1. 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

2. 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.

3. 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.

4. 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

5. 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

6. 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 . . .

7. 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

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

9. 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

10. 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 . . .

11. 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 . . .

12. 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 . . .

13. 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

14. 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

15. 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

16. 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 . . .

17. 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 . . .

18. 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

19. 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

20. 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

21. 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 . . .

22. 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 . . .

23. 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