MWH-Q2U3: Packet

World History 2, Quarter 2, Unit 3 of 3

Search for Peace and Stability

Overall days: 13

Purpose

This unit addresses important global developments of the 1920s and 1930s, the interwar period. Students first survey

major political changes that took place in the decade after World War I. They then explore the immense colonial power

that Europeans continued to exercise in Africa, India, and Southeast Asia and the responses of colonized peoples to their

subjugation. Students will zoom in on India as one case of colonial rule and opposition. Students also consider briefly the

fundamental causes of growing tension in the Middle East linked to Jewish settlement in Palestine and the Arab response.

Finally, students consider major currents of intellectual, artistic, and scientific change in the interwar years.

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Learning Objectives Students will be able to:

• Explore why Germany, Britain, France, and the United States had differing views of the post- World War I

settlement. (1 day)

• Show on maps the major political changes that took place in Europe and the Middle East following World

War I. (1 day)

• Identify differences between the French and British colonial philosophies and systems in Africa and Asia. (2

days)

• List the reasons for African, Indian, and Southeast Asian resistance to European colonial rule. (1 day)

• Recognize the importance of Ghandi’s role in the Indian nationalist movement and the philosophy of

nonviolent resistance. (1 day)

• Explain why tension between Jewish settlers and Palestinian and other Arabs gradually increased in the

interwar period. (1 day)

• Identify challenges faced by the Chinese Republic in the early 1900s. (1 day)

• Evaluate differences between the Kuomintang and Communist party positions in their bid to control China (1

day)

• Discuss the basic ideas of modernism as a 20th-century intellectual and artistic movement. (1 day)

• Evaluate the advances in science and psychology in the interwar period. (2 days)

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Key Vocabulary

abstract art Balfour Declaration civil disobedience The Long March mandate system modernism Pan-Africanism Pan-Arabism Roaring Twenties uncertainty principle dada Lost Generation ________________________________________________________________________________________

Essential questions students should be able to answer by end of unit • In the aftermath of the destruction of World War I, how did the world search for peace and stability?

• How did western societies change after World War I?

• Why was civil protest or nonviolent resistance?

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Turn over

Homework – Other Assignments TBA

Monday Night

• Section 4 Assessment, Comprehension and Critical Thinking, questions 4 and 5 (Pearson, p. 838).

Tuesday Night • Section 2 Assessment, Comprehension and Critical Thinking, questions 3–6 (Pearson, p. 864).

Wednesday Night • Section 3 Assessment, Comprehension and Critical Thinking, questions 3–5 (Pearson, p. 867).

Monday Night

• Section 4 Assessment, Comprehension and Critical Thinking, questions 4 and 5 (Pearson, p. 873).

Tuesday Night

• Section 5 Assessment, Comprehension and Critical Thinking, questions 3–6 (Pearson, p. 877).

Wednesday Night Compare and contrast the Kuomintang and the Chinese Communist Party using a Venn diagram.

Thursday Night

• Section 1 Assessment, Comprehension and Critical Thinking, questions 3-5 (Pearson, p. 889).

Friday Night

Construct a chart listing the major scientific and technological advancements at the turn of the century and

consider the following questions:

o How did these innovations in science, medicine, and industry affect people’s lives?

o What would life be like today without these innovations?

Major scientific and

technological

advancements

How did these innovations in science,

medicine, and industry affect people’s

lives?

What would life be like today without

these innovations?

Name Class Date

Focus Question: What factors influenced the peace treaties that ended

World War I, and how did people react to the treaties?

A. As you read “The Costs of War,” complete this concept web to summarize the costs of

World War I.

B.As you read “The Paris Peace Conference,” “The Treaty of Versailles,” and “Outcome ofthe Peace Settlements,” complete this table to categorize issues and problems that resulted from agreements made after the war.

Issue Treaty Settlement Problems

War Debt

Fear of German

Strength

Nationalism

Colonies and Other

Non-European

Territories

League of Nations

The Costs

of War

Name _______ Class ________ Date _________________

Focus Question: How did nationalism contribute to changes in Africa and the Middle East following World War

I?

As you read this section in your textbook, complete the following table to identify the causes and effects of the rise of

nationalism.

Name Class Date

Focus Question: How did Gandhi and the Congress party work for independence in India?

As you read this section in your textbook, complete the following chart by recording the causes and effects of Gandhi’s

leadership on India’s independence movement.

Name Class Date

Focus Question: How did China cope with internal division and foreign

invasion in the early 1900s?

A. As you read “The Chinese Republic in Trouble,” complete the following chart by listing the multiple causes of upheaval in the Chinese Republic.

B. As you read “Struggle for a New China” and “Japanese Invasion,” complete the chart to sequence the fighting among the Guomindang, the warlords, the Chinese Communists, and the Japanese.

Causes of Upheaval

1926

Guomindang and

Communists

defeat warlords.

Name Class Date

Focus Question: How did Japan change in the 1920s and 1930s?

As you read this section in your textbook, complete the table by listing the effects of liberalism and militarism in Japan

during the 1920s and 1930s.

Conflicting Forces in Japan

Liberalism in the 1920s Militarism in the 1930s

Name Class Date

Focus Question: What changes did Western society and culture experience after World War I?

As you read this section in your textbook, complete the concept web below to identify supporting details related to

“Changes to Society” and “Cultural Changes.”

Name ________________________________ Class _____________ Date _______________

Not surprisingly, the British and the people of India often had sharply split opinions

on the justice and effectiveness of British rule. These two excerpts are striking exam-

ples. Sir Alexander Robert Loftus Tottenham (1873–1946), a British administrator in

the Indian Government, lived in India for almost 50 years. Bal Gangadhar Tilak

(1856–1920) was a leader of the radical wing of the Indian National Congress, a

group dedicated to gaining independence. As you read, think about why these two

men might have had such different views about British control of India. Then, on a separate

sheet of paper, answer the questions that follow.

1. According to Tilak, what makes the British rule over India possible?

2. According to Tottenham, what is the British role in India? How does it compare with Tilak’s view? 3. Make Comparisons How do you think Bal Gangadhar Tilak might have responded to Tottenham’s remarks? Explain your answer.

Name Class Date

Major Locations in the Middle East After World War I

A. Location

Study the map above. Match the letters on the map with the following countries.

1. Iraq

2. Soviet Union

3. Syria

4. Lebanon

5. Hejaz and Nejd

B. Geography and History

Match the letters on the map with the correct description.

6. Egypt, which gained its independence from Britain in 1922

7. Turkey, born out of the collapse of the Ottoman empire

8. Persia, which became Iran

9. Trans-Jordan, the last country to become a British mandate

10. Palestine, a British mandate Jewish nationalists wanted as their homeland

Name Class Date

A. Terms, People, and Places Write a short definition for each term.

1. pandemic

2. reparations

3. radicals

4. collective security

5. mandate

B. Main Ideas

Write the letter of the correct answer in the blank provided.

6. The “Big Three” included the leaders of

a. France, Britain, and the United c. Germany, France, and Britain.

States.

b. France, Italy, and the United d. the United States, Russia, and

States. Britain.

7. The Treaty of Versailles

a. forced France to pay c. forced Germany to pay

reparations. reparations.

b. blamed the war on Serbia d. was written by Woodrow

and Austria-Hungary. Wilson alone.

8. Which problem threatened the peace in postwar Europe?

a. Germany’s insistence on c. the principle of collective

taking over parts of Austria security

b. Italy’s demands for much of d. many overlapping claims to

the old Ottoman empire territory

9. Which of the following countries was created following the war?

a. Switzerland c. Scotland

b. Yugoslavia d. Bulgaria

10.The League of Nations was weakened because

a. Britain and France refused to join it.

b. Woodrow Wilson did not support it.

c. the United States refused to join it.

d. it did not provide collective security.

Chapter 26 Section 4 Practice Quiz

Name Class Date

A. Terms, People, and Places

Match the descriptions in Column I with the terms in Column II. Write the letter of the

correct answer in the blank provided. Not all items in Column II will be used. Each can be

used only once.

Column I

1. a group who expressed pride in

African roots

2. the Turkish peninsula between the Black

Sea and the Mediterranean Sea

3. a policy of legal segregation

4. a nationalist movement built on the shared

heritage of Arabs in the Middle East

5. a movement that emphasized the unity of

Africans around the world

Column II

a. apartheid

b. Pan-Africanism

c. négritude movement

d. Asia Minor

e. Pan-Arabism

f. Balfour Declaration

B. Main Ideas

Write the letter of the correct answer in the blank provided.

6. Apartheid became official government policy in

a. South Africa. c. Nigeria.

b. Egypt. d. Senegal.

7. Mustafa Kemal is recognized as the father of modern

a. Iran. c. Turkey.

b. Egypt. d. Palestine.

8. How did Arabs view the Paris Peace Conference?

a. They were grateful that it freed them from Ottoman rule.

b. They felt betrayed by it.

c. They supported the creation of European mandates.

d. They were pleased that it officially accepted Pan-Arabism.

9. Which of the following was a cause of the conflict between Jews and Arabs?

a. Jews wanted to limit farming c. Each group claimed the same

in Palestine. territory as their homeland.

b. Arabs felt Jews did not accept d. Both groups felt the Treaty

Pan-Arabism. of Paris favored the other.

10. In the Balfour Declaration, the British

a. opposed apartheid. c. granted Egypt independence.

b. promised Arabs a homeland. d. supported a Jewish homeland.


Name Class Date


Fill in the blank in each sentence with the letter of a word or phrase from the box. Each answer can be used only once

1. A belief in , a Hindu doctrine of nonviolence, inspired Mohandas Gandhi.

2. Many Indians took part in a of British goods during the 1920s and 1930s.

3. The convinced many Indians that the country should be free of British rule.

4. Gandhi rejected the caste system and its harsh treatment of .

5. One idea Gandhi believed in was the refusal to obey unjust laws, or .

B. Main Ideas

Write the letter of the correct answer in the blank provided. 6. Following World War I, Britain

a. proposed only a few minor reforms in India. b. granted greater self-government to India. c. appointed Mohandas Gandhi to lead the Congress party. d. encouraged the growth of traditional Indian industries.

7. Before Gandhi, most Congress party members were a. peasants. c. Western-educated elite. b. untouchables. d. army veterans.

8. Gandhi’s main weapon against injustice was a. guerrilla warfare. c. nonviolent resistance. b. discrimination. d. a letter-writing campaign.

9. What was the purpose of the Salt March? a. to unite Hindus and Jews against c. to symbolize the harshness of

the British colonial government the caste system b. to earn money for political action d. to take a stand against

by selling salt British oppression 10 Which action by the British in 1939 outraged Indian leaders?

a. declaring that independence would never be granted b. bringing India into World War II c. banning some Hindu religious practices d. putting a high tax on salt

a. Amritsar massacre

b. ahimsa

c. civil disobedience

d. untouchables

e. boycott


Name Class Date


Match the descriptions in Column I with the terms in Column II. Write the letter of the correct

answer in the blank provided. Each answer can be used only once.

Column I Column II

1. the elite leaders

2. a list of terms intended to make China a

Japanese protectorate

3. the political party of Sun Yixian

4. a symbol of communist heroism

5. a protest movement dedicated to

strengthening China

a. Twenty-One

Demands

b. May Fourth

Movement

c. vanguard

d. Guomindang

e. Long March

B. Main Ideas Write the letter of the correct answer in the blank provided. 6. Which “twin evils” led to the weakening of the Chinese republic?

a. warlord uprisings and communism b. foreign imperialism and runaway inflation c. severe drought and communism d. warlord uprisings and foreign imperialism

7. Which statement describes the Communists’ relations with China’s peasants? a. They sought support among the peasants. b. They thought the peasants were too weak to influence events. c. They helped warlords persecute the peasants. d. They feared the peasants would support the emperor.

8. After 1925, who led China’s Nationalist party? a. Jiang Jieshi c. Sun Yixian b. Mao Zedong d. Yuan Shikai

9. What was the Long March? a. Mao’s epic retreat c. Japan’s siege of Nanjing b. Jiang’s advance on Beijing d. a May Fourth Movement protest

10. How did the Japanese invasion affect the civil war in China? a. The Guomindang allied with the Japanese and defeated the Communists. b. The Communists allied with the Japanese and defeated the Guomindang. c. The Guomindang and the Communists united against Japan. d. The Soviet Union and Japan united against China.


Name: ____________________________ Class _________________________ Date: ________________


Write a short definition for each term.

1. Hirohito

2. ultranationalist

3. Manchuria

B. Main Ideas

Write the letter of the correct answer in the blank provided. 4. During the 1920s, Japan became

a. more prosperous but less c. more prosperous and more democratic. democratic.

b. less prosperous but more d. more imperialistic and more democratic. industrialized.

5. Who were the zaibatsu? a. powerful Japanese military leaders who influenced the government b. powerful Japanese business leaders who influenced the government c. important members of the Japanese emperor’s cabinet d. Japanese colonial governors in Korea and China

6. What natural disaster struck Japan in 1923? a. a flood c. a landslide b. a hurricane d. an earthquake

7. What was one effect of the Great Depression in Japan? a. Exports increased. c. The ultranationalists gained

power. b. Unemployment dropped. d. The Communists gained power.

8. What made Manchuria attractive to the Japanese? a. It had a large Japanese c. It was rich in natural

population. resources. b. It was close to China. d. It had a nationalist government.

9. How did Japanese nationalists use the schools to increase their power? a. They installed soldiers to teach c. Students were taught to be

in the schools. politicians. b. Students were taught to obey d. Students were taught to value

and serve the state. democracy. 10. With what countries did Japan ally itself in 1936?

a. China and India c. the United States and Germany b. Germany and France d. Italy and Germany



Name Class Date


Match the descriptions in Column I with the terms in Column II. Write the letter of the

correct answer in the blank provided. Not all the words, names, or places in Column II will

be used. Each answer can be used only once.

Column I 1. a method of treating mental disorders 2. a movement that rejected rational thought 3. a woman who rejected old ways in favor of

new freedoms 4. an African American cultural awakening 5. U.S. ban on the manufacture and sale of

alcoholic beverages

B. Main Ideas Write the letter of the correct answer in the blank provided.

Column II a. flapper b. Prohibition c. speakeasies d. Harlem Renaissance e. psychoanalysis f. abstract g. dada h. surrealism

6. Which statement best characterizes the mood of much of the world at the

end of World War I? a. People looked forward to the postwar world with hope.

b. The sense of optimism had been shattered. c. Winners and losers of the war looked for revenge. d. People looked for ways to return to how things were before the war.

7. The Scopes trial showed the strength of a. Prohibition. c. dada and surrealism. b. emancipation. d. Christian fundamentalism.

8. Who argued that measurements of time and space were not absolute? a. Einstein c. Freud b. Curie d. Fleming

9. Following the war, art generally moved away from the realistic to the a. relative. c. abstract. b. spontaneous. d. traditional.

10. T. S. Eliot, James Joyce, and Langston Hughes were all a. painters. c. scientists. b. writers. d. architects.


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MWH-Q2U3: Packet