A T L A N T I CO C E A N

Years of Crisis, 1919–1939

In the 1930s, several countries—including Japan, Germany, and

Italy—adopted aggressive, militaristic policies. Eventually those

policies led to war. As the map at the right shows, Germany, Italy,

and Japan all invaded neighboring countries during this decade.

Use the map to help you answer the questions that follow.

1. What land did Japan invade?

2. What did Germany gain by invading Poland?

3. How might the invasions have suited the nationalistic goals of Japan and Germany?

Connect History and Geography

1922James Joycewrites Ulysses.

1919Weimar Republicestablished in Germany.

For more information about the worldbetween the wars . . .

CLASSZONE.COM

Nazis marched, flags heldhigh, in a rally in Nuremberg,Germany, in 1933. Thesebrown-shirted storm-troopers were militantfollowers of Adolf Hitler. Heused them to force his willon the German nation.

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Japanese expansion, 1931

N o r t hS e a

B l a c k S e a

YellowSea

Sea ofJapan

M e d i t e r r a n e a n S e a

Ad

r i a t i cS e a

B a l ti c

Se

a

DemilitarizedZone

AUSTRIA HUNGARYSWITZ.

ALBANIA

GREATBRITAIN

S O V I E T U N I O N

SOVIET UNION

F R A N C E

G E R M A N Y

GREECE

YUGOSLAVIA

POLAND

BULGARIA

R O M A N I A

JAPAN

MANCHURIA

CHINA

KOREA

I T A L Y

BELGIUM

NETHERLANDS

LUXEMBOURG

NORWAY

DENMARK

SWEDENESTONIA

LATVIA

EASTPRUSSIA

(Ger. )

L ITHUANIA

CZECHOSLO V A KIA

45°N

15°E 30°E

60°N

30°N

45°N

135°E

150°E0°

N

250 Miles1250

0 250 Kilometers125Robinson Projection

German expansion, 1936

Germany, 1931

German expansion, 1938

German expansion, 1939

Italian expansion, 1939

Territorial Expansion, 1931–1939

1927 Lindberghcrosses Atlantic inSpirit of St. Louis.

1931Japan seizesManchuria.

1929 U.S. stockmarket crashes; GreatDepression begins.

1933Hitler namedGerman chancellor.

1936Spanish CivilWar begins.

1939 Germany andSoviet Union signnonaggression pact.

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Which candidatewill you choose?

Interact with History

On a spring evening in the early 1930s during the GreatDepression, you are one of thousands of Germans

gathered at an outdoor stadium in Munich. You areunemployed; your country is suffering. Like everyone else,you have come to this mass meeting to hear two politicianscampaigning for office. Huge speakers blare out patrioticmusic, while you and the rest of the crowd wait impatientlyfor the speeches to begin.

Before long you will have to cast your ballot.

794

• Remember Germany’s longand glorious past.

• Our present leadership isindecisive; we need astrong, effective leader.

• Rebuild the army to protectagainst enemies.

• Regain the lands takenunfairly from us.

• Make sacrifices to return toeconomic health.

• Put the welfare of the stateabove all, and our countrywill be a great power again.

First candidate’s platform:• There are no simple

or quick solutions to problems.

• Put people back to work, but economic recovery will be slow.

• Provide for the poor, elderly,and sick.

• Avoid reckless militaryspending.

• Act responsibly to safeguarddemocracy.

• Be a good neighbor country;honor our debts and treatycommitments.

Second candidate’s platform:

EXAMINING the ISSUES

• What strategy does each candidate havefor solving the nation’s problems?

• How does each candidate view the roleof the citizen in meeting the challengesfacing the nation?

• Which candidate makes the strongestappeal to the listener’s emotions?

As a class, discuss these questions. In yourdiscussion, remember what you have readabout the defeated nations’ bitterness towardthe Versailles Treaty following World War I.How might this influence which candidatevoters favor?

As you read this chapter, see how dictatorswere voted into power as people lost faith indemocratic government in the 1920s and 1930s.Examine the factors that influenced politicaldecisions in this troubled time.

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Years of Crisis 795

SETTING THE STAGE The horrors of World War I shattered the Enlightenmentbelief that progress would continue and reason would prevail. New ideas and patternsof life developed in the 1920s that changed the way people looked at the world.

Science Challenges Old IdeasThe ideas of two remarkable thinkers became widely known duringthis “age of uncertainty.” They were Albert Einstein and SigmundFreud. Both had an enormous impact on the 20th century. Einsteinand Freud challenged some of the most deeply rooted ideas thatpeople held about themselves and their world. They were part of ascientific revolution as important as that brought about centuries earlier by Copernicus and Galileo.

Impact of Einstein’s Theory of Relativity A German-bornphysicist, Albert Einstein, offered startling new ideas on space,time, energy, and matter. He began by tackling a problem that baf-fled physicists. Scientists had found that light travels at exactly thesame speed no matter what direction it moves in relation to earth.Earth moves through space, yet its movement did not affect thespeed at which light seemed to travel. This finding seemed to breakthe laws of motion and gravity discovered by Isaac Newton.

In 1905, Einstein theorized that while the speed of light is con-stant, other things that seem constant, such as space and time, arenot. Space and time can change when measured relative to an objectmoving near the speed of light—about 186,000 miles per second.Since relative motion is the key to Einstein’s idea, it is called thetheory of relativity. Einstein’s ideas had implications not only forscience but for how people viewed the world. Now uncertainty andrelativity replaced Newton’s comforting belief of a world operatingaccording to absolute laws of motion and gravity.

Influence of Freudian Psychology The ideas of SigmundFreud, an Austrian physician, were as revolutionary as Einstein’s.Freud treated patients with psychological problems. From his expe-riences, he constructed a theory about the human mind. He believedthat much of human behavior is irrational, or beyond reason. Hecalled the irrational part of the mind the unconscious. In the uncon-scious, a number of drives existed, especially pleasure-seeking drives,of which the conscious mind was unaware. Freud’s theories, firstpublished in The Interpretation of Dreams (1900), met with opposition, especially hisideas about the unconscious. His ideas weakened faith in reason. All the same, by the1920s, Freud’s theories had developed widespread influence.

A. PossibleAnswers Theychanged the way peo-ple thought about theworld; they weakenedfaith in absolutetruths and reason.

THINK THROUGH HISTORYA. RecognizingEffects Why were the ideas ofEinstein and Freudrevolutionary?

An Age of Uncertainty1TERMS & NAMES

• Albert Einstein• theory of

relativity• Sigmund Freud• existentialism• Friedrich

Nietzsche• surrealism• jazz• Charles

Lindbergh

MAIN IDEA

The postwar period was one of lossand uncertainty but also one ofinvention, creativity, and new ideas.

WHY IT MATTERS NOW

Postwar trends in physics, psychiatry,art, literature, communication, music,and transportation still affect our lives.

Albert Einstein1879–1955

Albert Einstein was the greatestscientific genius since IsaacNewton. He was thought to be aslow learner as a child because hedid not talk at the same age as otherchildren. Later in life, he recalledthat at age two or three he wantedto speak in sentences. But he didnot want to say sentences alouduntil he was sure he had them right.

As a child, Einstein was quiet,serious, and solitary. He was also a daydreamer who did not impresshis teachers. In this, he was unlikemany geniuses who showedexceptional ability at an early age.

However, it was at this time that Einstein developed a desire tostay with a question until it wasanswered. He later called this his“flight from wonder.”

■ ■ ■ ■ ■ ■ ■ ■ ■ ■

■ ■ ■ ■ ■ ■ ■ ■ ■ ■■ ■ ■ ■ ■ ■ ■ ■ ■HISTORY MAKERS

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Literature in an Age of DoubtThe brutality of World War I caused philosophers and writers to question acceptedideas about reason and progress. Disillusioned by the war, many people also feared thefuture and expressed doubts about traditional religious beliefs. Some artists and writersexpressed their anxieties by creating unsettling visions of the present and the future.

In 1922, T. S. Eliot, an American poet living in England, wrotethat Western society had lost its spiritual values. He described thepostwar world as a barren “waste land,” drained of hope and faith. In

1924, the Irish poet William Butler Yeats conveyed asense of dark times ahead in the poem “The SecondComing:” “Things fall apart; the centre cannot hold; /Mere anarchy is loosed upon the world . . .”

Thinkers React to Uncertainties In their search formeaning in an uncertain world, some thinkers turned tothe philosophy known as existentialism. Leaders of thismovement included the philosophers Jean Paul Sartre(SAHR•truh) of France and Karl Jaspers of Germany.Existentialists believed that there is no universal mean-ing to life. Each person gives his or her own meaning tolife through choices made and actions taken. The exis-

tentialists would have their greatest influence after World War II.The existentialists had been influenced by the German philoso-

pher Friedrich Nietzsche (NEE•chuh). In the 1880s, Nietzschewrote that Western society had put too much stress on such ideas asreason, democracy, and progress. This stifled actions based on emo-tion and instinct. As a result, individuality and creativity suffered.Nietzsche urged a return to the ancient heroic values of pride,assertiveness, and strength. He wrote that through willpower andcourage, some humans could become supermen. They could riseabove and control the common herd. His ideas attracted growingattention in the 20th century and had a great impact on politics inItaly and Germany in the 1920s and 1930s.

Writers Reflect Society’s Concerns New attitudes also appearedin literature. The French poet Paul Valéry spoke for many writers of the 1920s whenhe described how he felt restless and uneasy:

A V O I C E F R O M T H E P A S TWe think of what has disappeared, and we are almost destroyed by what has beendestroyed; we do not know what will be born, and we fear the future. . . . Doubt and dis-order are in us and with us. There is no thinking man, however shrewd or learned he maybe, who can hope to dominate this anxiety, to escape from this impression of darkness. PAUL VALÉRY, Variété

The horror of war made a deep impression on many writers. The Czech-born authorFranz Kafka wrote eerie novels like The Trial (1925) and The Castle (1926). His booksfeatured people crushed in threatening situations they could neither understand norescape. He started writing before the war, but much of his work was published after hisdeath in 1924. It struck a chord among readers in the uneasy postwar years.

Many novels showed the influence of Freud’s theories on the unconscious. TheIrish-born author James Joyce caused a stir with his stream-of-consciousness novelUlysses (1922). This lengthy book focused on a single day in the lives of threeDubliners. Joyce broke with normal sentence structure and vocabulary, trying to mir-ror the workings of the human mind.

Vocabularystream of conscious-ness: a literary tech-nique a writer uses topresent a character’sthoughts and feelingsas they develop.

796 Chapter 31

The Lost Generation

During the 1920s, manyAmerican writers, musi-cians, and painters left theUnited States to live inEurope. Among them werewriters Ernest Hemingway,John Dos Passos, and F.Scott Fitzgerald.

These expatriates,people who left theirnative country to liveelsewhere, often settledin Paris. They gathered atthe home of Americanwriter Gertrude Stein.There they mixed with Europe’sleading artists and intellectuals.

Stein called these expatriates the“Lost Generation.” She remarked,“All of you young people who servedin the war [World War I], you are thelost generation.”

In his first major novel, The SunAlso Rises (1926), Hemingwaycaptured the desperation of theyoung expatriate crowd. They movedfrantically from one European city toanother, trying to find meaning in life.Life empty of meaning is the theme ofFitzgerald’s The Great Gatsby (1925).

SPOTLIGHTON

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Rebellion in the ArtsAlthough many of the new directions in painting, architecture, and music began in theprewar period, they evolved after the war.

Painters Break Away from Tradition Artists rebelled against earlier realistic stylesof painting. They wanted to depict the inner world of emotion and imagination ratherthan show realistic representations of objects. Expressionist painters like Paul Klee andWassily Kandinsky used bold colors and distorted or exaggerated shapes and forms.

Inspired by traditional African art, Georges Braque of France and Pablo Picasso ofSpain founded Cubism in 1907. Cubism transformed natural shapes into geometricforms. Objects were broken down into different parts with sharp angles and edges.Often several views were depicted at the same time.

The Dada movement (1916–1924) was as much a protest as anart movement. Its message was thatestablished values had been mademeaningless by the savagery ofWorld War I. The term Dada,French for “hobbyhorse,” wasreportedly picked at random.Sounding like a nonsense word, it fitthe spirit of the movement. Dadaistworks were meant to be absurd,nonsensical, and meaningless.

Surrealism followed Dada.Inspired by Freud’s ideas, surreal-ism was an art movement thatsought to link the world of dreamswith real life. The term surrealmeans “beyond or above reality.”Surrealists tried to call on the unconscious part of their minds. Their paintings fre-quently had a dream-like quality and depicted objects in unrealistic ways.

Architects Move in New Directions An architectural revolution occurred whenarchitects rejected traditional building styles for completely new forms. Instead ofhighly ornamented structures, they constructed buildings in which the designreflected the building’s function or use. The American architect Frank Lloyd Wrightpioneered this new style, known as functionalism. He designed houses featuringclean, low lines and open interiors that blended with the surrounding landscape.Walter Gropius led the functionalist movement in Germany. After the war, he startedan art and design school in Weimar called the Bauhaus.

Composers Try New Styles In both classical and popular music, composers movedaway from traditional styles. In his ballet masterpiece, The Rite of Spring, the Russiancomposer Igor Stravinsky used irregular rhythms and dissonances, or harsh combina-tions of sound. The audience booed and walked out of its opening performance. TheAustrian composer Arnold Schoenberg rejected traditional harmonies and musicalscales. He created his own 12-tone scale in which the notes were unrelated except asmathematical patterns.

A new popular musical style called jazz came out of the United States. It wasdeveloped by musicians, mainly African Americans, in New Orleans, Memphis, andChicago. It swept the United States and Europe. The lively, loose beat of jazz seemedto capture the new freedom of the age. Uninhibited, energetic jazz dances, such asthe Charleston and the Black Bottom, at first shocked respectable society beforebecoming widely accepted.

The Persistenceof Memory, a surrealist work by Spanish artistSalvador Dali, 1931,shows watchesmelting in a desertlandscape. Insectsfeed on theclockwork.

B. PossibleAnswers Artistsbroke away from real-ism, tried to draw onthe unconscious partof their mind.THINK THROUGH HISTORYB. MakingInferences Whatwas the major trendin art?

Vocabularyfunctionalism: doc-trine that the functionof an object shoulddetermine its designand materials.

BackgroundThe 1920s werecalled the Jazz Agebecause the musicsymbolized the free-dom and spontaneityof the time.

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Society Becomes More OpenWorld War I had disrupted traditional social patterns. New ideas and ways of life ledto a new kind of individual freedom during the 1920s. Young people especially were

willing to break with the past and experiment with values that often differedfrom those of their parents. Their pleasure-seeking defiance of accepted

conventions was the first “youth rebellion” of the 20th century.The independent spirit of the times showed clearly in the changes

women were making in their lives. The war had allowed women to takeon new roles. Their work in the war effort was decisive in helpingthem win the right to vote. After the war, women’s suffrage becamelaw in many countries, including the United States, Britain, Germany,Sweden, and Austria.

Women abandoned restrictive clothing and hairstyles. They woreshorter, looser garments and had their hair “bobbed,” or cut short.They also wore makeup, drove cars, and drank and smoked in public.

Although most women still followed traditional paths of marriage andfamily, a growing number spoke out for greater freedom in their lives.

Wives should not be second-class members of the family, feministsargued, but equal partners with their husbands. Margaret Sanger andEmma Goldman risked arrest by speaking in favor of birth control. Aswomen sought new careers, the numbers of women in medicine, educa-tion, journalism, and other professions increased.

Technology Changes LifeWorld War I quickened the pace of invention. During the war, sci-entists developed new drugs and medical treatments that helpedmillions of people in the postwar years. The war’s technologicaladvances were put to use to improve transportation and communica-

tion after the war.

The Automobile Alters Society The automobile benefitedfrom a host of wartime innovations and improvements—elec-

tric starters, air-filled tires, and more powerful engines. Cars nolonger looked like boxes on wheels. They were sleek and brightlypolished, complete with headlights and chrome-plated bumpers. Inprewar Britain, autos were owned exclusively by the rich. Britishfactories produced 34,000 autos in 1913. After the war, pricesdropped, and the middle class could afford cars. In 1923 the num-

ber of autos built in Britain had almost tripled. By 1937, the British were producing511,000 autos a year.

Increased auto use by the average family led to lifestyle changes. More people trav-eled for pleasure. In Europe and the United States, new businesses, from motor hotelsto vacation campgrounds, opened to serve the mobile tourist. The auto also affectedwhere people lived and worked. People moved to suburbs and commuted to work.

Airplanes Transform Travel The war also brought spectacular improvements in air-craft. By 1918, planes could fly hundreds of miles. In the postwar era, daring flierscarried the first airmail letters. Wartime aviators became stunt pilots, flying to countryfairs to perform aerial acrobatics and take people for their first plane rides.

International air travel became an objective after the war. In 1919, two Britishpilots made the first successful flight across the Atlantic, from Newfoundland toIreland. The next major crossing came in 1927, when an American pilot namedCharles Lindbergh captured world attention with a 33-hour solo flight from NewYork to Paris. Most of the world’s major passenger airlines were established during the

From “Gibson girl”to “Flapper,” the restrictive clothingstyles of the pre-war period depicted in theearly 20th-centuryillustration gaveway to the comfort-able, casual fash-ions shown in the1920s photograph.

Background“Gibson girl” referredto the idealized typeof young womandrawn by illustratorCharles Dana Gibsonin the pre-World War I period.

THINK THROUGH HISTORYC. SummarizingHow did the changesof the post-war yearsaffect women?C. Answer Womenwon the right to vote,changed style ofdress, sought newcareers.

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Pre-World War I“Gibson girls”

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Years of Crisis 799

Daily Life in 1927

Babe Ruth Slugs Sixtieth HomerNEW YORK CITY, September 30:Today George Herman “Babe” Ruththrilled 10,000 fans in Yankee Sta-dium, swatting his sixtieth home runof the season. He broke his own1921 record of 59. After hitting thepitch down the right field foul lineinto the stands, he said, “That’s sixtyhome runs, count ’em. Sixty.”

The fast-living, hard-hitting Babe delightsthe press. Theyemploy manycolorful nick-names to refer tohim. Among themare the Bambino,the Sultan ofSwat, the Mam-moth of Maul, andthe Colossus ofClout.

PARIS, May 21: Nearly 100,000Parisians rushed onto the tarmac atLe Bourget Airport this evening.They ran to greet the world’s newesthero—Charles Lindbergh.Lindbergh had just touched downsafely at 10:24 p.m. in the Spirit ofSt. Louis, after completing the first

solo flight across the Atlantic. Looking pale and worn out,

Lindbergh smiled and said, “Well,I made it.” He had just flown 33hours and 39 minutes nonstopfrom New York to Paris. His flighthas great implications for thefuture of air travel.

NEW YORK CITY, December 4:Featuring jazz pianist and com-poser Edward Kennedy “Duke”Ellington, Ellington’s bandopened today at Harlem’s CottonClub for what looks like a longrun. Sources say Ellington’s nick-name Duke comes from the band-

leader’s expensive taste.

Duke Ellington at Cotton Club

People in the News

Analyzing Causes What fac-tors contributed to the phenom-enon of popular public heroessuch as Charles Lindbergh, BabeRuth, and Helen Wills?

Researching Using the library orthe Internet, compare a recentsporting or popular event to onefrom the 1920s in terms of audi-ence and effect. Be sure to indi-cate how today’s mass mediacreate popular heroes and fans.

Connect to Today

Connect to History

Helen Wills Captures Wimbledon Title

WIMBLEDON, England, July 2: HelenWills won the women’s singles title at theAll-England Tennis matches here today. Shecaptured the famous tennis trophy for the

United States for the first time in 20 years,beating Ella de Alvarez of Spain.

“Little Miss Poker Face,” asshe is called, is an intense com-

petitor. She took the American Opentitle at age 17 in 1923 and repeated in1924 and 1925. Wills also won gold medalsin singles and doubles competition at the1924 Olympics in Paris.

Parisians Greet Lindy

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2. TAKING NOTES

Draw a chart like the one below.For each category shown, nametwo people you read about whocontributed to that field.

Write one or two sentences abouttheir beliefs or contributions.

3. FORMING AN OPINION

In your opinion, whose ideas hada bigger impact on the world—Einstein’s or Freud’s? Give reasonsto support your position.

THINK ABOUT• the state of knowledge before

their contributions• the field in which they worked• how life would be different

without their contributions

4. THEME ACTIVITY

Science and Technology As aclass, hold a media event. In smallgroups, choose a topic from thescientific and technologicalcontributions of the 1920s. Collectpictures, audio tapes, biographies,or literature that represent thepeople or ideas you have chosen.Present your topic to the classand use your collection to helpcreate a multimedia effect.

1. TERMS & NAMES

Identify• Albert Einstein• theory of relativity• Sigmund Freud• existentialism• Friedrich Nietzsche• surrealism• jazz• Charles Lindbergh

Section Assessment1

FIELD CONTRIBUTORSphilosophyliteratureartarchitecturemusic

1920s. At first only the rich were able to afford air travel. Still, every-one enjoyed the exploits of the aviation pioneers, including AmeliaEarhart. She was an American who, in 1932, became the first womanto fly solo across the Atlantic.

Radio Reaches Millions Guglielmo Marconi conducted his firstsuccessful experiments with radio in 1895. However, the real pushfor radio development came during World War I. The advantages ofwireless communication in battle were so great that all countriesgave radio research a high priority. Armies developed a wide range ofradio equipment that would also have uses in peacetime.

In 1920, the world’s first commercial radio station—KDKA inPittsburgh, Pennsylvania—began broadcasting. Almost overnight,radio mania swept the United States. Soon every major city had sta-tions broadcasting news, plays, and even live sporting events. Inmany European nations, unlike the United States, radio broadcastingwas controlled by the government. In Great Britain, radio was a pub-lic monopoly run solely by the British Broadcasting Company, orBBC. Like Americans, however, Europeans eagerly listened to a vari-ety of radio broadcasts. Soon most families owned a radio.

Movies Revolutionize Popular Entertainment In the 1920s,motion pictures were a major industry. Many countries, from Cubato Japan, produced movies. In Europe, film was a serious art form.Directors like Sergei Eisenstein in Russia and Fritz Lang inGermany created films that explored psychological or politicalthemes. However, in the Los Angeles suburb of Hollywood,

where 90 percent of all films were made, movies were entertainment.From Hollywood in the 1920s came the zany, slapstick comedies of

Mack Sennett and his Keystone Kops, and dramas that starred MaryPickford or Rudolph Valentino. But the king of the silent screen wasthe English-born Charlie Chaplin, a comic genius best known for hisportrayal of the lonely little tramp bewildered by life. In the late1920s, the addition of sound transformed movies. By the mid-1930s,nearly 90 million Americans escaped from the hardships of life byattending movies each week.

The advances in transportation and communication that followed thewar had brought the world in closer touch. Countries had become moreinterdependent economically. Global prosperity came to depend on theeconomic well-being of all major nations, especially the United States.

In Modern Times(1936) CharlieChaplin capturedthe discomfortmany felt about theincreasingautomation of life.

800 Chapter 31

How TechnologyRevolutionized Life

The spread of technological innova-tions in the postwar period changedthe way people lived. Autos madepeople less dependent on publictransportation and made travel to workand recreation more convenient.

The telephone instantly con-nected family and friends, and buyers and sellers. Radio broughtentertainment into the home. Thewhole family could listen to sports,comedy, drama, music, and news.

The drudgery of housework waslightened by labor-saving appli-ances, including refrigerators, vacuum cleaners, and washingmachines. Convenience foods savedtime in the kitchen. The UnitedStates was far more advanced thanmost nations in the use of thesetechnological innovations.

Daily Life

D. PossibleAnswers Autoswere mass produced;airlines carried mailand passengers; mostfamilies owned aradio.THINK THROUGH HISTORYD. RecognizingEffects What werethe results of thepeacetime adapta-tions of the technol-ogy of war?

CLASSZONE .COMNET ACTIVITY

For an Internet activity on Daily Life—1920s . . .

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Years of Crisis 801

SETTING THE STAGE By the late 1920s, European nations were rebuilding war-torneconomies. They were aided by loans from the more prosperous United States. In theUnited States, Americans seemed confident that the country would continue on theroad to even greater economic prosperity. One sign of this was the booming stockmarket. Yet the American economy had serious weaknesses that were soon to bringabout the most severe economic downturn the world had yet known.

Europe After the WarIn both human suffering and economic terms, the cost of World War I was immense.The Great War left every major European country nearly bankrupt. Only the UnitedStates and Japan came out of the war inbetter financial shape than before. Nei-ther had been a wartime battlefield. Infact, both had expanded their trade dur-ing the war. In addition, Europe’s domi-nation in world affairs had declined sincethe war. The long and brutal fight haddrained the continent’s resources.

New Democracies Are UnstableWar’s end saw the sudden rise of newdemocracies. From 1914 to 1918,Europe’s last absolute rulers had beenoverthrown. The dynasties of the Hohen-zollerns in Germany, the Hapsburgs inAustria-Hungary, the Romanovs inRussia, and the Ottomans in Turkey allended. The first of the new governmentswas formed in Russia in 1917. The Provisional Government, as it was called, hoped toestablish constitutional and democratic rule. However, within months it had fallen to aCommunist dictatorship. Even so, for the first time, most European nations haddemocratic governments.

Many citizens of the new democracies had little experience with representativegovernment. For generations, kings and emperors had ruled Germany and the newnations formed from Austria-Hungary. Even in France and Italy, whose parliamentshad existed before World War I, the large number of political parties made effectivegovernment difficult. Some countries had a dozen or more political groups. In thesecountries, it was almost impossible for one party to win enough support to governeffectively. When no single party won a majority, a coalition government, or tempo-rary alliance of several parties, was needed to form a parliamentary majority. Becausethe parties disagreed on so many policies, coalitions seldom lasted very long. France,

THINK THROUGH HISTORYA. DrawingConclusions Howdid World War Ichange the balance ofeconomic power inthe world?A. PossibleAnswers Europe’sresources had beendrained by World WarI. Japan and the U.S.were economicallystrong.

Demonstrators fleegunfire in thestreets of Petrogradin 1917 as theRussian ProvisionalGovernment tries tofight off Bolshevik(Communist)revolutionaries.

# A Global Depression2TERMS & NAMES

• coalitiongovernment

• WeimarRepublic

• GreatDepression

• Franklin D.Roosevelt

• New DealMAIN IDEA

An economic depression in the UnitedStates spread throughout the world andlasted for a decade.

WHY IT MATTERS NOW

Many social and economic programsintroduced worldwide to combat theGreat Depression are still operating.

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for example, endured some 40 changes of govern-ment from 1919 to 1939.

Frequent changes in government made it hardfor democratic countries to develop strong leader-ship and move toward long-term goals. In peacefultimes, a country could get by with weak leadership.However, the weaknesses of a coalition govern-ment became a major problem in times of crisis.Voters in several countries were then willing to sac-rifice democracy for strong, totalitarian leadership.

Weimar Republic Is Weak Germany’s newdemocratic government was set up in 1919. Knownas the Weimar (WY•mahr) Republic, it wasnamed after the city where the national assemblymet. The Weimar Republic had serious weaknessesfrom the start. First, Germany lacked a strongdemocratic tradition. Furthermore, postwar Ger-many had several major political parties and manyminor ones. Worst of all, millions of Germansblamed the Weimar government, not their wartimeleaders, for the country’s defeat and postwar humil-iation. It was, after all, the Weimar governmentthat had signed the Treaty of Versailles.

Inflation Causes Crisis in Germany Germany also faced enormous economicproblems that began during the war. Unlike Britain and France, Germany did notgreatly increase its wartime taxes. To pay the expenses of the war, the Germans simplyprinted money. After Germany’s defeat, this paper money steadily lost its value.Burdened with heavy reparations payments to the Allies and with other economicproblems, Germany printed even more money. The result was the value of the mark, asGermany’s currency was called, fell sharply. Severe inflation set in. Germans neededmore and more money to buy even the most basic goods. For example, in Berlin a loafof bread cost less than a mark in 1918, more than 160 marks in 1922, and some 200billion marks by late 1923. People took wheelbarrows full of money to buy food. Themark had become worthless.

Consequently, people with fixed incomes saw their life savings become worthless.The money people had saved to buy a house now barely covered the cost of a table.Many Germans also questioned the value of their new democratic government.

Attempts at Economic Stability Germany recovered from the 1923 inflationthanks largely to the work of an international committee. The committee was headedby Charles Dawes, an American banker. The Dawes Plan provided for a $200 millionloan from American banks to stabilize German currency and strengthen its economy.The plan also set a more realistic schedule for Germany’s reparations payments.

Put into effect in 1924, the Dawes Plan helped slow inflation. As the German econ-omy began to recover, it attracted more loans and investments from the United States.By 1929, German factories were producing as much as they had before the war.

Efforts at a Lasting Peace As prosperity returned, Germany’s foreign minister,Gustav Stresemann (STRAY•zuh•mahn), and France’s foreign minister, AristideBriand (bree•AHND), tried to improve relations between their countries. In 1925,they met in Locarno, Switzerland, with officials from Belgium, Italy, and Britain. Theysigned a treaty promising that France and Germany would never again make waragainst each other. Germany also agreed to respect the existing borders of France andBelgium. It then was admitted to the League of Nations.

“Money to burn”—this German womanuses millions ofmarks made worth-less by inflation asheating fuel in theearly 1920s.

B. PossibleAnswers lack ofdemocratic tradition,too many political par-ties, new governmentbore the blame fordefeat.THINK THROUGH HISTORYB. IdentifyingProblems Whatpolitical problems didthe Weimar Republicface?

BackgroundGermany’s reparationspayments for dam-ages caused duringWorld War I totaled$33 billion.

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In 1928, the hopes raised by the “spirit of Locarno” led to theKellogg-Briand peace pact. Frank Kellogg, the U.S. Secretary ofState, arranged this agreement with France’s Briand. Almost everycountry in the world, including the Soviet Union, signed. Theypledged “to renounce war as an instrument of national policy.”

Unfortunately, the treaty had no means to enforce its provisions. TheLeague of Nations, the obvious choice as enforcer, had no armedforces. The refusal of the United States to join the League also weak-ened it. Nonetheless, the peace agreements seemed a good start. Inaddition, Europeans were enjoying an economic boom based largely onmassive American investment.

The Great DepressionIn the late 1920s, the world economy was like a delicately balancedhouse of cards. The key card that held up the rest was Americaneconomic prosperity. If the United States economy weakened, thewhole world’s economic system might collapse. In 1929, it did.

A Flawed U.S. Economy Despite prosperity, three weaknesses inthe U.S. economy caused serious problems. These were uneven dis-tribution of wealth, overproduction by business and agriculture, andlessening demand for consumer goods.

By 1929, American factories were turning out nearly half of theworld’s industrial goods. The rising productivity led to enormous prof-its. However, this new wealth was not evenly distributed. The richest 5percent of the population received 33 percent of all personal income in1929. Yet 60 percent of all American families earned less than $2,000 ayear. Thus, most families were too poor to buy the goods being pro-duced. Unable to sell all their goods, store owners eventually cut back their orders fromfactories. Factories in turn reduced production and laid off workers. A downward eco-nomic spiral began. As more workers lost their jobs, families bought even fewer goods. Inturn, factories made further cuts in production and laid off more workers.

During the 1920s, overproduction affected American farmers as well. Scientificfarming methods and new farm machinery had dramatically increased crop yields.American farmers were producing more food. Meanwhile they faced new competitionfrom farmers in Australia, Latin America, and Europe. Asa result, a worldwide surplus of agricultural productsdrove prices and profits down.

Unable to sell their crops at a profit, many farmerscould not pay off the bank loans that kept them in busi-ness. Their unpaid debts weakened banks and forcedsome to close. The danger signs of overproduction by fac-tories and farms should have warned people against gam-bling on the stock market. Yet no one heeded the warning.

The Stock Market Crashes In 1929, Wall Street, inNew York City, was the financial capital of the world.Banks and investment companies lined its sidewalks. AtWall Street’s New York Stock Exchange, optimism aboutthe booming U.S. economy showed in soaring prices forstocks. To get in on the boom, many middle-income people began buying stocks on margin. This meant thatthey paid a small percentage of a stock’s price as a downpayment and borrowed the rest from a stockbroker. The

THINK THROUGH HISTORYC. IdentifyingProblems Whatmajor weaknesseshad appeared in theAmerican economy by1929?C. PossibleAnswers unevendistribution of wealth,overproduction bybusiness, lesseningdemand for consumergoods, dropping farmprofits from overpro-duction and foreigncompetition.

Years of Crisis 803

Stocks and the Market

Stocks are shares of ownership ina company. Businesses get moneyto operate by selling “shares” ofstock to investors, or buyers.Companies pay interest on theinvested money in the form ofdividends to the shareholders.Dividends rise or fall depending ona company’s profits.

Investors do not buy stocksdirectly from the company; stock-brokers transact the business ofbuying and selling.

Investors hope to make moremoney on stocks than if they puttheir money elsewhere, such as ina savings account with a fixed rateof interest. However, if the stockprice goes down, investors losemoney when they sell their stock ata lower price than when theybought it.

Speculators are investors whoare not interested in long-termsuccess. They want to make moneyquickly and hope for suddenincreases in the value of a stock.They try to buy at a lower cost andsell when prices rise.

SPOTLIGHTON

Stock Prices, 1925–1933

SKILLBU ILDER : Interpreting Graphs1. What year did stock prices fall lowest

before beginning to rise again?2. What was the average stock price in 1929?

in 1932?

5

10

15

20

25

30

1925 1926 1927 1928 1929 1930 1931 1932 1933

Pric

e In

dex

Graph-Source:Historical Statistics of the United States

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system worked well as long as stock prices were rising. However, ifthey fell, investors had no money to pay off the loan.

In September 1929, some investors began to feel that stock prices were unnaturallyhigh. They started selling their stocks, believing the rates would soon go down. ByThursday, October 24, the gradual lowering of stock prices had became an all-outslide downward. A panic resulted. Everyone wanted to sell stocks, and no one wantedto buy. Prices sank quickly. The wild shouting of 1,000 brokers and their assistants atthe Stock Exchange became what one observer called a “weird roar.” Prices plungedto a new low on Tuesday, October 29. A record 16 million stocks were sold. Then themarket collapsed.

In the stock market crash, billions of dollars in “paper wealth” simply vanished.People could not pay the money they owed on margin purchases. Stocks they hadbought at high prices were now worthless. Within months of the crash, unemploy-ment rates began to rise as industrial production, prices, and wages declined. A longbusiness slump, or depression, followed. The Great Depression, as it came to becalled, touched every corner of the American economy. By 1932, factory productionhad been cut in half. Thousands of businesses failed, and banks closed. Around 9 mil-lion people lost the money in their savings accounts when banks had no money to paythem. Many farmers lost their lands when they could not make mortgage payments.By 1933 one-fourth of all American workers had no jobs.

A Global Depression The collapse of the American economy sent shock wavesaround the world. Worried American bankers demanded repayment of their over-seas loans, and American investors withdrew their money from Europe. TheAmerican market for European goods dropped sharply as the U.S. Congress placedhigh tariffs on imported goods so that American dollars would stay in the UnitedStates and support American workers. The government was trying to forceAmericans to buy American goods. This policy backfired. Conditions worsened forthe United States. Many countries who depended on exporting goods to the UnitedStates also suffered. Moreover, when the United States raised tariffs, it set off achain reaction. Other nations imposed their own higher tariffs. World trade dropped

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Life in the Depression

During the Great Depression of 1929to 1939, millions of people world-wide lost their jobs or their farms.They faced a future without hope.

At first the unemployed had todepend on the charity of others tosurvive. Here unemployed workersin Paris wait in line for free bread.Many jobless and their familiesbegged for food, clothing, andshelter. Some lost their homes andhad to live in shanties, or shacks.Others turned to thievery orabandoned their families.

Local governments and charitiesopened soup kitchens to providefree food. There were long lines ofapplicants for what work wasavailable, and these jobs usuallypaid low wages.

Conditions improved whennational governments establishedprograms for relief. However,recovery came slowly. TheDepression ended only whennations began gearing up for war.

Daily Life

BackgroundThe day of the stockmarket crash, Tues-day, October 29, 1929,is called “BlackTuesday.”

Vocabularytariffs: taxes chargedby a government onimported or exportedgoods.

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by 65 percent. This contributed further to the economicdownturn. Unemployment rates soared.

Because of war debts and dependence on American loansand investments, Germany and Austria were particularlyhard hit. In 1931, Austria’s largest bank failed. This started afinancial panic in central European countries and sent theireconomies plunging.

In Asia, the Japanese economy also slumped. Japanesefarmers suffered greatly during the Depression. In the rice-growing areas of the northeast, crop failures in 1931 led tofamine. Starving families ate tree bark and the roots of wildplants. City workers suffered, too, as the value of exportsfell by half between 1929 and 1931. As many as 3 millionworkers lost their jobs, forcing many to go back to theirrural villages.

The economic crisis fell heavily in Latin America as well.Many of its nations were tied to the global economy by tradein such cash crops or raw materials as sugar, beef, copper,and tin. During the 1920s, world prices and market demandfor these products were already dropping. As European andU.S. demand for Latin American products dried up in the1930s, prices for these goods collapsed. At the same time,the cost of imported goods rose, pushed up by high tariffs.

Latin American nations that had borrowed heavily from other nations could not repaytheir debts. The worldwide crisis spread rapidly.

The World Responds to the CrisisThe Depression confronted democracies with a serious challenge to their economicand political systems. Each country met the crisis in its own way.

Britain Takes Steps to Improve Its Economy Because its economy depended onforeign trade, the Depression hit Britain severely. To meet the emergency, British vot-ers elected a multi-party coalition known as the National Government. This govern-ment’s policies were designed to rescue the nation from economic calamity. It passedhigh protective tariffs, increased taxes, and regulated the currency. It also loweredinterest rates to encourage industrial growth. These measures brought about a slow butsteady recovery. By 1937, unemployment had been cut in half, and production hadrisen above 1929 levels. Britain avoided political extremes and preserved democracy.

France Responds to Economic Crisis Unlike Britain, France had a more self-suf-ficient economy. In 1930, it was still heavily agricultural and less dependent on foreigntrade. Thus, France was somewhat cushioned against the Depression. Nevertheless,by 1935, one million French workers were unemployed.

The economic crisis contributed to political instability. In 1933, five coalition gov-ernments formed and fell. Many political leaders were frightened by the growth ofanti-democratic forces both in France and in other parts of Europe. So in 1936, mod-erates, Socialists, and Communists formed a coalition. The Popular Front, as it wascalled, passed a series of reforms to help the workers. These reforms included payincreases, holidays with pay, and a 40-hour work week. Unfortunately, price increasesquickly offset wage gains. Unemployment remained high. Yet France also preserveddemocratic government.

Socialist Governments Find Solutions The Socialist governments in the Scandinavian countries of Denmark, Sweden, and Norway also met the challenge of economic crisis successfully. They built their recovery programs on an existing

Years of Crisis 805

THINK THROUGH HISTORYD. SynthesizingWhat problems didthe collapse of theAmerican economycause in other countries?D. PossibleAnswers Theireconomies slumped,trade dropped, unem-ployment soared, anda financial panicstarted.

BackgroundScandinavia, in north-ern Europe, includesSweden, Norway, andDenmark. Finland andIceland are often alsoincluded in the region.

Unemployment Rate, 1928–1938

Sources: European Historical Statistics: 1750–1970; Historical Statistics of the United States: Colonial Times to 1970.

Perc

ent o

f Wor

k Fo

rce

■ Germany■ Great Britain ■ United States

0

5

10

15

20

25

30

193819361934193219301928

Roosevelt begins New Deal

Hitler comes to power

Stock marketcrashes

SKILLBU ILDER : InterpretingGraphs1. What nation had the highest rate of

unemployment? How high did it reach?2. When did unemployment begin to

decrease in the United States?Germany? Great Britain?

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2. TAKING NOTES

Using a web diagram like the onebelow, show the effects of theGreat Depression in the UnitedStates.

3. ANALYZING CAUSES

The collapse of the Americaneconomy had a devastating effecton the world. List one cause foreach of the following effects:American market for Europeangoods dropped; unemploymentrates soared; European banks andbusinesses closed.

THINK ABOUT• economic conditions in the

United States• the interdependence of the

economies of the world

4. ANALYZING THEMES

Economics What actions didthe United States, Britain, France,and the Scandinavian countriestake to try to recover from theGreat Depression? Give specificexamples for each country.THINK ABOUT• Roosevelt and the New Deal• coalition governments in Britain

and France• traditional community cooperative

action in Scandinavia

1. TERMS & NAMES

• coalition government• Weimar Republic• Great Depression• Franklin D. Roosevelt• New Deal

Section Assessment2

tradition of cooperative community action. In Sweden the government sponsoredmassive public works projects that kept people employed and producing. All theScandinavian countries raised pensions for the elderly and increased unemploymentinsurance, subsidies for housing, and other welfare benefits. To pay for these benefits,the governments taxed all citizens. Under this program, both private and cooperativebusinesses prospered. Democracy remained intact.

Recovery in the United States In 1932, in the first presidential election after theDepression had begun, U.S. voters elected Franklin D. Roosevelt. His confidentmanner appealed to millions of Americans who felt bewildered by the Depression. OnMarch 4, 1933, the new president sought to restore Americans’ faith in their nation.

A V O I C E F R O M T H E P A S TThis great Nation will endure as it has endured, will revive and will prosper. . . . let meassert my firm belief that the only thing we have to fear is fear itself—nameless, unrea-soning, unjustified terror which paralyzes needed efforts to convert retreat intoadvance.FRANKLIN ROOSEVELT, First Inaugural Address

Roosevelt immediately began a program of reform that he called the New Deal.Large public works projects helped to provide jobs for the unemployed. New govern-ment agencies gave financial help to businesses and farms. Large amounts of public

money were spent on welfare and reliefprograms. Roosevelt and his advisersbelieved that government spending

would create jobs and start arecovery. Regulations wereimposed to reform the stock mar-

ket and the banking system.Despite these efforts, recov-ery was slow.

The New Deal did eventuallyreform the American economic sys-tem. Roosevelt’s leadership pre-served the country’s faith in itsdemocratic political system. It alsoestablished him as a leader ofdemocracy in a world threatened byruthless dictators, as you will readabout in Section 3.

The Great Depression

Governmentsresponded towidespread unemployment by creating jobs.Here is a group of young menemployed by theU.S. CivilianConservation Corps.

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Years of Crisis 807

SETTING THE STAGE Many democracies, including the United States, Britain, andFrance, remained strong despite the economic crisis caused by the Great Depression.However, millions of people lost faith in democratic government. In response, theyturned to an extreme system of government called fascism.

Fascist Beliefs and Policies This new, militant political movement called fascism (FASH•ihz•

uhm) emphasized loyalty to the state and obedience to its leader.Fascists promised to revive the economy, punish those responsiblefor hard times, and restore national pride. Their message attractedmany people who felt frustrated and angered by the peace treatiesthat followed World War I and by the Great Depression.

Unlike communism, fascism had no clearly defined theory or program. Nevertheless, most Fascists shared several ideas. Theypreached an extreme form of nationalism, or loyalty to one’s country.Fascists believed that nations must struggle—peaceful states weredoomed to be conquered. They pledged loyalty to an authoritarianleader who guided the state. In each nation, Fascists wore uniformsof a certain color, used special salutes, and held mass rallies.

In some ways, fascism was similar to communism. Both systemswere ruled by dictators who allowed only their political party (one-partyrule). Both denied individual rights. In both, the state was supreme.Neither practiced any kind of democracy. However, unlike Com-munists, Fascists did not seek a classless society. Rather, they believedthat each class had its place and function. Communism claimed to be adictatorship of the working class. In most cases, fascist parties weremade up of aristocrats and industrialists, war veterans, and the lowermiddle class. Also, Fascists were nationalists, and Communists wereinternationalists, hoping to unite workers worldwide.

Mussolini Comes to Power in Italy Fascism’s rise in Italy was fueled by bitter disappointment over thefailure to win large territorial gains at the 1919 Paris Peace Con-ference. Rising inflation and unemployment also contributed towidespread social unrest. Italy’s upper and middle classes feared aCommunist revolution, as in Russia. To growing numbers of Italians,their democratic government seemed helpless to deal with the coun-try’s problems. They wanted a leader who would take action.

The Rise of Mussolini A newspaper editor and politician namedBenito Mussolini boldly promised to rescue Italy by reviving its

BackgroundThe term fascism wasintended to recallmemories of ancientRome. In Latin, fascesis the word for a bun-dle of wooden rodstied around an axhandle—a symbol ofauthority for Romanofficials.

A. PossibleAnswers Italiansfelt betrayed by theParis Peace Confer-ence, faced risinginflation and unem-ployment and socialunrest.THINK THROUGH HISTORYA. AnalyzingCauses What fac-tors led to the rise offascism in Italy?

Fascism Rises in Europe

3TERMS & NAMES

• fascism• Benito Mussolini• Adolf Hitler• Nazism• Mein Kampf• lebensraum

MAIN IDEA

In response to political turmoil andeconomic crises, Italy and Germanyturned to totalitarian dictators.

WHY IT MATTERS NOW

These dictators changed the course ofhistory, and the world is stillrecovering from their abuse of power.

Benito Mussolini1883–1945

Mussolini was a dazzling orator.Because he was of modest height,he usually chose a location for hisspeeches where he towered abovethe crowds—often a balcony highabove a public square. He thenroused audiences with his emo-tional speeches and theatricalgestures and body movements.

Vowing to lead Italy “back toher ways of ancient greatness,”Mussolini peppered his speecheswith aggressive words such as“war” and “power.”

Mussolini wanted to winsupport for an overseas empire inAfrica and a militaristic state athome. So he often used settingsand symbols from the period ofItaly’s glory—the Roman Empire.

■ ■ ■ ■ ■ ■ ■ ■ ■ ■

■ ■ ■ ■ ■ ■ ■ ■ ■ ■■ ■ ■ ■ ■ ■ ■ ■ ■HISTORY MAKERS

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economy and rebuilding its armed forces. He vowed to give Italy strong leadership.Mussolini had founded the Fascist Party in 1919. At first, he failed to win widespreadsupport. As economic conditions worsened, however, his popularity rapidly increased.Finally, Mussolini publicly criticized Italy’s government. Groups of Fascists wearingblack shirts attacked Communists and Socialists on the streets. This campaign of terrorweakened his opponents. Because Mussolini played on the fear of a workers’ revolt, hebegan to win support from the middle classes, the aristocracy, and industrial leaders.

In October 1922, about 30,000 Fascists marched on Rome. They demanded thatKing Victor Emmanuel III put Mussolini in charge of the government. The kingdecided that Mussolini was the best hope for his dynasty to survive, so he letMussolini form a government. Thus, after widespread violence and a threat of armeduprising, Mussolini took power “legally.” At the time, a foreign diplomat describedhim as “an actor, a dangerous rascal, and possibly slightly off his head.”

Il Duce’s Leadership Mussolini was now Il Duce (ihl DOO•chay), or the leader. Heabolished democracy and outlawed all political parties except the Fascists. Secret policejailed his opponents. Government censors forced radio stations and publications tobroadcast or publish only Fascist doctrines. Mussolini outlawed strikes. He sought tocontrol the economy by allying the Fascists with the industrialists and large landowners.

Under his leadership, Italy became the model for Fascists in othercountries. However, Mussolini never had the total control achieved byJoseph Stalin in the Soviet Union or Adolf Hitler in Germany.

Hitler Takes Control in Germany When Mussolini became dictator of Italy in the mid-1920s, AdolfHitler was a little-known political leader whose early life had beenmarked by disappointment. Born in a small town in Austria in 1889,he dropped out of high school and failed as an artist. When World War I broke out, Hitler found a new beginning. He would fight todefend Germany and crush its opponents. He volunteered for theGerman army and was twice awarded the Iron Cross, a medal forbravery.

The Rise of the Nazis At the end of the war, Hitler settled inMunich. In early 1920, he joined a tiny right-wing political group.This group shared his belief that Germany had to overturn the Treatyof Versailles and combat communism. The group later named itselfthe National Socialist German Workers’ Party, called Nazi for short.Its policies, supported by people in the middle and lower middleclasses, formed the German brand of fascism known as Nazism. Theparty adopted the swastika, or hooked cross, as its symbol. The Nazisalso set up a private militia called the storm troopers or Brownshirts.

Within a short time, Hitler’s success as an organizer and speaker ledhim to be chosen der Führer (duhr FYUR•uhr), or the leader, of the Nazi

“Heil Hitler!” HitlerYouth memberssalute their Führerat a rally in the1930s. Hitlerskillfully used massrallies to generateenthusiasm.

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Adolf Hitler1889–1945

Like Mussolini, Hitler could manipu-late huge audiences with his fieryoratory. Making speeches was crucial to Hitler. He believed: “Allgreat world-shaking events havebeen brought about . . . by the spoken word!”

Because he appeared awkwardand unimposing, Hitler rehearsedhis speeches. Usually he began aspeech in a normal voice.Suddenly, he spoke louder as hisanger grew. His voice rose to ascreech, and his hands flailed theair. Then he would stop, smooth hishair, and look quite calm.

In the 1930s, a foreign diplomatdescribed Hitler: “. . . he was allviolence . . . with a fierce energyready at no provocation to pulldown the universe. . . . [His] facewas the face of a lunatic.”

■ ■ ■ ■ ■ ■ ■ ■ ■ ■

■ ■ ■ ■ ■ ■ ■ ■ ■ ■■ ■ ■ ■ ■ ■ ■ ■ ■HISTORY MAKERS

The swastika,which means“well-being” inSanskrit, was anancient good-lucksymbol. Forms of ithad been used byHindus, Buddhists,early Christians,and NativeAmericans.

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Years of Crisis 809

party. These skills also helped make the Nazis a growing political force. Inspired byMussolini’s march on Rome, Hitler and the Nazis plotted to seize power in Munich in1923. The attempt failed, and Hitler was arrested. He was tried for treason, but sympa-thetic judges sentenced him to only five years in prison. He served less than nine months.

While in jail, Hitler wrote Mein Kampf (My Struggle). This book set forth his beliefsand his goals for Germany. It became the blueprint, or plan of action, for the Nazis.Hitler asserted that the Germans, especially those who were blond and blue-eyed—whom he incorrectly called “Aryans”—were a “master race.” He declared that non-Aryan “races”—such as Jews, Slavs, and Gypsies—were inferior or subhuman. He calledthe Versailles Treaty an outrage and vowed to regain the lands taken from Germany.Hitler also declared that Germany was overcrowded and needed more lebensraum, orliving space. He promised to get that space by conquering eastern Europe and Russia.

After leaving prison in 1924, Hitler revived the Nazi party. Most Germans ignoredhim and his angry message until the Depression ended the nation’s brief postwarrecovery. When American loans stopped, the German economy collapsed. Factoriesground to a halt and banks closed. Nearly six million people, about 30 percent of Ger-many’s work force, were unemployed in 1932. Civil unrest broke out. Frightened andconfused, Germans now turned to Hitler, hoping for security and firm leadership.

Hitler Becomes Chancellor The Nazis had become the largest polit-ical party by 1932. Conservative leaders mistakenly believed they couldcontrol Hitler and use him for their purposes. In January 1933, theyadvised President Paul von Hindenburg to name Hitler chancellor.Only Hitler, they said, could stand up to the strong Communist partyin Germany. Thus Hitler came to power legally. Soon after, GeneralErich Ludendorff, a former Hitler ally, wrote to Hindenburg:

A V O I C E F R O M T H E P A S TBy naming Hitler as Reichschancellor, you have delivered up our holyFatherland to one of the greatest [rabblerousers] of all time. I solemnly [predict] that this accursed man will plunge our Reich intothe abyss and bring our nation into inconceivable misery.ERICH LUDENDORFF, from a letter to President Hindenburg, February 1, 1933

Once in office, Hitler acted quickly to strengthen his position. Hecalled for new elections, hoping to win a parliamentary majority. Sixdays before the election, a fire destroyed the Reichstag building whereparliament met. The Nazis blamed the Communists. By stirring upfear of the Communists, the Nazis and their allies won a slim majority.

With majority control, Hitler demanded dictatorial, or absolute,power for four years. Only one deputy dared to speak against the result-ing Enabling Act. Hitler used his new power to turn Germany into atotalitarian state. He banned all other political parties and had oppo-nents arrested. Meanwhile, an elite, black-uniformed unit called the SS(Schutzstaffel, or protection squad) was created. It was loyal only toHitler. In 1934, the SS arrested and murdered hundreds of Hitler’senemies. This brutal action and the terror applied by the Gestapo, theNazi secret police, shocked most Germans into total obedience.

The Nazis quickly took command of the economy. New laws bannedstrikes, dissolved independent labor unions, and gave the governmentauthority over business and labor. Hitler put millions of Germans to work. They con-structed factories, built highways, manufactured weapons, and served in the military. As aresult, unemployment dropped from about 6 to 1.5 million in 1936.

The Führer Is Supreme Hitler wanted more than just economic and political power—he wanted control over every aspect of German life. To shape public opinion and to win

THINK THROUGH HISTORYB. SummarizingWhat were the keyideas and goals thatHitler presented inMein Kampf?B. Answer Germanswere a master race,other “races” wereinferior, VersaillesTreaty was an out-rage, Germanyneeded more livingspace.

Vocabularychancellor: the primeminister in certaincountries

Fascism to Argentina

Juan Perón served as Argentina’spresident from 1946 to 1955 andagain in 1973 and 1974. The twoyears he spent in Europe beforeWorld War II greatly influenced hisstrong-man rule.

A career army officer, Perónwent to Italy in 1939 for militarytraining. He then served at theArgentine embassy in Rome. A visitto Berlin gave Perón a chance tosee Nazi Germany. The ability ofHitler and Mussolini to manipulatetheir citizens impressed Perón.

When Perón himself gainedpower, he patterned his militarydictatorship on that of the EuropeanFascists. Like them, he restrained hisopponents through press censorshipand suppression of civil rights. Buthe never achieved the same totalcontrol as his fascist role models.

GlobalImpact

C. PossibleAnswers Because herestored pride inGermany, cut unem-ployment, repudiatedthe hated VersaillesTreaty, and promisedto regain lost GermanlandsTHINK THROUGH HISTORYC. MakingInferences Why didGermans at first support Hitler?

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praise for his leadership, Hitler turned the press, radio, literature, painting,and film into propaganda tools. Books that did not conform to Nazi beliefswere burned in huge bonfires. Churches were forbidden to criticize theNazis or the government. Schoolchildren had to join the Hitler Youth (forboys) or the League of German Girls. Hitler was greatly influenced by

Social Darwinism. (See page 679.) He believed that a continuous struggle broughtvictory to the strong. He twisted the philosophy of Friedrich Nietzsche to supporthis use of brute force to maintain power and his glorification of war.

Hitler Makes War on the Jews Hatred of Jews, or anti-Semitism, was a key part ofNazi ideology. Although Jews were less than one percent of the population, the Nazis

used them as scapegoats for all Germany’s troubles since the war. Thisled to a wave of anti-Semitism across Germany. Beginning in 1933, theNazis passed laws depriving Jews of most of their rights. Violenceagainst Jews mounted. On the night of November 9, 1938, Nazi mobsattacked Jews in their homes and on the streets and destroyed thou-sands of Jewish-owned buildings. This rampage, called Kristallnacht(Night of the Broken Glass), signaled the real start of the process ofeliminating the Jews from German life. (See Chapter 32.)

Other Countries Fall to DictatorsWhile Fascists took power in Italy and Germany, the nations formedin eastern Europe after World War I also were falling to dictators.The parliamentary governments that had been set up in these coun-tries rarely lasted. In Hungary in 1919, after a brief Communistregime, military forces and wealthy landowners joined to makeAdmiral Miklós Horthy the first European postwar dictator. InPoland, Marshal Joseph Pilsudski (pihl•SOOT•skee) seized power in1926. In Yugoslavia, Albania, Bulgaria, and Romania, kings turned tostrong-man rule. They suspended constitutions and silenced foes. In1935, one democracy, Czechoslovakia, remained in eastern Europe.

Elsewhere in Europe, only in nations with strong democratic tradi-tions—Britain, France, and the Scandinavian countries—did democracy survive. With nodemocratic experience and severe economic problems, many Europeans saw dictatorshipas the only way to prevent instability. Although all of these dictatorships restricted civilrights, none asserted control with the brutality of the Russian Communists or the Nazis.

By the mid-1930s, the powerful nations of the world were split into two antagonis-tic camps—democratic and totalitarian. And to gain their ends, the Fascist dictator-ships had indicated a willingness to use military aggression.

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BackgroundThe term anti-Semitism is derivedfrom the fact that theearliest Jews wereSemites (people whospoke a Semitic language).

2. TAKING NOTES

Draw a chart like the one below.Compare Mussolini and Hitler bycompleting the chart.

Were the two more alike ordifferent? Explain why.

3. DRAWING CONCLUSIONS

Why did a movement like fascismand leaders like Mussolini andHitler come to power during aperiod of crisis?

THINK ABOUT• what problems Italy and

Germany faced• political traditions in each

country• the state of the world at the time

4. THEME ACTIVITY

Power and Authority Rereadthe History Makers on pages 807and 808. What biases in thespeeches of Mussolini arementioned? What techniques dideach leader use to appearpowerful and capable to theirlisteners?

1. TERMS & NAMES

Identify• fascism• Benito Mussolini• Adolf Hitler• Nazism• Mein Kampf• lebensraum

Section Assessment3

The 1936 Olympics

The 1936 Summer Olympics wereheld in Berlin, Nazi Germany’scapital. Hitler built a new $30 millionstadium for the Games. To hide fromthe world his persecution of Jews,he took down all anti-Semitic signsin Berlin.

Prior to the Olympics’ opening,Hitler announced that the Gameswould show the world Aryan superi-ority and the inferiority of Jews andblacks. Hitler’s plan failed, however,in part because of the successes ofAfrican-American runner JesseOwens. A sprinter and long jumper,Owens won four gold medals.

When Owens or other blackathletes won medals, Hitler left thereviewing stand. He did not want tobe seen congratulating them.

SPOTLIGHTON

Hitler MussoliniMethod of taking power

Style of leadership

Handling ofeconomic crisis

Goals

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Years of Crisis 811

SETTING THE STAGE By the mid-1930s, Germany and Italy seemed bent on militaryconquest. The major democracies—Britain, France, and the United States—were distracted by economic problems at home and longed to remain at peace. The SovietUnion was not committed to either camp. With the world moving toward war, manypeople pinned their hopes for peace on the League of Nations.

World Drifts Toward War As fascism spread in Europe, a powerful nation in Asia moved toward a similar system.Following a period of reform and progress in the 1920s, Japan fell under military rule.

Democracy Struggles in Japan During the 1920s, theJapanese government became more democratic. In 1922,Japan signed an international treaty agreeing to respect China’sborders. In 1928, it signed the Kellogg-Briand Pact renounc-ing war. Japan’s parliamentary system had several weaknesses,however. Its constitution put strict limits on the powers of theprime minister and the cabinet. Most importantly, civilianleaders had little control over the armed forces. Military lead-ers reported only to the emperor.

Militarists Take Control of Japan As long as Japan re-mained prosperous, the civilian government kept power. Whenthe Great Depression struck in 1930, the government wasblamed. Military leaders gained support and soon won controlof the country. Unlike the Fascists in Europe, the militaristsdid not try to establish a new system of government. Theywanted to restore traditional control of the government to themilitary. Instead of a forceful leader like Mussolini or Hitler,the militarists made the emperor the symbol of state power.

Keeping Emperor Hirohito as head of state won popularsupport for the army leaders who ruled in his name. LikeHitler and Mussolini, Japan’s militarists were extreme nation-alists. They wanted to solve the country’s economic problemsby foreign expansion. They planned a Pacific empire thatincluded a conquered China. The empire would provide Japan with raw materials andmarkets for its goods. It would also give Japan room for its rising population.

Japan Invades Manchuria Japanese businesses had invested heavily in China’s north-east province, Manchuria. It was an area rich in iron and coal. In 1931, the Japanesearmy seized Manchuria, despite objections from the Japanese parliament. The army thenset up a puppet government. Japanese engineers and technicians began arriving in large numbers to build mines and factories.

BackgroundThe control of the government by the mil-itary had centuries-oldroots in Japanese his-tory. The shoguns hadbeen military leaders.

VictoriousJapanese troopsmarch through thestreets afteroccupyingManchuria in 1931.

Aggressors on the March

4TERMS & NAMES

• appeasement• Axis Powers• Francisco Franco• isolationism• Third Reich• Munich

ConferenceMAIN IDEA

As Germany, Italy, and Japan con-quered other countries, the rest of theworld did nothing to stop them.

WHY IT MATTERS NOW

Many nations today take a more activeand collective role in world affairs, asin the United Nations.

THINK THROUGH HISTORYA. ComparingCompare the mili-tarists in Japan withthe European Fascists.

A. PossibleAnswers Both wereextremely nationalistic,wanted to solve eco-nomic problems byexpanding. Europeanfascists wanted a newgovernment; Japanesewanted to return to tra-ditional military con-

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The Japanese attack on Manchuria was the first direct challenge to the League ofNations. In the early 1930s, the League’s members included all major democraciesexcept the United States. Also members were the three countries that posed thegreatest threat to peace—Germany, Japan, and Italy. When Japan seized Manchuria,many League members vigorously protested. The League condemned Japanese

aggression, but it had no power to enforce its decisions. Japanignored the protests and withdrew from the League in 1933.

Japan Invades China Four years later, a border incident touchedoff a full-scale war between Japan and China. On July 7, 1937, theJapanese and the Chinese exchanged shots at a railroad bridge nearBeijing. Japanese forces then swept into northern China. Despitehaving a million soldiers, China’s army led by Jiang Jieshi was nomatch for the better equipped and trained Japanese.

Beijing and other northern cities as well as the capital, Nanjing,fell to the Japanese in 1937. Japanese troops killed tens of thousandsof captured soldiers and civilians in Nanjing. Forced to retreat west-ward, Jiang Jieshi set up a new capital at Chongqing. At the sametime, Chinese guerrillas led by China’s Communist leader, MaoZedong, continued to fight in the conquered area.

Mussolini Attacks Ethiopia The League’s failure to stop theJapanese encouraged Mussolini to plan aggression of his own.Mussolini dreamed of building a colonial empire in Africa like that ofBritain and France. He bitterly complained that Britain and Francehad left only “a collection of deserts” from which to choose.

Ethiopia was one of Africa’s four remaining independent nations.The Ethiopians had successfully resisted an Italian attempt at con-quest during the 1890s. To avenge that defeat, Mussolini ordered amassive invasion of Ethiopia in October 1935. The spears and swordsof the Ethiopians were no match for Italian airplanes, tanks, guns,and poison gas. In May 1936, Mussolini told a cheering crowd that“Italy has at last her empire . . . a Fascist empire.”

The Ethiopian emperor Haile Selassie urgently appealed to theLeague for help. Although the League condemned the attack, itsmembers did nothing. Britain continued to let Italian troops andsupplies pass through the British-controlled Suez Canal on their wayto Ethiopia. By giving in to Mussolini in Africa, Britain and Francehoped to keep peace in Europe.

Hitler Defies Versailles Treaty Hitler had long pledged to undothe Versailles Treaty. Among its provisions, the treaty limited the size

of Germany’s army. In March 1935, the Führer announced that Germany would notobey these restrictions. In fact, Germany had already begun rebuilding its armedforces. The League issued only a mild condemnation. Banners throughout Germanyannounced, “Today Germany! Tomorrow the World!”

THINK THROUGH HISTORYB. MakingInferences Whatwas the major weak-ness of the League of Nations? Why?B. PossibleAnswers The UnitedStates was not amember— League’sactions did not haveas much authoritywithout the world’slargest democracy.League had noenforcementpower—could notmake nations followits decrees.

Haile Selassie1892–1975

Haile Selassie, the emperor ofEthiopia, belonged to a dynasty thattraced its roots back to KingSolomon and the Queen of Sheba.When he became emperor in 1930,he was hailed as the 111th descen-dant of Solomon and Sheba to rule.

Five years after he took thethrone, his country was invaded byItaly. Selassie was forced into exile.On June 30, 1936, he appearedbefore the League of Nations toplead for its help.

He warned League members thatif they failed to impose military sanc-tions on Italy, “God and history willremember your judgment. . . . It is ustoday. It will be you tomorrow.” TheLeague did not heed his warning.

■ ■ ■ ■ ■ ■ ■ ■ ■ ■

■ ■ ■ ■ ■ ■ ■ ■ ■ ■■ ■ ■ ■ ■ ■ ■ ■ ■HISTORY MAKERS

1930 1935 1939

September 1931 Japaninvades Manchuria.

July 1937 Japaninvades China.

March 1936 Germanyoccupies Rhineland.

Aggression in Europe and Asia, 1930–1939

October 1935 Italyattacks Ethiopia.

September 1938 Germanytakes Sudetenland.

March 1938 Germanyannexes Austria.

March 1939Germany seizesCzechoslovakia.

April 1939Italy conquersAlbania

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The League’s failure to stop Germany from rearming convinced Hitler to take evengreater risks. The treaty had forbidden German troops to enter a 30-mile-wide zone oneither side of the Rhine River. Known as the Rhineland, it formed a buffer zonebetween Germany and France. It was also an important industrial area. On March 7,1936, German troops moved into the Rhineland. Stunned, the French were unwilling torisk war. The British urged appeasement, giving in to an aggressor to keep peace.

Hitler later admitted that he would have backed down if the French and British hadchallenged him. The German reoccupation of the Rhineland marked a turning point inthe march toward war. First, it strengthened Hitler’s power and prestige withinGermany. Cautious generals who had urged restraint now agreed to follow him.Second, the balance of power changed in Germany’s favor. France and Belgium werenow open to attack from German troops. Finally, the weak response by France andBritain encouraged Hitler to speed up his military and territorial expansion.

Hitler’s growing strength convinced Mussolini that he should seek an alliance withGermany. In October 1936, the two dictators reached an agreement that becameknown as the Rome-Berlin Axis. A month later, Germany also made an agreement withJapan. Germany, Italy, and Japan came to be called the Axis Powers.

Civil War Erupts in Spain Hitler and Mussolini again tested the will of the democraciesof Europe in the Spanish civil war. Spain had been a monarchy until 1931, when a repub-lic was declared. The government, run by liberals and socialists, held office amid many

crises. In July 1936, army leaders, favoring a Fascist-style government, joined General FranciscoFranco in a revolt. Thus began a civil war thatdragged on for three years.

Hitler and Mussolini sent troops, tanks, andairplanes to help Franco’s forces, which werecalled the Nationalists. The armed forces of

40°N

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UNITEDKINGDOM

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a

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ATLANTICOCEAN

INDIAN OCEAN

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OCEAN

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ItalyItalian colonyTaken by ItalySudetenland

GermanyTaken by GermanyJapanTaken by Japan

Aggression in Europe,Africa and Asia, 1930–1939

MDL8 7.31.4.1First proofBlack Cyan Magenta Yellow

Years of Crisis 813

Vocabulary axis: a straight linearound which anobject rotates. Hitlerand Mussolini expect-ed their alliance tobecome the axisaround which Europewould rotate.

G E O G R A P H YS K I L L B U I L D E R :Interpreting Maps 1. Location What countries were

aggressors in this period?2. Movement Aggression

occurred on what threecontinents?

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the Republicans, as supporters of Spain’s elected government were known, receivedlittle help from abroad. The Western democracies remained neutral. Only the SovietUnion sent equipment and advisers. An International Brigade of volunteers fought onthe Republican side but had little chance against a professional army. Early in 1939,Republican resistance collapsed. Franco became Spain’s Fascist dictator.

Western Democracies Fail to Halt Aggression Instead of taking a stand against Fascist aggression in the 1930s, Britain and Francerepeatedly made concessions, hoping to keep peace. Both nations were dealing withserious economic problems as a result of the Great Depression. In addition, the horrors of World War I had created a deep desire to avoid war. Allowing Hitler andMussolini small territorial gains seemed a small price to pay for peace.

United States Follows an Isolationist Policy Many Americans resisted acceptingthe nation’s new position as a world leader. Isolationism—the belief that political tiesto other countries should be avoided—won wide support. Isolationists argued thatentry into World War I had been a costly error. They were determined to prevent arepeat of this mistake. Beginning in 1935, Congress passed three Neutrality Acts.These laws banned loans and the sale of arms to nations at war. The isolationistsbelieved this action would keep the United States out of another foreign war.

The German Reich Expands On November 5, 1937, Hitler announced to his advis-ers his plans to absorb Austria and Czechoslovakia into the Third Reich (ryk), orGerman Empire. The Germans would then expand into Poland and Russia. Hitler’sfirst target was Austria. The Treaty of Versailles prohibited Anschluss (AHN•shlus),or a union between Austria and Germany. However, many Austrians supported unitywith Germany. In March 1938, Hitler sent his army into Austria and annexed it.France and Britain ignored their pledge to protect Austrian independence.

Hitler next turned to Czechoslovakia. After World War I, Czechoslovakia had devel-oped into a prosperous democracy with a strong army and a defense treaty with France.About 3 million German-speaking people lived in the western border regions ofCzechoslovakia called the Sudetenland. (See map, page 813.) This heavily fortified areaformed the Czechs’ main defense against Germany. The Anschluss raised pro-Nazi feelings among Sudeten Germans. In September 1938, Hitler demanded that theSudetenland be given to Germany. The Czechs refused and asked France for help.

BackgroundAccording to Hitler,there were threegreat Germanempires. They werethe Holy RomanEmpire; the GermanEmpire of 1871–1918;and the Third Reich,ruled by the Nazis.The Third Reich, Hitlerbelieved, would last1,000 years.

814 Chapter 31

The Spanish artist Pablo Picasso painted Guernica shortly afterNazi planes destroyed the ancient Basque city of Guernica in 1937. The air attacks killed a thousand people, one out of every eight

residents. At left, a mother cries over her dead child. In the center, ahorse screams and a soldier lies dead. At right, a woman falls froma burning house. The canvas is huge—11 feet high and 25 feet long.

HISTORY THROUGH ART: Fine Art

Analyzing Visuals How doesPicasso’s use of image and colordepict the horrors of the SpanishCivil War?

SEE SKILLBUILDERHANDBOOK, PAGE R20

Research Research the civil warin Bosnia. Collect different typesof visuals that show the horror ofthat war. Describe your selections.

Connect to Today

THINK THROUGH HISTORYC. SummarizingWhat foreign coun-tries were involved inthe Spanish CivilWar?C. Answer Germanyand Italy on the sideof Franco; the SovietUnion in support of the Spanish government.

Connect to History

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Britain and France Again Choose Appeasement France and Britain were prepar-ing for war when Mussolini proposed a meeting of Germany, France, Britain, andItaly in Munich, Germany. The Munich Conference was held on September 29,1938. The Czechs were not invited. British Prime Minister Neville Chamberlainbelieved that he could preserve peace by giving in to Hitler’s demand. The next morn-ing, a tense world learned that the crisis was over. Britain and Franceagreed that Hitler could take the Sudetenland. In exchange, Hitlerpledged to respect Czechoslovakia’s new borders.

Chamberlain’s policy of appeasement seemed to have preventedwar. When he returned to London, Chamberlain told cheeringcrowds, “I believe it is peace for our time.” Winston Churchill, thena member of the British Parliament, strongly disagreed. He opposedthe appeasement policy and gloomily warned of its consequences.

A V O I C E F R O M T H E P A S TWe are in the presence of a disaster of the first magnitude. . . . we havesustained a defeat without a war. . . . And do not suppose that this isthe end. . . . This is only the first sip, the first foretaste of a bitter cupwhich will be proffered to us year by year unless, by a supreme recov-ery of moral health and martial vigor, we arise again and take our standfor freedom as in the olden time.WINSTON CHURCHILL, speech before the House of Commons, October 5, 1938

Less than six months after the Munich meeting, Hitler’s troops tookCzechoslovakia. Soon after, Mussolini seized nearby Albania. ThenHitler demanded that Poland return the former German port ofDanzig. The Poles refused and turned to Britain and France for aid.Both countries said they would guarantee Polish independence. Butappeasement had convinced Hitler that neither nation would risk war.

Nazis and Soviets Sign Nonaggression Pact Britain and Franceasked the Soviet Union to join them in stopping Hitler’s aggression.Negotiations proceeded slowly. The two democracies distrusted theCommunist government, and Stalin resented having been left out ofthe Munich Conference. As the Soviet leader talked with Britain andFrance, he also bargained with Hitler. The two dictators reached anagreement. Once bitter enemies, fascist Germany and communist Russia now publiclycommitted never to attack one another. On August 23, 1939, a nonaggression pact wassigned. As the Axis Powers moved unchecked at the end of the decade, the wholeworld waited to see what would happen next. War appeared inevitable.

2. TAKING NOTES

Trace the movement of Japanfrom democratic reform in the1920s to military aggression in the1930s by supplying the eventsfollowing the dates shown on thetime line below.

What event was the mostsignificant? Why?

3. DRAWING CONCLUSIONS

Review Germany’s aggressiveactions after Hitler defied theVersailles Treaty by rebuildingGermany’s armed forces. At whatpoint do you think Hitler concludedthat he could take any territorywithout being stopped? Why?

THINK ABOUT• Hitler’s goals• responses of the democracies to

his statements and actions• the role of the League of Nations

4. ANALYZING THEMES

Power and Authority AfterWorld War I, many Americansbecame isolationists. Do yourecommend that America practiceisolationism today? Why or whynot?

THINK ABOUT• America’s role as world leader• the global economy• America’s domestic problems• the economic and political goals

of other countries

Years of Crisis 815

THINK THROUGH HISTORYD. RecognizingEffects What werethe effects of isola-tionism and appeasement?D. AnswerAggressor nationscontinued theiraggressionsunchecked.

Aggression in the Persian Gulf

After World War II, the MunichConference of 1938 became asymbol for surrender. Leaders ofdemocracies vowed never again toappease a ruthless dictator. U.S.President George Bush usedMunich as an example whenresponding to aggression in thePersian Gulf in 1990.

When troops of Iraqi dictatorSaddam Hussein invaded nearbyKuwait, the United Statesresponded to Kuwait’s call for helpby forming a coalition of forces tofight the Persian Gulf War. Inexplaining why, Bush noted howBritain’s Neville Chamberlain failedto help Czechoslovakia after Hitlerclaimed the Sudetenland. Bush said:

The world cannot turn a blindeye to aggression. You knowthe tragic consequences whennations, confronted withaggression, choose to tellthemselves it is no concern oftheirs, “just a quarrel [asChamberlain said] in a farawaycountry between people ofwhom we know nothing.”

CONNECT to TODAY

1. TERMS & NAMES

Identify• appeasement• Axis Powers• Francisco Franco• isolationism• Third Reich• Munich Conference

Section Assessment4

1922 1930 1936

1928 1931 1937

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• Nazis take control in Germany.

• Fascists come to power in other countries.

• Democracies try social welfare programs.

• Japan expands in East Asia.

• World War II breaks out.

Long-Term Effects

31

1. Albert Einstein

2. Sigmund Freud

3. Weimar Republic

4. New Deal

5. fascism

6. Benito Mussolini

7. Adolf Hitler

8. appeasement

9. Francisco Franco

10. Munich Conference

REVIEW QUESTIONS

SECTION 1 (pages 795–800)

An Age of Uncertainty11. What effect did Einstein’s theory of relativity and Freud’s theory of the

unconscious have on the public?

12. What advances were made in transportation and communication in the1920s and 1930s?

SECTION 2 (pages 801–806)

A Global Depression13. List three reasons the Weimar Republic was considered weak.

14. What was the Dawes Plan? How did it affect the German economy?

15. What caused the stock market crash of 1929?

SECTION 3 (pages 807–810)

Fascism Rises in Europe16. List three political and economic reasons the Italians turned to

Mussolini.

17. List three of Hitler’s beliefs and goals presented in Mein Kampf.

SECTION 4 (pages 811–815)

Aggressors on the March18. Explain how Japan planned to solve its economic problems.

19. Why was Germany’s reoccupation of the Rhineland a significant turningpoint toward war?

20. Briefly describe the Spanish Civil War. Include when it occurred, whofought, and who won.

The Great DepressionLong-Term Causes

• World economies are connected.

• Some countries have huge war debts fromWorld War I.

• Europe relies on American loans andinvestments.

• Prosperity is built on borrowed money.

• Wealth is unequally distributed.

Chapter Assessment

TERMS & NAMESBriefly explain the importance of each of the following during the years1919 to 1939.

Visual Summary

Interact with History

On page 794, you chose a candi-date to support in German electionsin the early 1930s. Now that youhave read the chapter, did what youread confirm your decision? Why orwhy not? Would the candidate youselected have a good or bad effecton the rest of the world? Discussyour opinions with a small group.

816 Chapter 31

Immediate Causes

• U.S. stock market crashes.

• Banks demand repayment of loans.

• Farms fail and factories close.

• Americans reduce foreign trade to protecteconomy.

• Americans stop loans to foreign countries.

• American banking system collapses.

• Millions become unemployed worldwide.

• Businesses go bankrupt.

• Governments take emergency measures toprotect economies.

• Citizens lose faith in capitalism and democracy.

• Nations turn toward authoritarian leaders.

Immediate Effects

Worldwide EconomicDepression

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CHAPTER ACTIVITIES1. LIVING HISTORY: Unit Portfolio Project

Your unit portfolio project focuses on theimpact of scientific and technological innovation on history. For chapter 31,you might select one of the following ideas to add to your portfolio.

• Study the style of an architect, artist, author, or musician in this chapter.Compose or create your own work imitating this person’s style. For example,design a functional building like Wright or a cubist painting like Picasso.

• Give a demonstration speech on an invention, tool, or other device fromthis time period. While showing the class how it works, explain its social,political, or economic effects.

• With a small group, invent a weapon to be used for peaceful purposes bythe League of Nations, and rewrite history. Choose an incident of aggressionthat you read about and write a fictional account headlined League’s NewWeapon Halts Fascists. Read your version of history to the class.

2. CONNECT TO TODAY: Cooperative Learning

After World War I, authoritarian leaders cameto power in many countries during times of crisis. Could a Hitler or Mussolinicome to power now in any country? Work with a small group. Select acountry to research.

Using the Internet and library sources, investigate your chosencountry’s political and economic condition today. Review its history.

• Use information from your research to prepare a scenario, or situation,where a dictator could take power in that country. Present your results.

3. INTERPRETING A TIME LINE

Review the unit time line on page 739. Which three events most seriouslydefied the peace treaties of this time period? In a short paragraph, explainwhy. Share your paragraph with another student.

CRITICAL THINKING1. THE STOCK MARKET CRASH

In 1929, the economy was “likea delicately balanced house of cards.” Use a sequencegraphic like the one below to identify the events thatled to the stock market collapse.

2. SUPPORT FOR FASCISM

Millions of people were attracted to fascist principlesand leaders following World War I. What conditionsmade them give their support to these authoritariandoctrines? What were the advantages anddisadvantages of being under fascist rule?

3. THE LEAGUE OF NATIONS

What weaknesses made the League of Nations anineffective force for peace in the 1920s and 1930s?

4. ANALYZING PRIMARY SOURCES

In 1938, France, Britain, Italy, and Germany met todiscuss Hitler’s demand for the Sudetenland.Columbia Broadcasting System transmitted thefollowing live report on radios around the world.

A V O I C E F R O M T H E P A S TPrague—6:30 p.m. September 29WILLIAM SHIRER: It took the Big Four just fivehours and twenty-five minutes here in Munichtoday to dispel the clouds of war and come toan agreement over the partition of Czechoslo-vakia. There is to be no European war. . . theprice of that peace is, roughly, the ceding byCzechoslovakia of the Sudeten territory toHerr Hitler’s Germany. The German Führergets what he wanted, only he has to wait alittle longer for it. . . .

His waiting ten short days has savedEurope from a world war. . . most of the peo-ples of Europe are happy that they won’thave to be marching off to war on Saturday.Probably only the Czechs. . . are not toohappy. But there seems very little that theycan do about it in face of all the might andpower represented here. . .WILLIAM SHIRER, quoted in The Strenuous Decade

• Summarize the news Shirer is reporting.

• What do you think is Shirer’s opinion about it?Give specific examples to support your opinion.

Years of Crisis 817

THEME SCIENCE AND TECHNOLOGY

THEME POWER AND AUTHORITY

THEME ECONOMICS

FOCUS ON CHARTS

Comparing Fascism/Nazism and Communism Fascism/Nazism andCommunism are two different totalitarian political systems with somecommon characteristics.

Fascism/Nazism Communism

Basic principles

Political

Social

Cultural

Economic

Examples

Authoritarian; action-oriented; charismaticleader; state moreimportant than individual

Nationalist; racist(Nazism); one-party rule;supreme leader

Supported by middleclass, industrialists, andmilitary

Censorship; indoctrina-tion; secret police

Private property controlby state corporations orstate

Italy, Spain, Germany

Marxist-Leninist ideas;dictatorship of proletariat;state more important thanindividual

Internationalist; one-partyrule; supreme leader

Supported by workersand peasants

Censorship; indoctrina-tion; secret police

Collective ownership;centralized state planning

U.S.S.R.

• What characteristics do they have in common? How do they differ?CLASSZONE .COMTEST PRACTICEAdditional Test Practice,

pp. S1–S33

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