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Unit 5 Resources

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Unit 5 Resources

Use the following tools to easily assess student learning in a variety of ways:

• Performance Assessment Activitiesand Rubrics

• Chapter Tests• Section Quizzes• Standardized Test Practice Workbook• SAT I/II Test Practice

•• Interactive Tutor Self-Assessment

CD-ROM• MindJogger Videoquiz• ExamView® Pro Testmaker CD-ROM

www.wh.glencoe.com

Unit 5(1 day)

Day 1Introduction

Chapter 23 (6 days)

Day 1Chapter 23 Intro,Section 1Day 2Section 2Day 3Section 3Day 4Section 4Day 5Chapter 23 ReviewDay 6Chapter 23Assessment

Chapter 24(6 days)


Chapter 25(6 days)


Chapter 26(6 days)


Unit 5(1 day)

Day 1Wrap-Up/Projects/Unit 5 Assessment

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Unit Time Line Transparency 5 L2

Global Chronology, 1914–1945

UNIT TIME LINE TRANSPARENCY 5

Copyright © by The McGraw-Hill Companies, Inc.

Charlie Chaplin makes the movie The Great Dictator

1940

Enrico Fermi produces the first controlled nuclear chain reaction

1942

Jews lose rights of citizenship in Germany

1935

Alexander Fleming discovers penicillin

1928

Robert Goddard launches the first liquid propellant rocket

Diego Rivera works on famous murals in Mexico City

1925

James Joyce publishes Ulysses; T. S. Eliot publishes The Wasteland

1922

19391914

19171933 1945

1915 1921 1927 1933 1939 1945

1926

World War II begins

World War I begins

The Russian Revolution occurs; Russian women win the right to vote

Adolf Hitler comes to power in Germany

The United States drops an atomic bomb on Hiroshima

Politics

Scienceand Culture

Cause-and-Effect Transparency 5 L2

Economic competition

Nationalism

Militarism

Alliances

End of old order

Politicalinstability

Disillusionment

Resentment

Economicsuffering

Social chaos

Nationalism

Rise ofdictatorships

Aggressiveexpansion

Shift in balanceof power

Emergence ofsuperpowers

Creation ofnew nations

Founding ofUnited Nations

World War II

World War I

World Wars: Causes and Effects

CAUSE-AND-EFFECT TRANSPARENCY 5


TEACHING TRANSPARENCIESTEACHING TRANSPARENCIES

KEY TO ABILITY LEVELSTeaching strategies have been coded.

L1 BASIC activities for all studentsL2 AVERAGE activities for average to above-average studentsL3 CHALLENGING activities for above-average students

ENGLISH LANGUAGE LEARNER activitiesELL

•• Timed Readings Plus in Social Studies help students increase their read-ing rate and fluency while maintaining comprehension. The 400-wordpassages are similar to those found on state and national assessments.

•• Reading in the Content Area: Social Studies concentrates on sixessential reading skills that help students better comprehend what theyread. The book includes 75 high-interest nonfiction passages written atincreasing levels of difficulty.

•• Reading Fluency helps students read smoothly, and accurately.

•• Jamestown’s Reading Improvement, by renowned reading expertEdward Fry, focuses on helping build your students’ comprehension,vocabulary, and skimming and scanning skills.

•• Critical Reading Series provides high-interest books, each written atthree reading levels.

For more information, see the Jamestown Education materials in the front of this book.

To order these products, call Glencoe at 1-800-334-7344.

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Unit 5 Resources

710B

ASSESSMENTWorld LiteratureReading 5 L2

Unit 5 Tests Forms A and B L2

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DIRECTIONS: Matching Match each item in Column A with the items in Column B.Write the correct letters in the blanks. (4 points each)

Column A

1. systems directed by government agencies in order tomobilize resources for the war effort

2. declared that Germany and Austria were responsible forstarting World War I

3. political philosophy that emphasizes the need for a strongcentral government led by a dictatorial ruler

4. the modified version of the old capitalist system that Leninused to avoid complete economic disaster

5. the deliberate mass murder of a particular racial, political,or cultural group

6. leader of the Chinese Nationalist Party after Sun Yat-sen

7. a small country dependent on large, wealthy nations

8. policy of maintaining peace and stability by satisfying thereasonable demands of dissatisfied powers

9. authoritarian regime under German control that was set upto govern occupied France

10. used as an excuse for Japanese seizure of Manchuria

DIRECTIONS: Multiple Choice Choose the item that best completes each sentence or answers each question. Write the letter of the item in the blank to the left of thesentence. (4 points each)

11. The Western Front was characterized byA. the slow but steady advance of the German army.B. trench warfare that kept both sides in virtually the same positions for four years.C. decisive victories by the French army, quickly driving back the German forces.D. innovative strategy and tactics that fully utilized the new technologies available

to both armies.

12. World War I was a , meaning that it involved a completemobilization of resources and people.A. modern conflict C. total warB. trench war D. mobile conflict

Name �� Date �� Class ��

Score✔ ScoreUnit 5 Test, Form A

Column B

A. appeasement

B. genocide

C. New EconomicPolicy

D. “Mukdenincident”

E. plannedeconomies

F. banana republic

G. War Guilt Clause

H. Vichy France

I. Chiang Kai-shek

J. fascism

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“The Kabuliwallah” takes place in India around 1890. The family in thestory is Hindu, and the members belong to the Brahman caste. The Indiancastes did not socialize or intermarry, but the caste system would not haveapplied to a Kabuliwallah, a Muslim from Kabul, Afghanistan.

Name Date Class

( i d)

World Literature Reading 5

About the Author Rabindranath Tagore (1861–1941) is one of India’s most famouswriters, winner of the Nobel Prize for Literature in 1913. Born into a wealthy and famousfamily, Tagore was educated in England and returned to India to manage his father’sestate. He was a pacifist and deeply moved by the plight of the poor, themes that runthrough his stories. Tagore also wrote poems, plays, and essays. In addition, he was askilled musician, painter, and actor.

GUIDED READING As you read “The Kabuliwallah,” think about the messages about havingcompassion the story conveys.

B“The Kabuliwallah”

My five-year-old daughter Mini cannotlive without chattering. I really believe thatin all her life she has not wasted a minutein silence. Her mother is often vexed atthis, and would stop her prattle, but Iwould not. To see Mini quiet is unnatural,and I cannot bear it long. And so my owntalk with her is always lively.

One morning, for instance, when I wasin the midst of the seventeenth chapter ofmy new novel, my little Mini stole into theroom, and putting her hand into mine,said: “Father! Ramdayal the door-keepercalls a crow a crew! He doesn’t know any-thing, does he?”

Before I could explain to her the differ-ences of language in this world, she wasembarked on the full tide of another subject.“What do you think, Father? Bhola says there

is an elephant in the clouds, blowing waterout of his trunk, and that is why it rains!”

And then, darting off anew, while I satstill making ready some reply to this lastsaying, “Father! what relation is Mother toyou?”

“My dear little sister in the law!” I mur-mured involuntarily to myself, but with agrave face contrived to answer: “Go andplay with Bhola, Mini! I am busy!”

The window of my room overlooks theroad. The child had seated herself at myfeet near my table, and was playing softly,drumming on her knees. I was hard atwork on my seventeenth chapter, wherePratap Singh, the hero, had just caughtKanchanlata, the heroine, in his arms, andwas about to escape with her by the thirdstory window of the castle, when all of a

NGS Focus onGeography Literacy

Building GeographySkills for Life

Charting and GraphingActivity 5 L2

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Name Date Class

Charting and Graphing Activity 5

The Struggle for National IdentityDirections: Complete the chart below by filling in the missing information about the coun-tries, the forces struggling for control in the country, and where known, the names of impor-tant leaders. For the various forces struggling for control, select from the following list.

Nationalistic groups

Police/military forces

Individual dictator

Foreign countries/businesses

Struggle for National IdentityDate Country Forces Struggling for Control Names

1919

1921

1921

1922

1928

1930

1930

1930

1934

1936

1937

Economics and HistoryActivity 5 L2

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Name ____________________________________ Date ________________ Class __________

Socialism and the Three Questions ofEconomics Socialism emerged in the early1800s as a response to the economic and socialinjustices that resulted, in large part, from theIndustrial Revolution. Early socialists—mostof whom were French and English—hated thevast extremes of wealth and power thatseemed to come about as a result of capitalismand the free market economy.

In its broadest sense, socialism refers to aneconomic and political system in which capitalis managed for the benefit of the larger societyrather than for individuals. How to institutesuch a system has led to endless debate andmany historical experiments, all of which havecolored the meaning of socialism in one way oranother. For instance, socialism can be appliedto certain practices or institutions of theScandinavian nations, of Britain, Canada, andthe United States, yet is also identified withmurderous totalitarian regimes, such as Stalin’sRussia, Hitler’s Germany, or Mao’s China.

Many economists view economic theory as acontinuum. This continuum starts at one endwith a theoretically pure market economy, inwhich no governmental control is brought tobear on the three questions of economics. Nosuch theoretically pure market economy exists,however, because all governments act to restrainactivities considered harmful—for example, themanufacture and sale of addictive drugs.

On the other end of the continuum is theo-retically pure socialism, in which there is noprivate property, all wealth is distributed equal-ly, there are no disparities in rank or power, andgovernment becomes unnecessary becauseeveryone will be equally rich and good. Thisform of socialism is sometimes labeled com-munism because the early Bolsheviks in Russia,and later Communists in China, claimed thattheoretical extreme as their goal.

Neither the Russians nor the Chinese everrealized their vision of a socialist society—oreven came close to it. Russian revolutionariesdid seize control of factories and industries,and under Stalin the Soviet Union abolishedprivate property and guaranteed all its citizensfood, shelter, education, and medical care.Nevertheless, Soviet politicians proved unableto manage the Soviet economy in a way thatfacilitated its growth and prosperity.Ultimately the Soviet economy collapsed.

Socialism can be further examined in termsof the three questions of economics.

Question 1: What goods will be produced?To determine the types of goods to produce,some socialists wanted a pure command econ-omy. This means that the government“commands” businesses as to what theyshould produce. The former Soviet Union hada pure command economy. One example ofthis was Stalin’s collectivization of farms inwhich the government took over private farmsand land.

Other socialists wanted market, or liberalsocialism. This is a mixed economy, in whichcertain industries or resources consideredvital to the nation are owned by the govern-ment in order to benefit and protect thepopulation as a whole. The definition of vital,however, has differed from country to coun-try. In the past, countries such as Great Britainhave owned their coal, steel, railroad, andhealth industries and managed them—not forprofit but for the good of the nation and itscitizens. Today, nations as different asNorway, Mexico, and Saudi Arabia own theiroil industries.

Many people, regardless of the form ofsocialism to which they subscribe, believe thatcertain industries, transportation for example,

Economics and History Activity 5

Economic Theory at Work

Economic Theory As a Continuum

unrestricted marketeconomy

market economy withsome government control

socialism communism

APPLICATION AND ENRICHMENTAPPLICATION AND ENRICHMENT GEOGRAPHIC LITERACYGEOGRAPHIC LITERACY

INTERDISCIPLINARY ACTIVITIESINTERDISCIPLINARY ACTIVITIES

Readings for the Teacher■ A History in Fragments: Europe in

the Twentieth Century, by RichardVinen. Da Capo Press, 2001.

Multimedia Resources■ American Civil Liberties: A History.

(57 minutes) Films for theHumanities & Sciences. P.O. Box2053, Princeton, NJ 08543,1–800–257–5126. VHS.

■ After the Cloud Lifted: Hiroshima’sStories of Recovery. (35 minutes)RMS Communications, 1996. VHS.

Extending the ContentThe Glencoe BookLink CD-ROM is a

database that allows you to search morethan 15,000 titles to create a cus-tomized reading list for your students.

■ Reading lists can be organized bystudents’ reading level, author,genre, theme, or area of interest.

■ The database provides Degrees ofReading Power™ (DRP) and Lexile™ readability scores for all selections.

■ A brief summary of each selection is included.

Leveled reading suggestions for thisunit:

For students at a Grade 8 reading level:■ An Album of World War II

Homefronts, by Don Lawson

For students at a Grade 9 reading level:■ Gandhi’s Truth on the Origins of

Militant Nonviolence, by ErikErikson

For students at a Grade 10 readinglevel: ■ The Generation of 1914, by Robert

Wohl

Reading List Generator

CD-ROM

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eriod in Perspective

The Twentieth-Century Crisis

1914–1945

The period between 1914 and 1945 was one of the mostdestructive in the history of humankind. As many as 60

million people died as a result of World Wars I and II, theglobal conflicts that began and ended this era. As World

War I was followed by revolutions, the Great Depression,totalitarian regimes, and the horrors of World War II, it

appeared to many that European civilization had becomea nightmare. By 1945, the era of European domination

over world affairs had been severely shaken. With thedecline of Western power, a new era of world history was

about to begin.

Primary Sources LibrarySee pages 998–999 for primary source readings to

accompany Unit 5.

Use The World History Primary Source Document Library CD-ROM to find additional

primary sources about The Twentieth-Century Crisis.

The

� Gate, Dachau Memorial

� Former Russian pris-oners of war honorthe American troopswho freed them.

IntroducingUNIT 5

IntroducingUNIT 5

TEAM TEACHING ACTIVITYTEAM TEACHING ACTIVITYArt With the art teacher, coordinate a study of the major modern art movements of the 1920s and1930s. Students should examine the philosophy and works of the Dada movement, surrealism,cubism, and the functionalist movement of the Bauhaus school. After students are familiar witheach of these movements and its philosophy, discuss the possible influence that World War I hadon the art of this period. You may want to have students write reports analyzing an artist’s workand the historical influences on that artist, or you may want students, with the help of the artteacher, to create their own artistic creations that reflect the philosophies of one of the move-ments. L2

Unit ObjectivesAfter studying this unit, stu-dents should be able to:1. describe the causes and

impact of World War I;2. trace the growth of Fascist

and Communist dictatorshipsin Italy, Germany, and theSoviet Union;

3. explain the upsurge ofnationalism in Asia, Africa,and Latin America;

4. trace the events that led toWorld War II;

5. describe major events andturning points of World War II;

6. describe events that tookplace during the Holocaust;

7. describe the impact of WorldWar II on civilian popula-tions.

The Period in PerspectiveTo build student interest in this unit priorto assigning the first reading, discuss thegeneral causes of war, particularly morerecent wars like the Vietnam War, the Per-sian Gulf War, and the war on terrorism.

If time does not permit teaching eachchapter in this unit, you may use theReading Essentials and Study Guidesummaries.

Out of Time?

Use these materials to enrich studentunderstanding of World War I andWorld War II.

NGS PICTURE SHOW™ CD-ROMsWorld War I EraWorld War II EraNGS PICTURE PACKTRANSPARENCY SETSWorld War I EraWorld War II Era

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“Never in the field ofhuman conflict was so muchowed by so many to so few.”

—Winston Churchill

IntroducingUNIT 5

IntroducingUNIT 5

SERVICE-LEARNING PROJECTSERVICE-LEARNING PROJECTSome of the best primary sources for information about World War II live in our own communities.Have students work in pairs to interview a World War II survivor. Students may choose to contactthe local Veterans Affairs office or local senior centers to identify a veteran. Have students interviewthe person and write a report about that person’s experiences. Also have students reflect on howlearning about the war from someone directly involved in it has expanded their understanding ofthe war. L2

Refer to Building Bridges: Connecting Classroom and Community through Service in SocialStudies from the National Council for the Social Studies for information about service-learning.

The inscription above the gateat Dachau reads “Arbeit MachtFrei” (“Work will make youfree.”) Dachau was Germany’sfirst concentration camp,opened in 1933. Almost30,000 prisoners were livingthere upon liberation in 1945.In 1965 the camp was madeinto a memorial.

More About the Photo

World Art and ArchitectureTransparencies

• 45 I Want You for the U.S. Army• 46 Three Musicians• 48 Empire State Building• 49 Zapatistas• 50 The Persistence of Memory• 51 Migrant Mother• 52 Bird in Space• 53 The Red Stairway

History and theHumanities

CD-ROMWorld HistoryPrimary SourceDocument LibraryCD-ROM

Use the World History PrimarySource Document Library CD-ROMto access primary source documentsrelated to the twentieth-centurycrisis.

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➊ Europe

The League of NationsAt the end of World War I, the victorious nations set up a “general associa-

tion of nations” called the League of Nations, which would settle interna-tional disputes and avoid war. By 1920, 42 nations had sent delegates to the

League’s headquarters in Geneva, Switzerland, andthey were eventually joined by another 21.

The United States never joined. Opponents in theU.S. Senate argued that membership in the Leaguewent against George Washington’s advice to avoid“entangling alliances.” When the League failed tohalt warlike acts in the 1930s, the same opponentspointed to the failure of collective security.

The League of Nations was seen as a peacekeeperwithout a sword—it possessed neither a standingarmy nor members willing to stop nations that usedwar as diplomacy.

1914–1918World War Iis fought

1919League of Nations created to prevent wars

1939–1945World War IIis fought

The League of Nations and Uncle Sam

➊

➌

➋

International PeacekeepingUntil the 1900s, with the exception of the Seven Years’ War, never in history had there been a conflict that literally spanned the globe.The twentieth century witnessed two world wars and numerousregional conflicts. As the scope of war grew, so did internationalcommitment to collective security, where a group of nations jointogether to promote peace and protect human life.

COOPERATIVE LEARNING ACTIVITYCOOPERATIVE LEARNING ACTIVITYModel United Nations Have students compile a list of international conflicts that are currently raging around the world. Then organize students into small groups. Assign each group a conflictfrom the list. Have them role-play an attempt by the United Nations to resolve the situation. Ineach group, have some students represent the two parties in the conflict and others represent UN mediators. Have students discuss the sources of the conflict and then negotiate a peace treaty.Each group can describe its dilemma to the class, and explain why they could or could not resolvethe conflict. L2

For grading this activity, refer to the Performance Assessment Activities booklet.

TEACHIntroductionThis feature focuses on efforts bythe international community toachieve collective security, firstthrough the League of Nations,established after World War I,and later through the UnitedNations, set up in the aftermathof World War II.

Background NotesLinking Past and PresentUnited Nations As studentswill read in this unit, Americanpresident Woodrow Wilsonstrongly supported the conceptof collective security and wasone of the strongest proponentsof the League of Nations; thefailure of the United StatesSenate to approve American par-ticipation was a blow to Wilsonand to the League. In contrast,today, the United States is aleading member of the UnitedNations. Even with the strongleadership role of the UnitedStates in the United Nations,however, there is often heateddebate in Congress aboutAmerican participation in UNpeacekeeping missions. TheUnited Nations has been farmore than an agent for collec-tive security. Remind studentsthat the UN, in addition to the Security Council has anEconomic and Social Counciland an International Court ofJustice.

STUDENT EDITIONSUNSHINE STATE STANDARDS

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➌ South Africa

The Power of World OpinionBy 1995, the UN had taken part in 35 peacekeeping

missions—some successful, some not. It also had provided protection for over 30 million refugees.

The UN used world opinion to promote justice. In 1977, it urged nations to enforce economic sanctions and an arms embargo against South Africa until apartheid was lifted. In 1994, South Africa held its first all-race elections. Many believed this was a major triumph for collective international action.

Why It Matters

1945United Nations is founded

1948UN adopts the Universal Declaration of Human Rights

1988Nobel Peace Prize awardedto UN peacekeeping forces

1950–1953UN troops participatein the Korean War

The UN hopes to use collective international actions to promote peace aroundthe world. Often this involves preventing injustice and improving living condi-tions. What are some recent UN actions that support these principles?

UN membership flags

Casting a vote in South Africa

UNIT 5 The Twentieth-Century Crisis

➋ The United States

The United NationsAfter World War II, the United States hosted a meeting to create a new peace-

keeping organization. Delegates from 50 nations hammered out the Charter ofthe United Nations. To eliminate the root causes of war, the UN created agenciesthat promoted global education and the well-being of children. In 1948, UnitedStates delegate Eleanor Roosevelt convinced the UN to adopt the Universal Declaration of Human Rights, which committed the UN to eliminate oppression.The headquarters for the UN are located in New York City.

GeographyMovement Since 1989, troopsfrom around the world have par-ticipated in UN observer andpeacekeeping missions in LatinAmerica, Africa, and Europe.Among the most important havebeen the observer groups sent tomonitor elections in Nicaragua,Haiti, and South Africa and thepeacekeeping missions inBosnia, the Republic of Georgia,and Somalia. Ask students whatproblems the growing numbersof UN missions in recent yearsmay have created. (The UN hasbeen burdened with ballooning costsand funding shortages.)

CULTURAL DIFFUSION

International Cooperationand Popular Music Since the1970s the spirit of internationalcooperation has influenced theworld of rock music. In the early1970s, a number of rock musicians,including George Harrison and BobDylan, held a concert to raisemoney for famine victims in thenewly created nation of Bangladesh(formerly part of Pakistan). In the1980s, Bob Geldof of theBoomtown Rats organized BandAid, featuring many recordingartists such as Sting and Phil Collins,to raise money for famine relief inEthiopia.

Why It MattersStudent answers will vary depending on currentevents. Students may identify the efforts inSomalia, Sudan, and Sarajevo to provide foodand supplies; the campaign to create interna-tional policy for the elimination of land mines;

food drops into Afghanistan during the war onterrorism; relief to refugees and victims of civiland tribal warfare in Rwanda and other Africannations.

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Chapter 23 ResourcesTimesaving Tools

• Interactive Teacher Edition Access your Teacher Wraparound Edition andyour classroom resources with a few easy clicks.

• Interactive Lesson Planner Planning has never been easier! Organize yourweek, month, semester, or year with all the lesson helps you need to maketeaching creative, timely, and relevant.

™ Use Glencoe’sPresentation Plus!multimedia teacher tool to easily present

dynamic lessons that visually excite your stu-dents. Using Microsoft PowerPoint® you can customize the presentations to create your ownpersonalized lessons.

The following videotape programs are availablefrom Glencoe as supplements to Chapter 23:

• Woodrow Wilson: Reluctant Warrior(ISBN 0–7670–0101–X)

• Nicholas and Alexandra (ISBN 1–56501–514–2)• Rasputin: The Mad Monk

(ISBN 0–7670–0189–3)

To order, call Glencoe at 1–800–334–7344. To findclassroom resources to accompany many of thesevideos, check the following home pages:A&E Television: www.aande.comThe History Channel: www.historychannel.com

R

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TEACHING TRANSPARENCIESTEACHING TRANSPARENCIESChapter Transparency 23 L2

Graphic Organizer StudentActivity 23 Transparency L2

Graphic Organizer 8: Table: PyramidCHAPTER TRANSPARENCY 23

War and Revolution (1914–1919)

Map OverlayTransparency 23 L2

World War I

55°N

45°N

35°N

0°15°W 15°E 30°E 45°E

GREATBRITAIN

FRANCE

BELGIUM

GERMANY

AUSTRIA-HUNGARY

RUSSIA

BULGARIASERBIA

OTTOMANEMPIRE

GREECE

ITALY

ATLANTICOCEAN

NorthSea

Mediterranean Sea

Black Sea

N

E

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0 200

200

400 mi.

0 400 km

Map Overlay Transparency 23

Enrichment Activity 23 L3

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Governments often use methods of prop-aganda or persuasion to get their citizens toside with the government’s policies at agiven time, especially during times of war.Governments use the media as an easy wayto distribute their message. Today thesemethods include television ads, print ads,

★ Enrichment Activity 23 ★★

or radio spots. In the era before televisionwas invented, governments used postersto carry their propagandistic messages.During World War I, governments fromboth the Allies and the Central Powers usedillustrated posters to rally their citizensbehind their war cause.

Getting the Message Across

An American wartime poster from 1917 shows a smiling, gray-haired woman stand-ing in front of an American flag. Her arms are open and her hands are outstretched.

She is depicted as a homey and maternal woman, almost grandmotherly in appearance.In the background, the artist has depicted various battle scenes in miniature. The posterreads, “Women! Help America’s Sons Win the War. Buy U.S. Government Bonds.”

DIRECTIONS: Answer the questions below in the space provided.

1. To whom do you think this poster is addressed? ____________________________________

2. What is the persuasive point of the poster? _________________________________________

3. Why do you think the artist drew the woman as a smiling, gray-haired, grandmotherlytype? __________________________________________________________________________

4. Why do you think the woman’s hands are outstretched? _____________________________

5. To what emotions do you think the artist is trying to appeal? _________________________

6. Why do you think the artist has drawn the battle scenes in the background rather thanthe foreground? _________________________________________________________________

7. Design your own wartime poster. Pick a clearly stated goal, such as asking volunteers tojoin the army or suggesting that people not waste food during the wartime shortages.Find other examples of posters in library reference books to help you. In drawing theposter, be sure that it will grab people’s attention and convey your message clearly andpersuasively. What is the content of your message? What persuasive techniques do youwant to use? To which emotions do you wish to appeal?

Primary Source Reading 23 L2

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The Letters of Lenin

Lenin became a revolutionary after his brother was executed for plot-ting to kill the czar. As a student, Lenin had read Karl Marx and devel-oped a strong belief in revolutionary socialism. This meant abolishing

private property and establishing a classless society to be set up after a revo-lution. Lenin fled to Geneva to escape czarist secret service. From Geneva hewrote letters to accomplices advising them on how to organize the workersand get them to join the Russian Social Democratic Labor party. TheBolsheviks were the majority group within the party and advocated revolu-tionary actions. Their publication was Vpered, which means “forward.” TheMensheviks were the minority group and were less radical than theBolsheviks. Lenin returned to Russia in 1917. After the revolution in that year,the Bolsheviks were in power, and the Russian Social Democratic Labor partyhad become the Communist Party.

Guided Reading In this selection, read to learn what problems Lenin faced in organizing workers and per-suading them to attend the meeting of the Third Communist Party Congress as delegates.

To S. I. Gusev in Petersburg, member ofthe Bureau of Bolshevik Committees[Geneva, the beginning of March, 1905]

My dear Friend, Very many thanks for your letters. You are

simply saving us from foreign impressions. Docontinue this. For God’s sake, get hold of lettersfrom the workers themselves. Why do they notwrite?? It is a positive disgrace! Your detailedaccount of the agitation in the Committee at theelection to the Shidlovsky Commission [a com-mission to try to solve workers’ problems] wasmagnificent. We shall print it.

Another question: have you accepted the sixselected workers for the Committee? Answerwithout fail. We strongly advise you to acceptworkers on to the Committee, at any rate half.Without this you will not strengthen yourselvesagainst the Mensheviks, who will send strongreinforcements from here.

No one writes from the Bureau about theCongress. This makes us anxious, for theNymph’s [a nickname of one of Gusev’s col-leagues] optimism (and partly your own), thatthe Central Committee consent to the Congressis a plus, inspires us with gigantic fears. It is asclear as daylight to us that the CentralCommittee wanted to fool you. You must be a

pessimist so far as the Central Committee is con-cerned. For God’s sake do not trust it! Takeadvantage of the moment to force MenshevikCommittees and especially weak Committees toappear. It is extremely important to exert pres-sure on Kiev, Rostov, and Kharkov. We know thatin these three centers there are “Vpered” sup-porters, both among the workers and the intelli-gentsia. Whatever happens, they must send del-egates to the Congress with a consultative vote.Write to the Nymph and the Demon [anothermember of the Bureau] about all this. The sameapplies to the Moscow printers. It is a great pitythat the Bureau did not publish our decision toinvite Workers’ Organisations to the Congress:that was a terrible mistake. Put it right at onceand without fail.

I would strongly advise an agitation amongthe three hundred organised [Bolshevik] workersin St. Petersburg that they should send at theirown expense one or two delegates to the Congresswith a consultative vote. That will probably flat-ter the workers and they will take up the matterenthusiastically. Do not forget that theMensheviks will do their utmost to discredit theCongress to the workers by saying that therewere no workers. This must be taken intoaccount and we must not fail to pay seriousattention to the workers being represented. TheSt. Petersburg workers will surely be able to col-

P R I M A R Y S O U R C E R E A D I N G 23

APPLICATION AND ENRICHMENTAPPLICATION AND ENRICHMENTHistory SimulationActivity 23 L1

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HANDOUT MATERIAL

YOU ARE THERE:You’ve got so many lice, yourclothes are crawling with them. Butkilling them gives you somethingto do while being shelled.• Lose 10,000 troops.

YOU ARE THERE:Poison gas your side has launchedblows back over your own troops.Two friends didn’t get their maskson in time.• Lose 20,000 troops.

YOU ARE THERE:Rats eat last night’s rations youwere saving. Go hungry.

• Lose 10,000 troops.

YOU ARE THERE:You’re lying facedown in mud try-ing to get back to your trench.Bullets whiz over your head. Younotice a shell crater and roll in.• Lose a turn.

YOU ARE THERE:Nights are cold and wet. Two ofyour toes get frostbitten. Go to thehospital.


YOU ARE THERE:Supplies didn’t make it through thelines. You are being shelled butmust wait for more ammo and gohungry until supplies arrive.• Lose 30,000 troops.

YOU ARE THERE:Barbed wire cuts your hand. It’s soinfected you can’t operate a gun.Go to the hospital until you’rerecalled to duty.• Lose 10,000 troops.

YOU ARE THERE:Dug in, you sit under heavy fire.The roar of impact has made yourears bleed.


YOU ARE THERE:In a rare lull, you and a comradetake advantage of the quiet andshare whispered memories ofhome.

THE BIG PICTURE:Tannenberg Allied cost: 30,000dead/92,000 prisoners; Centralcost: 13,000 dead.• You have no gun to fight with.Pick one up from your comradeswho fell before you.

THE BIG PICTURE:The Somme Allied cost: 200,000dead; Central cost: 175,000 dead.• Tanks are introduced here, butthey cannot cross the trenches. Yousee one hit directly. Everyoneinside is burned.

THE BIG PICTURE:Outside Paris Allied cost: 70,000dead; Central cost: 120,000 dead.• To protect Paris, taxicabs arerequisitioned to transport troopsinto position. Escaping Parisiansclog the roads.

THE BIG PICTURE:Ypres Allied cost: 60,000 dead;Central cost: 130,000 dead.• Poison gas is introduced here.Everyone panics trying to escape.You see thousands die, gasping forair.

THE BIG PICTURE:At Sea Allied cost: 50,000 dead;Central cost: 20,000 dead.• Blockades by both sides makesupplies at the front and at homescarce. Your rations are cut in half.

THE BIG PICTURE:The Marne Allied cost: 110,000dead; Central cost: 140,000 dead.• This is the war’s first Allied vic-tory. But all that really means isthat you won’t be home byChristmas after all.

THE BIG PICTURE:Verdun Allied cost: 375,000dead; Central cost: 375,000 dead.• For nearly two years both sidesmake countless attacks andretreats. The front moves fewerthan 10 miles.

THE BIG PICTURE:Belgian Campaign Allied cost:100,000 dead; Central cost: 50,000dead.• You see men from your ownunit beating civilians and looting.One of them is shot by a sniper.

THE BIG PICTURE:Passchendaele Allied cost:210,000 dead; Central cost:270,000 dead.• Neither side understands whythe enemy (a valiant but inferiorfighting force) hasn’t crumbled.

In the Trenches—Game Cards

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AC T I V I T Y

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Among the global catastrophes thatthreatened peace during the 1990s was theflow of refugees from areas of conflicttoward safety. This type of problem is notnew. In 1945 millions of German Holocaustsurvivors were displaced after the collapseof Hitler’s Third Reich. In 1979 hundreds ofthousands of Vietnamese fled their war-torn

country in makeshift boats, hoping to find ahaven in foreign lands. More recently, warsin Afghanistan and the Balkans have cre-ated enormous refugee populations. Readthe following passage from a March 1996newspaper editorial about refugees fromthe Bosnian civil war.

Historical Significance Activity 23

The Plight of Refugees

!

DIRECTIONS: Complete the activities described below. Write your editorial on a separatesheet of paper.

1. Discuss the passage with a small group of classmates. What is the writer’s point of view?Do you agree or disagree?

2. Working individually, write an editorial supporting or rebutting the argument made inthe passage.

3. Meet again with your group to share and discuss completed editorials.

As many as 2 million Bosnians lost their homes in the civil war there and are now scattered and adrift across Europe. Many in that refugee

diaspora [dispersion] will soon attempt to put down new roots in their oldland. The international powers, which have invested so much in fosteringmilitary and political stability in the former Yugoslavia, owe it to the Bosniansand to the cause of peace to help in the resettlement. For if the refugeeeffort fails on a broad scale or is mired in widespread turmoil, all of theinternational community’s other efforts will be hardpressed to succeed. . . .

But the number of returnees to date pales beside the 830,000 more dislocated persons UNHCR [United Nations High Commissioner forRefugees] anticipates will try to resettle in Bosnia by year-end, beginning inthe spring. The first step in staving off a potential fiasco is filling the $353million Balkan funding request the UNHCR issued to donor nations earlierthis month. Washington legislators must not allow campaign politicking toprevent the United States from contributing its share.

The second step is encouraging other inter-national development agenciesto follow the lead of the World Bank, which last week announced a $450million loan package for Bosnian redevelopment. Especially important to the reconstruction agenda will be support for de-mining. About 3 millionland mines have been sown in Bosnia, many in residential areas, and thepainstaking, unglamorous job of removal will in many cases determine thesuccess of the resettlement efforts.

Cooperative LearningActivity 23 L1/ELL

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World War I Political Cartoons

★ Cooperative Learning Activity 23 ★★

BACKGROUNDThe onset of World War I was marked by intense nationalism and military rivalryamong the nations of Europe. During that era, and in other times of great politicalupheaval, political cartoons published in newspapers and magazines have man-aged to convey important and complex ideas and opinions, and they did so in waysthat speeches, writings, and other forms of communication could not. Political car-toons remain a unique and sophisticated form of art and political rhetoric eventoday. By creating political cartoons, you will better understand how they work andwhy they can be so effective. You will also use political (or editorial) cartooning toexamine causes of World War I.

GROUP DIRECTIONS1. Use Chapter 23 and library or Internet resources to research the causes of World

War I with your group.

2. Collect examples of historical political and editorial cartoons as well as currentexamples from recent daily newspapers and magazines. You might also researchsome symbols of World War I that were used in cartoons and posters such as theGerman helmet, Lady Liberty, the British lion, the Russian bear, and so on.

3. Decide on a country and create a World War I political cartoon, with or withouta caption, that might have appeared on the editorial page of a newspaper or ina magazine of the day, and that expresses one country’s rationale for enteringthe war. Pick from one of the following countries:

Great BritainGermanyAustria-HungaryItalyRussiaUnited States of AmericaFranceCanada

4. Your group’s cartoon should be placed on poster board and shared with theclass. Try not to explain the cartoon. Let it stand on its own merits withoutexplanation until the viewing audience members have had a chance to “get” it.

ORGANIZING THE GROUP1. Decision Making Decide on a country and assign group members to different

tasks such as research, design, and drawing the cartoon. Assign the elements toindividual group members according to their talents and interests.

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Chapter 23 Resources

ASSESSMENT AND EVALUATION

INTERDISCIPLINARY ACTIVITIESINTERDISCIPLINARY ACTIVITIES

REVIEW AND REINFORCEMENTREVIEW AND REINFORCEMENT

Vocabulary PuzzleMaker CD-ROMInteractive Tutor Self-AssessmentCD-ROMExamView® Pro Testmaker CD-ROMAudio ProgramWorld History Primary SourceDocument Library CD-ROM

MindJogger VideoquizPresentation Plus! CD-ROMTeacherWorks CD-ROMInteractive Student Edition CD-ROMThe World History Video Program

MULTIMEDIAMULTIMEDIAThe following Spanish language materialsare available:

• Spanish Guided Reading Activities• Spanish Reteaching Activities• Spanish Quizzes and Tests• Spanish Vocabulary Activities• Spanish Summaries• Spanish Reading Essentials and Study Guide

SPANISH RESOURCESSPANISH RESOURCES

Linking Past and PresentActivity 23 L2

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Name ____________________________________ Date ________________ Class __________

Then “Aviation is good sport,” proclaimedFrench General Foch in 1914, “but for warfareit is useless!” One reason for the general’sopinion was that early aircraft carried noweapons. However, less than one year later,the French had figured out how to fire amachine gun without damaging the plane’spropeller. On April 1, 1915, Lieutenant RolandGarros shot down a German plane using sucha device. Within a few weeks, Germanslearned the secret of his weapon when Garroswas forced to make an emergency landingbehind enemy lines.

The German Anthony Fokker improvedFrench technology, timing bullets to firebetween the blades of a turning propeller. InAugust 1915, the Germans began shootingback. The resulting air war became a battle ofaces, with skilled pilots shooting down enemyplanes in dogfights. Because planes were flim-sy, casualties were high. A pilot’s average lifeexpectancy after arriving at the front was threeto six weeks.

When World War I began in 1914, theUnited States didn’t even have an air force.Volunteer American pilots flew with France’sLafayette Escadrille. During the battles of St.Mihiel and Mense-Argonne, General BillyMitchell organized hundreds of aircraft to sup-port advancing allied troops. After the warended General Mitchell began advocating foran independent U.S. Air Force. Mitchell wasone of the few military personnel who realizedthat planes could support ground attacks andeven sink ships.

Now Today, some wars are fought almostentirely from the air. In 1999 NATO forces usedbombers rather than ground troops to end theSerbian effort of genocide against ethnicAlbanians. When the United States and itsallies pursued Osama bin Laden in 2001, airstrikes destroyed the Taliban air force beforecommandos had even set foot on Afghanistansoil.

Today, military aircraft are capable of inter-cepting and destroying enemy missiles,aircraft, and ships. Some of these aircraft carryenormous “smart bombs” which can be laser-guided to hit a specific target.

Military cargo planes are strong enough tocarry heavy equipment such as tanks orartillery deep into a battle zone. Armored heli-copters are capable of tracking enemymovements and engaging in air-to-groundattacks. They also evacuate wounded person-nel, conduct search-and-rescue missions, andmove troops in or out of battle areas.

The first victory attributed mainly to airpower was the United States defeat of Iraq inthe 1991 Gulf War. Stealth F-117A fighters andB-2 bombers used their virtual invisibility toradar to strike deep into enemy territory, tak-ing out communications centers, air defenses,and chemical warfare factories without beingfired upon by Iraqi forces.

Today, because planes have become so com-plex and expensive, and because skilled pilotscannot easily be trained, military planners areexperimenting with unmanned aircraft ordrones for combat purposes. For example, theX-plane Pegasus, an unmanned plane capableof identifying and destroying enemy targets,fires a Pain Cannon that is capable of disablingan enemy without causing lasting harm.

Linking Past and Present Activity 23

Air Warfare

Critical ThinkingDirections: Answer the following questionson a separate sheet of paper.1. Making comparisons: Contrast the impor-

tance of combat aircraft today with itsimportance in World War I.

2. Drawing conclusions: Reflect on the state-ment “The country that controls the air willalways win the war.” Do you agree or dis-agree with this statement? Explain your

response.3. Synthesizing information: Do research in

the library or on the Internet to learn moreabout the history of air warfare. Choose oneperson or event that you think is significantto air warfare. Write a brief explanation ofwhy that person or event should be includ-ed in a new video about air warfare.

Time Line Activity 23 L2

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Time Line Activity 23

War and RevolutionDIRECTIONS: Look at the events listed on the time line. Write each event in the chart belownext to the theme it represents, caused, or resulted from. In the right-hand column, explainhow each event is related to the theme. Try to place events in more than one category.Examples have been started for you.

Events Relating to ThemesTheme Event Explanation

Italy joins Germany and Alliance brings countriesCooperation Austria-Hungary in together to support one

Triple Alliance. another against aggressors.

Conflict

Revolution

Internationalism

1850 19501900

1894 France and Russia sign militaryalliance.

1882 Italy joins Germany and Austria-Hungaryin Triple Alliance.

1904 Entente Cordiale between France andGreat Britain

1912–1913 Balkan Wars

June 28, 1914 Assassination of ArchdukeFrancis Ferdinand

July 28, 1914 Austria-Hungary declares waron Serbia.

August 3, 1914 Germans invade Belgium.

September 5, 1914 France and Germanyfight the Battle of the Marne.

January 1916 Allied defeat at Gallipoli

April 2, 1917 President Wilson asks Congressto declare war to help Allies.

November 1917 Coup d´état topples provisionalgovernment in Russia.

November 11, 1917 Germans sign armistice.

1918 Civil war in Russia; Wilson presentsFourteen Points

June 28, 1919 Signing of Treaty of Versailles

1921 Russia’s White armies admit defeat.

Reteaching Activity 23 L1

War and Revolution

The Great War caused human suffering and loss of life on a scale that had never beforebeen experienced. When the war ended, the peace settlement included the payment of heavyreparations. This caused resentment and anger that eventually led to further conflict amongEuropean neighbors.

DIRECTIONS: Use the chart below to review the causes, progress, and outcomes of World WarI. Complete each item by filling in the blank spaces in the columns.

World War I: Causes, Progress, and EventsDate Event Description

Causes 1882 Triple Alliance Germany, Austria-Hungary, and Italy agree tomutual protection.

1907June 1914

Progress on August– Allied forces in retreatWestern September 1914Front September 6-10,

1914stalemateVerdun

later in 1916 SommeApril 1917March– Allied offensivesSeptember 1918November 11, 1918

Progress on end of August Germany decisively defeats Russian army.Eastern 1914Front Allied attempt to open a Balkan front fails

mid-1915 Russian casualties at 2.5million

March 1918 Russia gives up eastern Poland, Ukraine,Finland, and the Baltic provinces

Outcome January 1919June 28, 1919

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Vocabulary Activity 23 L1

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War and Revolution: 1914–1919DIRECTIONS: On the puzzle, fill in the terms across and down that match the numbered definitions.

Vocabulary Activity 23f

Across1. agreement to end fighting5. ideology based on Marx and Lenin6. a set of final conditions that must be met

10. series of defense agreements madebetween nations (two words)

11. councils composed of representativesfrom the workers and soldiers

13. complete mobilization of resources andpeople (two words)

15. government that is only temporary16. territory administered by another

country17. situation where each side tries to wear

down the other by constant attacks(three words)

Down2. glorification of war3. government agency directs efforts to

mobilize nation for war (two words)4. friendly understanding between two

nations, but not a full-fledged alliance7. payments for damages8. calling-up of citizens for compulsory

military service9. ditch

12. rumors14. preparing military troops and equip-

ment for war

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Chapter 23 TestForm A L2

Chapter 23 TestForm B L2

Performance AssessmentActivity 23 L1/ELL


Use with Chapter 23.

War and Revolution

BACKGROUND“I am young, I am twenty years old; yet I know nothing of life but despair, death,

fear, and fatuous superficiality cast over an abyss of sorrow. I see how peoples are setagainst one another, and in silence, unknowingly, foolishly, obediently, innocentlyslay one another. I see that the keenest brains in the world invent weapons andwords to make it yet more refined and enduring. And all men of my age, here andover there, throughout the whole world see these things; all my generation is experi-encing these things with me.”

This quote is from Erich Maria Remarque’s All Quiet on the Western Front, writtenin 1928. It is an account written by a German soldier of what it was like to survive inthe trenches of World War I.

TASKYou will present a journal account of an episode from World War I, written in the

first person. You will focus on the thoughts and feelings of your narrator, but youshould also provide some factual details to give your account a realistic context.

AUDIENCEYour audience includes the teacher and other students.

PURPOSEYour purpose is to explore the emotional and philosophical impact of a World

War I event.

PROCEDURES1. Select an event from World War I that you would like to explore. It can be a bat-

tle, victory, defeat, or any other occurrence related to the war.

2. Identify the narrator of your journal account. It can be a soldier, a military orpolitical leader, a nurse or doctor, a civilian in one of the warring countries, oranyone else who would have been affected by war.

3. Read excerpts from All Quiet on the Western Front and other World War I narra-tives to get ideas for your journal account. Pay particular attention to passages inwhich characters describe their thoughts and feelings.

4. Conduct research on the event you have chosen to write about. Take notes ondetails that you can use to add realism to your account.

5. Keeping in mind the event and narrator you have chosen and what you havelearned from your research, decide on the specific experiences you will describe.Also decide on the time frame for your journal. It may be a day, several days, orlonger.

6. Write your journal. Be sure to include sensory details to bring forth the experi-ence. Make it as real as possible, so that others can feel what you have felt whilewriting about the event

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★ Performance Assessment Activity 23

ExamView® ProTestmaker CD-ROM

Mapping History Activity 23 L2

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World War I in the BalkansWhen fighting broke out in Europe in 1914, the Allies and the Central Powersfought for control of the Balkan Peninsula and the Ottoman Empire.

DIRECTIONS: The map below shows these areas. Use the map to complete theactivities that follow. Write your answers on a separate sheet of paper.

1. Which countries in theBalkan Peninsula sidedwith the Allies?

2. Why was it importantfor the Allies to attemptthe Gallipoli invasion?

3. Why did it make sensefor both Austria-Hungary and Bulgaria to attempt an attack onRomania?

4. Read the following pas-sage, then follow theinstructions below.

The Central Powers led anoffensive against Serbia in1915. Attacks were launchedfrom Austria-Hungary justnorth of Belgrade and fromSofia. The armies cametogether west of Skopje nearthe Albanian border. Anotherattack came from Sarajevoand pushed south intoAlbania. In 1916 the German forces that had succeeded in moving the Eastern Front into Russia turnedsouth to conquer Romania. Falkenhayn led an offensive from several points in southeastern Austria-Hungary toward the capital city of Bucharest and the Black Sea port of Constanz. Mackensen led forcesfrom northeastern Bulgaria to these same cities. All of the territory north of the line running from Valona toSalonika fell into Central Powers’ hands.

The Allies finally were able to counterattack. In 1918 they moved in from Greek territory. The French andBritish troops arrived at the port of Salonika. From there, they drove north through Serbia to Belgrade andfrom there to Budapest. The Central Powers were unable to halt the advances of the Allied troops. Otherregiments battled on to Sofia and to Constantinople in order to end the Central Powers’ dominance overthe peninsula.

a. Using red markers, draw arrows to show the movements of the CentralPowers’ troops.

b. Shade in the territory conquered by the Central Powers.c. Using blue markers, draw in the counteroffensive staged by the Allies in

Mapping History Activity 23

Central PowersAllies

AUSTRIA- HUNGARY

BULGARIA

OTTOMANEMPIRE

ROMANIA

SERBIA

ALBANIA

MONTE-NEGRO

GREECE

ITALY

BLACK SEA

MEDITERRANEAN SEA

AEGEANSEA

Athens

AEGEANSEA

IONIANSEA

Budapest

Bucharest Constanz

Belgrade

SofiaNish

Prizven

Sarajevo

Tirana

Valona

Athens

Skopje

SalonikaGallipoli

Constantinople

ADRIATIC SEA

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EW

0 100 200 miles

0 150 300 kilometers

Balkan Peninsula and Surrounding Regions, 1914

World Art and MusicActivity 23 L2

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Songwriter, actor, producer, and playwright, George M. Cohan had a long andsuccessful theatrical career, beginning as a child in his parents’ vaudeville actand continuing for 60 years. Many of his songs are still instantly recognizable.

DIRECTIONS: Read the passage below about this American popular song-writer. Then answer the questions in the space provided.

Cohan began writing material for The Four Cohanswhen he was 11. He wrote his first song at 13. In 1904he entered a partnership with Sam H. Harris to pro-duce and manage Broadway shows. Many of the playsthey produced were Cohan’s own work, including

Broadway Jones, Forty-fiveMinutes from Broadway,and Little Johnny Jones. Atthe turn of the century,most musicals appearingon Broadway wereEuropean operettas featur-ing princesses and noble-men in mythical Balkancountries. The plots wereromantic and the musicconsisted of lush waltzesand love duets, with theorchestrations relyingheavily on violins andwoodwinds. Cohan’s musi-cals, by contrast, featuredbrisk, brassy marchingrhythms and Americansubjects and characters.Some of his best-lovedtunes, including “Give MyRegards to Broadway” and“Yankee Doodle Dandy,”were written for these

shows. Their popularity paved the way for many futureAmerican playwrights, composers, and lyricists to writewhat became known as “Broadway musicals”:Showboat, Oklahoma!, Carousel, and West Side Story,for example.

George M. Cohan

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George Michael Cohan was born on July 3, 1878,but always celebrated his birthday on July 4,

Independence Day. Cohan was the child of two suc-cessful vaudeville performers and both he and hissister joined the act, which became known as TheFour Cohans.

Vaudeville was themost popular form ofentertainment in theUnited States during thelate 1800s. Vaudevilletook the form of a varietyshow and often includedbetween 8 and 20 shortperformances, or acts, inan evening. Most of thesewere comedy sketches ormusical numbers. Childperformers like theyounger Cohans werecommon in vaudeville—they were great audiencefavorites. Trained animalacts or circus performersmight also be on the bill.For example, W. C. Fieldsappeared as a juggler onthe vaudeville stagebefore he becamefamous for his comedyfilms. Judy Garland, Jack Benny, George Burns andGracie Allen, Buster Keaton, and Charlie Chaplin areamong the many performers who, like Cohan, begantheir careers in vaudeville and went on to great suc-cess in Hollywood.

George M. Cohan, 1878–1942

WoWorld Art and Music Activity 23

History and GeographyActivity 23 L2

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HISTORY AND GEOGRAPHY ACTIVITY 23★

Where there had once been green forestsand groves, there was now only the occa-sional leafless, branchless tree. Autumn hadcome to the Somme valley of France in1916. But it was an artificial autumn,brought on by bombs, bullets, and handgrenades. How did advances in militarytechnology change the nature of warfarewith the outbreak of World War I?

Before World War I, vacationingParisians used to flock north to theSomme River. The waterway flowedlazily through a gentle countrysidedotted with rich farms, quaint villages,and thickly wooded hills. Happy toescape the stresses of city life, theParisians swam in the Somme, strolledthrough the woods, and nibbled onbread and cheese from the localbakeries and farms.

The tourists barelydented the local foodsupply. For hundreds ofyears, the rolling plainsaround the Somme hadbeen one of France’s lead-ing agricultural regions.Wheat, barley, oats, sugarbeets, and all manner offruits and vegetablesgrew in the area’s fertile

The Battle of the Somme

“Over the top!” resoundedalong Allied lines as sol-diers poured from theirtrenches into No Man’sLand. The scarred remainsof a forest show the devas-tating effects of trench war-fare on the countrysidenear the Somme River.

soil. Farmers raised cattle by the thousandsand produced cheese and butter by the ton.

When the opposing armies arrived atthe Somme in 1916, they dug trenches

A Desolate LandscapeI reached a [crossroads] where four lanes broad-ened into a confused patch of destruction.Fallen trees, shell holes, a hurriedly dug trenchbeginning and ending in an uncertain manner,abandoned rifles, broken branches with theirsagging leaves, an unopened box of ammuni-tion, sandbags half-filled with bombs, aderelict machine-gun propping up the head ofan immobile figure in uniform, with a belt ofammunition drooping from the breech into apile of red-stained earth—this is the livery ofWar. Shells were falling, over and short, nearand wide, to show that somewhere over the hilla gunner was playing the part of blind fate forall who walked past this well-marked spot.Here, in the struggle between bursting iron andgrowing timber, iron had triumphed. . . .

—From Up To Mametz, by L. W. Griffith (1923)

People in World History Activity 23 L2

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Describing the death of a soldier inShakespeare’s Macbeth, the king’s son says,“Nothing in his life became him like theleaving it.” Archduke Francis Ferdinand,too, is remembered for the way he died, forhis death was the spark that ignited WorldWar I.

Francis Ferdinand was born in Graz,Austria, the eldest son of Archduke CharlesLouis and the nephew of Emperor FrancisJoseph. When he was 12 years old, FrancisFerdinand inherited the title archduke ofAustria-Este. He became heir to the Austro-Hungarian Empire in 1899, after the deathsof his father and his cousin, Crown PrinceRudolph. However, since FrancisFerdinand’s health was poor, most peopleassumed that the throne would go to hisyounger brother Otto. This made FrancisFerdinand very bitter. There were otherconflicts as well.

Francis Ferdinand was deeply in lovewith Countess Sophie Chotek, duchess ofHohenberg. The countess was of a muchlower social rank than Francis Ferdinand.As the heir apparent to the Austro-Hungarian Empire, he was expected tomarry someone of equal rank, such as the

queen orprincess of agreat empire.After muchstrife, FrancisFerdinandwas allowedto marrySophie —butonly after he relinquished all claim to thethrone for his children. The morganaticmarriage disallowing Sophie and their children any of the rights guaranteed by Francis Ferdinand’s status took place in 1900.

Francis Ferdinand tried to influence for-eign affairs, but he had little success becauseof limitations placed on his power by FrancisJoseph, who remained emperor. From 1906on, however, he did exert greater influenceon military issues. In 1913 he became theinspector general of the army, but his time inthis office was tragically cut short.

In June 1914, he and his wife were assas-sinated at Sarajevo by the Serb nationalistGavrilo Princip. World War I began amonth later, when Austria declared waragainst Serbia.

Archduke Francis Ferdinand (1863–1914)

People in WoWorld History: Activity 23 Profile 1

REVIEWING THE PROFILE

Directions: Answer the following questions on a separate sheet of paper.

1. Why is Archduke Francis Ferdinand significant in history?

2. What made Archduke Francis Ferdinand bitter?

3. What were the expectations about the kind of person the Archduke would marry?

4. Critical Thinking Determining Cause and Effect. What were the consequences ofArchduke Francis Ferdinand’s marriage?

5. Critical Thinking Predicting Consequences. What influence do you think ArchdukeFrancis Ferdinand might have had on history had he lived? Explain your answer.

Critical Thinking SkillsActivity 23 L2

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Name Date Class

Critical Thinking Skills Activity 23 Determining Cause and Effect

When historians attempt to record andmake sense of the events of a particular era,they look at causes and results of thoseevents. Often they discover a series of

events that are related by cause and effect:One event causes the next, which causes thenext, and so on. This kind of series is calleda chain of events.

DIRECTIONS: Read the following passage. Then fill in the diagram to illustrate the cause-and-effect relationships between the events described.

Fearing an attack by Germany, which had signed an alliance with Austria-Hungary, France sought its own security arrangement with Russia. This

agreement required the parties to support each other against German orAustro-Hungarian aggression. Counting on French support, Russia mobilizedagainst Germany and Austria-Hungary in defense of the Slavs in Serbia.Germany then gave France an ultimatum to remain neutral, but when itsconditions were not met, it declared war on France.

Event 1 Event 6

Event 5Event 2

Event 3 Event 4

Therefore Therefore

Therefore Therefore

Therefore

Standardized Test PracticeWorkbook Activity 23 L2

Standardized Test Practice

Name __________________________________ Date ____________________ Class ____________

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Reading Objective 4: The student will perceive relationships and recognize outcomes in a variety of writtentexts.Writing Objective 1: The student will respond appropriately in a written composition to thepurpose/audience specified in a given topic.

In problem solving, a choice made among two or more alternative courses of action is knownas a decision. Your final decision should not conflict with your goals or values, so you must weigheach choice carefully.

★ Practicing the SkillAfter winning independence from Great Britain, the United States officially declared its desire to avoid anypermanent “entangling” alliances with European nations. In the early part of the twentieth century, as theUnited States became a key player on the global stage, the rush of the world’s nations toward war challengedthis policy. Study the following statements of American foreign policy, including the excerpt from Wilson’sAppeal for Neutrality. Then complete the activity that follows.

Statements of American Foreign Policy

Washington’s Farewell Address, September 17, 1796“Why, by interweaving our destiny with that of any part of Europe, entangle our peace and prosperity in

the toils of European ambition, rivalship, interest, humor, or caprice? It is our true policy to steer clear ofpermanent alliances with any portion of the foreign world…”

The Monroe Doctrine, 1823“Our policy in regard to Europe, which was adopted at an early age of the wars which so long agitated the

globe, nevertheless remains the same, which is, not to interfere in internal affairs of any of its powers…”

Wilson’s Appeal for Neutrality, August 19, 1914“The effect of the war upon the United States will depend upon what American citizens say and do. Every man

who really loves America will act and speak in the true spirit of neutrality, which is the spirit of impartiality andfairness and friendliness to all concerned…. The people of the United States are drawn from many nations, andchiefly from the nations now at war…. Some will wish one nation, others another, to succeed in the momentousstruggle…. Such divisions amongst us would be fatal to our peace of mind and might seriously stand in the way ofthe proper performance of our duty as the one great nation at peace, the one people holding itself ready to play apart of impartial mediation and speak the counsels of peace and accommodation, not as a partisan, but as a friend.

★ Learning to Make a DecisionUse the following guidelines to help you make a decision.

•Find out what issue requires a decision.•List the alternative decisions available to you.•Identify the positive and negative

consequences of each choice.

• Evaluate each choice and its consequences inlight of your goals and values.

• Make a decision and put it into effect.

ACTIVITY 23Making Decisions

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Column A

1. his assassination started World War I

2. the process of assembling troops and supplies and makingthem ready for war

3. kept the Western Front in virtually the same positions forfour years

4. wearing the other side down with constant attacks andheavy losses

5. Austria-Hungary, Bulgaria, Germany, and the OttomanEmpire

6. uneducated Siberian peasant who claimed to be a holyman to influence Alexandra

7. head of the Petrograd soviet and, later, commissar of war

8. world organization created at the Paris Peace Conferenceto prevent future wars

9. prime minister of Great Britain, who wanted to make theGermans pay for the war

10. the right of each people to have its own nation


11. —the aggressive preparation for war—was growing along withnations’ armies.A. Conscription C. WarmongeringB. Militarism D. Mobilization

12. The Schlieffen Plan was A. Austria-Hungary’s attempt to negotiate a peaceful settlement with Serbia.B. Germany’s proposal for dividing up Serbia between Russia and Austria-Hungary.C. the Black Hand’s plan to assassinate the heir to the Austro-Hungarian throne.D. Germany’s plan for a two-front war with Russia and France, who had formed

a military alliance.

13. The German advance toward Paris was halted atA. the Battle of Tannenburg. C. the Battle of Marne.B. the French-Belgian border. D. the German-Belgian border.


Score✔ ScoreChapter 23 Test, Form B

Column B

A. war of attrition

B. mobilization

C. Central Powers

D. David LloydGeorge

E. trench warfare

F. Archduke FrancisFerdinand

G. Grigori Rasputin

H. self-determination

I. League of Nations

J. Leon Trotsky

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Column A

1. a military draft

2. assassinated Archduke Francis Ferdinand and his wifeSophia

3. the spread of ideas to influence public opinion for oragainst a cause

4. Great Britain, France, Italy, and Russia

5. systems directed by government agencies in order tomobilize resources for the war effort

6. urged princes in the Middle East to revolt against theirOttoman overlords

7. new name for the Bolsheviks after they seized power

8. general who guided German military operations

9. declared that Germany and Austria were responsible forstarting World War I

10. a nation officially governed by another nation on behalf ofthe League of Nations


11. What was the name of the group that conspired to assassinate ArchdukeFrancis Ferdinand?A. the Serbian People’s Front C. the Bosnian MilitiaB. the Red Band D. the Black Hand

12. In 1914 was considered an act of war.A. assassination of a member of royalty C. mobilization of a nation’s armyB. ending diplomatic relations D. breaking a military alliance

13. The Western Front was characterized byA. the slow but steady advance of the German army.B. trench warfare that kept both sides in virtually the same positions for four years.C. decisive victories by the French army, quickly driving back the German forces.D. innovative strategy and tactics that fully utilized the new technologies available

to both armies.


Score✔ ScoreChapter 23 Test, Form A

Column B

A. propaganda

B. mandate

C. conscription

D. Erich vonLudendorff

E. plannedeconomies

F. Communists

G. Gavrilo Princip

H. War Guilt Clause

I. Allied Powers

J. Lawrence ofArabia


714C

Blackline Master

Poster

DVD

Videocassette

Transparency

Music Program

CD-ROM

Audio Program

*Also Available in Spanish

Daily Objectives Reproducible Resources Multimedia Resources

SECTION RESOURCES

SECTION 1The Road to World War I1. Discuss how militarism, nationalism,

and a crisis in the Balkans led toWorld War I.

2. Explain why Serbia’s determinationto become a large, independentstate angered Austria-Hungary andinitiated hostilities.

Reproducible Lesson Plan 23–1Daily Lecture and Discussion Notes 23–1Guided Reading Activity 23–1*Section Quiz 23–1*Reading Essentials and Study Guide 23–1*

Daily Focus Skills Transparency 23–1Interactive Tutor Self-Assessment CD-ROMExamView® Pro Testmaker CD-ROM*Presentation Plus! CD-ROM

SECTION 3The Russian Revolution1. Explain how poor leadership led

to the fall of the czarist regime inRussia.

2. Relate how the Bolsheviks came to power under Lenin.

3. Describe how Communist forces triumphed over anti-Communistforces.



SECTION 4End of the War1. Report how combined Allied forces

stopped the German offensive.2. Explain how peace settlements

brought political and territorialchanges to Europe and created bit-terness and resentment in severalnations.

Reproducible Lesson Plan 23–4Daily Lecture and Discussion Notes 23–4Guided Reading Activity 23–4*Section Quiz 23–4*Reteaching Activity 23*Reading Essentials and Study Guide 23–4*


SECTION 2The War1. Report how the stalemate at the

Western Front led to new alliances, a widening of the war, and newweapons.

2. Summarize how governmentsexpanded their powers, increasedopportunities for women, and madeuse of propaganda.



Assign the Chapter 23 Reading Essentials and Study Guide.



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Teacher’s Corner

The following articles relate to this chapter:

• “Riddle of the Lusitania,” by Robert D. Ballard, April 1994.• “The Bolshevik Revolution: Experiment That Failed,” by

Dusko Doder, October 1992.

INDEX TONATIONAL GEOGRAPHIC MAGAZINE

NATIONAL GEOGRAPHIC SOCIETY PRODUCTS

To order the following, call National Geographic at 1-800-368-2728:

• 1914–1918: World War I (Video)• 1917: Revolution in Russia (Video)• The Rise and Fall of the Soviet Union (Video)

Access National Geographic’s new dynamic MapMachineWeb site and other geography resources at:www.nationalgeographic.comwww.nationalgeographic.com/maps

KEY TO ABILITY LEVELS

Teaching strategies have been coded.

L1 BASIC activities for all studentsL2 AVERAGE activities for average to above-average

studentsL3 CHALLENGING activities for above-average students

ENGLISH LANGUAGE LEARNER activitiesELL

Activities that are suited to use within the blockscheduling framework are identified by:

Daniel W. BlackmonCoral Gables Senior High SchoolMiami, Florida

Terrorism Then and NowDirect students to the “World War I Primary

Document Archive” site maintained by BrighamYoung University Library: www.lib.byu.edu/~rdh/wwi/.Have them do a word search for the Serbian nation-alist society, Narodna Odbrana. It was within thissociety that another secret band was formed calledThe Black Hand, whose members were responsiblefor the assassination of Archduke Francis Ferdinand,an act that ultimately resulted in the start of WorldWar I.

Of the 30 or so documents found, ask students toread “World War I, the Narodna Odbrana,” “The BlackHand,” “World War I, the Assassination of ArchdukeFerdinand” plus three documents of their choosing.At a later date, when the students have completedthe assigned reading, lead a class discussion compar-ing and contrasting the Narodna Odbrana withknown terrorist groups of today.

From the Classroom of…

WORLD HISTORY

Use our Web site for additional resources. All essential content iscovered in the Student Edition.

You and your students can visit , theWeb site companion to Glencoe World History. This innovativeintegration of electronic and print media offers your students awealth of opportunities. The student text directs students to theWeb site for the following options:

• Chapter Overviews • Self-Check Quizzes

• Student Web Activities • Textbook Updates

Answers to the Student Web Activities are provided for you in theWeb Activity Lesson Plans. Additional Web resources andInteractive Tutor Puzzles are also available.

www.wh.glencoe.com

MEETING SPECIAL NEEDSMEETING SPECIAL NEEDSIn addition to the Differentiated Instruction strategies found ineach section, the following resources are also suitable foryour special needs students:

• ExamView® Pro Testmaker CD-ROM allows teachers totailor tests by reducing answer choices.

• The Audio Program includes the entire narrative of thestudent edition so that less-proficient readers can listen tothe words as they read them.

• The Reading Essentials and Study Guide provides thesame content as the student edition but is written twograde levels below the textbook.

• Guided Reading Activities give less-proficient readerspoint-by-point instructions to increase comprehension asthey read each textbook section.



http://www.nationalgeographic.com

http://www.nationalgeographic.com/maps

http://www.lib.byu.edu/~rdh/wwi/

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The Impact TodayExplain to students that World War I waslarger in scope and scale than any priorwar and that it left lasting resentments,some of which still exist today. Ask stu-dents to find evidence of World War I’srepercussions in current world events or in their own family history.

IntroducingCHAPTER 23


Refer to Activity 23 in thePerformance AssessmentActivities and Rubrics booklet.

PerformanceAssessment

The World HistoryVideo ProgramTo learn more about World War I,students can view the Chapter 23video, “Modern Warfare,” from TheWorld History Video Program.

MindJogger VideoquizUse the MindJogger Videoquiz topreview Chapter 23 content.

Available in VHS.

714

War and Revolution

1914–1919

Key EventsAs you read this chapter, look for the key events of World War I, the Russian Revolution,

and the Paris Peace Conference.• Archduke Francis Ferdinand was assassinated by a Serbian nationalist.

• Militarism, nationalism, and alliances drew nations into war.• The United States’s entry into the war helped the Allies.

• The impact of the war at home led to an increase in the federal government’s powers and changed the status of women.

• The Russian Revolution ended with the Communists in power.• Peace settlements caused lingering resentment.

• The League of Nations was formed.

The Impact TodayThe events that occurred during this period still impact our lives today.

• World War I led to the disintegration of empires and the creation of new states. • Communism became a factor in global conflict as other nations turned to its ideology.

• The Balkans continue to be an area of political unrest.

World History Video The Chapter 23 video, “Modern Warfare,” chronicles innovations in warfare during the twentieth century.

1914Assassination ofArchduke Ferdinandsparks World War I

1914 1915 1916

1915Germansubmarinesinks theLusitania

German U-boat

SS.A.3.4.9


PURPOSE FOR READING

Capsule Vocabulary This strategy helps students use vocabulary they encounter in their readingand deepens their understanding of complex words and ideas. Write the words trench warfare,poison gas, tank, machine guns, rockets, submarine, and Red Baron on the board or overhead.Have students pair up and start a conversation using as many of these words as possible. Then askthem to write down some of their exchanges. They can track the words as they read the chapter,correcting and expanding on their usage. L1

Refer to Inclusion for the High School Social Studies Classroom Strategies and Activitiesin the TCR.

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Dinah Zike’s Foldables are three-dimensional, interactive graphicorganizers that help students practice basic writing skills, reviewkey vocabulary terms, and identifymain ideas. Have students completethe foldable activity in the DinahZike’s Reading and Study Skills Foldables booklet.

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Battle of the Somme by Richard Woodville The Battle of the Somme was one of the bloodiest battles of World War I.

HISTORY

Chapter OverviewVisit the Glencoe WorldHistory Web site at wh.glencoe.com and click on Chapter 5–ChapterOverview to preview chapter information.

1917 1918 1919

1919Allies signTreaty ofVersailles

1917United Statesenters the war

1918Germanyagrees totruce

HISTORY

Chapter OverviewVisit the Glencoe WorldHistory Web site at

and click on Chapter 23–ChapterOverview to preview chapter information.

wh.glencoe.com

1917RussianRevolutionbegins

Bolsheviks in Russia

People celebrating the end of the war

715



Battle of the Somme The Battle of the Somme began on July 1, 1916, along a 25-mile (40.2 km)front near the Somme River in France. It was a devastating campaign for both Allied and Germanforces. As students will read in A Story That Matters on the next page, on the first day of fightingthe British lost about 21,000 men. Four months later, the Allied forces had advanced just five miles(8 km). Allied and German casualties totaled approximately one million. The battle was one of thecostliest in history. In Britain, the enormous costs of this battle contributed to the first signs of warweariness. An interesting exercise for students would be to compare the depiction of the battle onthis page with firsthand accounts.

MORE ABOUT THE ART

Chapter ObjectivesAfter studying this chapter,students should be able to:1. define the Triple Alliance and

the Triple Entente;2. summarize the causes of

World War I;3. describe the stalemate on the

Western Front and events onthe Eastern Front;

4. explain innovations in war-fare;

5. explain what is meant by“total war” and its effects;

6. trace the fall of czarist Russiaand the rise of the Commu-nists;

7. explain the Allies’ victory;8. list the major provisions of

the Treaty of Versailles.

Time Line Activity

Have students explain the significanceof the dates 1914 through 1918. Howmany years after the start of WorldWar I did the United States becomeinvolved in the war? (3 years) Howlong after the United States’s involve-ment did Germany agree to a truce?(1 year) L1

HISTORY

Chapter OverviewIntroduce students to chaptercontent and key terms by havingthem access Chapter Overview23 at .wh.glencoe.com

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716

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n July 1, 1916, British and French infantry forcesattacked German defensive lines along a front about

25 miles (40 km) long near the Somme River in France. Each soldier carried almost 70 (32 kg) pounds of equipment,including a rifle, ammunition, grenades, a shovel, a mess kit,and a full water bottle. This burden made it “impossible tomove much quicker than a slow walk.”

German machine guns soon opened fire. “We were able to see our comrades move forward in an attempt to cross No-Man’s-Land, only to be mown down like meadow grass,”recalled one British soldier. Another wrote later, “I felt sick at the sight of this carnage and remember weeping.”

Philip Gibbs, an English journalist with the troops,reported on what he found in the German trenches that theBritish forces overran: “Victory! . . . Groups of dead lay inditches which had once been trenches, flung into chaos bythat bombardment I had seen. . . . Some of the German deadwere young boys, too young to be killed for old men’s crimes,and others might have been old or young. One could not tellbecause they had no faces, and were just masses of raw fleshin rags of uniforms. Legs and arms lay separate without anybodies thereabouts.”

In the first day of the Battle of the Somme, about 21,000British soldiers died. After four months of fighting, the Britishhad advanced five miles (eight km). About one million Alliedand German soldiers lay dead or wounded.

OThe Battle of the Somme

Advancing troops in the Battle of the Somme

British artillery firing on the Germans at the Battle of the Somme

Why It MattersWorld War I (1914–1918) devas-tated the economic, social, andpolitical order of Europe. People atthe time, overwhelmed by the sizeof the war’s battles and the numberof casualties, simply called it theGreat War. The war was all themore disturbing to Europeansbecause it came after a period thatmany believed to have been an ageof progress. World War I and therevolutions it spawned can properlybe seen as the first stage in the cri-sis of the twentieth century.

History and You Look online orin the library for a speech deliveredby Woodrow Wilson or anotherleader, explaining the reasons for entering the war. Analyze thearguments. How might someoneopposed to the war counter thosearguments?

Introducing A Story That MattersDepending upon the ability lev-els of your students, select fromthe following questions to rein-force the reading of A Story ThatMatters.1. When and where did this bat-

tle begin? (July 1, 1916) Whowere the opposing forces?(British and French against theGermans)

2. What was “No-Man’s-Land”?(unoccupied area between oppos-ing armies)

3. What details in the story sug-gest that this was, in fact, aGreat War? (the great numberof lives lost, the large amount ofequipment, the violence anddestruction described) L1 L2

About the ArtAt the Battle of the Somme, theBritish introduced a newweapon—an armored vehiclecalled the tank. However, itmade little difference to the out-come of the struggle. Tanks werestill too clumsy, too slow, and tooprone to mechanical failure to bean effective weapon. The gener-als on both sides did not yetunderstand how best to usethem.

HISTORY AND YOUAfter reading the story, ask students to imagine that they are a soldier on the Western Front fighting for eitherside. Have them write a letter to their country’s leader about life at war. How would they feel about life on theWestern Front? How would they characterize their purpose for being there? How would they feel about theenemy? What requests would they make of their leader? What would their hopes be for the future? Encouragestudents to be creative in their approach and writing style and to share their letters with the class. L1

The following literature from theGlencoe Literature Library mayenrich the teaching of this chapter:All Quiet on the Western Front by E. M. Remarque


1

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1882Triple Allianceforms

1907Triple Ententeforms

1914World War Ibegins

Guide to Reading

The Road to World War I

Preview of Events✦1860 ✦1870 ✦1880 ✦1890 ✦1900 ✦1910 ✦1920

CHAPTER 23 War and Revolution 717

World War I

Main Ideas• Militarism, nationalism, and a crisis in

the Balkans led to World War I.• Serbia’s determination to become

a large, independent state angeredAustria-Hungary and initiated hostilities.

Key Termsconscription, mobilization

People to IdentifyArchduke Francis Ferdinand, Gavrilo Prin-cip, Emperor William II, Czar Nicholas II,General Alfred von Schlieffen

Places to LocateSerbia, Bosnia

Preview Questions1. How did the assassination of Archduke

Francis Ferdinand lead to World War I?2. How did the system of alliances help

cause the war?

Reading StrategyCause and Effect Use a diagram like theone below to identify the factors that ledto World War I.

On June 28, 1914, the heir to the Austro-Hungarian throne, Archduke Francis Ferdinand, was assassinated in the Bosnian city of Sarajevo. One of the conspiratorsdescribed the scene:

“As the car came abreast, [the assassin] stepped forward from the curb, drew hisautomatic pistol from his coat and fired two shots. The first struck the wife of the Arch-duke, the Archduchess Sophia, in the abdomen. She was an expectant mother. Shedied instantly. The second bullet struck the Archduke close to the heart. He utteredonly one word: ‘Sophia’—a call to his stricken wife. Then his head fell back and hecollapsed. He died almost instantly.”

—Eyewitness to History, John Carey, ed., 1987

This event was the immediate cause of World War I, but underlying forces had beenmoving Europeans toward war for some time.

Nationalism and the System of AlliancesIn the first half of the nineteenth century, liberals believed that if European

states were organized along national lines, these states would work together andcreate a peaceful Europe. They were wrong.

The system of nation-states that emerged in Europe in the last half of the nine-teenth century led not to cooperation but to competition. Rivalries over colonies

Voices from the Past

CHAPTER 23Section 1, 717–720CHAPTER 23Section 1, 717–720

Project transparency and havestudents answer questions.

DAILY FOCUS SKILLSTRANSPARENCY 23-1

Copyright © by The McGraw-Hill Companies, Inc. ANSWERS1. the Archduke Francis Ferdinand and his wife2. in Sarajevo 3. to avenge the seizure of Bosnia by Austria


UNIT

5Chapter 23

Who was killed in theassassination?

Where did the murders takeplace?

Why did the murders takeplace?

1 2 3

HEIR TO AUSTRIA’S THRONE IS SLAINWITH HIS WIFE BY A BOSNIAN YOUTHTO AVENGE SEIZURE OF HIS COUNTRYFrancis Ferdinand Shot During State Visit to Sarajevo

TWO ATTACKS IN A DAY

Archduke Saves HisLife First Time byKnocking Aside a

Bomb Hurled at Auto.

SLAIN IN SECOND ATTEMPT

B E L L R I N G E RSkillbuilder Activity

Daily Focus Skills Transparency 23–1

SECTION RESOURCESSECTION RESOURCES

Reproducible Masters• Reproducible Lesson Plan 23–1• Daily Lecture and Discussion Notes 23–1• Guided Reading Activity 23–1• Section Quiz 23–1• Reading Essentials and Study Guide 23–1

Transparencies• Daily Focus Skills Transparency 23–1

MultimediaInteractive Tutor Self-Assessment CD-ROMExamView® Pro Testmaker CD-ROMPresentation Plus! CD-ROM

1 FOCUSSection OverviewThis section discusses the causesof World War I.

Guide to Reading

Answers to Graphic: World War I:system of alliances, growth of nation-alism, internal dissent, militarism

Preteaching VocabularyDiscuss the meaning of conscriptionand mobilization with the students.Ask them to consider why both ofthese actions might be seen as athreat to opposing nations. (expandsthe size of the army; prepares thearmy to go to war)


21

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Answer: increased competition

Answer: Conservative leaders fearedthat their countries were on theverge of revolution; the desire tosuppress internal disorder may haveencouraged them to plunge into war.

400 kilometers0Lambert Azimuthal Equal-Area projection

400 miles0

N

SEW

20°E10°E0° 30°E

40°N

50°N

10°W

Black Sea

NorthSea

Baltic Se

a

Atlantic Ocean

Seine R.

Mediterranean Sea

lennahChsilgnE

E

lbe R.RhineR

.

D anube R .

So mme R

.Loire R.

Dnieper R.

AFRICA

SPAIN

FRANCE

ROMANIA

AUSTRIA-HUNGARY

RUSSIA

GERMANY

ITALY

SWITZ.

LUX.

BULGARIA

GREECE

ALBANIA

MONTE-NEGRO

NETH.

BELG.

UNITEDKINGDOM

SERBIA

DENMARK

SWEDEN

NORWAY

Crete

Sicily

Sardinia

Corsica

Cyprus

ALSACE &LORRAINE

BOSNIA

OTTOMAN EMPIRE

Paris

Rome

Vienna

Sarajevo

St. Petersburg

BerlinLondon

Constantinople

Madrid

Moscow

Budapest

718 CHAPTER 23 War and Revolution

Alliances in Europe, 1914

The alliance system was one of the major causes of World War I.

1. Interpreting MapsWhat geographic factormade it unlikely thatWorld War I battleswould be fought in GreatBritain?

2. Applying GeographySkills Create a three-column chart with theheadings Triple Entente,Triple Alliance, and Other.Place all the countrieslabeled on the map inthe proper column.

Triple AllianceTriple EntenteBalkans

and trade grew during an age of frenzied nationalismand imperialist expansion.

At the same time, Europe’s great powers had beendivided into two loose alliances. Germany, Austria-Hungary, and Italy formed the Triple Alliance in1882. France, Great Britain, and Russia created theTriple Entente in 1907.

In the early years of the twentieth century, a seriesof crises tested these alliances. Especially trouble-some were the crises in the Balkans between 1908and 1913. These events left European states angry ateach other and eager for revenge. Each state wasguided by its own self-interest and success. Theywere willing to use war as a way to preserve thepower of their national states.

The growth of nationalism in the nineteenth cen-tury had yet another serious result. Not all ethnicgroups had become nations. Slavic minorities in theBalkans and the Hapsburg Empire, for example, stilldreamed of creating their own national states. TheIrish in the British Empire and the Poles in the Rus-sian Empire had similar dreams.

Identifying Did the growth ofnationalism in the first half of the nineteenth century lead to increased competition or increased cooperation amongEuropean nations?

Reading Check

Internal DissentNational desires were not the only source of inter-

nal strife at the beginning of the twentieth century.Socialist labor movements also had grown morepowerful. The Socialists were increasingly inclined to use strikes, even violent ones, to achieve theirgoals.

Some conservative leaders, alarmed at the increasein labor strife and class division, feared that Euro-pean nations were on the verge of revolution. In theview of some historians, the desire to suppress inter-nal disorder may have encouraged various leaders totake the plunge into war in 1914.

Explaining According to some histo-rians, how might internal disorder have been one of the causesof World War I?

MilitarismThe growth of mass armies after 1900 heightened

the existing tensions in Europe. The large size ofthese armies also made it obvious that if war didcome, it would be highly destructive.

Conscription, a military draft, had been estab-lished as a regular practice in most Western countriesbefore 1914. (The United States and Britain were

Reading Check


Answers:1. Britain was separated from the

rest of Europe by water, makingit harder to invade.

2. Triple Alliance: Austria-Hungary,Germany, Italy; Triple Entente:Britain, France, Russia; Other:Portugal, Spain, Switzerland, Bel-gium, Netherlands, Denmark,Norway, Sweden, Romania, Ser-bia, Bulgaria, Greece, Albania

Daily Lecture and Discussion Notes 23–1

I. Nationalism and the System of Alliances (pages 717–718)

A. Liberals during the first half of the 1800s hoped that the formation of Europeannation-states would lead to peace. However, the imperialist states that emerged duringthe second half of the 1800s became highly competitive over trade and colonies.

B. Two main alliances divided Europe: The Triple Alliance (1882) was made up ofGermany, Austria-Hungary, and Italy; and the Triple Entente (1907) was made up ofFrance, Great Britain, and Russia.

C. During the early 1900s, several crises erupted, particularly in the Balkans, which creat-ed a great deal of anger and tension between the nations of the two alliances. Eachnation was willing to go to war to preserve its power.

D. European ethnic groups, such as Slavs in the Balkans and the Irish in the BritishEmpire, dreamed of creating their own national states, which also increased tensionsin Europe.

Daily Lecture and Discussion Notes

Chapter 23, Section 1

Did You Know? In 1919, the German government was allowedto submit a counter proposal to the Treaty of Versailles. In it theGermans agreed to many of the terms including reparations, territo-rial adjustments, and reduction of military. However, the counterproposal said that for Germany to sign the treaty as it stood, thecountry would be signing its own death warrant. It asked that aneutral inquiry into the question of responsibility for the war beheld, one that would inspect the archives of all the nations that hadfought. The counter proposal was rejected almost entirely.


2 TEACH


21

READING THE TEXT

Synthesizing Have students do additional research on the origins of World War I and then conduct a class debate on this topic. Have students assume the roles of the leaders of Austria-Hungary, Germany, Serbia, Russia, France, and Britain. Debate which country was most responsiblefor starting World War I and which country bore little or no responsibility for starting the war. Or,have students use a map of 1914 Europe to explain the role geography played in the developmentof the Schlieffen plan. Ask students how geography affected the war plans of the other World War Iparticipants. L2 FCAT LA.A.2.4.8

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Answer: European armies doubledin size between 1890 and 1914.


“Till the worldcomes to anend theultimatedecision willrest with thesword.”—Emperor William II

of Germany

exceptions.) European armies doubled in sizebetween 1890 and 1914.

With its 1.3 million men, the Russian army hadgrown to be the largest. The French and Germanarmies were not far behind, with 900,000 each. TheBritish, Italian, and Austro-Hungarian armies num-bered between 250,000 and 500,000 soldiers each.

Militarism—aggressive preparation for war— wasgrowing. As armies grew, so too did the influence ofmilitary leaders. They drew up vast and complexplans for quickly mobilizing millions of men andenormous quantities of supplies in the event of war.

Military leaders feared that any changes in theseplans would cause chaos in the armed forces. Thus,they insisted that their plans could not be altered. Inthe 1914 crises, this left European political leaderswith little leeway. They were forced to make deci-sions for military instead of political reasons.

Examining What was the effect ofconscription on events leading up to World War I?

The Outbreak of War: Summer 1914Militarism, nationalism, and the desire to stifle

internal dissent may all have played a role in thestarting of World War I. However, it was the deci-sions made by European leaders in response toanother crisis in the Balkans in the summer of 1914that led directly to the conflict.

The Serbian Problem As we have seen, states insoutheastern Europe had struggled for many years tofree themselves of Ottoman rule. Furthermore, therivalry between Austria-Hungary and Russia fordomination of these new states created serious ten-sions in the region.

By 1914, Serbia, supported by Russia, was deter-mined to create a large, independent Slavic state inthe Balkans. Austria-Hungary, which had its ownSlavic minorities to contend with, was equally deter-mined to prevent that from happening.

Many Europeans saw the potential danger in thisexplosive situation. The British ambassador toVienna anticipated war in 1913:

“Serbia will some day set Europe by the ears, andbring about a universal war on the Continent. . . . Icannot tell you how exasperated people are gettinghere at the continual worry which that little countrycauses to Austria under encouragement fromRussia. . . . It will be lucky if Europe succeeds in avoid-ing war as a result of the present crisis.”

Reading Check

It was against this backdrop of mutual distrust andhatred that the events of the summer of 1914 wereplayed out.

Assassination in Sarajevo On June 28, 1914, Arch-duke Francis Ferdinand, the heir to the throne ofAustria-Hungary, and his wife Sophia, visited theBosnian city of Sarajevo (SAR•uh•YAY•VOH). Agroup of conspirators waited there in the streets. Theconspirators were members of the Black Hand, a Ser-bian terrorist organization that wanted Bosnia to befree of Austria-Hungary and to become part of alarge Serbian kingdom.

The conspirators planned to kill the archduke,along with his wife. That morning, one of the con-spirators threw a bomb at the archduke’s car, but itglanced off and exploded against the car behind him.Later in the day, however, Gavrilo Princip, a 19-year-old Bosnian Serb, succeeded in shooting both thearchduke and his wife.

Austria-Hungary Responds The Austro-Hungariangovernment did not know whether or not the Serbiangovernment had been directly involved in the arch-duke’s assassination, but it did not care. It saw anopportunity to “render Serbia innocuous [harmless]once and for all by a display of force,” as the Austrianforeign minister put it.

Austrian leaders wanted to attack Serbia butfeared Russian intervention on Serbia’s behalf, sothey sought the backing of their German allies.Emperor William II of Germany and his chancellorresponded with a “blank check,” saying that Austria-


EXTENDING THE CONTENTPreparing a News Report Organize students into small groups and have them stage a series ofradio or television newscasts devoted to the outbreak of World War I. Each group should select acrucial date from June 28 to August 4, 1914. Students should incorporate researched informationwith the text material and design visual aids, such as maps and charts, when appropriate. Groupsshould assign members tasks, such as researching and compiling information, writing, designing,visual aids, and performing. Have groups include participants’ comments and citizens’ responses.L2

For grading this activity, refer to the Performance Assessment Activities booklet.

COOPERATIVE LEARNING ACTIVITYCOOPERATIVE LEARNING ACTIVITY

3 ASSESSAssign Section 1 Assessment ashomework or as an in-classactivity.

Have students use InteractiveTutor Self-Assessment CD-ROM.

Guided Reading Activity 23–1

ht ©

by

The

McG

raw

-Hill

Com

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es, I

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Name Date Class


DIRECTIONS: Answer the following questions as you read Section 1.

1. What did liberals believe about European states in early nineteenth century?

2. Name the two loose alliances of Europe's great powers.

3. How did Socialist labor movements affect strife at the start of the twentieth century?

4. What did the large size of European armies make obvious?

5. What three things may have played a role in starting World War I?

6. What assassination instigated war between Serbia and Austria-Hungary?

7. What action of Russia prompted Germany to declare war?

8. What was Germany's Schlieffen Plan?

9. By what route did Germany invade France?

10. For what official reason did Great Britain declare war on Germany?

Guided Reading Activity 23-1

Government Ask students toresearch the concept of neutrality asdefined by international law andpracticed in the twentieth century.Suggest they consider the U.S. Neu-trality Acts of 1935, 1936, and 1937.L2

L1/ELL

SS.A.3.4.9


1

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1. Key terms are in blue. 2. Triple Alliance (p. 718), Triple

Entente (p. 718), Archduke FrancisFerdinand (p. 719), Gavrilo Princip(p. 719), Emperor William II (p. 719), Czar Nicholas II (p. 720),General Alfred von Schlieffen (p. 720)

3. See chapter maps. 4. official cause: Germany violated

Belgian neutrality; actual cause:Britain concerned about ownpower

5. Slavic minorities in Balkans andHapsburg Empire; Irish in BritishEmpire; Poles in Russian Empire

6. Countries could not partially mobi-lize or limit war fronts.

7. Austria-Hungary punish Serbia →Germany helps Austria-Hungary →

Russia against Austria-Hungary,Germany → German war againstRussia and France → Britaindeclares war on Germany

8. rise of militarism 9. Answers should be consistent with

material presented in this section.

720

Answer: It called for a two-front warwith France and Russia. By declaringwar on France, Germany broughtGreat Britain into the war.


Checking for Understanding1. Define conscription, mobilization.

2. Identify Triple Alliance, Triple Entente,Archduke Francis Ferdinand, GavriloPrincip, Emperor William II, CzarNicholas II, General Alfred von Schlieffen.

3. Locate Serbia, Bosnia.

4. Explain why Great Britain becameinvolved in the war.

5. List the ethnic groups that were leftwithout nations after the nationalistmovements of the nineteenth century.

Critical Thinking6. Analyze How did the creation of mili-

tary plans help draw the nations ofEurope into World War I? In your opin-ion, what should today’s national andmilitary leaders have learned from themilitary plans that helped initiate WorldWar I? Explain your answer.

7. Sequencing Information Using a dia-gram like the one below, identify theseries of decisions made by Europeanleaders in 1914 that led directly to theoutbreak of war.

Analyzing Visuals8. Examine the painting of Emperor

William II of Germany shown on page719 of your text. How does this portraitof the emperor reflect the nature ofleadership before World War I?

Hungary could rely on Germany’s “full support,”even if “matters went to the length of a war betweenAustria-Hungary and Russia.”

Strengthened by German support, Austrian lead-ers sent an ultimatum to Serbia on July 23. In it, theymade such extreme demands that Serbia had littlechoice but to reject some of them in order to preserveits sovereignty. On July 28, Austria-Hungarydeclared war on Serbia.

Russia Mobilizes Russia was determined to sup-port Serbia’s cause. On July 28, Czar Nicholas IIordered partial mobilization of the Russian armyagainst Austria-Hungary. Mobilization is theprocess of assembling troops and supplies and mak-ing them ready for war. In 1914, mobilization wasconsidered an act of war.

Leaders of the Russian army informed the czarthat they could not partially mobilize. Their mobi-lization plans were based on a war against both Ger-many and Austria-Hungary. Mobilizing against onlyAustria-Hungary, they claimed, would create chaosin the army. Based on this claim, the czar ordered fullmobilization of the Russian army on July 29, know-ing that Germany would consider this order an act of war.

The Conflict Broadens Indeed, Germany reactedquickly. The German government warned Russiathat it must halt its mobilization within 12 hours.When Russia ignored this warning, Germanydeclared war on Russia on August 1.

Like the Russians, the Germans had a militaryplan. It had been drawn up under the guidance ofGeneral Alfred von Schlieffen (SHLEE•fuhn), sowas known as the Schlieffen Plan. The plan called fora two-front war with France and Russia, who hadformed a military alliance in 1894.

According to the Schlieffen Plan, Germany wouldconduct a small holding action against Russia whilemost of the German army would carry out a rapidinvasion of France. This meant invading France bymoving quickly along the level coastal area throughBelgium. After France was defeated, the Germaninvaders would move to the east against Russia.

Under the Schlieffen Plan, Germany could notmobilize its troops solely against Russia. Therefore, itdeclared war on France on August 3. About the sametime, it issued an ultimatum to Belgium demandingthe right of German troops to pass through Belgianterritory. Belgium, however, was a neutral nation.

On August 4, Great Britain declared war on Ger-many, officially for violating Belgian neutrality. Infact, Britain, which was allied with the countries ofFrance and Russia, was concerned about maintainingits own world power. As one British diplomat put it,if Germany and Austria-Hungary won the war,“what would be the position of a friendless Eng-land?” By August 4, all the great powers of Europewere at war.

Evaluating What was the SchlieffenPlan and how did it complicate the events leading to WorldWar I?

Reading Check

9. Expository Writing Some historiansbelieve that the desire to suppressinternal disorder may have encour-aged leaders to take the plunge intowar. As an adviser, write a memo toyour country’s leader explaining howa war might be advantageous fordomestic policy.


Section Quiz 23–1


Column A

1. military draft

2. aggressive preparation for war

3. readying troops and supplies for war

4. ally of Austria-Hungry

5. protector of Serbia

DIRECTIONS: Multiple Choice In the blank, write the letter of the choice that best completes the statement or answers the question. (10 points each)

6. The Triple Alliance was a loose agreement of cooperation amongA. Serbia, Germany, Britain. C. Germany, Italy, Russia.


Score✔ ScoreChapter 23

Section Quiz 23-1

Column B

A. mobilization

B. militarism

C. Germany

D. Russia

E. conscription

Reading Essentials andStudy Guide 23–1

DRAWING FROM EXPERIENCEII

Have you ever been given an ultimatum? How did you react to the ultimatum?In this section, you will learn about the events that led to the start of World War I.

Ultimatums played an important role in starting World War I.

ORGANIZING YOUR THOUGHTSII

Use the time line below to help you take notes. Identify seven key events during thesummer of 1914 that led to World War I.

Reading Essentials and Study GuideChapter 23, Section 1

For use with textbook pages 717–720

THE ROAD TO WORLD WAR I

KEY TERMS

conscription a military draft (page 718)

mobilization the process of assembling troops and supplies and making them ready for war(page 720)

Name Date Class

1. 2. 3.

June 28 July 23 July 28

Reteaching ActivityAsk students to identify the spe-cific events that led to WorldWar I. L1

4 CLOSEAsk students to give examplesthat explain the following sen-tence: “It was against this back-drop of mutual distrust andhatred that the events of thesummer of 1914 were playedout.” L1

L2

L1/ELL

SS.A.3.4.9

SS.A.3.4.9


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The WarGuide to Reading

Main Ideas• The stalemate at the Western Front led

to new alliances, a widening of the war,and new weapons.

• Governments expanded their powers,increased opportunities for women, andmade use of propaganda.

Key Termspropaganda, trench warfare, war of attri-tion, total war, planned economies

People to IdentifyLawrence of Arabia, Admiral Holtzen-dorff, Woodrow Wilson

Places to LocateMarne, Tannenberg, Masurian Lakes,Verdun, Gallipoli

Preview Questions1. How did trench warfare lead to

a stalemate?2. Why did the United States enter the

war?

Reading StrategyOrganizing Information Identify whichcountries belonged to the Allies and theCentral Powers. What country changedallegiance? What country withdrew fromthe war?

Preview of Events


Stefan Zweig, an Austrian writer, described the excitement Austrians felt going towar in 1914:

“What did the people know of war in 1914, after nearly half a century of peace?They did not know war; they had hardly given it a thought. They still saw it in the per-spective of their school readers and of paintings in museums; brilliant cavalry attacksin glittering uniforms, the fatal shot always straight through the heart, the entire cam-paign a resounding march of victory—‘We’ll be home at Christmas,’ the recruitsshouted laughingly to their mothers in August of 1914. . . . The young people werehonestly afraid that they might miss this most wonderful and exciting experience oftheir lives; . . . that is why they shouted and sang in the trains that carried them to theslaughter.”

—The World of Yesterday, Helmut Ripperger and B. W. Buebsch, trans., 1943

Europeans went to war in 1914 with remarkable enthusiasm.

1914 to 1915: Illusions and StalemateBefore 1914, many political leaders had thought that war involved so many

political and economic risks that it would not be worth fighting. Others hadbelieved that diplomats could easily control any situation and prevent war. At thebeginning of August 1914, both ideas were shattered. However, the new illusionsthat replaced them soon proved to be equally foolish.

Government propaganda—ideas spread to influence public opinion for oragainst a cause—had worked in stirring up national hatreds before the war. Now,in August 1914, the urgent pleas of European governments for defense against


1916Battle of Verdun

1917United Statesenters the war

✦1914 ✦1915 ✦1916 ✦1917 ✦1918 ✦1919

Allies

Split Off

Central Powers

Allies

1915Lusitania sunk byGerman forces




Copyright © by The McGraw-Hill Companies, Inc. ANSWERS1. Russia 2. Germany 3. Germany had the largestnumber of soldiers and great wealth and so was likely to be astrong opponent in a war.

The War

UNIT

5Chapter 23

Which country had the greatest population in 1914?

Which country had thelargest numbers of availablesoldiers?

From the information in the three graphs, whatconclusion can you drawabout Germany’s power?Explain.

1 2 3

0

50

100

150

200

0

300

600

900

1,200

1,500

0

2

4

6

8

10

Great BritainFranceRussia

GermanyAustria-HungaryTurkey

PopulationAnnual Value of Foreign Trade in British Pounds

Soldiers Available on Mobilization

(in millions) (in millions) (in millions)

4640

4640

167

6550

21

1,223

424

190

1,030

199

67.75

3.5

4.5

8.5

3

.33







1 FOCUSSection OverviewThis section discusses the widen-ing of World War I and theexpansion of government pow-ers to accommodate the war.

Guide to Reading

Answers to Graphic: Allies: GreatBritain, France, United States, Italy,Russia;Central Powers: Germany, Austria-Hungary, Bulgaria, Ottoman Empire;Italy changed from Central Powers toAllies; Russia withdrew from the war

Preteaching VocabularyHave students define war of attrition,propaganda, and total war, and dis-cuss why a war of attrition mightrequire more propaganda and leadto a total war. L2

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2 TEACH

Critical ThinkingHave students explain the signif-icance of the First Battle of theMarne. (It ended the SchlieffenPlan, began trench warfare, andshowed that the war would last along time.)

Trench Warfare

Warfare in the trenches of the WesternFront produced unimaginable hor-

rors. Battlefields were hellish landscapes ofbarbed wire, shell holes, mud, and injuredand dying men. The introduction of poisongas in 1915 produced new forms ofinjuries. One British writer described them:

“I wish those people whowrite so glibly about thisbeing a holy war couldsee a case of mustardgas . . . could see thepoor things burnt andblistered all over withgreat mustard-coloured sup-purating [pus-forming] blisters withblind eyes all sticky . . . and stucktogether, and always fighting forbreath, with voices a mere whisper,

saying that their throats are closing andthey know they will choke.”Soldiers in the trenches also lived withthe persistent presence of death. Becausecombat went on for months, soldiers hadto carry on in the midst of countless bod-ies of dead men or the remains of menblown apart by artillery barrages. Many sol-

diers remembered thestench of decomposingbodies and the swarmsof rats that grew fat inthe trenches.

Daily life in thetrenches was pre-dictable. Thirty minutesbefore sunrise, troopshad to “stand to,” or be combat-ready torepel any attack. If noattack came that day,

British gas mask and pack

aggressors fell on receptive ears in every nation atwar. Most people seemed genuinely convinced thattheir nation’s cause was just.

A new set of illusions also fed the enthusiasm for war. In August 1914, almost everyone believedthat the war would be over in a few weeks. Peoplewere reminded that almost all European wars since1815 had, in fact, ended in a matter of weeks. Both thesoldiers who boarded the trains for the war front inAugust 1914, and the jubilant citizens who showeredthem with flowers as they left, believed that the war-riors would be home by Christmas.

The Western Front German hopes for a quick endto the war rested on a military gamble. The SchlieffenPlan had called for the German army to make a vastencircling movement through Belgium into northernFrance. According to the plan, the German forceswould sweep around Paris. This would enable themto surround most of the French army.

The German advance was halted a short distancefrom Paris at the First Battle of the Marne (September

722

6–10). To stop the Germans, French military leadersloaded two thousand Parisian taxicabs with freshtroops and sent them to the front line.

The war quickly turned into a stalemate, as neitherthe Germans nor the French could dislodge eachother from the trenches they had dug for shelter.These trenches were ditches protected by barbedwire. Two lines of trenches soon reached from theEnglish Channel to the frontiers of Switzerland. TheWestern Front had become bogged down in trenchwarfare that kept both sides in virtually the samepositions for four years.

The Eastern Front In contrast to the Western Front,the war on the Eastern Front was marked by mobility.The cost in lives, however, was equally enormous.

At the beginning of the war, the Russian armymoved into eastern Germany but was decisivelydefeated at the Battle of Tannenberg on August 30and the Battle of Masurian Lakes on September 15.As a result of these defeats, the Russians were nolonger a threat to German territory.


Art Ask interested students to bringin copies of visual arts used as prop-aganda before and during WorldWar I, including posters, cartoons, orpaintings. Who were the artists? Howeffective was their work? L2



I. 1914 to 1915: Illusions and Stalemate (pages 721–723)

A. The events of August 1914 shattered two previously held ideas: that war was notworth fighting and that diplomats could prevent war.

B. Government propaganda—ideas spread to influence public opinion—had stirred upnational hatreds before the war. When the war began, propaganda was used to urgepeople to defend their own country. The majority of people thought their country’scause was just.

C. All European wars since 1815 had only lasted a few weeks. In August, 1914, most peo-ple thought the war would be over by Christmas.

D. In the Western Front, Germany swept through Belgium into northern France and wasstopped a short distance from Paris at the First Battle of the Marne. The Western Frontturned into a stalemate, with neither side able to push the other out of the system oftrenches they had built. The trenches stretched from the English Channel nearly to theSwiss border. For four years both sides remained in almost the same positions.

E. In the Eastern Front, the war was far more mobile. The Russian army moved into east-ern Germany but was defeated in two battles, making them no longer a threat toinvade Germany. The Russians defeated Austria-Hungary and dislodged them fromSerbia. The Italians, who had been allied with Germany and Austria-Hungary, broketheir alliance in 1915 and attacked Austria-Hungary. The Germans came to the aid ofthe Austrians and together they defeated the Russians in several battles and drovethem back. 2.5 million Russians had been killed, captured, or wounded. The Russianswere almost out of the war. After defeating Serbia, Germany turned its attention backto the Western Front.

327



Did You Know? When President Woodrow Wilson declaredwar in 1917, he called it the “war to end all wars” and said that theUnited States would fight to “make the world safe for democracy.”The government asked for volunteers, saying it needed a millionmen. However, public support was not as strong as the governmentwould have liked. In the first six weeks after war was declared,about 70,000 men volunteered, which led Congress to start thedraft.

turn



1

READING THE TEXT

Making Inferences After World War I, many Europeans feared going to war again. European lead-ers also followed policies to keep the peace. The Kellogg-Briand Pact of 1928, which renouncedwar as an instrument of national policy, is an outstanding example of the interwar mood. Have stu-dents write a paragraph explaining how trench warfare and the course of World War I influencedthis mood. L1


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the day’s routine consisted of breakfast fol-lowed by inspection, sentry duty, work onthe trenches, care of personal items, andattempts to pass the time. Soldiers oftenrecalled the boredom of life in the dreary,lice-ridden, and muddy or dusty trenches.

At many places along the opposing linesof trenches, a “live and let live” systemevolved. It was based on the realizationthat neither side was going to drive out theother. The “live and let live” system resultedin such arrangements as not shelling thelatrines and not attacking during breakfast.

On both sides, troops produced theirown humor magazines to help pass thetime and fulfill the need to laugh in themidst of their daily madness. The Britishtrench magazine, the B. E. F. Times,devoted one of its issues to defining mili-tary terms, including “DUDS—These are oftwo kinds. A shell on impact failing toexplode is called a dud. They are unhappilynot as plentiful as the other kind, whichoften draws a big salary and explodes forno reason.”

British soldiers in the trenches

CONNECTING TO THE PAST

1. Explain What was the rationale behind the “liveand let live” system?

2. Writing about History Write several journalentries as if you were a soldier in the trenches.

1916 to 1917: The Great SlaughterOn the Western Front, the trenches dug in 1914

had by 1916 become elaborate systems of defense.The lines of trenches for both sides were protected bybarbed wire entanglements up to 5 feet (about 1.5 m)high and 30 yards (about 27 m) wide, concretemachine-gun nests, and other gun batteries, sup-ported further back by heavy artillery. Troops lived inholes in the ground, separated from each other by astrip of territory known as no-man’s-land.

Tactics of Trench Warfare The unexpected devel-opment of trench warfare baffled military leaders.They had been trained to fight wars of movementand maneuver. The only plan generals could devisewas to attempt a breakthrough by throwing massesof men against enemy lines that had first been bat-tered by artillery. Once the decisive breakthroughhad been achieved, they thought, they could returnto the war of movement that they knew best.

At times, the high command on either side wouldorder an offensive that would begin with an artillery

723

Austria-Hungary, Germany’s ally, fared less well atfirst. The Austrians had been defeated by the Russiansin Galicia and thrown out of Serbia as well. To makematters worse, the Italians betrayed their German andAustrian allies in the Triple Alliance by attacking Aus-tria in May 1915. Italy thus joined France, GreatBritain, and Russia, who had formed the TripleEntente, but now were called the Allied Powers, orAllies.

By this time, the Germans had come to the aid ofthe Austrians. A German-Austrian army defeated theRussian army in Galicia and pushed the Russians farback into their own territory. Russian casualties stoodat 2.5 million killed, captured, or wounded. The Rus-sians had almost been knocked out of the war.

Buoyed by their success, Germany and Austria-Hungary, joined by Bulgaria in September 1915,attacked and eliminated Serbia from the war. Theirsuccesses in the east would enable the Germans tomove back to the offensive in the west.

Contrasting How did the war on theEastern Front differ from the war on the Western Front?

Reading Check


DIFFERENTIATED INSTRUCTIONDIFFERENTIATED INSTRUCTIONAt-Risk Students Have students identify the Triple Alliance and Triple Entente countries on themap on page 718, and ask them to list each country in its correct category. Then have students findphotographs depicting scenes from each of the countries in the early 1900s. Have the studentsshare their lists and pictures with the class. To aid in memorization and learning, pass out 3�5cards upon which students list all countries in the Triple Alliance and Triple Entente. Ask students tosort the cards into these two categories. L1

Refer to Inclusion for the High School Studies Classroom Strategies and Activitiesin the TCR.

Answers:

1. Each side realized that it wasnot going to drive out the other,so they could refrain fromshelling latrines or attackingduring breakfast.

2. Answers should be consistentwith material presented in thissection.

Literature Have students read allor parts of All Quiet on the WesternFront and then write a letter in whichthey try to explain to their friendsand family back home exactly whatthey are experiencing in the trencheson the Western Front. What difficul-ties do they face in trying to describewhat they are experiencing? L2

Answer: The Western Front reacheda stalemate due to trench warfare;the Eastern Front was a more typicalwar of movement and maneuver.


Name Date Class

The War

DIRECTIONS: Fill in the blanks below as you read Section 2.

Before 1914, many political leaders thought war in Europe could be

(1) . Government (2) had worked in stir-

ring up national hatreds before the war. In August, 1914, most people seemed

genuinely convinced that their nation's cause was (3) .

The German Schlieffen Plan called for the German army to sweep around

(4) and surround most of the French army. The German

advance was halted at (5) . The war quickly turned into a

(6) . The unexpected development of (7)

on the Western Front baffled military leaders. In 10 months at

(8) , France, in 1916, seven hundred thousand men lost their

lives over a few miles of land. By the end of 1915 (9) began to


L1/ELL


1

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Answer: Traditional military methodsdid not work in trenches.

Answer: Both sides had to search fornew allies who might provide a win-ning advantage, bringing more coun-tries into the war.

Critical ThinkingAsk students to identify theimportant American figuresarguing for and against U. S.neutrality. Ask students to spec-ulate on the outcome of the warhad the United States chosen toremain neutral. L3

Critical ThinkingWhen students finish readingthis section, have them explainwhy World War I is considered amajor era in world history. Havestudents describe the definingcharacteristics of this era. L1

724

The introduction of airplanes greatly changed thenature of warfare during the twentieth century.What kind of aircraft did the Germans use duringWorld War I?

Then and Now

British fighter plane, c. 1917 �U.S. jet fighter, 2001 �

barrage to flatten the enemy’s barbed wire and leavethe enemy in a state of shock. After “softening up”the enemy in this fashion, a mass of soldiers wouldclimb out of their trenches with fixed bayonets andhope to work their way toward the enemy trenches.

The attacks rarely worked because men advancingunprotected across open fields could be fired at bythe enemy’s machine guns. In 1916 and 1917, millionsof young men died in the search for the elusivebreakthrough. In 10 months at Verdun, France, in1916, seven hundred thousand men lost their livesover a few miles of land. World War I had turned intoa war of attrition, a war based on wearing the otherside down by constant attacks and heavy losses. ;(See page 998 to read an excerpt from Arthur Guy Empey’s Overthe Top in the Primary Sources Library.)

War in the Air By the end of 1915, airplanes hadappeared on the battlefront for the first time in his-tory. At first, planes were used to spot the enemy’sposition. However, planes soon began to attackground targets, especially enemy communications.

Fights for control of the air occurred and increasedover time. At first, pilots fired at each other withhandheld pistols. Later, machine guns were mountedon the noses of planes, which made the skies consid-erably more dangerous.

The Germans also used their giant airships—thezeppelins—to bomb London and eastern England.This caused little damage but frightened many people.Germany’s enemies, however, soon found that zep-pelins, which were filled with hydrogen gas, quicklybecame raging infernos when hit by antiaircraft guns.

Explaining Why were militaryleaders baffled by trench warfare?

Reading Check

Widening of the WarBecause of the stalemate on the Western Front,

both sides sought to gain new allies who might pro-vide a winning advantage. The Ottoman Empire hadalready come into the war on Germany’s side inAugust 1914. Russia, Great Britain, and France—theAllies—declared war on the Ottoman Empire inNovember.

The Allies tried to open a Balkan front by landingforces at Gallipoli (guh•LIH•puh•lee), southwest ofConstantinople, in April 1915. However, Bulgariaentered the war on the side of the Central Powers, asGermany, Austria-Hungary, and the OttomanEmpire were called. A disastrous campaign at Gal-lipoli forced the Allies to withdraw.

In return for Italy entering the war on the Alliedside, France and Great Britain promised to let Italyhave some Austrian territory. Italy on the side of theAllies opened up a front against Austria-Hungary.

By 1917, the war that had started in Europe hadtruly become a world conflict. In the Middle East, aBritish officer known as Lawrence of Arabia, in 1917,urged Arab princes to revolt against their Ottomanoverlords. In 1918, British forces from Egyptdestroyed the Ottoman Empire in the Middle East.For their Middle East campaigns, the British mobi-lized forces from India, Australia, and New Zealand.

The Allies also took advantage of Germany’s pre-occupations in Europe and lack of naval strength toseize German colonies in the rest of the world. Japan,a British ally beginning in 1902, seized a number ofGerman-held islands in the Pacific. Australia seizedGerman New Guinea.

Describing What caused the widen-ing of the war?

Reading Check


Answer: In addition to airplanes,they used zeppelins.

Then and Now

Science and Technology Askstudents to prepare a display show-ing the development of aviation dur-ing World War I. L2

CRITICAL THINKING ACTIVITYCRITICAL THINKING ACTIVITYDecision Making New machines and devices were first used on a large scale during World War I.These included submarines, airplanes, tanks, motor trucks, machine guns, rapid-fire artillery, barbedwire, and poison gas. Break students into groups and ask them to complete a project (visual dis-play, oral report, multimedia presentation) that answers the following question: What mistake didmilitary leaders continue to make even though new technology was available? Remind students todefine tasks thoroughly and to assign roles and responsibilities. After the project is complete, thegroup should evaluate everyone’s contribution, highlighting aspects of the work that went well andsuggesting ways the team might have functioned better. L2 L3

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Critical ThinkingAsk students to discuss the fol-lowing sentence: “The immedi-ate cause of U.S. involvementgrew out of the naval warbetween Germany and GreatBritain.”

Critical Thinking Ask students why the psycho-logical impact of the UnitedStates’s entry into World War Imight have been greater than theactual military impact. (The entrywould have given a desperatelyneeded morale boost to the Alliesand discouraged Germany andAustria-Hungary. The oppositionwould have been more willing toseek a settlement.) L2

725CHAPTER 23 War and Revolution

Masurian LakesSept. 1914

Tannenberg, Aug. 1914

MarneSept. 1914,

July–Aug. 1918

VerdunFeb.–Dec. 1916

SommeJuly 1916

N

SE

W

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500 miles0

0Lambert Azimuthal Equal-Area projection

50°N

60°N 20°W 10°W 10°E0° 20°E 30°E 40°E

40°N

Corsica

Sardinia

Sicily

CreteCyprus

ATLaNTICOCEaN

Mediterranean Sea

Black Sea

NorthSea

BalticSea

CaspianSea

March

1918

November 19

15

March 1918

Mar. 1918

October 1918

Nov. 1917

Oct. 1918

Dec. 1915

Ja n. 1917

Oct.1915 Sept.

1916

Jan. 1915

Aug.

1914

SPAIN

FRANCE

UNITEDKINGDOM

ITALY

SWITZ.AUSTRIA-HUNGARY

GERMANY

GREECE

BULGARIASERBIA

OTTOMANEMPIRE

ROMANIA

DENMARK

NORWAY

SWEDENRUSSIANEMPIRE

NETH.

BELGIUM

LUXEMBOURG

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ALGERIAFr. TUNISIA

Fr.

MOROCCOFr.

PORTU

GAL

London Berlin

Paris

Budapest

Sarajevo

Jan. 1917

Nov. 1914

World War I in Europe, 1914–1918

Allies

Central Powers

Neutral nations

Line of trench warfare,1915–1917

Farthest advance ofAllies with date

Farthest advance of Central Powers with dateBritish naval blockadeAllied mine barrierGerman submarine war zoneSinking of the Lusitania, May 7, 1915Armistice line, Nov. 11, 1918Treaty line of Brest-LitovskAllied victory

Central Powers victory

Indecisive

Schlieffen Plan

Entry of the United StatesAt first, the United States tried to remain neutral.

As World War I dragged on, however, it became moredifficult to do so. The immediate cause of UnitedStates involvement grew out of the naval warbetween Germany and Great Britain.

Britain had used its superior naval power to set upa naval blockade of Germany. The blockade kept warmaterials and other goods from reaching Germanyby sea. Germany had retaliated by setting up its ownblockade of Britain. Germany enforced its blockadewith the use of unrestricted submarine warfare,which included the sinking of passenger liners.

On May 7, 1915, the British ship Lusitania wassunk by German forces. There were about 1,100 civil-ian casualties, including over 100 Americans. Afterstrong United States protests, the German gov-ernment suspended unrestricted submarine warfarein September 1915 to avoid antagonizing the UnitedStates further. Only once did the German and Britishnaval forces actually engage in direct battle—at theBattle of Jutland on May 31, 1916, when neither sidewon a conclusive victory.

Trench warfare produced a stalemate on the Western Front.

1. Applying Geography Skills Create a line graph withdates as one axis and miles as the other. Starting fromBerlin, plot the Central Powers advances for the datesshown on the map.

By January 1917, however, the Germans were eagerto break the deadlock in the war. German navalofficers convinced Emperor William II that resumingthe use of unrestricted submarine warfare couldstarve the British into submission within six months.

When the emperor expressed concern about theUnited States, he was told not to worry. The Britishwould starve before the Americans could act. Even ifthe Americans did intervene, Admiral Holtzendorffassured the emperor, “I give your Majesty my wordas an officer that not one American will land on thecontinent.”

The German naval officers were quite wrong. TheBritish were not forced to surrender, and the return tounrestricted submarine warfare brought the UnitedStates into the war in April 1917. United States troops


Answer:1. Students will create a graph

based on the map.

DIFFERENTIATED INSTRUCTIONDIFFERENTIATED INSTRUCTIONReading Support Encourage students needing extra reinforcement to summarize the materialunder each subhead in this section in a manner of their own choosing. Some students may electto prepare oral summaries. Visual learners might draw a series of cartoons depicting such subjectsas the battle, the weapons used, or trench warfare. Gifted students may use outside resources toenhance their summaries. You may wish to have students work in small groups to complete thisactivity. L1 ELL

Cartography Have students drawtheir own thematic maps to show thewidening of the war into the Balkans,the Middle East, Africa, and Asia. Stu-dents should include an appropriatelegend for their maps. Discuss rea-sons why military leaders sought toexpand the conflict into these areas.(Because of the stalemate in thewest, both sides sought to gainstrength in new allies.)

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American troops leave for war.

did not arrive in large numbers in Europe until 1918.However, the entry of the United States into the warnot only gave the Allied Powers a psychologicalboost, but also brought them a major new source ofmoney and war goods.

Evaluating Why did the Germansresort to unrestricted submarine use?

The Home Front: The Impact of Total War

As World War I dragged on, it became a total war,involving a complete mobilization of resources andpeople. It affected the lives of all citizens in the war-ring countries, however remote they might be fromthe battlefields.

Masses of men had to be organized and supplieshad to be manufactured and purchased for years ofcombat. (Germany alone had 5.5 million men in uni-form in 1916.) This led to an increase in governmentpowers and the manipulation of public opinion tokeep the war effort going. The home front was rap-idly becoming a cause for as much effort as the warfront.

Increased Government Powers Most people hadexpected the war to be short, so little thought hadbeen given to long-term wartime needs. Govern-ments had to respond quickly, however, when thewar machines failed to achieve their goals. Manymore men and supplies were needed to continue thewar. To meet these needs, governments expandedtheir powers. Countries drafted tens of millions ofyoung men for that elusive breakthrough to victory.

Reading Check

Throughout Europe, wartime governments alsoexpanded their power over their economies. Free-market capitalistic systems were temporarily putaside. Governments set up price, wage, and rentcontrols; rationed food supplies and materials; regu-lated imports and exports; and took over transporta-tion systems and industries. In effect, in order tomobilize all the resources of their nations for the wareffort, European nations set up planned economies—systems directed by government agencies.

Under conditions of total war mobilization, thedifferences between soldiers at war and civilians athome were narrowed. In the view of political leaders,all citizens were part of a national army dedicated tovictory. As United States president Woodrow Wilsonsaid, the men and women “who remain to till the soiland man the factories are no less a part of the armythan the men beneath the battle flags.”

Manipulation of Public Opinion As the war con-tinued and casualties grew worse, the patriotic enthu-siasm that had marked the early stages of World WarI waned. By 1916, there were signs that civilianmorale was beginning to crack under the pressure oftotal war. War governments, however, fought backagainst the growing opposition to the war.

Authoritarian regimes, such as those of Germany,Russia, and Austria-Hungary, relied on force to sub-due their populations. Under the pressures of the war,however, even democratic states expanded theirpolice powers to stop internal dissent. The British Par-liament, for example, passed the Defence of the RealmAct (DORA). It allowed the government to arrest pro-testors as traitors. Newspapers were censored, andsometimes their publication was even suspended.

Wartime governments made active use of propa-ganda to arouse enthusiasm for the war. At the begin-ning, public officials needed to do little to achieve thisgoal. The British and French, for example, exaggeratedGerman atrocities in Belgium and found that their cit-izens were only too willing to believe these accounts.

As the war progressed and morale sagged, gov-ernments were forced to devise new techniques formotivating the people. In one British recruitingposter, for example, a small daughter asked herfather, “Daddy, what did YOU do in the Great War?”while her younger brother played with toy soldiers.

Total War and Women World War I created newroles for women. Because so many men left to fight atthe front, women were asked to take over jobs thathad not been available to them before. Women wereemployed in jobs that had once been considered


INTERDISCIPLINARY CONNECTIONS ACTIVITYINTERDISCIPLINARY CONNECTIONS ACTIVITYSociology and Economics Have students research and report on the effects of the war on civil-ians. Among the subjects students might investigate are rationing, restrictions on transportation,popular entertainment, and the changing role of women. Ask students to describe the specificroles of women, children, and families during this time. Ask students to examine the economic and cultural influence of women during the time, as well. Finally, ask students to research andreport on how the war was financed, with special attention to the sale of war bonds. L2

Section Quiz 23–2

2 Glencoe World HistoryC

opyright © by T

he McG

raw-H

ill Com

panies, Inc.


Column A

1. ideas spread to influence public opinion

2. warfare based on wearing down opponents

3. huge German airship

4. system of competing “dug in” defenses

5. complete mobilization of resources and people


6. During the war, new roles in the workforce were created for womenbecauseA. they were experienced workers.B. so many men entered the military effort.C. women needed something to do.D. women demanded equality.

7. To maintain high morale and maintain support for the war among theircitizensA. only the authoritarian regimes used propaganda.B. only the authoritarian powers allowed peace rallies.C. the democratic states used propaganda.D. the democratic states never resorted to exaggeration.

8. Air warfare in World War I involved all of the following EXCEPTA. the first long-range missiles. C. attacking ground targets.B. spotting enemy positions. D. shooting down enemy aircraft.

9. Across Europe, wartime governmentsA. maintained free-market conditions. C. reduced their powers.B. set up planned economies. D. re-regulated prices, wages, rent.

10. The United States entered the war largely over the issue ofA. Serbian independence. C. German use of zeppelins.B. trench warfare. D. unrestricted submarine warfare.


✔ ScoreChapter 23

Section Quiz 23-2

Column B

A. trench warfare

B. propaganda

C. zeppelin

D. total war

E. war of attrition

Answer: The Germans wanted tostarve Britain into submission. Theybelieved they could accomplish thatbefore the United States would enterthe war.



African American Soldiers Morethan 350,000 African Americansserved in segregated units in WorldWar I. Several units saw action along-side French soldiers fighting againstthe Germans. The French Legion ofHonor was awarded to 171 AfricanAmericans.

Who?What?Where?When?

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1. Key terms are in blue. 2. Lawrence of Arabia (p. 724);

Admiral Holtzendorff (p. 725);Woodrow Wilson (p. 726)

3. See chapter maps. 4. Masses of men had to be organ-

ized and supplies had to be manu-factured and purchased for years

of combat, which led to measuresthat affected the lives of all citizensin the warring countries.

5. chimney sweeps, truck drivers,farm laborers, factory workers inheavy industry

6. propaganda, expanded police pow-ers, protesters arrested, censorship

7. draft; rationing; price, wage, and

rent controls; takeover of trans-portation; import and export regu-lation;

8. trench warfare, waiting for nextassault; the disease, death, uncom-fortable conditions

9. Essays should reflect students’grasp of material.

727

Answer: Citizens were subject torationing, propaganda, the draft, andloss of free speech. Women took jobsformerly considered beyond theircapacity.

EnrichHave students discuss theimpact of World War I on thestatus of women. How did theiracceptance, even if temporary,into occupations previously con-sidered beyond their abilityempower women to demandequal rights with men? L2


Checking for Understanding1. Define propaganda, trench warfare,

war of attrition, total war, plannedeconomies.

2. Identify Lawrence of Arabia, AdmiralHoltzendorff, Woodrow Wilson.

3. Locate Marne, Tannenberg, MasurianLakes, Verdun, Gallipoli.

4. Explain why World War I required totalwarfare.

5. List some of the occupations opened towomen by the war.

Critical Thinking6. Identify What methods did govern-

ments use to counter the loss ofenthusiasm and opposition to the war at home?

7. Organizing Information Use a dia-gram like the one below to identifyways in which government powersincreased during the war.

Analyzing Visuals8. Examine the photograph of British sol-

diers shown on page 723. How doesthis photograph illustrate the type ofwarfare that emerged during WorldWar I? What aspects of trench warfareare not shown in the photo?

Government Powers

Edith Cavell1865–1915—British nurse

Edith Cavell was born in Norfolk,England. She trained as a nurse andmoved to Brussels in 1907 to headthe Berkendael Medical Institute.After the outbreak of war, the institutebecame a Red Cross hospital. Cavellworked to shelter French and British soldiersand help them reach safety in the Netherlands.

Outraged, German military authorities in Brussels puther on trial for aiding the enemy and ordered her to beshot. Before her execution, Cavell said, “I am glad to diefor my country.” To arouse anti-German sentiment, boththe French and British used her as an example of Ger-man barbarism. The Germans insisted they had the rightto execute a traitor—whether man or woman.

beyond their capacity. These included such occupa-tions as chimney sweeps, truck drivers, farm labor-ers, and factory workers in heavy industry. Forexample, 38 percent of the workers in the KruppArmaments works in Germany in 1918 were women.

The place of women in the workforce was far fromsecure, however. Both men and women seemed toexpect that many of the new jobs for women wereonly temporary. This was evident in the British poem“War Girls,” written in 1916:

“There’s the girl who clips your ticket for the train,And the girl who speeds the lift [elevator] from floor

to floor,There’s the girl who does a milk-round [milk delivery]

in the rain,And the girl who calls for orders at your door.Strong, sensible, and fit,They’re out to show their grit,And tackle jobs with energy and knack.No longer caged and penned up,They’re going to keep their end upTill the khaki soldier boys come marching back.”

At the end of the war, governments would quicklyremove women from the jobs they had encouragedthem to take earlier. The work benefits for womenfrom World War I were short-lived as men returnedto the job market. By 1919, there would be 650,000unemployed women in Great Britain. Wages for thewomen who were still employed would be lowered.

Nevertheless, in some countries the role played bywomen in wartime economies had a positive impact

on the women’s movement for social and politicalemancipation. The most obvious gain was the right tovote, which was given to women in Germany, Austria,and the United States immediately after the war. MostBritish women gained the vote in 1918.

Many upper- and middle-class women had alsogained new freedoms. In ever-larger numbers, youngwomen from these groups took jobs; had their ownapartments; and showed their new independence.

Summarizing What was the effect oftotal war on ordinary citizens?

Reading Check

9. Expository Writing What lastingresults occurred in women’s rightsdue to World War I? What were thetemporary results? Write an essaydiscussing the effect of the war onwomen’s rights.




Have you ever read the book All Quiet on the Western Front? How does the bookdescribe the fighting on the Western Front during World War I?

In the last section you learned about the events that led to the start of World War I



THE WAR

KEY TERMS

propaganda ideas spread to influence public opinion for or against a cause (page 721)

trench warfare warfare fought in trenches (ditches protected by barbed war) (page 722)

war of attrition a war based on wearing the other side down by constant attacks and heavylosses (page 724)

total war a war involving a complete mobilization of resources and people in the warring countries (page 726)

planned economies economic systems directed by government agencies (page 726)

Name Date Class

Reteaching ActivityDiscuss the war’s major eventson both fronts and at sea; theeffects of technological advances;the entrance of the United Statesinto the war. L1

4 CLOSEHave students summarize thesituations of the Allies and theCentral Powers in the spring of1917. (The prospect of victory wasslim for both sides at this point.)

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PPassengers boarding the British liner R.M.S. Lusitania

in New York on May 1, 1915, for the voyage to Liver-

pool, England, knew of Germany’s threat to sink ships

bound for the British Isles. Britain and Germany had

been fighting for nine months. Still, few passengers

imagined that a civilized nation would attack an

unarmed passenger steamer without warning.

Listing to starboard, the linerbegan to sink rapidly at the bow,sending passengers tumbling downher slanted decks. Lifeboats on theport side were hanging too farinboard to be readily launched, thoseon the starboard side too far out to beeasily boarded. Several overfilledlifeboats spilled occupants into the

sea. The great liner disappeared underthe waves in only 18 minutes, leavingbehind a jumble of swimmers,corpses, deck chairs, and wreckage.Looking back upon the scene fromhis submarine, even the Germancommander Schwieger was shocked.He later called it the most horriblesight he had ever seen.

Lusitaniathe

1

2

2Built eight years earlier, the Lusitaniawas described as a “floating palace.”German authorities, however, saw heras a threat. They accused the Britishgovernment of using the Lusitania tocarry ammunition and other war sup-plies across the Atlantic.

With her four towering funnels, theliner looked invincible as she left NewYork on her last voyage. Six days later,at 2:10 P.M. on May 7, 1915, WaltherSchwieger, the 30-year-old commanderof the German submarine U 20, fired asingle torpedo at the Lusitania from arange of about 750 yards (686 m).

Captain William Turner of the Lusi-tania saw the torpedo’s wake from thenavigation bridge just before impact. Itsounded like a “million-ton hammerhitting a steam boiler a hundred feethigh,” one passenger said. A second,more powerful explosion followed,sending a geyser of water, coal, anddebris high above the deck.

TEACHPoints to DiscussAfter students have read the fea-ture, ask the following: Why didthe Germans see the Lusitaniaas a threat? (They believed the shipwas carrying ammunition and otherwar materials to England.) Whydid so many people lose theirlives when the Lusitania sank?(The boat sank quickly, and thelifeboats were almost impossible toreach and board.) Why did thesinking of the Lusitania angermany Americans? (because sink-ing the unarmed passenger vessel

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SPECIALREPORT

SPECIAL REPORT SUMMARY

In 1915, a German submarine sank theBritish luxury liner Lusitania, killingmore than 1,000 people and helpingdraw the United States into World War I.

■

To clear up questions about the sink-ing, scientists used a robot vehicle toexamine the wreck on the ocean floor.

■

Although the ship was carrying arms,the team found that the weapons hadnot exploded when a torpedo struckthe Lusitania. This disproved a once-popular theory of why the ship sank so fast.

■

The team hypothesized that the pow-erful secondary explosion that causedthe ship to sink in only 18 minutes wasprobably caused by the ignition of coaldust in a storage compartment.

Teacher’s Notes

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News of the disaster raced acrossthe Atlantic. Of 1,959 people aboard,only 764 were saved. The dead in-cluded 94 children and infants.

Questions were immediatelyraised. Did the British Admiralty give the Lusitania adequate warning?How could one torpedo have sunkher? Why did she go down so fast?Was there any truth to the Germanclaim that the Lusitania had beenarmed?

From the moment the Lusitaniasank, she was surrounded by contro-versy. Americans were outraged bythe attack, which claimed the lives of123 U.S. citizens. Newspapers calledthe attack “deliberate murder” and a“foul deed,” and former President Theodore Roosevelt demanded

revenge against Germany. The attackon the Lusitania is often credited withdrawing the United States into WorldWar I. However, President Woodrow Wilson—though he had vowed tohold Germany responsible for its sub-marine attacks—knew that the Ameri-can people were not ready to go towar. It was almost two years beforethe United States joined the conflictin Europe.

A British judge laid full blame onthe German submarine commander,while the German governmentclaimed that the British had deliber-ately made her a military target. Trag-ically, inquiries following the sinkingof the Lusitania revealed that CaptainTurner had received warnings bywireless from the British Admiralty,

0 mi

0 km

30

30

1 The Lusitania arrives in New York on her maiden voyage in 1907 (oppo-site page).

2 Captain William Turner of the Lusita-nia, (opposite page, center); WaltherSchwieger, commander of the Germansubmarine U 20 (opposite page, right).

3 Headlines in Boston and New York(above) report the terrible news of thesinking of the Lusitania on May 7,1915. In the two days prior to theattack on the Lusitania, the Germansubmarine U 20 had sunk three shipsoff Ireland’s southern coast. Yet thecaptain of the Lusitania, who hadreceived warnings by wireless from theBritish Admiralty, took only limited pre-cautions as he approached the area.

S P E C I A L R E P O RT

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SPECIALREPORT

FUN FACTS■ Woodrow Wilson’s secretary of state, William Jennings

Bryan, resigned rather than sign a strongly wordedprotest Wilson sent to Germany after the Lusitania’ssinking.

■ The name of the ship came from the ancient Romanprovince of Lusitania, which made up the region thatis now Portugal and western Spain.

■ The cargo of arms and ammunition that the Lusitaniawas carrying weighed about 173 tons.

■ The British admiralty had recommended that the Lusi-tania follow a zigzag course, changing direction everyfew minutes, to avoid torpedo attacks.

killed more than 1,000 civilians,including 128 Americans) Whatquestions were raised about thesinking? (Was the ship warnedabout German submarines? Whydid one torpedo sink it so fast? Wasit armed, as Germany claimed?What caused a second explosion?)How do British and Germanaccounts of responsibility forthe sinking of the ship differ?(A British judge claimed Germanywas completely responsible. TheGerman government claimed thatthe British had purposely made theship a target.)

EnrichAsk students to evaluate thepolitical choices and decisionsmade by Britain, Germany, andthe United States in regard to theLusitania. Be sure students takeinto account the historical con-text. Then ask students to applythis knowledge to the analysis ofchoices and decisions faced bysocieties today. Students shoulduse current news media for thesecond part of this activity. L3

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but took only limited precautions ashe approached the area where the U 20 was waiting.

Rumors of diamonds, gold, andvaluables locked away in Lusitania’ssafes have prompted salvage attemptsover the years. To date, no treasurehas ever been reported.

Perhaps the biggest puzzle hasbeen the hardest to solve: Why didthe liner sink so fast? Newspapersspeculated that the torpedo hadstruck munitions in a cargo hold,causing the strong secondary explo-sion. Divers later reported a hugehole in the port side of the bow,opposite where munitions would havebeen stored.

Hoping to settle the issue, a teamfrom the Woods Hole Oceano-graphic Institution, sponsored by theNational Geographic Society, senttheir robot vehicle Jason down to

photograph the damage. Fitted withcameras and powerful lights, the robotsent video images of the wreck byfiber-optic cable to a control room onthe surface ship, Northern Horizon. Apilot maneuvered Jason with a joy-stick, while an engineer relayedinstructions to the robot’s computers.Other team members watched for rec-ognizable objects on the monitors. Inaddition to using Jason to make avisual survey of the Lusitania, the teamof researchers and scientists also usedsonar to create a computerized, three-dimensional diagram of how thewreck looks today.

From this data, it was discoveredthat the Lusitania’s hull had been flat-tened—in part by the force of grav-ity—to half its original width. Butwhen Jason’s cameras swept across thehold, looking for the hole reported bydivers shortly after the sinking, therewas none to be found. Indeed, no evi-dence was found that would indicate

that the torpedo had detonated anexplosion in a cargo hold, undermin-ing one theory of why the liner sank.

Questions about her cargo havehaunted the Lusitania since the dayshe went down. Was she carrying ille-gal munitions as the Germans havealways claimed? In fact, she was. Themanifest for her last voyage includedwartime essentials such as motorcycleparts, metals, cotton goods, and food,as well as 4,200 cases of rifle ammuni-tion, 1,250 cases of shrapnel (notexplosive), and 18 boxes of percussionfuses. However, the investigation con-ducted by the Woods Hole team andJason suggested that these munitionsdid not cause the secondary blast thatsent the Lusitania to the bottom. So what did?

One likely possibility was a coal-dust explosion. The German torpedostruck the liner’s starboard side about10 feet (3 m) below the waterline,rupturing one of the long coal

4

Connecting to the PastIn recent years a number ofwrecked ships have been raisedfrom the ocean bottom by scien-tists and entrepreneurs. The sal-vage operations have generatedcontroversy about the ownershipof the materials recovered,which can be worth millions ofdollars.

Among the better-known casesare the Padre Island wrecks inTexas and the case of NuestraSeñora de la Atocha in Florida.

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SPECIALREPORT

Science and Technology Thefirst submarine to be used in combatwas built by an American, DavidBushnell, in 1776 and was used dur-ing the Revolutionary War. It wasmade of wood and moved by meansof a hand-turned propeller. (Thecraft was used in an unsuccessfulattempt to blow up a British warshipin New York harbor.) By the late1800s, an American engineer namedSimon Lake had made considerableadvances in submarine technology,including the use of horizontal rud-ders for diving and water ballast forsubmergence. The U.S. Navy wasslow to see the merits of Lake’swork. In the early 1900s, however,Lake was hired by the United States.

CRITICAL THINKING ACTIVITYCRITICAL THINKING ACTIVITYAsk students to review the maps in this feature and throughout this chapter. Then have studentscreate a thematic database from the information contained on the maps. Students should interpretthe database by posing and answering questions about geographic distributions and patterns inworld history as revealed by information contained in the database. Make sure that students useappropriate mathematical skills to interpret the information on the maps. L2 SS.B.1.4.1

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bunkers [storage bins] that stretchedalong both sides. If that bunker,mostly empty by the end of the voy-age, contained explosive coal dust, thetorpedo might have ignited it. Suchan occurrence would explain all thecoal that was found scattered on theseafloor near the wreck.

The Lusitania’s giant funnels havelong since turned to rust, an eeriemarine growth covers her hull, and

her superstructure is ghostly wreck-age. Yet the horror and fascinationsurrounding the sinking of the greatliner live on. With today’s high-tech-nology tools, researchers and scien-tists at Woods Hole and the NationalGeographic Society have providedanother look—and some newanswers—to explain the chain ofevents that ended with the Lusitaniaat the bottom of the sea.

1. How did the Lusitania contribute todrawing the United States into WorldWar I?

2. Describe the Lusitania’s route. Where was it when it sank?

3. What mysteries were researchersable to solve by using underwaterrobot technology?

INTERPRETING THE PAST

5

6

S P E C I A L R E P O RT

4 Homer, a small robot, (opposite page)explores a hole in the stern of the Lusi-tania that was cut by a salvage crew torecover silverware and other items.

5 A provocative poster (left) depicteddrowning innocents and urged Americansto enlist in the armed forces.

6 Alice Drury (above left) was a youngnanny for an American couple on theLusitania. She and another nanny werecaring for the couple’s children: Audrey(above right), Stuart, Amy, and Susan.Alice was about to give Audrey a bottlewhen the torpedo hit. Alice wrappedAudrey in a shawl, grabbed Stuart, andheaded for the lifeboats. A crewmanloaded Stuart, but when Alice tried toboard, the sailor told her it was full.Without a life jacket and with Audreyaround her neck, Alice jumped into thewater. A woman in the lifeboat grabbedher hair and pulled her aboard. Audrey’sparents were rescued too, but Amy,Susan, and the other nanny were lost.Alice and Audrey Lawson Johnston haveremained close ever since.

731

SPECIALREPORT

Geography Have students studythe map on page 729. How far wasthe Lusitania from the Irish coastwhen it was sunk? (about 10 miles[16 km]) How far apart were thetwo ships sunk by the U 20 on May6, 1915? (about 10 miles [16 km])What was the approximate distancebetween Ireland and Wales? (about50 miles [81 km])

German U-Boat Attacks After thesinking of the Lusitania, German sub-marines continued to torpedo mer-chant vessels without warning. InMarch 1916, fearing the United Stateswould enter the war, Germanystopped the attacks. With the warstalemated, however, Germanyresumed unrestricted submarineattacks in February 1917, sinking fourAmerican ships in just two months.Wilson cited German violations of“freedom of the seas” as a reason forentering the war in April 1917.


INTERPRETING THE PASTAnswers:1. Americans were outraged by this action by the Ger-

mans against a civilian target.

2. The Lusitania was traveling from New York City,across the Atlantic Ocean, and then along the south-ern coast of Ireland en route to Liverpool (on thewestern coast), England. The Lusitania was sunk offthe southern coast of Ireland.

3. Researchers were able to determine that weaponscarried by the Lusitania had not exploded, and theyhypothesized that the second explosion was causedby the ignition of coal dust.

FCAT MA.B.1.4.3

SS.A.3.4.9

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Guide to Reading

The Russian Revolution

Preview of Events

John Reed, an American journalist, described an important event that took place inSt. Petersburg, Russia, on the night of November 6, 1917:

“After a few minutes huddling there, some hundreds of men began again to flowforward. By this time, in the light that streamed out of the Winter Palace windows, Icould see that the first two or three hundred men were Red Guards [revolutionaries],with only a few scattered soldiers. Over the barricade of firewood we clambered, andleaping down inside gave a triumphant shout as we stumbled on a heap of riflesthrown down by the guards who had stood there. On both sides of the main gatewaythe doors stood wide open, and from the huge pile came not the slightest sound.”


Reed was describing the Bolshevik seizure of the Winter Palace, seat of the RussianGovernment, by Bolshevik revolutionaries. This act led to a successful revolution in Russia.

Background to RevolutionAs you will learn, out of Russia’s collapse in 1917 came the Russian

Revolution. Its impact would be felt all over the world.Russia was unprepared both militarily and technologically for the total war

of World War I. Russia had no competent military leaders. Even worse, Czar


Main Ideas• The czarist regime in Russia fell as a

result of poor leadership.• The Bolsheviks under Lenin came to

power.• Communist forces triumphed over

anti-Communist forces.

Key Terms soviets, war communism

People to Identify Alexandra, Grigori Rasputin, AlexanderKerensky, Bolsheviks, V. I. Lenin, Leon Trotsky

Places to LocatePetrograd, Ukraine, Siberia, Urals

Preview Questions1. What promises did the Bolsheviks

make to the Russian people?2. Why did civil war break out in Russia

after the Russian Revolution?

Reading StrategyCategorizing Information Using a chartlike the one below, identify the factorsand events that led to Lenin coming topower in 1917.


✦1916 ✦1917 ✦1918 ✦1919 ✦1920 ✦1921

1916Rasputin assassinated

1917Czar Nicholas IIsteps down

1918Lenin signs Treaty of Brest-Litovsk

1921Communists control Russia

Lenin in Power(1917)







DAILY FOCUS SKILLS TRANSPARENCY 23-3

Copyright © by The McGraw-Hill Companies, Inc. ANSWERS1. the Czar 2. the peasants 3. the Czar, the officials, the nobles, and the middle classes


UNIT

5Chapter 23

Who was in charge ofRussian society in thenineteenth century?

What part of society hadthe greatest number ofpeople?

What parts of society wouldprobably be overthrown in arevolution?

1 2 3

THE CZAR — a completeautocrat; his will was law

THE OFFICIALS— carried out czar’s commands;included army, navy, secret service, and bureaucracy

THE NOBLES —served czar but hadpower over peasants

THE MIDDLE CLASSES— included merchants

and craftsmen

THE PEASANTS —majority of Russianpeople; very poorwith few rights

THE INDUSTRIALWORKERS — becoming

more numerous butpoor and underpaid



1 FOCUSSection OverviewThis section discusses the fall ofCzar Nicholas II in Russia andthe ensuing Russian Revolution,which put the communists inpower.

Guide to Reading

Answers to Graphic: strikes byworking class women, workers, andsoldiers → provisional governmentestablished → czarist regime fallsGermans ship Lenin back to Russia →Bolsheviks use soviets to overthrowProvisional Government

Preteaching VocabularyAsk students to define soviet and dis-cuss it with the class. L2

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2 TEACH

Critical Thinking Ask students to research andanalyze further how Rasputin’sinterference in Russia’s politicalaffairs contributed to the under-mining of the czarist govern-ment. L2

then tied him up and threw him into the Neva River.He drowned, but not before he had managed to untiethe knots underwater. The killing of Rasputinoccurred too late, however, to save the monarchy.

The March Revolution At the beginning of March1917, a series of strikes led by working-class womenbroke out in the capi-tal city of Petrograd(formerly St. Peters-burg). A few weeksearlier, the govern-ment had startedbread rationing inPetrograd after theprice of bread had skyrocketed.

Many of the women who stood in the lines waiting for bread were also factory workers whoworked 12-hour days. A police report warned thegovernment:

“Mothers of families, exhausted by endless stand-ing in line at stores, distraught over their half-starvingand sick children, are today perhaps closer to revolu-tion than [the liberal opposition leaders] and ofcourse they are a great deal more dangerousbecause they are the combustible material for whichonly a single spark is needed to burst into flame.”


FINLAND

Petrograd(St. Petersburg)

RUSSIAa e Scitla

B

Rasputin (shown upper right corner) had greatinfluence over Czar Nicholas II and his family,shown here in a 1913 photograph. Why wasRasputin able to influence Russian political

History

Nicholas II insisted on taking personalcharge of the armed forces despite his obvi-ous lack of ability and training.

In addition, Russian industry was unableto produce the weapons needed for the army.Many soldiers trained using broomsticks.Others were sent to the front without riflesand told to pick one up from a dead comrade.

Given these conditions, it is not surprisingthat the Russian army suffered incrediblelosses. Between 1914 and 1916, two millionsoldiers were killed, and another four to sixmillion wounded or captured. By 1917, theRussian will to fight had vanished.

Beginnings of Upheaval Czar Nicholas II was anautocratic ruler who relied on the army and bureau-cracy to hold up his regime. Furthermore, he wasincreasingly cut off from events by his German-bornwife, Alexandra. She was a willful and stubbornwoman who had fallen under the influence of Grig-ori Rasputin (ra•SPYOO•tuhn), an uneducatedSiberian peasant who claimed to be a holy man.Alexandra believed that Rasputin was holy, for healone seemed able to stop the bleeding of her sonAlexis. Alexis, the heir to the throne, had hemophilia(a deficiency in the ability of the blood to clot).

With the czar at the battlefront, Alexandra madeall of the important decisions. She insisted on firstconsulting Rasputin, the man she called “herbeloved, never-to-be-forgotten teacher, savior, andmentor.” Rasputin’s influence made him an impor-tant power behind the throne. He did not hesitate tointerfere in government affairs.

As the leadership at the top stumbled its waythrough a series of military and economic disasters,the Russian people grew more and more upset withthe czarist regime. Even conservative aristocrats whosupported the monarchy felt the need to do some-thing to save the situation.

For a start, they assassinated Rasputin in Decem-ber 1916. It was not easy to kill this man of incrediblephysical strength. They shot him three times and




I. Background to Revolution (pages 732–734)

A. Due to a lack of experienced military leaders and technology, Russia was unpreparedfor World War I. The Russian army was poorly trained and equipped and suffered ter-rible losses.

B. By 1917, the Russian will to continue fighting in the war had disappeared.

C. Czar Nicholas II relied on his army and government to keep him in power. His wifeAlexandra cut him off from events. She was strongly influenced by Grigori Rasputin,who claimed to be a holy man. Though he had no military experience, Czar NicholasII insisted on commanding the army in the field and was away from the capital. In hisabsence, Alexandra made important decisions with the help of Rasputin.

D. The Russian people became increasingly upset with the Czar and his wife due to mili-tary and economic disasters. Conservatives wanted to save the deteriorating situationand assassinated Rasputin late in 1916. However, this did not save the monarchy.

E. In March, 1917 working-class women led a series of strikes in the capital city ofPetrograd. They were upset about bread shortages and rationing. They called a generalstrike that shut down all the factories.

F. Alexandra reported the situation to Nicholas, describing the demonstrators as hooli-gans. Nicholas responded by ordering troops to break up the crowds with force.However, many soldiers refused to shoot and joined the demonstrators. On March 12,the Duma, or legislature, met and established a provisional government. The govern-ment then urged the Czar to step down, which he did.

G. The provisional government was headed by Alexander Kerensky and decided to con-tinue fighting the war. This was a grave mistake, as it upset workers and peasants whowanted to end the years of fighting.

H. The government was also challenged by the soviets—councils representing workersand soldiers—who came to play an important role in Russian politics. Soviets sprangup around the country, and were mostly made up of socialists.

331



Did You Know? Vladimir Ulianov Lenin was born in 1870 to amiddle class family. He was educated and became a lawyer. In 1887,his older brother was executed by the czarist police for planning toassassinate the czar. This event turned Lenin into a revolutionary,and he dedicated his life to overthrowing the czar.

turn


EXTENDING THE CONTENTCreating a Presentation Divide students into four groups and assign each group a major figure inthe Russian Revolution: Czar Nicholas II, Rasputin, Lenin, and Trotsky. Have each group research itsassigned individual. Students should include his background, education, beliefs, and role in therevolution. Students should divide up the research appropriately and combine their findings to pre-pare a written or oral report to present to the class. If possible, the report should be accompaniedby illustrations. Following the presentations, students should analyze the influence of each of theseindividuals on political events of the twentieth century. L2


Answer: Alexandra believed thatRasputin was a holy man who couldstop her son’s bleeding, and this beliefgave Rasputin influence at court.

History


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The Mystery of AnastasiaCzar Nicholas II, his wife Alexandra, and their five chil-

dren were murdered on the night of July 16, 1918. Soonafter, rumors began to circulate that some members ofthe family had survived.

In 1921, a young woman in Dalldorf, Germany,claimed to be the Grand Duchess Anastasia, youngestdaughter of Nicholas II. Some surviving members of

the Romanov family became convincedthat she was Anastasia. Grand Duke

Andrew, Nicholas II’s first cousin,said after meeting with her, “For methere is definitely no doubt; it isAnastasia.”

Later, the woman claiming to be Anastasia came tothe United States. While in New York, she registered at aLong Island hotel as Anna Anderson and soon becameknown by that name. In 1932, she returned to Germany.During the next 30 years, she pursued a claim in Ger-man courts for part of the estate left to Empress Alexan-dra’s German relatives. In the 1960s in the United States,she became even better known as a result of a popularplay and film, Anastasia.

In 1968, Anna Anderson returned to the UnitedStates, where she died in 1984. In 1994, DNA testing oftissues from Anna Anderson revealed that she was notthe Grand Duchess Anastasia. In all probability, AnnaAnderson was Franziska Schanzkowska, a Polishfarmer’s daughter who had always dreamed of being an actress.

The woman claiming to be Anastasia convincedmany people of the authenticity of her claim. Whatdo you think might have motivated her to act out thepart of Anastasia for so many years?

government urged the czar to step down. Because heno longer had the support of the army or even thearistocrats, Nicholas II did step down, on March 15,ending the 300-year-old Romanov dynasty.

The provisional government, headed by Alexan-der Kerensky (keh•REHN•skee), now decided tocarry on the war to preserve Russia’s honor. Thisdecision to remain in World War I was a major blun-der. It satisfied neither the workers nor the peasants,who, tired and angry from years of suffering, wantedabove all an end to the war.

The government was also faced with a challenge toits authority—the soviets. The soviets were councilscomposed of representatives from the workers andsoldiers. The soviet of Petrograd had been formed inMarch 1917. At the same time, soviets sprang up inarmy units, factory towns, and rural areas. The sovi-ets, largely made up of socialists, represented themore radical interests of the lower classes. Onegroup—the Bolsheviks—came to play a crucial role.

Identifying Develop a sequence of events leading to the March Revolution.

Reading Check

On March 8, about10,000 women marchedthrough the city of Petro-grad demanding “Peaceand Bread” and “Downwith Autocracy.” Soon thewomen were joined byother workers. Togetherthey called for a generalstrike. The strike shutdown all the factories inthe city on March 10.

Alexandra wrote her husband Nicholas II at thebattlefront, “This is a hooligan movement. If theweather were very cold they would all probably stayat home.” Nicholas ordered troops to break up thecrowds by shooting them if necessary. Soon, how-ever, large numbers of the soldiers joined the demon-strators and refused to fire on the crowds.

The Duma, or legislative body, which the czar hadtried to dissolve, met anyway. On March 12, it estab-lished the provisional government, which mainlyconsisted of middle-class Duma representatives. This

HISTORY

Web Activity Visitthe Glencoe WorldHistory Web site at

andclick on Chapter 23–Student Web Activity to learn more about theRussian royal family.

wh.glencoe.com

� AnnaAnderson� Grand

DuchessAnastasia

734


EXTENDING THE CONTENTEXTENDING THE CONTENTEXTENDING THE CONTENTHealth As if the world war, revolution, and civil war were not devastating enough to the Russianpeople, an even greater danger appeared in the form of lice. Lice carry Rickettsia bacteria, whichcauses typhus. During the war years, between 1914 and 1916, the typhus outbreak on the EasternFront was serious (there were no similar outbreaks on the Western Front due to the use of fumi-gants). After the revolution of 1917, Russia experienced the worst typhus epidemic in history.Between 1917 and 1921, over 25 million Russians came down with typhus and more than 2.5 mil-lion died. Ask students to compare this typhus epidemic with the fourteenth-century plague andidentify any contemporary situations that parallel these historical situations.

Literature Have students researchand report on one of the following:Maksim Gorky, a champion of therevolutionary movement in Russia;Alexander Blok, who wrote “TheTwelve,” a poem about the revolu-tion; or Vladimir Mayakovski, a poetwho popularized the revolution. L3

Answer: One reason may have been toobtain the Romanov wealth.

Answer: The Russian army sufferedincredible losses in the war. Nicholas II’s wife made decisionsunder the influence of Rasputin; thencame a series of military and eco-nomic disasters. At the beginning ofMarch 1917, strikes led by working-class women broke out in Petrograd,which developed into a generalstrike. Large numbers of the soldiersjoined the demonstrators. The Dumamet and established a provisionalgovernment. Nicholas II steppeddown on March 15.


Name Date Class



I. Russia was for the total war of World War I.

A. was increasingly cut off from events by his wife.

B. In March 1917, a series of strikes led by , started in Petrograd.

C. Nicholas ordered troops to break up crowds by if necessary.

D. A socialist group, the , represented the radical interests of lower

classes.

II. The Bolsheviks were a party called the Russian Social Democrats.

A. The Bolsheviks came under the leadership of V.I. .

1. They became a party dedicated to revolution.

2 “P B d” d th B l h ik


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INTERDISCIPLINARY CONNECTIONS ACTIVITYINTERDISCIPLINARY CONNECTIONS ACTIVITYArt Have students use the Internet or library to research Communist propaganda posters from thisperiod. Ask them to write a brief report analyzing at least one of the posters. Students should con-sider the following questions: What can be learned by examining the poster? What message is theposter trying to convey? Does the poster elicit an emotional response? How do the images in theposter portray Communist ideology and values? Students’ reports should include a copy of theposter, and reports can be presented orally to the class. L2

735

The Rise of LeninThe Bolsheviks began as a small faction of a

Marxist party called the Russian Social Democrats.The Bolsheviks came under the leadership ofVladimir Ilyich Ulianov (ool•YAH•nuhf), known tothe world as V. I. Lenin.

Under Lenin’s direction, the Bolsheviks became aparty dedicated to violent revolution. Lenin believedthat only violent revolution could destroy the capi-talist system. A “vanguard” (forefront) of activists, hesaid, must form a small party of well-disciplined pro-fessional revolutionaries to accomplish the task.

Between 1900 and 1917, Lenin spent most of histime abroad. When the provisional government wasformed in March 1917, he saw an opportunity for theBolsheviks to seize power. In April 1917, Germanmilitary leaders, hoping to create disorder in Russia,shipped Lenin to Russia. Lenin and his associateswere in a sealed train to prevent their ideas frominfecting Germany.

Lenin’s arrival in Russia opened a new stage of theRussian Revolution. Lenin maintained that the sovi-ets of soldiers, workers, and peasants were ready-made instruments of power. He believed that theBolsheviks should work toward gaining control of

these groups and then use them to overthrow theprovisional government.

At the same time, the Bolsheviks reflected the dis-content of the people. They promised an end to thewar, the redistribution of all land to the peasants, thetransfer of factories and industries from capitalists tocommittees of workers, and the transfer of govern-ment power from the provisional government to thesoviets. Three simple slogans summed up the Bol-shevik program: “Peace, Land, Bread,” “Worker Con-trol of Production,” and “All Power to the Soviets.”

Examining What was Lenin’s planwhen he arrived in Russia?

Reading Check


N

SE

W

1,000 kilometers0Two-Point Equidistant projection

1,000 miles0

40°E

20°E

30°N

40°N

50°N

0°

60°E

80°E

AralSea

Caspian

Sea

BlackSea

NorthSea

PaCIFICOCEaN

ArcticOCEaN

R U S S I A

MONGOLIA

C H I N A

JAPAN

IRAN

TURKEY

BULGARIA

ROMANIA

POLAND

GERMANYLITHUANIA

LATVIAESTON

IA

NORWAY

SWEDEN

FINLAND

UKRAINE

URAL

MOU

NTA

INS

CAUCASUS

WESTERNSIBERIA

RigaMinsk

Kiev

Odessa

Rostov Tsaritsyn(Volgograd)

Samara

PermKazan

VladimirMoscow

SmolenskOrel

Novgorod

Petrograd(St. Petersburg)

MurmanskHelsinki

WarsawBrest-

Litovsk

Vladivostok

Archangel

Yekatarinburg

Tobolsk

Russian Revolution and Civil War, 1917–1922

The Russian Revolution and civil war resulted in significantchanges to Russia’s boundaries.

1. Interpreting Maps Compare the area of Russia underBolshevik control in 1919 with the area not underBolshevik control. Which is larger? Which containedRussia’s main cities?

2. Applying Geography Skills Pose two questions foryour classmates to determine whether or not they candescribe the changes in Russia’s boundaries resultingfrom the Russian Revolution and World War I.

Western boundary of Russia, 1914

Russia, 1922

Land lost by Russia (Treaty of Brest-Litovsk, 1918)

Center of revolutionary (Bolshevik) activity, 1917–1918

White Russian (anti-Bolshevik) or Allied attack, 1918–1920

Area under Bolshevik control, October 1919


Answers:1. area not under Bolshevik control

is larger, but area under Bolshe-vik control contained main cities

2. Questions and answers will vary.

Turning Points in World HistoryThe ABC News videotapeincludes a segment on theRussian Revolution.

Answer: to gain control of the sovi-ets of soldiers, workers, and peasantsand use them to overthrow the provi-sional government

Critical ThinkingHave students research and ana-lyze the three Bolshevik slogans:“Peace, Land, Bread,” “WorkerControl of Production,” and “AllPower to the Soviets.” Which didLenin attempt to address? Whichwere strictly propaganda? Whatis the appeal of these slogans? L2

Writing ActivityHave students write an essay inwhich they identify and explainthe causes and effects of the riseof communism on the SovietUnion. L3 SS.A.3.4.9


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Answer: Russia gained peace butlost eastern Poland, Ukraine, Finland,and the Baltic provinces.

Answer: groups loyal to the czar,liberals, anti-Leninist socialists,Communist White Russians, Alliedforces, and Ukrainians

Writing ActivityAsk students to write an essay inwhich they identify the historicorigins of the economic systemsof capitalism and socialism. Thenhave students identify the histor-ical origins of the economic andpolitical system of communism.Finally, ask students to state thereasons for the Communist vic-tory in the Russian civil war. L3




The Bolsheviks Seize PowerBy the end of October, Bolsheviks made up a slight

majority in the Petrograd and Moscow soviets. Thenumber of party members had grown from 50,000 to240,000. With Leon Trotsky, a dedicated revolution-ary, as head of the Petrograd soviet, the Bolshevikswere in a position to claim power in the name of thesoviets. During the night of November 6, Bolshevikforces seized the Winter Palace, the seat of the provi-sional government. The government quickly col-lapsed with little bloodshed.

This overthrow of the provi-sional government coincidedwith a meeting in Petrograd ofthe all-Russian Congress ofSoviets, which represented localsoviets from all over the coun-try. Outwardly, Lenin turnedover the power of the provi-sional government to the Con-gress of Soviets. The real power,however, passed to a Council ofPeople’s Commissars, headed

by Lenin.The Bolsheviks, who soon renamed themselves

the Communists, still had a long way to go. Leninhad promised peace, and that, he realized, would notbe an easy task. It would mean the humiliating lossof much Russian territory. There was no real choice,however.

On March 3, 1918, Lenin signed the Treaty of Brest-Litovsk with Germany and gave up eastern Poland,Ukraine, Finland, and the Baltic provinces. To hiscritics, Lenin argued that it made no difference. Thespread of the socialist revolution throughout Europewould make the treaty largely irrelevant. In any case,he had promised peace to the Russian people. Realpeace did not come, however, because the countrysoon sank into civil war.

Describing What was the impact ofthe Treaty of Brest-Litovsk on Russia?

Civil War in RussiaMany people were opposed to the new Bolshevik,

or Communist, regime. These people included notonly groups loyal to the czar but also liberals andanti-Leninist socialists. These groups were joined bythe Allies, who were extremely concerned about theCommunist takeover. The Allies sent thousands oftroops to various parts of Russia in the hope of

Reading Check

V. I. Lenin

bringing Russia back into the war. The Allied forcesrarely fought on Russian soil, but they did givematerial aid to anti-Communist forces.

Between 1918 and 1921, the Communist (Red)Army was forced to fight on many fronts againstthese opponents. The first serious threat to the Com-munists came from Siberia. Here an anti-Communist(White) force attacked westward and advancedalmost to the Volga River before being stopped.

Attacks also came from the Ukrainians in thesouthwest and from the Baltic regions. In mid-1919,White forces swept through Ukraine and advancedalmost to Moscow before being pushed back.

By 1920, however, the major White forces had been defeated and Ukraine retaken. The next year, theCommunist regimeregained control overt h e i n d e p e n d e n tnationalist govern-ments in Georgia,Russian Armenia,and Azerbaijan (A•zuhr•BY•JAHN).

The royal familywas another victim of the civil war. After the czarabdicated, he, his wife, and their five children hadbeen taken into captivity. In April 1918, they weremoved to Ekaterinburg, a mining town in the Urals.On the night of July 16, members of the local sovietmurdered the czar and his family and burned theirbodies in a nearby mine shaft.

Identifying Who opposed the newBolshevik regime?

Triumph of the CommunistsHow had Lenin and the Communists triumphed

in the civil war over what seemed to be overwhelm-ing forces? One reason was that the Red Army was awell-disciplined fighting force. This was largely dueto the organizational genius of Leon Trotsky. Ascommissar of war, Trotsky reinstated the draft andinsisted on rigid discipline. Soldiers who deserted orrefused to obey orders were executed on the spot.

Furthermore, the disunity of the anti-Communistforces weakened their efforts. Political differencescreated distrust among the Whites and preventedthem from cooperating effectively with one another.Some Whites insisted on restoring the czarist regime.Others believed that only a more liberal and demo-cratic program had any chance of success.

Reading Check

RUSSIA

GEORGIA

ARMENIA

AZERBAIJAN

Black Sea

CaspianSea


Section Quiz 23–3


Column A

1. Russian legislative body in 1917

2. representative councils of workers and soldiers

3. small faction of the Russian Social Democrat party

4. red army’s commissar

5. temporary suspension of communist practices


6. Russia was unprepared for war in all of the following ways EXCEPT one.Which one?


Score✔ ScoreChapter 23

Section Quiz 23-3

Column B

A. Trotsky

B. duma

C. soviets

D. war communism

E. bolsheviks

SS.A.3.4.9

L2


1

READING THE TEXT

Reading Maps, Graphs, and Charts Organize the class into three groups. Have one group createa chart identifying the causes and evaluating the effects of the English, American, French, and Russ-ian Revolutions. The second group will create a chart summarizing the ideas from the same revolu-tions concerning separation of powers, liberty, equality, democracy, popular sovereignty, humanrights, constitutionalism, nationalism, capitalism, socialism, and communism. The third group willidentify and explain the causes and effects of World War I. Have groups share their information,and have all students write a summary of this information. L2 FCAT LA.A.2.4.8, LA.E.2.2.1

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1. Key terms are in blue. 2. Alexandra (p. 733); Grigori

Rasputin (p. 733); AlexanderKerensky (p. 734); Bolsheviks (p. 735); V. I. Lenin (p. 735); LeonTrotsky (p. 736)

3. See chapter maps. 4. Lenin promised the people peace,

thinking the socialist revolutionwould make the treaty irrelevant.

5. a restoration of the czarist regime,a liberal democracy

6. The presence of foreign forcesstirred Russian patriotism, to which the Communists appealed.

7. well-disciplined, zealous Red Army;political differences among anti-Communists; war communism;Cheka

8. appear prosperous, country waspoor

9. Essays should be supported frommaterial in the text.

737

Answer: The Red Army had theorganizational genius of Leon Trotskyand a common goal; there were con-flicting goals among the anti-Communist White forces.

EnrichHave students write a brief essay explaining why the policebelieved that Russian womenwere “a great deal more danger-ous” than political leaders, asstated in the report on page 733.L2

The Whites, then, had no common goal.The Communists, in contrast, had a single-minded sense of purpose. Inspired by theirvision of a new socialist order, the Commu-nists had the determination that comes fromrevolutionary zeal and convictions.

The Communists were also able to translatetheir revolutionary faith into practical instru-ments of power. A policy of war communism, forexample, was used to ensure regular supplies for theRed Army. War communism meant government con-trol of banks and most industries, the seizing of grainfrom peasants, and the centralization of state admin-istration under Communist control.

Another Communist instrument was revolution-ary terror. A new Red secret police—known as theCheka—began a Red Terror aimed at the destructionof all those who opposed the new regime (much likethe Reign of Terror in the French Revolution). TheRed Terror added an element of fear to the Commu-nist regime.

Finally, the presence of foreign armies on Russiansoil enabled the Communists to appeal to the power-ful force of Russian patriotism. At one point, over a

hundred thousand foreign troops—mostly Japanese,British, American, and French—were stationed inRussia in support of anti-Communist forces. Theirpresence made it easy for the Communist govern-ment to call on patriotic Russians to fight foreignattempts to control the country.

By 1921, the Communists were in total commandof Russia. In the course of the civil war, the Commu-nist regime had transformed Russia into a centralizedstate dominated by a single party. The state was alsolargely hostile to the Allied powers, because theAllies had tried to help the Communists’ enemies inthe civil war.

Contrasting Why did the Red Armyprevail over the White Army?

Reading Check


9. Expository Writing Write an essaycomparing the economic, political,and social causes of the American,French, and Russian Revolutions.

Checking for Understanding1. Define soviets, war communism.

2. Identify Alexandra, Grigori Rasputin,Alexander Kerensky, Bolsheviks, V.I. Lenin, Leon Trotsky.

3. Locate Petrograd, Ukraine, Siberia,Urals.

4. Explain why Lenin accepted the loss ofso much Russian territory in the Treatyof Brest-Litovsk.

5. List some of the different opinions thatsplit the White forces.

Critical Thinking6. Explain How did the presence of Allied

troops in Russia ultimately help theCommunists?

7. Organizing Information Using a chartlike the one below, sequence the stepsthe Communists took to turn Russiainto a centralized state dominated by a single party.

Analyzing Visuals8. Examine the photograph of Czar

Nicholas II and his family shown onpage 733 of your text. Is this photo-graph an idealized view of royalty? Doyou think the people of Russia wouldhave agreed with this view of the royalfamily as portrayed in this photograph,especially during World War I?

Steps to Communist control

1.

2.

The Red Army is shown here marching throughMoscow. Between 1918 and 1921, the Communist(Red) Army faced resistance from both the Allies andthe anti-Communist (White) forces. Who was theCommunist commissar of war during this period?

HistoryCHAPTER 23Section 3, 732–737CHAPTER 23Section 3, 732–737



What is communism? Have you ever thought what it would be like to live in aCommunist country? How would your life be different?



THE RUSSIAN REVOLUTION

KEY TERMS

soviets councils in Russia composed of representatives from the workers and soldiers (page 734)

war communism a Communist policy that was used to ensure regular supplies for the Red Armythrough government control of banks and industries, the seizing of grain from peasants, andthe centralization of state administration under Communist control (page 737)

Name Date Class

Reteaching ActivityHave students construct a chartusing dates from 1916 to 1922along the side and these head-ings at the top: GovernmentLeader(s); Political/Social Events.Have students fill in their charts.L1

4 CLOSEHave students summarize theeffects of World War I on theRussian Revolution.

Answer: Leon Trotsky

History

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ANSWERS TO ANALYZING PRIMARY SOURCES

1. John Reed agreed with Lenin and considered Lenin ahero.

2. Answers will vary, but students should support theiranswers with examples from the excerpt. Students

should know that phrases such as “great Lenin” and“the idol of the mob, loved and revered as perhapsfew leaders in history have been” show bias.

738

TEACHAnalyzing Primary SourcesThis selection captures the fervorand excitement of the early daysof communism. What aspects ofthe Communist program wouldhave seemed most attractive topeople exhausted by war? Whatwould have been the fascinationfor people like John Reed, whohad become disenchanted withcapitalism and angry about con-tinuing social inequalities? Whydid the Bolsheviks have suchrevolutionary fervor? How doLenin’s use of language and hismannerisms affect the crowd?Compare Reed’s enthusiasm andthe Bolsheviks’ fervor to the newrevolutionary fervor that over-threw communism in the revolu-tions of 1989. L3

738

Ten Days That Shook the World

JOHN REED WAS AN AMERICAN JOURNALISTsympathetic to socialism. In Ten Days That Shookthe World, he left an eyewitness account of theRussian Revolution. Inspired by the Bolsheviks,he helped found the American Communist LaborParty in Chicago. Accused of treason, he returnedto the Soviet Union, dying there in 1920.

“It was just 8:40 when a thundering wave ofcheers announced the entrance of the presidium[executive committee], with Lenin—great Lenin—among them. A short, stocky figure, with a big headset down in his shoulders, bald and bulging. Littleeyes, a snubbish nose, wide, generous mouth, andheavy chin. Dressed in shabby clothes, his trousersmuch too long for him. Unimpressive, to be the idolof a mob, loved and revered as perhaps few leadersin history have been. . . .

Now Lenin, gripping the edge of the readingstand, letting his little winking eyes travel over thecrowd as he stood there waiting, apparently oblivi-ous to the long-rolling ovation, which lasted severalminutes. When it finished, he said simply, ‘We shall

now proceed to construct thesocialist order!’ Again that over-whelming human roar.

‘The first thing is the adoptionof practical measures to realizepeace. . . . We shall offer peaceto the peoples of all the warringcountries upon the basis of theSoviet terms—no annexations,no indemnities, and the right of self-determination ofpeoples. . . . This proposal ofpeace will meet with resistanceon the part of the imperialistgovernments—we don’t fool our-selves on that score. But wehope that revolution will soonbreak out in all the warringcountries; that is why we

address ourselves especially to the workers ofFrance, England and Germany. . . .’

‘The revolution of November 6th and 7th,’ heended, ‘has opened the era of the Social Revolu-tion. . . . The labour movement, in the name ofpeace and socialism, shall win, and fulfill itsdestiny. . . .’

There was something quiet and powerful in all this, which stirred the souls of men. It was understandable why people believed when Lenin spoke.”

—John Reed, Ten Days That Shook the World

Lenin speaks to the troops in Moscow.

Analyzing Primary Sources

1. Did John Reed agree or disagree with Lenin?

2. How do you know that Reed’s account of Lenin is biased?

The following literature from theGlencoe Literature Library mayenrich the teaching of this chapter:Animal Farm by G. Orwell

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1 FOCUSSection OverviewThis section discusses the end ofthe Great War and the peace set-tlements that followed.

End of the WarGuide to Reading

Main Ideas• Combined Allied forces stopped the

German offensive.• Peace settlements brought political and

territorial changes to Europe and cre-ated bitterness and resentment in several nations.

Key Termsarmistice, reparation, mandate

People to IdentifyErich von Ludendorff, Friedrich Ebert,David Lloyd George, Georges Clemenceau

Places to LocateKiel, Alsace, Lorraine, Poland

Preview Questions1. What were the key events in bringing

about an end to the war?2. What was the intended purpose of the

League of Nations?

Reading StrategyOrganizing Information At the ParisPeace Conference, the leaders of France,Britain, and the United States were moti-vated by different concerns. Using achart, identify the national interests ofeach country as it approached the peacedeliberations.

✦1917 ✦1918 ✦1919 ✦1920

1918 Germany agreesto an armistice

1919 Treaty of Versailles signed atthe Paris Peace Conference

Preview of Events


On September 15, 1916, on the Western Front, a new weapon appeared:

“We heard strange throbbing noises, and lumbering slowly towards us came threehuge mechanical monsters such as we had never seen before. My first impression wasthat they looked ready to topple on their noses, but their tails and the two little wheelsat the back held them down and kept them level. . . . Instead of going on to the Ger-man lines the three tanks assigned to us straddled our front line, stopped and thenopened up a murderous machine-gun fire. . . . They finally realized they were on thewrong trench and moved on, frightening the Germans out of their wits and makingthem scuttle like frightened rabbits.”


The tank played a role in bringing an end to World War I and foreshadowed a newkind of warfare.

The Last Year of the WarThe year 1917 had not been a good one for the Allies. Allied offensives on the

Western Front had been badly defeated. The Russian Revolution, which began inNovember 1917, led to Russia’s withdrawal from the War a few months later. Thecause of the Central Powers looked favorable, although war weariness was begin-ning to take its toll.

On the positive side, the entry of the United States into the war in 1917 gave theAllies a much-needed psychological boost, along with fresh men and material. In1918, American troops would prove crucial.


France Britain United States




Copyright © by The McGraw-Hill Companies, Inc. ANSWERS1. in Paris, on November 11, at 5 A.M. Paris time 2. at11:00 A.M. Paris time 3. They rejoiced.

End of the War

UNIT

5Chapter 23

On what day, at what time,and where was thearmistice signed?

At what time did the waractually stop?

How do you think the Alliedcountries reacted to thenews?

1 2 3

Washington, November 11.—The armistice was signed at 5 a.m.today, Paris time, and hostilities will cease at 11 a.m., Paris time.







Guide to Reading

Answers to Graphic: France: stripGermany of weapons; reparations;separate Rhineland;Britain: make Germany pay for warUnited States: reduce armaments;ensure self-determination; League ofNations

Preteaching VocabularyAsk students to define armistice,reparation, and mandate and useeach word in sentences of their own.L1

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2 TEACH

EnrichAsk students to define an ideal-ist. (One guided by ideals—lofty,high principles—rather than bypractical considerations.) Havethem discuss the ways in whichWoodrow Wilson was an ideal-ist. Since ideals are usually con-sidered positive and admirable,why didn’t European leadersembrace Wilson’s proposals? L2

Writing ActivityHave students write an essayanalyzing the influence ofWoodrow Wilson on politicalevents of the twentieth century.L3

Who Caused World War I?Immediately after World War I,historians began to assesswhich nation was mostresponsible for begin-ning the war. As these four selections show,opinions have varied considerably.

“The Allied and Associated Governmentsaffirm and Germany accepts the responsibility ofGermany and her allies for causing all the lossand damage to which the Allied and AssociatedGovernments have been subjected as a conse-quence of the war imposed upon them by theaggression of Germany and her allies.”

Treaty of Versailles, Article 231, 1919

“None of the powers wanted a EuropeanWar. . . . But the verdict of the Versailles Treatythat Germany and her allies were responsiblefor the War, in view of the evidence now avail-able, is historically unsound. It should thereforebe revised.”

—Sidney Bradshaw FayOrigins of the World War, 1930


A New German Offensive For Germany, the with-drawal of the Russians offered new hope for a suc-cessful end to the war. Germany was now free toconcentrate entirely on the Western Front. Erich vonLudendorff, who guided German military opera-tions, decided to make one final military gamble—agrand offensive in the west to break the militarystalemate.

The German attack was launched in March 1918.By April, German troops were within about 50 miles(80 km) of Paris. However, the German advance wasstopped at the Second Battle of the Marne on July 18.French, Moroccan, and American troops (140,000fresh American troops had just arrived), supportedby hundreds of tanks, threw the Germans back overthe Marne. Ludendorff’s gamble had failed.

With more than a million American troops pour-ing into France, Allied forces began a steady advancetoward Germany. On September 29, 1918, GeneralLudendorff informed German leaders that the warwas lost. He demanded that the government ask forpeace at once.

Collapse and Armistice German officials soon dis-covered that the Allies were unwilling to makepeace with the autocratic imperial government ofGermany. Reforms were begun to create a liberalgovernment, but these efforts came too late for theexhausted and angry German people.

On November 3,sailors in the town of Kiel, in northernGermany, mutinied.Within days, councilsof workers and sol-diers were formingthroughout northernGermany and taking over civilian and militaryoffices. William II gave in to public pressure and leftthe country on November 9.

After William II’s departure, the Social Democratsunder Friedrich Ebert announced the creation of ademocratic republic. Two days later, on November11, 1918, the new German government signed anarmistice (a truce, an agreement to end the fighting).

GERMANY

Munich

Baltic SeaNorthSea

Kiel




I. The Last Year of the War (pages 739–741)

A. During 1917, the Allies had been defeated in their offensives on the Western Front, andthe Russians had withdrawn from the war. The Central Powers appeared to have theadvantage.

B. In March 1918, the Germans launched a large offensive on the Western Front and cameto within 50 miles of Paris. The Germans were stopped at the Second Battle of theMarne by French, Moroccan, and American troops and hundreds of tanks.

C. In 1918, the addition of more than 2 million American troops helped the Allies begin toadvance toward Germany. By the end of September, the German military commanderGeneral Erich von Ludendorff told German leaders that the war was lost.

D. The Allies were not willing to negotiate with the German government under EmperorWilliam II. The German people were angry and exhausted by the war. In spite ofattempted government reforms, German workers and soldiers revolted and set uptheir own councils. On November 9, William II left the country.

E. The German Social Democratic party, led by Friedrich Ebert, declared that Germanywould become a democratic republic. On November 11, the new German governmentsigned an armistice with the Allies that ended the war.

F. In December, 1918, a group of radical socialists formed the German Communist Partyand then tried to seize power. They were defeated by the new government, which wasbacked by the army. The revolutionary leaders were killed.

G. The attempt by the Communists to take over the government left many middle-classGermans deeply afraid of communism.

H. At the end of the war, ethnic groups in Austria-Hungary sought independence. TheAustro-Hungarian Empire disintegrated into the independent republics of Austria,Hungary, and Czechoslovakia and the monarchial state of Yugoslavia. National rival-ries in the region would weaken eastern Europe for years to come.

335



Did You Know? The 1919 Treaty of Versailles demanded thatGermany pay $5 billion in reparations for damages caused by thewar. In 1921, Germany had paid nearly half the amount. However,the reparations committee met and decided that Germany shouldpay a total of $32.5 billion by 1963, an amount that many expertsagreed could cause the German people to starve.

turn


EXTENDING THE CONTENTPreparing a Presentation Organize the class into four groups to research and report on WorldWar I in the Middle East. One group should research the life of T.E. Lawrence. The second groupshould research Britain’s role in the Middle Eastern front, including its broken promise of Arabindependence. The third group should research the goals and participation of the Arab peopleinvolved. The fourth group should research the immediate results and long-term effects that thepeace agreement has had on the people living in the Middle East. All four groups should thenmeet to share their data in presentations to the rest of the class. L3


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Answer: William II left country;Social Democrats formed republic;Communists tried to seize power,leaving German middle class withdeep fear of communism

The empire had been replaced by the independentrepublics of Austria, Hungary, and Czechoslovakia,along with the large monarchical state calledYugoslavia. Rivalries among the nations that suc-ceeded Austria-Hungary would weaken easternEurope for the next 80 years.

Describing What happened withinGermany after the armistice?

The Peace SettlementsIn January 1919, representatives of 27 victorious

Allied nations met in Paris to make a final settlementof the Great War. Over a period of years, the reasonsfor fighting World War I had changed dramatically.When European nations had gone to war in 1914 theysought territorial gains. By the beginning of 1918,more idealistic reasons were also being expressed.

Wilson’s Proposals No one expressed these ideal-istic reasons better than the U.S. president, WoodrowWilson. Even before the end of the war, Wilson out-lined “Fourteen Points” to the United States Con-gress—his basis for a peace settlement that hebelieved justified the enormous military strugglebeing waged.

Wilson’s proposals for a truly just and lastingpeace included reaching the peace agreementsopenly rather than through secret diplomacy; reduc-ing armaments (military forces or weapons) to a“point consistent with domestic safety”; and ensur-ing self-determination (the right of each people tohave its own nation).

Wilson portrayed World War I as a people’s waragainst “absolutism and militarism.” These two ene-mies of liberty, he argued, could be eliminated onlyby creating democratic governments and a “generalassociation of nations.” This association would guar-antee “political independence and territorialintegrity to great and small states alike.”

Wilson became the spokesperson for a new worldorder based on democracy and international cooper-ation. When he arrived in Europe for the peace con-ference, he was enthusiastically cheered by manyEuropeans. Wilson soon found, however, that morepractical motives guided other states.

The Paris Peace Conference Delegates met inParis in early 1919 to determine the peace settlement.At the Paris Peace Conference, complications becameobvious. For one thing, secret treaties and agree-ments that had been made before the war had raised

Reading Check


1. Write a quote of your own that reflects your viewson which nation caused World War I. Supportyour quote with passages from the text.

Revolutionary Forces The war was over, but therevolutionary forces it had set in motion in Germanywere not yet exhausted. A group of radical socialists,unhappy with the moderate policies of the SocialDemocrats, formed the German Communist Party inDecember 1918. A month later, the Communists triedto seize power in Berlin.

The new Social Democratic government, backed byregular army troops, crushed the rebels and murderedRosa Luxemburg and Karl Liebknecht (LEEP•KNEHKT), leaders of the German Communists. A simi-lar attempt at Communist revolution in the city ofMunich, in southern Germany, was also crushed.

The new German republic had been saved fromradical revolution. The attempt at revolution, how-ever, left the German middle class with a deep fear ofcommunism.

Austria-Hungary, too, experienced disintegrationand revolution. As war weariness took hold of theempire, ethnic groups increasingly sought to achievetheir independence. By the time the war ended, theAustro-Hungarian Empire was no more.

“In estimating the order of guilt of the variouscountries we may safely say that the only directand immediate responsibility for the World Warfalls upon Serbia, France and Russia, with theguilt about equally divided.”

—Harry Elmer Barnes The Genesis of the World War, 1927

“As Germany willed and coveted the Austro-Serbian war and, in her confidence in her militarysuperiority, deliberately faced the risk of a conflictwith Russia and France, her leaders must bear a substantial share of the historical responsibilityfor the outbreak of general war in 1914.”

—Fritz Fischer, Germany’s Aims in the First World War, 1961



120

Copyright ©

by The M

cGraw

-Hill C

ompanies, Inc.

Name Date Class

End of the War


1. Allied on the Western Front had been badly defeated.

2. The entry of the United States into the war in 1917 gave the Allies a much-needed

boost.

3. The withdrawal of the Russians allowed Germany to concentrate on the

.

4. After William II's departure, the in Germany under Friedrich

Ebert announced the creation of a republic.

5. An attempt at revolution left the German middle class with a deep fear of

.

6. among the nations that succeeded Austria-Hungary would

weaken eastern Europe for the next 80 years.

7. In January 1919, representatives of 27 victorious Allied nations met in

to make a final settlement of the Great War.

8. U.S. President Woodrow Wilson portrayed World War I as a people's war against

“ and .”

9. David Lloyd George, prime minister of , had a simple platform at

the Peace Conference: make the Germans for this dreadful war.

10. In the , Germany was ordered to pay reparations for all the dam-

age to which the Allied nations had been subjected.

11. Both the German and Russian empires lost considerable and the

Austro-Hungarian Empire altogether.


EXTENDING THE CONTENTEXTENDING THE CONTENTEXTENDING THE CONTENTTreaty of Versailles The mishandling of the peace accords of World War I directly led to World WarII and the eventual dominant role of the United States in the world. Ask students to identify thetwo key nations that were not at the Paris Peace Conference. (Germany and Russia) Guide stu-dents in a discussion concerning how national interests, desire for revenge, and hopes for territorialgains figured in the peace talks. Have students list as many ways as they can in which the ParisPeace Conference and the Treaty of Versailles led to future problems. How did the absence ofGermany and Russia impact future prospects for peace? Then have students debate the relativeimportance and possible results of each item on the list. L2

Answer: Have students share theirquotes with the class.

World War I and the Russian Revolu-tion were important turning points inworld history. Ask students to identifychanges that resulted from these twoevents. L2

L1/ELL

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DIFFERENTIATED INSTRUCTIONDIFFERENTIATED INSTRUCTIONReading Support Have the class read carefully pages 739 to 744. Assist the students with thereading or have them read it aloud. Divide the class into three groups representing France, Britain,and the United States. Have each group prepare their country’s opinions about how to deal withGermany and make a final settlement of World War I. Once each group is ready, they may cometogether and discuss their respective concerns in a role-playing activity where each student playsthe role of a delegate. Some of the expected responses should be: 1) from the United States:reduction of military forces and weapons; self-determination of people (liberty); 2) Britain:revenge; 3) France: national security, strip Germany of all weapons, make Germany pay reparations. L2 742

Critical ThinkingMany different political systemsare represented by the nationsmentioned in this chapter. Askstudents to define and giveexamples of different politicalsystems of the past and present.L2

the hopes of European nations for territorial gains.These hopes could not be totally ignored, even if theydid conflict with the principle of self-determinationput forth by Wilson.

National interests also complicated the delibera-tions of the Paris Peace Conference. David LloydGeorge, prime minister of Great Britain, had won adecisive victory in elections in December of 1918. Hisplatform was simple: make the Germans pay for thisdreadful war.

France’s approach to peace was chiefly guided by its desire for national security. To GeorgesClemenceau (KLEH•muhn•SOH), the premier ofFrance, the French people had suffered the most fromGerman aggression. The French desired revenge andsecurity against future German aggression.Clemenceau wanted Germany stripped of allweapons, vast German payments—reparations—tocover the costs of the war, and a separate Rhinelandas a buffer state between France and Germany.

The most important decisions at the Paris PeaceConference were made by Wilson, Clemenceau, andLloyd George. Italy, as one of the Allies, was consid-ered one of the so-called Big Four powers. However,it played a smaller role than the other key powers—the United States, France, and Great Britain, called theBig Three. Germany was not invited to attend, andRussia could not be present because of its civil war.

In view of the many conflicting demands at thepeace conference, it was no surprise that the BigThree quarreled. Wilson wanted to create a worldorganization, the League of Nations, to preventfuture wars. Clemenceau and Lloyd George wantedto punish Germany. In the end, only compromisemade it possible to achieve a peace settlement.

Wilson’s wish that the creation of an internationalpeacekeeping organization be the first order of busi-ness was granted. On January 25, 1919, the confer-ence accepted the idea of a League of Nations. Inreturn, Wilson agreed to make compromises on terri-torial arrangements. He did so because he believedthat the League could later fix any unfair settlements.

Clemenceau also compromised to obtain someguarantees for French security. He gave up France’swish for a separate Rhineland and instead accepted a defensive alliance with Great Britain and theUnited States. The U.S. Senate refused to ratify thisagreement, which weakened the Versailles peace settlement.

The Treaty of Versailles The final peace settle-ment of Paris consisted of five separate treaties withthe defeated nations—Germany, Austria, Hungary,Bulgaria, and Turkey. The Treaty of Versailles withGermany, signed at Versailles near Paris, on June 28,1919, was by far the most important.

The Germans considered it a harsh peace. Theywere especially unhappy with Article 231, the so-called War Guilt Clause, which declared that Ger-many (and Austria) were responsible for starting thewar. The treaty ordered Germany to pay reparationsfor all the damage to which the Allied governmentsand their people had been subjected as a result of thewar “imposed upon them by the aggression of Ger-many and her allies.”

The military and territorial provisions of theTreaty of Versailles also angered the Germans. Ger-many had to reduce its army to a hundred thousandmen, cut back its navy, and eliminate its air force.Alsace and Lorraine, taken by the Germans fromFrance in 1871, were now returned. Sections of east-ern Germany were awarded to a new Polish state.

German land along both sides of the Rhine wasmade a demilitarized zone and stripped of allweapons and fortifications. This, it was hoped,would serve as a barrier to any future German mili-tary moves westward against France. Outraged bythe “dictated peace,” the new German governmentcomplained but, unwilling to risk a renewal of thewar, they accepted the treaty.


Georges Clemenceau1841–1929—French statesman

Georges Clemenceau was one ofFrance’s wartime leaders. He had along political career before servingas French premier (prime minister)from 1906 to 1909 and from 1917 to1920.

When Clemenceau became premier in 1917, he sus-pended basic civil liberties for the rest of the war. He hadthe editor of an antiwar newspaper executed on a chargeof helping the enemy. Clemenceau also punished jour-nalists who wrote negative war reports by having themdrafted.

Clemenceau strongly disliked and distrusted the Ger-mans and blamed them for World War I. “For the catas-trophe of 1914 the Germans are responsible,” he said.“Only a professional liar would deny this.”


Political Science Ask students toresearch and compare the League ofNations and the United Nations. Or,students may choose to research theTreaty of Versailles to discover what,specifically, were its provisions. L2

The Windsor family Anti-Germanfeeling reached near-hysteria in manyof the Allied countries during WorldWar I. In the United States, German-language instruction was droppedfrom schools. In Britain, King GeorgeV changed his family name from theGerman Saxe-Coburg-Gotha to theEnglish name Windsor.


Government Ask students to dis-cuss the failure of Wilson’s approachto the peace. Since the United Statesentered the war so late and since nobattles were fought on United Statessoil, was it fair for Wilson to expectthe European nations to share hisviews? L2

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Connecting Across TimeAsk students to look at a con-temporary map of Europe andthe Middle East and compare itwith the map on page 743. Havestudents list the ways in whichEurope and the Middle Easthave changed since the end ofWorld War I. What do thesechanges suggest about the effec-tiveness of the peace treaties tosatisfy the nations in Europe? L2



N

SE

W

Lambert AzimuthalEqual-Area projection

500 kilometers0

500 miles0

40°N

50°N

60°N

10°E 20°E 30°E 40°E

10°W

0°

NorthSea

Black Sea

Red Sea

AralSea

Caspian Sea

AtlanticOcean

Balti

cSe

a

Mediterranean Sea PersianGulf

FRANCE SWITZ.

SPAIN

SPANISHMOROCCO

MOROCCO

ALGERIA

TUNISIA

ITALY

YUGOSLAVIA

LIBYA EGYPT

PERSIA

IRAQSYRIA

TURKEY

BULGARIA

ROMANIA

LITHUANIA

LATVIA

ESTONIA

SWEDEN

DENMARK

GERMANY

BELGIUM

UNITED

KINGDOMIRELANDIndependent

from 1922

LUX.

NETHER-LANDS

FINLANDNORWAY

AUSTRIA

POLAND

SOVIET UNION

GREECEALBANIA

ARABIA

JORDAN

LEBANON

PALESTINE

HUNGARY

CZECHOSLOVAKIA

EASTPRUSSIA

Ger.

Versailles

A New Map of Europe As a result of the war, theTreaty of Versailles, and the separate peace treatiesmade with the other Central Powers—Austria, Hun-gary, Bulgaria, and Turkey—the map of EasternEurope was largely redrawn. Both the German andRussian empires lost much territory in easternEurope. The Austro-Hungarian Empire disappeared.

New nation-states emerged from the lands ofthese three empires: Finland, Latvia, Estonia, Lithua-nia, Poland, Czechoslovakia, Austria, and Hungary.New territorial arrangements were also made in theBalkans. Romania acquired additional lands fromRussia, Hungary, and Bulgaria. Serbia formed thenucleus of a new state, called Yugoslavia, which com-bined Serbs, Croats, and Slovenes.

The Paris Peace Conference was supposedlyguided by the principle of self-determination. How-ever, the mixtures of peoples in eastern Europe madeit impossible to draw boundaries along neat ethniclines. Compromises had to be made, sometimes tosatisfy the national interests of the victors. France, for

example, had lost Russia as its major ally on Ger-many’s eastern border. Thus, France wanted tostrengthen and expand Poland, Czechoslovakia,Yugoslavia, and Romania as much as possible. Thosestates could then serve as barriers against Germanyand Communist Russia.

As a result of compromises, almost every easternEuropean state was left with ethnic minorities: Ger-mans in Poland; Hungarians, Poles, and Germans inCzechoslovakia; Hungarians in Romania, and the


Europe and the Middle East after World War I

100 km0Lambert AzimuthalEqual-Area projection

100 mi.0

N

S

EW

Rh

ineR

.

FRANCE

SWITZ.

BELGIUM

LUX.

NETH.

GERMANY

ALSACE &LORRAINE

World War I dramatically changed political boundaries.

1. Interpreting Maps Rank the countries and empireslisted in the map legend according to the amount of lostterritory, from largest loss to smallest loss.

2. Applying Geography Skills Look back at the map onpage 718, then examine the map above. Now, knowingthe outcome of the war, predict which countries wouldlose the most territory. Why does the actual loss ofterritory, as shown above, differ from (or match) yourpredictions?

Austria-HungaryBulgariaGermanyOttoman EmpireRussia

Territory lost by:

Rhineland


Answers:1. Russia, Austria-Hungary, Ottoman

Empire, Germany

2. Many students might have pre-dicted that Germany would losethe most territory, but answerswill vary.

Section Quiz 23–4


Column A

1. truce agreement

2. payments to cover war costs

3. governing without owning the territory

4. British prime minister in 1919

5. French premier in 1919


6. American President Wilson argued at the Paris Peace conference mostt l f


✔ ScoreChapter 23

Section Quiz 23-4

Column B

A. mandate system

B. Lloyd George

C. armistice

D. GeorgesClemenceau

E. reparations

L2


1

READING THE TEXT

Reading Primary and Secondary Sources For writers who were involved in the military duringWorld War I, the war was an especially unforgettable experience. Have students research and writebrief biographies of authors who created fiction or memoirs about their experiences. Possible sub-jects include Robert Graves, Siegfried Sassoon, e.e. cummings, John Dos Passos, and Ernest Heming-way. Encourage students to read a work by one of these writers and discuss with the class how theliterary work reflects the writer’s experience in the war. L1


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1. Key terms are in blue. 2. Erich von Ludendorff (p. 740);

Friedrich Ebert (p. 740); DavidLloyd George (p. 742); GeorgesClemenceau (p. 742)

3. See chapter maps. 4. as an alternative to territorial

annexation; France oversawLebanon, Syria; Britain oversawIraq, Palestine

5. open peace agreements reducingarmaments; self-determination;creating a “general association ofnations”

6. national interests 7. Fourteen Points: open diplomacy;

self-determination of people;Treaty of Versailles: assignment ofwar guilt; reparations; demilita-rized zone in Germany; map of

Europe redrawn: Fourteen Pointsand Treaty of Versailles: reductionof arms; establishment of Leagueof Nations

8. long war, not short adventure 9. Questions will vary.

744

combination of Serbs, Croats, Slovenes, Macedonians,and Albanians in Yugoslavia. The problem of ethnicminorities within nations would lead to later conflicts.

Yet another centuries-old empire—the OttomanEmpire—was broken up by the peace settlement. Togain Arab support against the Ottoman Turks duringthe war, the Western Allies had promised to recog-nize the independence of Arab states in the OttomanEmpire. Once the war was over, however, the West-ern nations changed their minds. France took controlof Lebanon and Syria, and Britain received Iraq andPalestine.

These acquisitions were officially called mandates.Woodrow Wilson had opposed the outright annexa-tion of colonial territories by the Allies. As a result,the peace settlement created the mandate system.According to this system, a nation officially governedanother nation as a mandate on behalf of the Leagueof Nations but did not own the territory.

The War’s Legacy World War I shattered theliberal, rational society that had existed in late nineteenth- and early twentieth-centuryEurope. The death of almost 10 million people,

as well as the incredible destruction caused by the war,undermined the whole idea of progress. Entire popu-lations had participated in a devastating slaughter.

World War I was a total war—one that involved acomplete mobilization of resources and people. As aresult, the power of governments over the lives oftheir citizens increased. Freedom of the press andspeech were limited in the name of national security.World War I made the practice of strong centralauthority a way of life.

The turmoil created by the war also seemed toopen the door to even greater insecurity. Revolutionsbroke up old empires and created new states, whichled to new problems. The hope that Europe and therest of the world would return to normalcy was,however, soon dashed.

Identifying What clause in theTreaty of Versailles particularly angered the Germans?

Reading Check


9. Informative Writing You are areporter for a large newspaper, sentto the Paris Peace Conference tointerview one of the leaders of theBig Three. Prepare a written set ofquestions you would like to ask theleader you have selected.

Checking for Understanding1. Define armistice, reparation, mandate.

2. Identify Erich von Ludendorff,Friedrich Ebert, David Lloyd George,Georges Clemenceau.

3. Locate Kiel, Alsace, Lorraine, Poland.

4. Explain why the mandate system wascreated. Which countries became man-dates? Who governed them?

5. List some of President Wilson’s propos-als for creating a truly just and lastingpeace. Why did he feel the need todevelop these proposals?

Critical Thinking6. Making Generalizations Although

Woodrow Wilson came to the ParisPeace Conference with high ideals, theother leaders had more practical con-cerns. Why do you think that was so?

7. Compare and Contrast Using a Venndiagram like the one below, compareand contrast Wilson’s Fourteen Pointsto the Treaty of Versailles.

Analyzing Visuals8. Compare the photograph of troops

going to war on page 721 with thepainting on page 715. How do youthink the soldiers’ expectations com-pared to their actual experiences?

Treaty of Versailles

Fourteen Points

History through Art

Signing of the Treaty of Versailles by JohnChristen Johansen, 1919 A peace settlement withGermany was signed at Versailles on June 28, 1919.What were the names of the representatives of theBig Three powers at the Paris Peace Conference?


Answer: Woodrow Wilson (UnitedStates), David Lloyd George (GreatBritain), Georges Clemenceau(France)

History through Art



Have you ever heard the slogans, “the war to end all wars” and “to make the worldsafe for democracy”? Did you know that these slogans were used in reference to WorldWar I?

In the last section, you read about the events that led to the Russian Revolution. Inthis section, you will read about the end of World War I and the efforts to restore peaceafter the war.

ORGANIZING YOUR THOUGHTSII

Use the chart below to help you take notes. In January 1919, representatives of thevictorious nations met in Paris to make a final settlement of World War I. The peace set-tlement with Germany was called the Treaty of Versailles. List the major provisions ofthe treaty as they relate to the four areas in this chart.

ompa

nies

, Inc

.



END OF THE WAR

KEY TERMS

armistice a truce or an agreement to end the fighting in a war (page 740)

reparation a payment by a nation defeated in a war to other nations to cover the costs of thewar (page 742)

mandate a commission from the League of Nations to a nation that allowed it to officially gov-ern another nation or region without actually owning the territory (page 744)

Name Date Class

Major Provisions of the Treaty of Versailles

Responsibility/costs of the war 1.

Answer: Article 231, the War GuiltClause, which declared that Germany(and Austria) were responsible forstarting the war

Reteaching ActivityHave students list the major par-ticipants at the Paris Peace Con-ference and summarize the aimsof each. L1

4 CLOSEReview with students the majorconsequences of World War I onEuropean society. In what sensedid the conflict undermine “thewhole idea of progress”?

L1/ELL

SS.A.3.4.9

SS.A.3.4.9


21

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ANSWERS TO PRACTICING THE SKILL1. Arabia and Egypt fought with the Allied forces.2. The Central Powers won the battle at the Dardanelles.3. The Central Powers moved north from the Ottoman

Empire across the Black Sea into Russia.4. The Allies won the most battles in the Middle East in

1917 and 1918.

Applying the Skill: Essays should be supported by infor-mation on maps that students will attach. Students shoulduse social studies terminology correctly. They should alsouse standard grammar, spelling, sentence structure, andpunctuation in their essays.

745

TEACHInterpreting Military Movements on Maps Ask stu-dents to make their own militarymaps of an engagement in animaginary war. They should usetwo different colors to representthe opposing sides. Have stu-dents use different symbols orcolors for the victories of eachside and arrows to show thedirection of troop movements.The students should label landand water areas and a fewimportant towns or cities. Themap should also include a leg-end explaining what the variouscolors and symbols represent. L1

Additional Practice

Interpreting Military Movements on MapsWhy Learn This Skill?

Although wars begin over many different issues,they end as fights to control territory. Because warsare basically fought over land, maps are particularlyuseful tools for seeing the “big picture” of a war.

Learning the SkillThe map key is essential in interpreting military

maps. The key explains what the map’s colors andsymbols represent. Use the following steps to studythe key:

• Determine the meanings of the colors on themap. Usually, colors represent different sides in the conflict.

• Identify all symbols. These may include symbolsfor battle sites, victories, and types of militaryunits and equipment.

• Study the arrows, which show the direction ofmilitary movements. Because these movementsoccur over time, some maps give dates showingwhen and where troops advanced and retreated.

Once you have studied the key and the map, follow the progress of the campaign that is shown.Notice where each side began, in which direction itmoved, where the two sides fought, and which sideclaimed victory.

Practicing the SkillThe map on this page shows the Middle East

front during World War I. Study the map and thenanswer the following questions.

1 On which side did Arabia and Egypt fight?

2 Who won the battle at the Dardanelles?

3 Describe the movement of the Central Powersoffensives.

4 When did the Allies win the most battles in theMiddle East?

745

N

S

EW

500 kilometers

500 miles0

0

Lambert AzimuthalEqual-Area projection

30°E

40°E

CyprusU.K.

Crete

Mediterranean Sea

BlackSea

Red

Sea

Caspian

Sea

PersianGulf

GREE

CE

BULGARIA

EGYPTU.K. ARABIA

KUWAIT

OTTOMANEMPIRE

RUSSIA

PERSIA

ARMENIAGallipoli 1915

Dardanelles1915

Aleppo1918

Beirut1918

Damascus1918

Suez Canal1915

Aqaba1917

Gaza1917

Ramadi1917

Kut-el-Amara1916

Basra1914

Baghdad1917

Tikrit1917

Tabriz1914–1915

Middle East in World War I, 1914–1918

Applying the Skill

Choose a military map from this text or select one fromanother source. Study the map selection carefully.Write a paragraph about the war or conflict as it isdepicted in the map. You should respond to issues suchas where most of the fighting occurred; the year inwhich the most significant advance was made, and bywhom; and whether or not there was a decisive victoryby either side. Attach a copy of the map to your report.

Glencoe’s Skillbuilder Interactive Workbook,Level 2, provides instruction and practice in keysocial studies skills.

Allies

Central Powers

Neutral nations

Allied victoryCentral Powers victoryAllied offensiveCentral Powers offensive

CD-ROMGlencoe Skillbuilder Interactive Workbook CD-ROM, Level 2

This interactive CD-ROM reinforcesstudent mastery of essential socialstudies skills.

Skills ReinforcementActivity 23

Name Date Class

When looking at a map that explains mil-itary information such as battles, troopmovements, and conquered territory, it is

important to read the map key. The keytells you what various colors and symbolson the map represent.

Skills Reinforcement Activity 23✎

Interpreting Military Movements on Maps

DIRECTIONS: Study the key to the map below, then use the map to answer the questions inthe space provided.

1. a. Before the war began, to whatcountry did Warsaw belong?

b. Was Finland part of Russiaafter World War I?

c. Judging from the map, whichwas bigger the Russian Empire

SWEDEN

NORWAY

FINLAND

Entente Fleet

BritishFrench

CanadiansItaliansSerbs

FinnsBritis

h

French

nadiansns

Murmansk

Archangel

Balti

cSe

a

Boundary of Russian Empire, 1914Eastern Front, Mar. 1917Towns under Bolshevik control Nov–Dec. 1917Towns not under Bolshevik controlRussian territory occupied by Central Powers 1918Area controlled by Bolsheviks, Oct. 1919

Western Russia at the time of Bolshevik control

L1

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MJ

MindJogger VideoquizUse the MindJogger Videoquiz to review Chapter 23 content.

Available in VHS.

746

Using Key Terms1. The practice of requiring young people to join the military,

which was followed by many nations before World War I,was called .

2. Before World War I, many European nations completed theof their military by assembling troops and supplies

for war.

3. The development of baffled military leaders who hadbeen trained to fight wars of movement.

4. World War I became a , or war based on wearing theother side down by constant attacks and heavy losses.

5. World War I involved a complete mobilization of resourcesand people that affected the lives of all citizens in the war-ring countries—a situation called .

6. European nations set up , or systems directed by gov-ernment agencies to mobilize the entire resources of theirnations.

7. Councils of workers and soldiers called challengedthe provisional government established after Nicholas IIstepped down.

8. is the term used to describe the Communists’ cen-tralization of control over its economy.

9. Germany was required by the Treaty of Versailles to makepayments called to the nations that won the war.

Reviewing Key Facts10. Government How did the British government try to elimi-

nate opposition from the people who were opposed toWorld War I?

11. Culture Explain the social changes promised by the Bolshe-vik slogans.

12. History State the significance of the following dates: 1914,1917, and 1918.

13. Culture Describe the role and contribution of women dur-ing World War I. What was their status after the war?

14. History Why were Alexandra and Rasputin able to controlthe czar’s government during much of World War I?

15. Government How did international alliances help to drawnations into World War I?

16. History Why was a “breakthrough” such an important mili-tary goal during the war?

17. Government What did the creation of a League of Nationshave to do with Woodrow Wilson’s willingness to sign theTreaty of Versailles?

18. History Why did Russia withdraw from the war? How didthat affect Germany?

19. Science and Technology What innovations in military war-fare occurred during World War I?

• Two loose alliances form inEurope: the Triple Alliance(Germany, Austria-Hungary,and Italy) and the TripleEntente (France, GreatBritain, and Russia).

• Alliances draw France andGreat Britain into a conflictin which they have nodirect interest.

• Combat takes the formsof trench warfare on theWestern Front, a war ofmovement on the EasternFront, and Germansubmarine warfare in thewaters surrounding GreatBritain.

• For the first time in history,airplanes are used forreconnaissance, combat,and bombing.

• Military and economiccrises lead to a spontaneousrevolution that ends thereign of the czars.

• The Bolsheviks overthrowthe provisional governmentand establish a Communistregime.

• The peace is a compromisebetween international andnational interests.

• Germany’s reparationpayments, militaryreductions, and territoriallosses create a lastingbitterness that helps sparkWorld War II.

Cooperation:Alliance System

Conflict:World War I

Revolution:Russian Revolution

Internationalism:Peace of Paris

The outline below shows four themes of the chapter.

746

Using Key Terms1. conscription 2. mobilization3. trench warfare 4. war of attrition5. total war 6. planned economies7. soviets 8. War communism9. reparations

Reviewing Key Facts10. by passing the Defence of the Realm

Act, which allowed the governmentto arrest protesters as traitors and tocensor or shut down newspapers

11. They promised an end to the war,redistribution of land to peasants,transfer of factories and industriesfrom capitalists to committees ofworkers, and transfer of governmentpower to soviets.

12. 1914: start of World War I; 1917:beginning of the Russian Revolution,and U.S. enters the war; 1918: endof World War I

13. During the war, women assumedmany of the jobs men had vacated.After the war, women were encour-aged to relinquish those jobs. Theyretained some social freedom and in some countries received the rightto vote.

14. Czar Nicholas II was away leadingthe Russian army, leaving Alexandrato make decisions; she had comeunder Rasputin’s influence.

15. Because nations were allies, theywere bound to respond.

16. Trench warfare caused a stalemate; a “breakthrough”would allow a return to the war of movement that thegenerals knew best.

17. He agreed to make compromises on territorialarrangements in the Treaty of Versailles, believing that the League of Nations could later fix any unfairsettlements.

18. Russia withdrew due to the Russian Revolution—theBolsheviks had promised peace in return for the sup-port of the people. It meant that Germany only had to

fight a war on the Western Front, giving them hope ofwinning.

19. fighter planes, tanks, submarines, bioweapons

Critical Thinking Answers20. Lenin stressed revolution and dictatorial government.

Wilson affirmed democratic values, self-determination,and free institutions. Answers to final part of ques-tion will vary but should be supported by logical arguments.

CHAPTER 23Assessment and Activities

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CHAPTER 23Assessment and Activities

747

HISTORY

Have students visit the Web site atto review Chapter 23

and take the Self-Check Quiz.wh.glencoe.com

StandardizedTest Practice

Answer: CAnswer Explanation:Students should remember thedomestic history in Russia duringWorld War I, especially that of theRussian Revolution in 1917. OnceLenin established a Bolshevik government, he immediately pulled Russia out of the war.

Analyzing Maps and ChartsUsing the chart above, answer the following questions:

27. Which of the Big Three nations at the Treaty of Versailleswanted to punish Germany for World War I?

28. What was the effect of the Treaty of Versailles on Germany’smilitary?

29. What territory did France regain after the war?

Self-Check QuizVisit the Glencoe World History Web site at

and click on Chapter 23–Self-CheckQuiz to prepare for the Chapter Test.wh.glencoe.com

HISTORY


StandardizedTest Practice

United States

Wilson

Lasting peace

CountryLeaderGoal

Great Britain

Lloyd George

Germany pays

France

Clemenceau

French security

• League of Nations is formed.

• Germany accepts responsibility for starting thewar and agrees to make reparations to the Allies.

• New nations are formed.• Germany returns Alsace and Lorraine to France.• France and Great Britain acquire mandates in

the Middle East.

• Germany will reduce its army and navy andeliminate its air force.

• German land along the Rhine River isdemilitarized.

InternationalRelationsResponsibility

Territory

MilitaryStrength

Paris Peace Conference: The Big Three

Treaty of Versailles

Directions: Choose the best answer to thefollowing statement.

The role Russia played in World War I can best bedescribed as

A a strong supporter of Germany and Austria.

B a strong supporter of France and Great Britain.

C a weak role due to the Russian Revolution.

D militarily strong because of its vast army.

Test-Taking Tip: An important word in this question isbest. Although it is true that Russia entered on the side ofFrance and Great Britain, it could never provide strongsupport due to internal weaknesses.

Critical Thinking20. Decision Making Compare Lenin’s beliefs and goals with

those of Woodrow Wilson. Which leader has had the greaterimpact on world history? Why?

21. Analyzing Why do some people feel that it is unlikely that alasting peace could have been created at the end of WorldWar I?

Writing about History22. Persuasive Writing Both Britain and the United States

passed laws during the war to silence opposition and censorthe press. Are democratic ideals consistent with such laws?Provide arguments for and against.

Analyzing SourcesReread the quote below, which appears on page 719, thenanswer the questions below.

“I cannot tell you how exasperated people are get-ting here at the continual worry which that little country[Serbia] causes to Austria under encouragement fromRussia. . . . It will be lucky if Europe succeeds in avoid-ing war as a result of the present crisis.”

23. Where is Vienna located? Is the ambassador neutral in hiscomments or does he favor one country over another?

24. Compare the ways in which the actual events that startedWorld War I mirror this ambassador’s concerns.

Applying Technology Skills25. Interpreting the Past Use the Internet to research the total

costs of World War I. Determine how many people, bothmilitary and civilian, were killed or wounded on both sides.Also find the monetary costs of the war for both sides. Cre-ate a table that clearly shows your findings.

Making Decisions26. Some historians argue that the heavy psychological and eco-

nomic penalties placed on Germany by the Treaty of Ver-sailles created the conditions for World War II. How mightthe treaty have been written to alleviate worldwide concernover German militarism without exacting such a heavy toll?

21. too many compromises; many unresolved issues;resentments among nations; no agreement satisfactoryto all

Writing about History22. Answers should be supported by logical arguments.

Analyzing Sources23. Vienna is in Austria; answers will vary.

24. A Serbian nationalist shot the heir to the Austrianthrone; Russia backed Serbia when Austria-Hungarydeclared war, while Germany backed Austria anddeclared war on France.

Applying Technology Skills25. Answers will vary depending on sources. Only cost

estimates are available because many were unac-counted for.

Making Decisions26. Answers will vary.

Analyzing Maps and Charts27. Britain

28. reduce Germany’s army and navy,eliminate its air force; German landalong the Rhine River demilitarized

29. Alsace and Lorraine


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