. One group, led by Leon Trotsky, wanted to end the NEP and to launch Russia on a path of rapid industrialization, chiefly at the expense of the peasants. This group also wanted to spread communism abroad. It believed that the revolution in Russia would survive only with new communist states. Another group in the Politburo rejected the idea of worldwide communist revolution. Instead, it wanted to focus on building a socialist state in Russia and to continue Lenin’s NEP. This group believed that rapid industrialization would harm the living standards of the peasants.

Stalin and His Five-Year Plans These divisions were further strained by an intense personal rivalry between Leon Trotsky and another Politburo member, Joseph Stalin. In 1924, Trotsky held the post of commissar of war. Stalin held the bureaucratic job of party general secretary. Stalin used his post as general secretary to gain complete control of the Communist Party. By 1926, Stalin had removed the Bolsheviks of the revolutionary era from the Politburo and had established a powerful dictatorship. Trotsky, pushed out of the party in 1927, eventually made his way to Mexico. There he was murdered in 1940, probably on Stalin’s orders.

302

Stalin made a significant shift in economic policy in 1928 when he ended the NEP. That year he launched his First Five-Year Plan. The Five-Year Plans set economic goals for five-year periods. Their purpose was to transform Russia virtually overnight from an agricultural into an industrial country. The First Five-Year Plan focused on production of military and capital goods (goods devoted to the production of other goods such as heavy machines). The plan quadrupled the production of heavy machinery and doubled oil production. Between 1928 and 1937, during the first two Five-Year Plans, steel production in Russia increased from 4 million to 18 million tons (3.6 to 16.3 million t) per year.

Costs of Stalin’s Programs The social and political costs of industrialization were enormous. The number of workers increased by millions between 1932 and 1940, but investment in housing actually declined after 1929. The result was that millions of workers and their families lived in miserable conditions. Real wages of industrial workers declined by 43 percent between 1928 and 1940. With rapid industrialization came an equally rapid collectivization of agriculture—a system in which private farms were eliminated. Instead, the government owned all the land, and the peasants worked it. The peasants resisted by hoarding crops and killing livestock. In response, Stalin stepped up the program. By 1934, 26 million family farms had been collectivized into 250,000 units. Collectivization was done at tremendous cost. Hoarding food and slaughtering livestock led to widespread famine. Stalin is supposed to have said that 10 million died in the famine of 1932 to 1933. Stalin gave the peasants only one concession. Each collective farm worker could have one tiny, privately owned garden plot. Stalin’s programs had other costs as well. To achieve his goals, Stalin strengthened his control over the party. Those who resisted were sent into forced labor camps in Siberia. During the time known as the Great Purge, Stalin expelled army officers, diplomats, union officials, intellectuals, and ordinary citizens. About 8 million were arrested and sent to labor camps; they never returned. Others were executed. The Stalin era also overturned permissive social legislation enacted in the early 1920s. To promote equal rights for women, the Communists had made the divorce process easier. After Stalin came to power, the family was praised as a small collective. Parents were responsible for teaching the values of hard work, duty, and discipline to their children.

Stalin’s Purge Poet Anna Andreyevna Gorenko, who wrote under the pseudonym Anna Akhmatova, was silenced during the Great Purge and watched as loved ones and fellow writers were imprisoned and disappeared. In 1942, her poem “Courage” appeared: know that our fate in “We the balance is cast And we are the history makers. The hour for courage has sounded at last And courage has never forsaken us. We do not fear death where the wild bullets screech, Nor weep over homes that are gutted, For we shall preserve you our own Russian speech, The glorious language of Russia! Your free and pure utterance we shall convey To new generations, unshackled you’ll stay Forever!



—quoted in Anna Akhmatova and Her Circle DRAWING CONCLUSIONS

According to this poem, what may be lost in the Great Purge that “we” must save?

 READING PROGRESS CHECK

Stating Explain how Joseph Stalin used his position in the Communist Party and other means to gain control over the USSR.

collectivization a system in which private farms are eliminated and peasants work land owned by the government

Authoritarian States in the West GUIDING QUESTION

What was the goal of authoritarian governments in the West?

A number of governments in the Western world were not totalitarian but were authoritarian. These states adopted some of the features of totalitarian states, in particular, their use of police powers. However, these authoritarian governments did not want to create a new kind of mass society. Instead, they wanted to preserve the existing social order.

The West Between the Wars 303

Eastern Europe At first, it seemed that political democracy would become well established in eastern Europe after World War I. Austria, Poland, Czechoslovakia, Yugoslavia (known as the kingdom of the Serbs, Croats, and Slovenes until 1929), Romania, Bulgaria, and Hungary all adopted parliamentary systems. However, authoritarian regimes soon replaced most of these systems. Parliamentary systems failed in most eastern European states for several reasons. These states had little tradition of political democracy. In addition, they were mostly rural and agrarian. Large landowners still dominated most of the land. Powerful landowners, the churches, and even some members of the small middle class feared land reform. They also feared communist upheaval and ethnic conflict. These groups looked to authoritarian governments to maintain the old system. Only Czechoslovakia, which had a large middle class, a liberal tradition, and a strong industrial base, maintained its political democracy.

 In his mural Guernica Spanish artist

Pablo Picasso immortalized the horrible destruction of the city of Guernica in April 1937. ▶ CRITICAL THINKING

Analyzing Visuals What one word best describes your response to Guernica? Use details from the painting to explain how the artist creates this feeling.

In Spain, too, political democracy failed to survive. Led by General Francisco Franco, Spanish military forces revolted against the democratic government in 1936. A brutal and bloody civil war began. Foreign intervention complicated the Spanish Civil War. The fascist regimes of Italy and Germany aided Franco’s forces with arms, money, and soldiers. Hitler used the Spanish Civil War as an opportunity to test the new weapons of his revived air force. German bombers destroyed the city of Guernica in April 1937. The Spanish republican government was aided by 40,000 foreign volunteers. The Soviet Union sent in trucks, planes, tanks, and military advisers. The Spanish Civil War came to an end when Franco’s forces captured Madrid in 1939. Franco established a dictatorship that lasted until his death in 1975. Because Franco’s dictatorship favored traditional groups and did not try to control every aspect of people’s lives, it is an example of an authoritarian rather than a totalitarian regime. Nevertheless, his rule was harsh. He relied on special police forces, and opponents to the regime who had not fled into exile were imprisoned.  READING PROGRESS CHECK

Describing In what ways did Franco’s government preserve the existing social order?

LESSON 2 REVIEW Reviewing Vocabulary 1. Describing Describe the restriction of individual rights and the use of mass terror in Italy and the Soviet Union.

Using Your Notes 2. Sequencing Use your notes and details from the text to explain how Franco established an authoritarian government in Spain.

Answering the Guiding Questions 3. Organizing How did Mussolini create a dictatorial state in Italy?

304

4. Identifying Cause and Effect How did Stalin gain and maintain power in the USSR? 5. Interpreting What was the goal of authoritarian governments in the West?

Writing Activity 6. ARGUMENT Imagine you are a middle-class Italian in the 1920s. Write a letter to the editor of the local newspaper supporting Mussolini’s new government.

PHOTO: Art Archive/Reina Sofia Museum, Madrid

Spain

netw rks There’s More Online! IMAGE Filming of Triumph of the Will IMAGE Nazi Propaganda Poster

IMAGE SS Marching in Berlin INTERACTIVE SELFCHECK QUIZ

LESSON 3

PRIMARY SOURCE Kristallnacht Directive from Reinhard Heydrich

Hitler and Nazi Germany

SLIDE SHOW The Hitler Youth VIDEO Hitler and Nazi Germany

ESSENTIAL QUESTIONS • What can cause economic instability? • How might political change impact society?

It Matters Because

PHOTO: (l to r)Scherl/Sueddeutsche Zeitung Photo/The Image Works, CORBIS, Peter Newark Pictures/Bridgeman Art Library, ©Stapleton Collection/CORBIS, Mary Evans Picture Library/The Image Works.

Reading HELP DESK Academic Vocabulary • require • prohibit Content Vocabulary • Nazi • concentration camp • Aryan TAKING NOTES: Key Ideas and Details Categorizing As you read, use a chart like the one below to list anti-Semitic policies enforced by the Nazi Party. Anti-Semitic Policies

Tennessee Social Studies World History and Geographyy State Performance Indicators W.38 Gather information from multiple sources describing issues of overproduction, unemployment, and inflation. (E, P) continued on page 306

Recovering from the loss of World War I and from the Great Depression, Germans found extremist parties more attractive. Adolf Hitler’s Nazi Party promised to build a new Germany, and his party’s propaganda appealed to the German sense of national honor.

Hitler and Nazism GUIDING QUESTION

What was the basis of Adolf Hitler’s ideas?

Adolf Hitler was born in Austria in 1889. A failure in school, he traveled to Vienna to become an artist but was rejected by the academy. Here he developed his basic political ideas. At the core of Hitler’s ideas was racism, especially anti-Semitism (hostility toward Jews). Hitler was also an extreme nationalist who knew how political parties could effectively use propaganda and terror. After serving four years on the Western Front during World War I, Hitler remained in Germany and entered politics. In 1919, he joined the little-known German Workers’ Party, one of several right-wing extreme nationalist parties in Munich. By the summer of 1921, Hitler had taken total control of the party. By then the party had been renamed the National Socialist German Workers’ Party (NSDAP, an abbreviation of the German name), or Nazi, for short. Within two years, party membership had grown to 55,000 people, with 15,000 in the party militia. The militia was variously known as the SA, the Storm Troops, or the Brownshirts, after the color of their uniforms. An overconfident Hitler staged an armed uprising against the government in Munich in November 1923. This uprising, called the Beer Hall Putsch, was quickly crushed, and Hitler was sentenced to prison, where he wrote Mein Kampf, or My Struggle, an account of his movement and its basic ideas. In Mein Kampf, Hitler links extreme German nationalism, strong anti-Semitism, and anticommunism together by a Social Darwinian theory of struggle. This theory emphasizes the right of “superior”

The West Between the Wars 305

Nazi shortened form of the German Nazional, or the National Socialist German Workers’ Party; a member of such party

nations to Lebensraum (LAY • buhnz • ROWM)—“living space”—through expansion. It also upholds the right of “superior” individuals to gain authoritarian leadership over the masses.

Rise of Nazism concentration camp a camp where prisoners of war, political prisoners, or members of minority groups are confined, typically under harsh conditions Aryan a term used to identify people speaking Indo-European languages; Nazis misused the term, treating it as a racial designation and identifying the Aryans with the ancient Greeks and Romans and twentieth-century Germans and Scandinavians Tennessee Social Studies World History and Geographyy State Performance Indicators continued from page 305 W.39 Use technology to produce, publish, and update individual or shared writing projects describing how economic instability led to political instability in many parts of the world and helped to give rise to dictatorial regimes such as Adolf Hitler’s in Germany and the military’s in Japan. (E, H, P) W.40 Explain the widespread disillusionment with prewar institutions, authorities, and values that resulted in a void that was later filled by totalitarians. (C, H, P) W.43 Analyze the assumption of power by Adolf Hitler in Germany and the resulting acts of oppression and aggression of the Nazi regime. (C, H, P)

In prison, Hitler realized that the Nazis would have to attain power legally, not by a violent overthrow of the Weimar Republic. This meant that the Nazi Party would have to be a mass party that could compete for votes. When out of prison, Hitler expanded the Nazi Party in Germany. By 1929, it had a national party organization. Three years later, it had 800,000 members and had become the largest party in the Reichstag—the German parliament. No doubt, Germany’s economic difficulties were a crucial factor in the Nazi rise to power. Unemployment had risen dramatically, growing from 4.35 million in 1931 to about 5.5 million by the winter of 1932. Hitler also promised a new Germany that appealed to nationalism and militarism.

The Nazis Take Control After 1930, the German government ruled by decree with the support of President Hindenburg. The Reichstag had little power. Increasingly, the right-wing elites of Germany—the industrial leaders, landed aristocrats, military officers, and higher bureaucrats—looked to Hitler for leadership. Under pressure, Hindenburg agreed to allow Hitler to become chancellor in 1933 and to create a new government. Within two months, Hitler had laid the foundation for the Nazi Party’s complete control over Germany. Hitler’s “legal seizure” of power came on March 23, 1933, when a two-thirds vote of the Reichstag passed the Enabling Act. This law gave the government the power to ignore the constitution for four years while it issued laws to deal with the country’s problems. It also gave Hitler’s later actions a legal basis. He no longer needed the Reichstag or President Hindenburg. In effect, Hitler became a dictator appointed by the parliamentary body itself. With their new power, the Nazis quickly brought all institutions under their control. They purged the civil service of democratic elements and of Jews—whom they blamed for Europe’s economic woes. They set up prison camps called concentration camps for people who opposed them. All political parties except the Nazis were abolished. By the end of the summer of 1933, only seven months after being appointed chancellor, Hitler had established the basis for a totalitarian state. When Hindenburg died in 1934, the office of president was abolished. Hitler became sole ruler of Germany. People took oaths of loyalty to their Führer (FYUR • uhr), or “Leader.”  READING PROGRESS CHECK

Identifying Central Issues How did the Enabling Act contribute to Hitler’s rise to power?

The Nazi State, 1933–1939 GUIDING QUESTION

How did Hitler build a Nazi state?

Hitler wanted to develop a totalitarian state. He had not simply sought power for power’s sake. He had a larger goal—the development of an Aryan racial state that would dominate Europe and possibly the world for

306

generations to come. (Aryan is a term used to identify people speaking Indo-European languages. The Nazis misused the term by treating it as a racial designation and identifying the Aryans with the ancient Greeks and Romans and twentieth-century Germans and Scandinavians.) The Nazis thought the Germans were the true descendants and leaders of the Aryans and would create an empire. To achieve his goal, Hitler needed the active involvement of the German people. Hitler stated: PRIMARY SOURCE

We must develop organizations in which an individual’s entire life can take place. Then every activity “ and every need of every individual will be regulated by the collectivity represented by the party. There is no longer any arbitrary will, there are no longer any free realms in which the individual belongs to himself. . . . The time of personal happiness is over.



—quoted in Hitler, 2002

The Nazis pursued the creation of the totalitarian state in several ways. For one thing, they used mass demonstrations and spectacles to make the German people an instrument of Hitler’s policies. These meetings, especially the Nuremberg party rallies that were held every September, usually evoked mass enthusiasm and excitement.

The State and Terror

PHOTO: ©Scherl/Sueddeutsche Zeitung Photo/The Image Works

As sole ruler of Nazi Germany, Hitler relied on instruments of terror to maintain control. The Schutzstaffeln (“Guard Squadrons”), known as the SS, were an important force for maintaining order. The SS was originally created as Hitler’s personal bodyguard. Under the direction of Heinrich Himmler, the SS came to control not only the secret police forces that Himmler had set up but also the regular police forces. The SS was based on two principles: terror and ideology. Terror included the instruments of repression and murder—secret police, criminal police, concentration camps, and later, execution squads and death camps (concentration camps in which prisoners are killed). For Himmler, the chief goal of the SS was to further the “Aryan master race.”

Economics In the economic sphere, Hitler used public works projects and grants to private construction firms to put people back to work and end the depression. A massive rearmament program, however, was the key to solving the unemployment problem. Unemployment, which had reached more than 5 million in 1932, dropped to less than 500,000 in 1937. The regime claimed full credit for solving Germany’s economic woes. Its part in ending the depression was an important factor in leading many Germans to accept Hitler and the Nazis.

 SS troops march through the

streets of Berlin on Hitler’s birthday in 1939. ▶ CRITICAL THINKING

Analyzing How did marches such as this one help create allegiance to the Nazi state?

The West Between the Wars 307

Women and Nazism Women played a crucial role in the Aryan state as bearers of the children who, the Nazis believed, would bring about the triumph of the “Aryan race.” The Nazis believed men were destined to be warriors and political leaders, while women were meant to be wives and mothers. In this way, each could best serve to maintain the entire community. Nazi ideas determined employment opportunities for women. Jobs in heavy industry, the Nazis thought, might hinder women from bearing healthy children. Professions such as university teaching, medicine, and law were also considered unsuitable for women, especially married women. The Nazis instead encouraged women to pursue occupations such as social work and nursing. The Nazi regime pushed its campaign against working women with poster slogans such as “Get hold of pots and pans and broom and you’ll sooner find a groom!”

Anti-Semitic Policies  This Nazi propaganda poster

features a mother with her children. It says, “Now we again have a happy future. For that, we thank the Führer on December 4.”

require to demand as being necessary

prohibit to prevent or to forbid

From its beginning, the Nazi Party reflected the strong anti-Semitic beliefs of Adolf Hitler. When in power, the Nazis translated anti-Semitic ideas into anti-Semitic policies. In September 1935, the Nazis announced new anti-Semitic laws at the annual party rally in Nuremberg. These Nuremberg laws defined who was considered a Jew—anyone with even one Jewish grandparent. They also stripped Jews of their German citizenship and civil rights, and forbade marriages between Jews and German citizens. Eventually, German Jews were also required to wear yellow Stars of David and to carry identification cards saying they were Jewish. A more violent phase of anti-Jewish activity began on the night of November 9, 1938—Kristallnacht, or the “night of shattered glass.” In a destructive rampage, Nazis burned synagogues and destroyed some 7,000 Jewish businesses. Thirty thousand Jewish males were arrested and sent to concentration camps. Jews were now barred from all public transportation and all public buildings, including schools and hospitals. They were prohibited from owning, managing, or working in any retail store. Finally, under the direction of the SS, Jews were encouraged to emigrate from Germany. The fortunate Jews were the ones who managed to escape from the country. A series of inventions in the late 1800s had led the way for a revolution in mass communications. Especially important was Marconi’s discovery of wireless radio waves. By the end of the 1930s, there were 9 million radios in Great Britain. Full-length motion pictures appeared shortly before World War I. By 1939, about 40 percent of adults in the more developed countries were attending a movie once a week. Of course, radio and the movies could be used for political purposes. Radio offered great opportunities for reaching the masses. The Nazi regime encouraged radio listening by urging manufacturers to produce inexpensive radios that could be bought on an installment plan. Film, too, had propaganda potential, a fact not lost on Joseph Goebbels (GUHR • buhlz), the German propaganda minister. Believing that film was one of the “most modern and scientific means of influencing the masses,” Goebbels created a special film division in his Propaganda Ministry. The film division supported the making of both feature films and documentaries—nonfiction films—that carried the Nazi message.

308

PHOTO: Peter Newark Pictures/Bridgeman Art Library

Culture and Leisure

The Nazis also made use of the new mass leisure activities that had emerged by 1900. Mass leisure offered new ways for totalitarian states to control the people. The Nazi regime adopted a program called Kraft durch Freude (“Strength through Joy”). The program offered a variety of leisure activities to amuse the working class. These activities included concerts, operas, films, guided tours, and sporting events. Hitler used sporting events like the Olympic Games, which were held in Berlin in 1936, to show the world Germany’s physical strength and prestige.  READING PROGRESS CHECK

Predicting Consequences How do you think the Nazi control of media such as radio and film helped keep the regime in power?

Detecting Bias In 1934 Adolf Hitler commissioned Leni Riefenstahl to film the 1934 Nazi party rally in Nuremberg. The resulting film, Triumph of the Will, is considered an important documentary—and a chilling piece of Nazi propaganda. Ultimately, Riefenstahl was cleared of complicity in Nazi war crimes, but she was blacklisted as a director. Riefenstahl later said of the film, “It reflects the truth that was then, in 1934, history. It is therefore a documentary, not a propaganda film.” As a record of an actual event that happened at a specific time, it is a documentary. However, Riefenstahl’s powerful and positive images of Hitler as a kind of savior attempt to influence the audience’s attitude toward the Nazis—which is the goal of propaganda.

PHOTO: ©CORBIS

 Director Leni Riefenstahl filming

Triumph of the Will at the Luitpoldhain Arena in Nuremberg, 1934

LESSON 3 REVIEW Reviewing Vocabulary

4. Drawing Conclusions How did Hitler build a Nazi state?

1. Identifying Central Issues What does the term Aryan mean and how did the Nazis misuse the term?

Writing Activity

Using Your Notes 2. Categorizing Information Use your notes to identify the anti-Semitic policies enforced by the Nazi Party.

5. INFORMATIVE/EXPLANATORY Write a paragraph discussing how Hitler used the existing German political structure and the economic situation in Germany to rise to power.

Answering the Guiding Questions 3. Analyzing Information What was the basis of Adolf Hitler’s ideas?

The West Between the Wars 309

CHAPTER 15

Assessment

Directions: On a separate sheet of paper, answer the questions below. Make sure you read carefully and answer all parts of the questions.

Lesson Review Lesson 1 1

EXPLAINING What effects did the U.S. Senate’s refusal to ratify the Treaty of Versailles have?

2

MAKING CONNECTIONS What outlook did the arts and physics share in the 1920s? What was a root cause for this outlook?

Lesson 2 3

4

IDENTIFYING CENTRAL ISSUES What were the main characteristics of the totalitarian states? How did they achieve their goals? SPECULATING How do you think Americans would react today to propaganda that said, “Our leader is always right”? Why would people react that way?

Exploring the Essential Questions 9

GATHERING INFORMATION Work with a small group to research first-person accounts of life in the 1920s and 1930s, with special attention to economic difficulties and the effects of political change on individuals and families. You may find accounts in books, online, or by interviewing people directly. Take turns reading accounts to your class.

Analyzing Historical Documents Use the cartoon to answer the following questions. This political cartoon by John Baer was published in 1932, shortly after Franklin Roosevelt first used the term New Deal. PRIMARY SOURCE

Lesson 3 5

SPECIFYING What were the core beliefs on which Hitler’s totalitarian state was based?

6

HYPOTHESIZING Hitler insisted that women should concentrate on keeping house and raising children, yet he chose a woman, Leni Riefenstahl, to direct the famous Nazi propaganda film Triumph of the Will. Why do you think Hitler chose to contradict his beliefs?

21st Century Skills

8

CREATE AND ANALYZE ARGUMENTS Examine the responses of European states to the challenges they faced after World War II. Pick one of the states and create an argument about why its method of dealing with the challenges was the most effective. TIME, CHRONOLOGY, AND SEQUENCING In what order did Hitler’s actions against Jews happen? What does this chronology show about the effects of escalating hate speech and behavior?

Tennessee Social Studies World History and Geography State Performance Indicators W.73 Explain the historical factors that created a stable democratic government in India and the role of Mohandas Gandhi, Jawaharlal Nehru, and Indira Gandhi in its development. (C, H, P)

310

10

NAMING Who are the card players demanding a new deal? Who is happy with the old deal?

11

MAKING INFERENCES What details in the cartoon provide insight into Baer’s views on the distribution of wealth in the United States?

Extended-Response Question 12

INFORMATIVE/EXPLANATORY Use the actions of Mussolini, Stalin, and Hitler to identify five things to avoid in order to protect the United States from a dictator. Add a sentence or two of explanation to each list item.

PHOTO: The Granger Collection, NYC, All Rights Reserved

7

Smile Life

When life gives you a hundred reasons to cry, show life that you have a thousand reasons to smile

Get in touch

© Copyright 2015 - 2024 PDFFOX.COM - All rights reserved.