31 Years of Crisis, 1919–1939 An Age of Uncertainty QUIT 31 CHAPTER Years of Crisis, 1919–1939 Chapter Overview Time Line 1 An Age of Uncertainty SECTION 2 A Global Depression SECTION SECTION 3 Fascism Rises in Europe GRAPH 4 Aggressors on the March MAP SECTION Visual Summary

HOME 31 CHAPTER Years of Crisis, 1919–1939 Chapter Overview The 1920s see great changes in technology, science, and the arts. The Great Depression of the 1930s causes worldwide crises. Britain and France try to appease Fascist Italy and Nazi Germany. The United States isolates itself.

31 Years of Crisis, 1919–1939 HOME Time Line 1919 1939 CHAPTER Years of Crisis, 1919–1939 Time Line 1919 Weimar Republic established in Germany. 1927 Lindbergh crosses Atlantic in Spirit of St. Louis. 1931 Japan seizes Manchuria. 1936 Spanish Civil War begins. 1919 1939 1922 James Joyce writes Ulysses. 1929 U.S. stock market crashes; Great Depression begins. 1933 Hitler named German chancellor. 1939 Germany and Soviet Union sign nonaggression pact.

An Age of Uncertainty Key Idea 1 HOME 1 An Age of Uncertainty Key Idea New ideas in science, the arts, and technology develop in the postwar period and change the way people look at the world and live their lives. Overview Assessment

An Age of Uncertainty Overview 1 • Albert Einstein HOME 1 An Age of Uncertainty TERMS & NAMES Overview • Albert Einstein • theory of relativity • Sigmund Freud • existentialism • Friedrich Nietzsche • surrealism • jazz • Charles Lindbergh MAIN IDEA WHY IT MATTERS NOW The postwar period was one of loss and uncertainty but also one of invention, creativity, and new ideas. Postwar trends in physics, psychiatry, art, literature, communication, music, and transportation still affect our lives. Assessment

HOME 1 An Age of Uncertainty Section 1 Assessment 1. Look at the graphic to help organize your thoughts. For each category shown below, name at least two people you read about who contributed to that field. Field Contributors Philosophy Literature Art Architecture Music Sartre, Jaspers, Nieztsche Kafka, Joyce Klee, Kandinsky, Braque, Picasso, Dali Wright, Gropius Stravinsky, Schoenberg, Ellington, African-American musicians continued . . .

HOME 1 An Age of Uncertainty Section 1 Assessment 2. In your opinion, whose ideas had a bigger impact on the world—Einstein’s or Freud’s? Give reasons to support your position. THINK ABOUT • the state of knowledge before their contributions • the field in which they worked • how life would be different without their contributions ANSWER Possible Responses: Einstein—theory of relativity changed scientific thought, upset absolute laws of science; in contrast, Freud’s field was new, unscientific. Freud—developed new theory of human mind; ushered in era of psychoanalysis; created new understanding of human behavior; Freud’s ideas had wider and more personal influence. End of Section 1

A Global Depression Key Idea 2 HOME 2 A Global Depression Key Idea An economic depression begins in the United States in 1929. It spreads throughout the world and lasts for a decade. Overview Assessment

A Global Depression Overview 2 • coalition government HOME 2 A Global Depression TERMS & NAMES Overview • coalition government • Weimar Republic • Great Depression • Franklin D. Roosevelt • New Deal MAIN IDEA WHY IT MATTERS NOW An economic depression in the United States spread throughout the world and lasted for a decade. Many social and economic programs introduced worldwide to combat the Great Depression are still operating. Assessment

HOME 2 A Global Depression Section 2 Assessment 1. Look at the graphic to help organize your thoughts. Explain the effects of the Great Depression in the United States. The Great Depression Businesses failed. Unemployment rose. Farms were foreclosed. Banks closed. Savings were lost. continued . . .

HOME 2 A Global Depression Section 2 Assessment 2. The collapse of the American economy had a devastating effect on the world. List one cause for each of the following effects: American market for European goods dropped; unemployment rates soared; European banks and businesses closed. THINK ABOUT • economic conditions in the United States • the interdependence of the economies of the world ANSWER Possible Responses: • High U.S. tariffs • Drop in world trade • Demand for repayment of American loans and withdrawal of American investment money continued . . .

HOME 2 A Global Depression Section 2 Assessment 3. What actions did the United States, Britain, France, and the Scandinavian countries take to try to recover from the Great Depression? Give specific examples for each country. THINK ABOUT • Roosevelt and the New Deal • coalition governments in Britain and France • traditional community cooperative action in Scandinavia ANSWER continued . . .

HOME 2 A Global Depression Section 2 Assessment Possible Responses: United States—New Deal supported public works, financial aid to businesses and farms, money for welfare and relief programs; regulated stock market and banks Britain—National Government passed tariffs; increased taxes; regulated currency; decreased interest rates France—Popular Front enacted worker reforms Scandinavia—public works projects; raised pensions, unemployment insurance, housing subsidies, welfare benefits End of Section 2

Fascism Rises in Europe Key Idea 3 HOME 3 Fascism Rises in Europe GRAPH Key Idea In response to political turmoil and economic crises, many countries in Europe, including Italy and Germany, turn to Fascist dictators. Overview Assessment

Fascism Rises in Europe Overview 3 • fascism • Benito Mussolini HOME 3 Fascism Rises in Europe GRAPH TERMS & NAMES Overview • fascism • Benito Mussolini • Adolf Hitler • Nazism • Mein Kampf • lebensraum MAIN IDEA WHY IT MATTERS NOW In response to political turmoil and economic crises, Italy and Germany turned to totalitarian dictators. These dictators changed the course of history, and the world is still recovering from their abuse of power. Assessment

Fascism Rises in Europe 3 3 HOME 3 Fascism Rises in Europe GRAPH Section 3 Assessment 1. Look at the graphic to help organize your thoughts. Compare Mussolini and Hitler by using the four categories listed below. Hitler Mussolini Method of taking power Style of leadership Handling of economic crisis Goals Appointed chancellor Appointed by king Dictator Dictator Revived economy Took control of economy Sought to regain lost lands and take over more Wanted Italy to return to its ancient greatness continued . . .

Fascism Rises in Europe 3 3 HOME 3 Fascism Rises in Europe GRAPH Section 3 Assessment 2. Why did a movement like fascism and leaders like Mussolini and Hitler come to power during a period of crisis? THINK ABOUT • what problems Italy and Germany faced • political traditions in each country • the state of the world at the time ANSWER Possible Response: During periods of crisis, people often turn to doctrines or leaders who promise to take charge and solve the country's problems. These doctrines or leaders often offer simple solutions to complex problems and blame outsiders, or scapegoats, for the problems. continued . . .

Fascism Rises in Europe 3 3 HOME 3 Fascism Rises in Europe GRAPH Section 3 Assessment 3. Refer to the History Makers features in this section. What biases in the speeches of Mussolini are mentioned? What techniques did he and Hitler use to appear powerful and capable to their listeners? ANSWER Possible Responses: Mussolini talked about Italy’s past glory and often used words like “war” and “power.” He and Hitler appeared powerful by standing high above the crowds, using dramatic body language and forceful voices to stir up patriotic, violent emotions in the crowd. End of Section 3

Aggressors on the March Key Idea 4 HOME 4 Aggressors on the March MAP Key Idea Germany, Italy, and Japan conquer other countries. The League of Nations and the rest of the world do nothing to stop them, and the specter of another great war haunts Europe. Overview Assessment

Aggressors on the March Overview 4 • appeasement • Axis Powers HOME 4 Aggressors on the March MAP TERMS & NAMES Overview • appeasement • Axis Powers • Francisco Franco • isolationism • Third Reich • Munich Conference MAIN IDEA WHY IT MATTERS NOW As Germany, Italy, and Japan conquered other countries, the rest of the world did nothing to stop them. Many nations today take a more active and collective role in world affairs, as in the United Nations. Assessment

Aggressors on the March 4 4 HOME 4 Aggressors on the March MAP Section 4 Assessment 1. Look at the graphic to help organize your thoughts. Trace the movement of Japan from democratic reform in the 1920s to military aggression in the 1930s by supplying the events following the dates shown below. 1922 1930 1937 1936 1931 1928 Signs treaty agreeing to respect China’s borders Great Depression puts military in control Allies with Germany Signs Kellogg-Briand Pact renouncing war Invades Manchuria Invades China continued . . .

Aggressors on the March 4 4 HOME 4 Aggressors on the March MAP Section 4 Assessment 2. Review Germany’s aggressive actions after Hitler defied the Versailles Treaty by rebuilding Germany’s armed forces. At what point do you think Hitler concluded that he could take any territory without being stopped? Why? THINK ABOUT • Hitler’s goals • responses of the democracies to his statements and actions • the role of the League of Nations ANSWER Possible Responses: After Hitler renounced Versailles Treaty—nothing happened After seizing Rhineland—Britain urged appeasement After taking Austria—France and Britain ignored pledge to protect Austria After Munich Conference—Britain and France let Germany take Sudetenland continued . . .

Aggressors on the March 4 4 HOME 4 Aggressors on the March MAP Section 4 Assessment 3. After World War I, many Americans became isolationists. Do you recommend that America practice isolationism today? Why or why not? THINK ABOUT • America’s role as world leader • the global economy • America’s domestic problems • the economic and political goals of other countries ANSWER Possible Responses: Yes—world leadership costs in money and respect; global economy costs in jobs and social services; cannot solve other countries’ problems No—power and prestige as a world leader; need to compete in a global economy; benefits from maintaining order End of Section 4