Presentation Plus! Glencoe World History
Copyright © by The McGraw-Hill Companies, Inc.
Developed by FSCreations, Inc., Cincinnati, Ohio 45202
Send all inquiries to:
GLENCOE DIVISION
Glencoe/McGraw-Hill
8787 Orion Place
Columbus, Ohio 43240
Chapter Introduction
Section 1 Nationalism in the Middle East
Section 2 Nationalism in Africa and Asia
Section 3 Revolutionary Chaos in China
Section 4 Nationalism in Latin America
Chapter Summary
Chapter Assessment
Click on a hyperlink to view the corresponding slides.
Click the Speaker button to
listen to the audio again.
Key Events
As you read this chapter, look for the key
events in the history of nationalism around
the world. 
• The Balfour Declaration issued by the
British foreign secretary in 1917 turned
Palestine, a country with an 80 percent
Muslim population, into a homeland for
the Jews. 
• Chiang Kai-shek positioned his Nationalist
forces against Mao Zedong’s
Communists. 
• Key oil fields were discovered in the
Persian Gulf area in 1938.
Click the mouse button or press the
Space Bar to display the information.
The Impact Today
The events that occurred during this time
period still impact our lives today. 
• The conflict over Palestine continues to
bring violence and unrest to the region. 
• Today China remains a communist state,
and Mao Zedong is remembered as one
of the country’s most influential leaders. 
• The Western world is very dependent
upon oil from the Middle East.
Click the mouse button or press the
Space Bar to display the information.
Chapter Objectives
After studying this chapter, you should be
able to: 
• understand how the forces of nationalism
affected events in the Middle East, Africa,
Asia, and Latin America. 
• explain the role individual leaders played in
the struggles for national independence. 
• describe how the creation of modern states
included modernizing the economy. 
• explain how the lower classes played a
role in bringing about social changes.
Click the mouse button or press the
Space Bar to display the information.
Nationalism in the Middle East
Main Ideas
• Nationalism led to the creation of the modern
states of Turkey, Iran, and Saudi Arabia. 
• The Balfour Declaration made Palestine a
national Jewish homeland. 
Key Terms
• genocide 
• ethnic cleansing
Click the mouse button or press the
Space Bar to display the information.
Nationalism in the Middle East
People to Identify
• Abdulhamid II 
• Reza Shah Pahlavi 
• T. E. Lawrence 
• Ibn Saud 
• Atatürk 
Places to Locate
• Tehran 
• Saudi Arabia 
• Iran 
• Palestine
Click the mouse button or press the
Space Bar to display the information.
Nationalism in the Middle East
Preview Questions
• What important force led to the fall of the
Ottoman Empire? 
• What was the relationship between Arab
nationalism and the mandate system?
Click the mouse button or press the
Space Bar to display the information.
Nationalism in the Middle East
Preview of Events
Click the Speaker button to
listen to the audio again.
The oil resources of Saudi Arabia are
estimated to represent around twentyfive percent of the world’s proven
reserves. Saudi Arabia is the world’s
largest exporter of oil. Oil and petroleum
products account for more than 90
percent of the country’s income.
Decline and Fall of the
Ottoman Empire
• The size and power of the Ottoman
Empire decreased dramatically beginning
at the end of the 1700s. 
• In the 1800s, Ottoman rule ended in North
Africa and Greece, and the empire lost
much of its territory in Europe.
(pages 781–783)
Click the mouse button or press the
Space Bar to display the information.
Decline and Fall of the
Ottoman Empire (cont.)
• In 1876, Ottoman reformers seized the
government and adopted a constitution
that would form a legislature. 
• They named Abdulhamid II sultan, but he
immediately suspended the constitution
and ruled by himself.
(pages 781–783)
Click the mouse button or press the
Space Bar to display the information.
Decline and Fall of the
Ottoman Empire (cont.)
• A group of reformers called the Young
Turks forced the restoration of the
constitution in 1908. 
• They deposed the sultan in 1909. 
• At the same time, many ethnic Turks
pressed for an independent Turkish state.
(pages 781–783)
Click the mouse button or press the
Space Bar to display the information.
Decline and Fall of the
Ottoman Empire (cont.)
• During World War I, the Ottomans sided
with Germany, which caused Britain to
attack Ottoman Arab states. 
• The British convinced Arabs to revolt
against Ottoman rule. 
• Arabia declared its independence in
1916. 
• After losing hundreds of thousands of
soldiers, the Ottomans made peace with
the Allies in 1918.
(pages 781–783)
Click the mouse button or press the
Space Bar to display the information.
Decline and Fall of the
Ottoman Empire (cont.)
• During World War I, the Ottomans had
killed or been responsible for the deaths
of nearly a million Christian Armenians. 
• The Armenians had sought independence
and were brutally attacked and deported
by the Ottomans. 
• The Allies denounced the genocide, or
deliberate mass murder, of the Armenians,
but they did nothing to prevent it. 
• A similar process of mass murder would be
called ethnic cleansing in the Bosnian
(pages 781–783)
War of 1993 to 1996.
Click the mouse button or press the
Space Bar to display the information.
Decline and Fall of the
Ottoman Empire (cont.)
• At the end of World War I, the Ottoman
Empire collapsed. 
• Turkey was all that remained under
Ottoman control. 
• When Greece invaded western Turkey,
Turkish leaders decided to form a new
Republic of Turkey. 
• Under the command of Mustafa Kemal,
they were able to drive the Greek troops
out.
(pages 781–783)
Click the mouse button or press the
Space Bar to display the information.
Decline and Fall of the
Ottoman Empire (cont.)
• In 1923, the last Ottoman sultan fled the
country.
(pages 781–783)
Decline and Fall of the
Ottoman Empire (cont.)
How did the Greek invasion of Turkey
affect the government there?
The Greek invasion caused Turkish
leaders to form a new Republic of
Turkey to replace the Ottoman sultan.
(pages 781–783)
Click the mouse button or press the
Space Bar to display the answer.
The Modernization of Turkey
• Mustafa Kemal, known as Atatürk,
became president of Turkey. 
• He tried to transform Turkey into a
modern state. 
• Although Turkey had a democratic system
of government, Atatürk did not allow
opposition.
(pages 783–784)
Click the mouse button or press the
Space Bar to display the information.
The Modernization of Turkey (cont.)
• Atatürk made changes throughout Turkish
society. 
• These included eliminating Arabic
elements from the Turkish language,
adopting the Roman alphabet, and forcing
people to adopt last names.
(pages 783–784)
Click the mouse button or press the
Space Bar to display the information.
The Modernization of Turkey (cont.)
• Atatürk established factories and directed
the economy. 
• He tried to modernize farming, but to little
effect. 
• Atatürk wanted Turkey to be a secular
state, one that rejects religious influences
in politics. 
• In 1924 he abolished the caliphate and
forbade men to wear the fez, or traditional
Turkish Muslim hat. 
• He forbade the Islamic custom of women
wearing a veil.
(pages 783–784)
Click the mouse button or press the
Space Bar to display the information.
The Modernization of Turkey (cont.)
• New laws gave women equal marriage
and inheritance rights and, in time, the
right to vote. 
• Turks could join non-Islamic religions. 
• While devout Muslims did not accept the
reforms, Atatürk’s influence on Turkey
was lasting and profound.
(pages 783–784)
Click the mouse button or press the
Space Bar to display the information.
The Modernization of Turkey (cont.)
Why did Atatürk want Turkey to be a
secular state?
He wanted the nation to become
modern, which meant challenging longheld Muslim traditions. By eliminating
the power of the caliphate, he knew that
he would have a better chance to
succeed in modernizing the country.
(pages 783–784)
Click the mouse button or press the
Space Bar to display the answer.
The Beginnings of Modern Iran
• A similar process of modernization was
taking place in Persia during the early
twentieth century. 
• The Qajar dynasty (1794–1925) was faced
with increasing domestic problems. 
• The dynasty leaders invited Great Britain
and Russia to help defend them from the
Persian people.
(page 784)
Click the mouse button or press the
Space Bar to display the information.
The Beginnings of Modern Iran
• In 1908, oil was discovered, which
attracted more foreigners. 
(cont.)
• Oil exports rose, but most of the profits
went to British investors. 
• The foreign presence led to the rise of a
native Persian nationalist movement.
(page 784)
Click the mouse button or press the
Space Bar to display the information.
The Beginnings of Modern Iran
(cont.)
• In 1921, Reza Khan led a military
mutiny and seized Tehran, the Persian
capital city. 
• In 1925, Reza Khan became the shah,
or king. 
• He was called Reza Shah Pahlavi.
(page 784)
Click the mouse button or press the
Space Bar to display the information.
The Beginnings of Modern Iran
(cont.)
• Reza Shah Pahlavi tried to follow
the example of Kemal Atatürk in Turkey. 
• He reformed and modernized the
government, the military, and the
economic system. 
• Persia was renamed Iran. 
• Reza Shah Pahlavi did not try to destroy
the power of Islam. 
• However, he encouraged Western-style
education and forbade women to wear
the veil in public.
(page 784)
Click the mouse button or press the
Space Bar to display the information.
The Beginnings of Modern Iran
(cont.)
• To free himself from Great Britain
and the Soviet Union, Reza Shah Pahlavi
drew closer to Nazi Germany. 
• During World War II, the shah harbored
a large number of Germans. 
• Great Britain and the Soviet Union
invaded. 
• Reza Shah Pahlavi resigned and his son,
Mohammad Reza Pahlavi, replaced him.
(page 784)
Click the mouse button or press the
Space Bar to display the information.
The Beginnings of Modern Iran
(cont.)
What event led to the increased number
of foreigners in Persia? Why did this
event not greatly benefit the Persian
economy?
The discovery of oil led to the increased
number of foreigners in Persia. Most of
the profits went to British investors.
(page 784)
Click the mouse button or press the
Space Bar to display the answer.
Arab Nationalism
• The Arabs were a group of people united
by language and religion but who had no
nation. 
• Despite promises of independence after
World War I, Britain and France ended up
controlling the Arab mandates of Iraq,
Jordan, Lebanon, and Syria. 
• These mandates were created by
Europeans, who set their borders and
divided their peoples. 
• The League of Nations supervised the
mandates.
(pages 784–785)
Click the mouse button or press the
Space Bar to display the information.
Arab Nationalism (cont.)
• Arabs did not have strong identification
with the mandates, but some leaders
spoke out for Arab unity. 
• Ibn Saud united Arabs on the Arabian
Peninsula and formed the kingdom of
Saudi Arabia in 1932. 
• Though places in the kingdom were the
center of Islamic worship, the desert
kingdom was very poor.
(pages 784–785)
Click the mouse button or press the
Space Bar to display the information.
Arab Nationalism (cont.)
• During the 1930s, oil was discovered in
Saudi Arabia, and the kingdom was soon
flooded with Western oil industries. 
• The kingdom soon became very wealthy
as a major producer of oil.
(pages 784–785)
Click the mouse button or press the
Space Bar to display the information.
Arab Nationalism (cont.)
What discovery changed the economy of
Saudi Arabia?
The discovery of oil changed the
economy of Saudi Arabia.
(pages 784–785)
Click the mouse button or press the
Space Bar to display the answer.
The Problem of Palestine
• Great Britain controlled the mandate of
Palestine after World War I. 
• Palestine was the ancient home of the
Jewish people, but few Jews had lived
there for nearly 2,000 years. 
• In 1917, Britain issued the Balfour
Declaration, which supported the idea
of a national home for Jewish people in
Palestine.
(page 785)
Click the mouse button or press the
Space Bar to display the information.
The Problem of Palestine (cont.)
• The British promised that the rights of
non-Jewish peoples in Palestine would
be protected. 
• However, Arabs were angered that the
British would create a Jewish home nation
in a land that had long been 80 percent
Muslim.
(page 785)
Click the mouse button or press the
Space Bar to display the information.
The Problem of Palestine (cont.)
• Jewish settlers began to arrive in
Palestine. 
• As the Nazis increased the persecution
of Jews in Europe, more and more Jews
arrived in Palestine. 
• Tensions increased between Jews and
Muslims.
(page 785)
Click the mouse button or press the
Space Bar to display the information.
The Problem of Palestine (cont.)
• In response, the British tried to restrict
Jewish immigration to Palestine. 
• In 1939, Britain limited immigration to
75,000 Jewish people during the next
five years. 
• After that, no more Jews could enter
the country.
(page 785)
Click the mouse button or press the
Space Bar to display the information.
The Problem of Palestine (cont.)
What was the reason that the British
thought Palestine should be a home
nation for the Jewish people?
In ancient times, nearly 2,000 years
before, Palestine had been the
homeland of the Jewish people.
(page 785)
Click the mouse button or press the
Space Bar to display the answer.
Checking for Understanding
Define Match each definition in the left column with the
appropriate term in the right column.
__
A 1. the deliberate mass murder
of a particular racial,
political, or cultural group
__
B 2. a policy of killing or forcibly
removing an ethnic group
from its lands; used by the
Serbs against the Muslim
minority in Bosnia
Click the mouse button or press the
Space Bar to display the answers.
A. genocide
B. ethnic cleansing
Checking for Understanding
Explain why the British supported
Arab nationalist activities in 1916.
The British supported Arab nationalist
activities to undermine Ottoman rule.
Click the mouse button or press the
Space Bar to display the answer.
Checking for Understanding
List the mandates assigned to Great
Britain and France.
Great Britain was assigned Iraq,
Palestine, and Jordan. France was
assigned Syria and Lebanon.
Click the mouse button or press the
Space Bar to display the answer.
Critical Thinking
Evaluate Why was it difficult for the
Arab peoples to form one nation?
They were a loose collection of
peoples united by language and
religion.
Click the mouse button or press the
Space Bar to display the answer.
Analyzing Visuals
Examine the photo on page 782 of
your textbook showing Armenian
children who lost their parents. Why
were hundreds of thousands of
Armenians killed or driven from their
homes by the Turks?
The Christian Armenian minority
wanted independence; the Turks
reacted to their revolt by killing
Armenian men and forcing women
and children out of the empire.
Click the mouse button or press the
Space Bar to display the answer.
Close
Research and analyze the Balfour
Declaration. Why was it issued? What
were its effects? Why was Britain’s
commitment to it so short-lived?
Nationalism in Africa and Asia
Main Ideas
• Peoples in Africa and Asia began to agitate
for independence. 
• Japan became an aggressive military state. 
• Soviet agents worked to spread communism
around the world. 
Key Terms
• Pan-Africanism 
• civil disobedience
• Mahatma 
• zaibatsu
Click the mouse button or press the
Space Bar to display the information.

Nationalism in Africa and Asia
People to Identify
• W.E.B. Du Bois 
• Jawaharlal Nehru 
• Marcus Garvey 
• Ho Chi Minh 
• Mohandas Gandhi 
Places to Locate
• Kenya 
• Manchuria
Click the mouse button or press the
Space Bar to display the information.
Nationalism in Africa and Asia
Preview Questions
• What different forms did protest against Western
rule take? 
• How was communism received in Asia?
Click the mouse button or press the
Space Bar to display the information.
Nationalism in Africa and Asia
Preview of Events
Click the Speaker button to
listen to the audio again.
Ho Chi Minh was an experienced
revolutionary obsessed by one goal: an
independent Vietnam. In 1946, he told the
French that they could kill ten of his men
for every Frenchman killed and the
Vietnamese would still win the war. The
French ignored the warning and paid
dearly for it.
Movements Toward
Independence in Africa
• Even though black Africans had fought for
the British and French in World War I, their
hopes for independence after the war
were not met. 
• The Versailles peace settlements took
away German colonies only to give them
as mandates to France and Britain.
(pages 786–788)
Click the mouse button or press the
Space Bar to display the information.
Movements Toward
Independence in Africa (cont.)
• Many Africans became politically active
after World War I. 
• They sought reforms that would allow
them the same ideals of liberty and
equality espoused by Western democratic
nations.
(pages 786–788)
Click the mouse button or press the
Space Bar to display the information.
Movements Toward
Independence in Africa (cont.)
• In Kenya, the Young Kikuyu Association
protested in 1921 the high taxes imposed
by Great Britain. 
• Their leader Harry Thuku was jailed. 
• When a crowd tried to free him, the British
killed at least 20 of them and exiled
Thuku.
(pages 786–788)
Click the mouse button or press the
Space Bar to display the information.
Movements Toward
Independence in Africa (cont.)
• In Libya, guerrilla fighters under Omar
Mukhtar fought the Italian rulers and
defeated them several times. 
• The Italians put Libyans in concentration
camps and eventually killed Mukhtar,
which ended the fighting.
(pages 786–788)
Click the mouse button or press the
Space Bar to display the information.
Movements Toward
Independence in Africa (cont.)
• Colonial powers usually responded to
revolts with force. In some cases, they
made some reforms, hoping to satisfy
African peoples. 
• By the 1930s, many new African leaders
emerged. 
• They insisted on independence and said
that reforms were not enough. 
• Many of the new African leaders had been
educated abroad.
(pages 786–788)
Click the mouse button or press the
Space Bar to display the information.
Movements Toward
Independence in Africa (cont.)
• W.E.B. Du Bois and Marcus Garvey
influenced Africans who studied in the
United States. 
• Du Bois was an African American and led
a movement to make all Africans aware of
their cultural heritage. 
• Garvey was a Jamaican living in New York
City who stressed the need for African
unity. 
• This was called Pan-Africanism.
(pages 786–788)
Click the mouse button or press the
Space Bar to display the information.
Movements Toward
Independence in Africa (cont.)
• Jomo Kenyatta was an African man from
Kenya who had been educated in Great
Britain. 
• He argued that British rule was destroying
traditional African cultures. 
• Léopold Senghor and Nnamdi Azikiwe
were leaders in Senegal and Nigeria,
respectively, who worked to end colonial
rule.
(pages 786–788)
Click the mouse button or press the
Space Bar to display the information.
Movements Toward
Independence in Africa (cont.)
What did the new African leaders think
about the reforms made by colonial
rulers? What did they advocate instead?
They rejected the reforms as not
enough. They advocated independence
instead of reforms.
(pages 786–788)
Click the mouse button or press the
Space Bar to display the answer.
The Movement for Indian
Independence
• Before World War I, Mohandas Gandhi
had been active in the independence
movement to end British rule in India. 
• He was known as Mahatma, or “Great
Soul.” 
• Gandhi organized mass protests. 
• He insisted that the protests be
nonviolent. 
• Gandhi used civil disobedience–the
refusal to obey laws considered to be
unjust–to achieve his goals.
(pages 788–789)
Click the mouse button or press the
Space Bar to display the information.
The Movement for Indian
Independence (cont.)
• In 1919, British troops killed hundreds
of unarmed protesters. 
• Gandhi was eventually arrested for his
role in protests against British rule and
was in prison for several years. 
• In 1935, Great Britain passed the
Government of India Act. 
• The act gave more government positions
to Indians and the right to vote to a small
percentage of the population.
(pages 788–789)
Click the mouse button or press the
Space Bar to display the information.
The Movement for Indian
Independence (cont.)
• In 1885, the Indian National Congress
(INC) was formed to seek reforms. 
• However, by the 1920s, reforms were not
enough. 
• After he got out of jail, Gandhi went back
to work to spread his message to the
Indian people.
(pages 788–789)
Click the mouse button or press the
Space Bar to display the information.
The Movement for Indian
Independence (cont.)
• Nonviolence was the core of Gandhi’s
campaign. 
• He said that it was wrong to harm any
living being and that hate could only be
overcome by love. 
• He advocated noncooperation, such as
not buying cloth imported from Britain
and government-made salt. 
• He told Indians not to pay their taxes.
(pages 788–789)
Click the mouse button or press the
Space Bar to display the information.
The Movement for Indian
Independence (cont.)
• The British raised the tax on salt and
prohibited Indians from harvesting their
own. 
• In 1930, Gandhi protested by walking to
the sea on the Salt March. 
• At the ocean, Gandhi defied the British by
picking up salt. 
• Thousands of Indians followed suit. 
• Gandhi and other INC leaders were
arrested.
(pages 788–789)
Click the mouse button or press the
Space Bar to display the information.
The Movement for Indian
Independence (cont.)
• In the 1930s, Jawaharlal Nehru emerged
as an important leader in Indian politics. 
• Nehru had studied law in Great Britain
and was an upper class intellectual. 
• The independence movement split into
two paths. 
• Gandhi represented the traditional,
religious, and Indian path. 
• Nehru represented the modern, secular,
and Western.
(pages 788–789)
Click the mouse button or press the
Space Bar to display the information.
The Movement for Indian
Independence (cont.)
• While the two paths shared the same
goal, the division created uncertainty
about what the future of India would look
like. 
• Another division in Indian politics was that
between Hindus and Muslims. 
• Muslims objected to the Hindu control of
the INC. 
• By the 1930s, the Muslim League under
Muhammad Ali Jinnah was beginning to
believe in a separate Muslim state of
Pakistan in the northwest.
(pages 788–789)
The Movement for Indian
Independence (cont.)
How was the Salt March an example
of civil disobedience? What happened
to Gandhi as a result of his actions?
Gandhi publicly violated the law
prohibiting Indians to harvest their
own salt. The British arrested him.
(pages 788–789)
Click the mouse button or press the
Space Bar to display the answer.
The Rise of a Militarist Japan
• Between 1900 and 1920, Japanese
society adopted many aspects of Western
societies and became an increasingly
prosperous and industrial country. 
• The zaibatsu were large financial and
industrial corporations. 
• With government help, these firms
developed into vast companies that
controlled major parts of Japanese
industry. 
• By 1937, the four major zaibatsu
controlled a large amount of the economy.
(pages 789–791)
Click the mouse button or press the
Space Bar to display the information.
The Rise of a Militarist Japan (cont.)
• As wealth became concentrated among
the relative few, more and more people
had less. 
• Food shortages, inflation, and other
economic problems led to riots and
unrest. 
• The Great Depression had a severe
impact on workers and farmers. 
• Traditionalists called for a return to older
Japanese values. 
• They rejected the influence of Western
ideas in education and politics.
(pages 789–791)
Click the mouse button or press the
Space Bar to display the information.
The Rise of a Militarist Japan (cont.)
• In the early 1900s, Japan had trouble
finding sources of raw materials and
foreign markets. 
• Until World War I, the Japanese had
expanded their territory to meet these
needs. 
• This policy worried many Western
nations, especially the United States.
(pages 789–791)
Click the mouse button or press the
Space Bar to display the information.
The Rise of a Militarist Japan (cont.)
• The United States wanted to keep Asia
open for trade. 
• In 1922, the United States held a
conference that produced a nine-power
treaty that recognized China’s territorial
integrity and the Open Door policy. 
• In return, Japan was allowed to control
southern Manchuria.
(pages 789–791)
Click the mouse button or press the
Space Bar to display the information.
The Rise of a Militarist Japan (cont.)
• During the 1920s, Japan tried to use
economic and diplomatic means to realize
its interests in Asia. 
• The policy was unpopular. 
• New heavy industries developed in
Japan. 
• To run these industries the Japanese
needed new sources of raw materials.
(pages 789–791)
Click the mouse button or press the
Space Bar to display the information.
The Rise of a Militarist Japan (cont.)
• At the end of the 1920s, problems arose
that led to a rise in militarism in Japan. 
• A group within the ruling party gained
control of the political system. 
• Many in the group thought that the
Japanese system had been corrupted
by Western ideas.
(pages 789–791)
Click the mouse button or press the
Space Bar to display the information.
The Rise of a Militarist Japan (cont.)
• During the 1930s, extremist patriotic
organizations emerged, some as part of
the military. 
• In 1931, a group of army officers directed
an invasion of Manchuria. 
• The government opposed the move, but
the people supported it. 
• In time, the military and other supporters
of Japanese expansion dominated the
government.
(pages 789–791)
Click the mouse button or press the
Space Bar to display the information.
The Rise of a Militarist Japan (cont.)
• Japan was put on wartime status. 
• In 1938, a military draft law was passed. 
• The government controlled all economic
resources. 
• Labor unions were disbanded. 
• There was only one political party which
called for Japanese expansion. 
• Western ideas were purged from
education and culture. 
• Traditional Japanese values became
important once again.
(pages 789–791)
Click the mouse button or press the
Space Bar to display the information.
The Rise of a Militarist Japan (cont.)
What was a primary economic force that
drove Japan to expand its territory?
As more and more heavy industry and
manufacturing were developed, there
was a greater need for raw materials
that were not available in Japan.
(pages 789–791)
Click the mouse button or press the
Space Bar to display the answer.
Nationalism and Revolution in Asia
• Before World War I, Marxist ideas had no
appeal for Asian intellectuals. 
• The mostly agrarian Asian societies
seemed ill-fitted for revolution. 
• After the Russian Revolution, however, it
became clear that Marxist ideas could be
used to overthrow an outdated system.
(page 791)
Click the mouse button or press the
Space Bar to display the information.
Nationalism and Revolution in Asia
• In 1920, Lenin determined to spread
communism to the outside world. 
(cont.)
• The Comintern, or Communist
International, was a worldwide
organization of Communist parties
dedicated to revolution. 
• Comintern agents were trained in Moscow
and then returned to their own countries. 
• By the end of the 1920s, almost all Asian
countries had a Communist party.
(page 791)
Click the mouse button or press the
Space Bar to display the information.
Nationalism and Revolution in Asia
• The success of Communist parties in
Asia varied greatly. 
(cont.)
• Some cooperated with existing nationalist
parties to overthrow Western colonial
rulers. 
• For example, in French Indochina, Ho Chi
Minh, who had been trained in Moscow,
organized the Vietnamese Communists. 
• China had the strongest Communistnationalist alliance.
(page 791)
Click the mouse button or press the
Space Bar to display the information.
Nationalism and Revolution in Asia
(cont.)
• However, in most Asian colonial
societies, communism had little success
in the 1930s.
(page 791)
Nationalism and Revolution in Asia
(cont.)
What was the Comintern?
The Comintern was a worldwide
organization of Communist parties
dedicated to world revolution.
(page 791)
Click the mouse button or press the
Space Bar to display the answer.
Checking for Understanding
Define Match each definition in the left column with the
appropriate term in the right column.
__
D 1. in the Japanese economy,
a large financial and
industrial corporation
__
C 2. the refusal to obey laws that
are considered to be unjust
A. Pan-Africanism
B. Mahatma
C. civil
disobedience
D. zaibatsu
__
3.
the
unity
of
all
black
Africans,
A
regardless of national boundaries
__
B 4. the name given to Mohandas Gandhi by his
followers, which means “great soul”
Click the mouse button or press the
Space Bar to display the answers.
Checking for Understanding
Explain the goals of the Comintern
and how it pursued these goals.
The Comintern wanted to advance
revolution. Agents were trained and
returned to their countries to promote
revolution.
Click the mouse button or press the
Space Bar to display the answer.
Checking for Understanding
List at least three leaders who worked
to end colonial rule in Africa.
Omar Mukhtar, Jomo Kenyatta, Léopold
Senghor, and Nnamdi Azikiwe worked
to end colonial rule in Africa.
Click the mouse button or press the
Space Bar to display the answer.
Critical Thinking
Compare What did young African
leaders who wanted independence for
their countries have in common?
They were educated in the West and
wanted to make Africans aware of their
cultural heritage.
Click the mouse button or press the
Space Bar to display the answer.
Analyzing Visuals
Examine the photo of Dubai in the
feature on page 789 of your textbook.
What do you see in the picture that
tells you this is a modern port city?
There are skyscrapers, several modes
of transportation, and evidence of
economic activity.
Click the mouse button or press the
Space Bar to display the answer.
Close
Do you agree or disagree with the
following statement: “No matter how
small or weak, every nation has the
right to decide its own form of
government and to manage its own
affairs.”
Revolutionary Chaos in China
Main Ideas
• Internal tensions led Chiang Kai-shek to violently
end the Communist-Nationalist alliance. 
• Mao Zedong believed revolution in China
would be led by peasants, not the urban
working class. 
Key Terms
• guerrilla tactics 
• redistribution of wealth
Click the mouse button or press the
Space Bar to display the information.
Revolutionary Chaos in China
People to Identify
• Sun Yat-sen 
• Chiang Kai-shek 
• Mao Zedong 
Places to Locate
• Shanghai 
• Chang Jiang 
• Nanjing
Click the mouse button or press the
Space Bar to display the information.
Revolutionary Chaos in China
Preview Questions
• Against whom were the Nationalist and Chinese
Communist Parties aligned? 
• What obstacles did Chiang Kai-shek face in
building a new China?
Click the mouse button or press the
Space Bar to display the information.
Revolutionary Chaos in China
Preview of Events
Click the Speaker button to
listen to the audio again.
Unlike Stalin in the Soviet Union, Mao
Zedong in China believed that the
revolution could come from a rural-peasant
population. As Mao’s military successes
brought him closer to power, his Soviet
guides decided that rural communism was
better than no communism at all. This
fundamental difference between Chinese
and Soviet communism eventually
contributed to the split between China
and the Soviet Union.
Nationalists and Communists
• In all of Asia, revolutionary Marxism had
its greatest impact in China. 
• By 1920, two political forces emerged to
challenge the Chinese government: Sun
Yat-sen’s Nationalist Party and the
Chinese Communist Party (CCP).
(pages 793–794)
Click the mouse button or press the
Space Bar to display the information.
Nationalists and Communists (cont.)
• In 1921, young radicals formed the
Chinese Communist Party in the city of
Shanghai. 
• Comintern agents advised them to join
with the older Nationalist Party. 
• Sun Yat-sen welcomed the Communists. 
• In 1923, the two parties formed an alliance
to drive out the Chinese warlords and the
imperialist powers.
(pages 793–794)
Click the mouse button or press the
Space Bar to display the information.
Nationalists and Communists (cont.)
• The two parties worked together for three
years. 
• They trained an army. 
• In 1926 they began the Northern
Expedition and took control of all of China
south of the Chang Jiang (Yangtze
River).
(pages 793–794)
Click the mouse button or press the
Space Bar to display the information.
Nationalists and Communists (cont.)
• Eventually the Nationalists and the
Communists came into conflict. 
• After Sun Yat-sen died, Chiang Kai-shek
became the Nationalist leader. 
• He pretended to support the Communists
but did not. 
• In 1927, he killed thousands of
Communists in the Shanghai Massacre. 
• The Communist-Nationalist alliance ended.
(pages 793–794)
Click the mouse button or press the
Space Bar to display the information.
Nationalists and Communists (cont.)
• In 1928, Chiang Kai-shek founded a new
republic in Nanjing. 
• He worked to reunify the nation but
continued to think that the Communists
were his main enemy.
(pages 793–794)
Click the mouse button or press the
Space Bar to display the information.
Nationalists and Communists (cont.)
Why did Sun Yat-sen welcome the
Communists as allies?
He had alienated the Western powers in
China through his opposition to
imperialism. He felt he needed all the
help he could get to achieve his goals.
He also wanted the expertise that the
Soviet Comintern could provide. An
alliance with the Chinese Communists
would facilitate that and increase the
power of the anti-government forces.(pages 793–794)
Click the mouse button or press the
Space Bar to display the answer.
The Communists in Hiding
• After the Shanghai Massacre, the
Communist leaders went into hiding in
Shanghai. 
• They revived the Communist movement
among the discontented urban working
class. 
• Some Communist leaders went south
of the Chang Jiang to Jiangxi Province. 
• Mao Zedong was their leader. 
• Mao was convinced that the Chinese
revolution would come from the rural
peasants rather than the urban working
(pages 794–795)
class.
Click the mouse button or press the
Space Bar to display the information.
The Communists in Hiding (cont.)
• Chiang Kai-shek was able to push the
Communist leaders out of Shanghai. 
• They joined Mao in the south. 
• Then the Nationalists attacked the
Communists in Jiangxi, but Mao used
guerrilla tactics to fight successfully
against superior numbers. 
• Mao had four slogans about fighting:
“When the enemy advances, we retreat!
When the enemy halts and camps, we
trouble them! When the enemy tries to
avoid battle, we attack! When the enemy
retreats, we pursue!”
(pages 794–795)
Click the mouse button or press the
Space Bar to display the information.
The Communists in Hiding (cont.)
What happened to most Communist
Party leaders in Shanghai after Chiang
Kai-shek attacked them?
They were forced to move to the south
and join Mao Zedong in South China.
(pages 794–795)
Click the mouse button or press the
Space Bar to display the answer.
The Long March
• In 1934, Chiang’s army surrounded the
Communists in Jiangxi. 
• Outnumbered, Mao’s army, called the
People’s Liberation Army (PLA), broke
through the Nationalist lines. 
• Mao led his troops for 6,000 miles to
northwestern China and reached the last
surviving Communist base. 
• This march became known as the Long
March.
(pages 795–796)
Click the mouse button or press the
Space Bar to display the information.
The Long March (cont.)
• The Long March took one year. 
• The Communists had little food, faced
freezing temperatures, and had to fight
all the way. 
• Ninety thousand troops began the march. 
• Nine thousand reached their destination. 
• During the Long March, Mao became the
undisputed leader of the Chinese
Communist Party.
(pages 795–796)
Click the mouse button or press the
Space Bar to display the information.
The Long March (cont.)
What were two effects of the Long March
on the Chinese Communists?
They lost 81,000 people. Mao Zedong
became the sole leader of the Chinese
Communist Party.
(pages 795–796)
Click the mouse button or press the
Space Bar to display the answer.
The New China of Chiang
Kai-shek
• After the Long March, the threat from the
Communists seemed to have ended. 
• Chiang Kai-shek was trying to build a new
nation. 
• He vowed to form a republican
government, but as Sun Yat-sen had
stated, he felt that the Chinese people
would need a transitional form of
government to prepare them for a
democratic state.
(pages 796–797)
Click the mouse button or press the
Space Bar to display the information.
The New China of Chiang
Kai-shek (cont.)
• Chiang instituted a period of political
tutelage (training). 
• Under his leadership, the Nationalists
tried to dictate land reforms and to
modernize industry. 
• However, the Chinese people were not
ready for reforms. 
• Eighty percent of the people were very
poor peasants who were mostly illiterate.
(pages 796–797)
Click the mouse button or press the
Space Bar to display the information.
The New China of Chiang
Kai-shek (cont.)
• At the same time, the growing urban
middle class took on Western values. 
• They accumulated wealth and paid little or
no attention to the needs of the peasants.
(pages 796–797)
Click the mouse button or press the
Space Bar to display the information.
The New China of Chiang
Kai-shek (cont.)
• Chiang tried to blend modern Western
industrialization with traditional Confucian
values of hard work, obedience, and
integrity. 
• Chiang and his wife instituted the “New
Life Movement.” 
• It promoted Confucian ideals and rejected
the individualism and greed of Western
capitalism.
(pages 796–797)
Click the mouse button or press the
Space Bar to display the information.
The New China of Chiang
Kai-shek (cont.)
• Other problems that faced Chiang Kaishek included threats from Japan and
effects of the worldwide Great
Depression. 
• Some of Chiang’s successes included
starting a massive road-building program,
repairing and expanding the railroads,
creating a national bank, and improving
the education system.
(pages 796–797)
Click the mouse button or press the
Space Bar to display the information.
The New China of Chiang
Kai-shek (cont.)
• Chiang was less successful with land
reform. 
• He avoided the redistribution of wealth,
or the shift of wealth from a rich minority
to a poor majority, because much of his
support came from landowners and the
urban middle class. 
• Chiang suppressed all opposition, which
alienated many intellectuals and
moderates.
(pages 796–797)
Click the mouse button or press the
Space Bar to display the information.
The New China of Chiang
Kai-shek (cont.)
The vast majority of the Chinese people
were extremely poor. Why did Chiang
Kai-shek fail to initiate land reforms and
the redistribution of the wealth?
Most of his support came from
landowners and the urban middle class,
who would have strongly opposed these
types of programs.
(pages 796–797)
Click the mouse button or press the
Space Bar to display the answer.
Checking for Understanding
Define Match each definition in the left column with the
appropriate term in the right column.
__
B 1. the shifting of wealth from
a rich minority to a poor
majority
__
A 2. the use of unexpected
maneuvers like sabotage
and subterfuge to fight an
enemy
Click the mouse button or press the
Space Bar to display the answers.
A. guerrilla tactics
B. redistribution of
wealth
Checking for Understanding
Explain why the Communist Party
aligned with the Nationalist Party.
The Nationalists were more
experienced.
Click the mouse button or press the
Space Bar to display the answer.
Checking for Understanding
List the external problems that
threatened Chiang Kai-shek’s regime.
Nanjing only controlled a few provinces,
the Japanese threatened northern
China, and the economy was
depressed.
Click the mouse button or press the
Space Bar to display the answer.
Critical Thinking
Analyze What did Mao’s Long March
accomplish? Why was it successful?
The 10 percent who survived found
safety, and Mao emerged as the leader.
The Communists had hope for the
future.
Click the mouse button or press the
Space Bar to display the answer.
Analyzing Visuals
Describe the action taking place in the
photo on page 794 of your textbook.
What clues in the photo indicate the
different kinds of warfare undertaken
by soldiers during this time?
The soldiers are loading artillery onto
a railroad car but have swords in their
belts. This illustrates the use of both
hand-to-hand combat with swords and
artillery fire.
Click the mouse button or press the
Space Bar to display the answer.
Close
Research and analyze Chiang Kaishek’s “New Life Movement.” How did
it attempt to merge traditional
Confucian values with Western ideas?
Nationalism in Latin America
Main Ideas
• Before the Great Depression, the United States
was the foremost investor in Latin America. 
• The Great Depression created instability in
Latin America, which led to military coups and
the creation of military dictatorships. 
Key Term
• oligarchy
Click the mouse button or press the
Space Bar to display the information.
Nationalism in Latin America
People to Identify
• Juan Vicente Gómez 
• Getúlio Vargas 
• Hipólito Irigoyen 
• Lázaro Cárdenas 
Places to Locate
• Argentina 
• Peru 
• Chile 
• Mexico
• Brazil 
Click the mouse button or press the
Space Bar to display the information.
Nationalism in Latin America
Preview Questions
• What was the Good Neighbor policy? 
• How did the Great Depression affect the
economies of Latin America?
Click the mouse button or press the
Space Bar to display the information.
Nationalism in Latin America
Preview of Events
Click the Speaker button to
listen to the audio again.
United Fruit’s Guatemalan operation
generated about 25 percent of the
company’s total production. In Guatemala,
the United Fruit Company gained control of
virtually all means of transport and
communications. United Fruit charged a
tariff on every item of freight they moved in
and out of the country via Puerto Barrios.
For many years, the coffee growers of
Guatemala paid very high tariffs and the
price of Guatemalan coffee on the world
market was high.
The Latin American Economy
• In the early 1900s, the economy of Latin
America was based primarily on the export
of food products and raw materials. 
• For example, Argentina exported beef
and wheat; Chile, nitrates and copper;
Brazil and Caribbean nations, sugar;
and Central America, bananas.
(pages 799–801)
Click the mouse button or press the
Space Bar to display the information.
The Latin American Economy (cont.)
• Beginning in the 1920s, the United States
replaced Great Britain as the largest
investor in Latin America. 
• Unlike the British, American investors put
their funds directly into production and ran
companies themselves. 
• Large segments of Latin American export
industries became owned by companies
from the United States.
(pages 799–801)
Click the mouse button or press the
Space Bar to display the information.
The Latin American Economy (cont.)
• The U.S.-owned United Fruit Company
owned land, packing plants, and railroads
in Central America. 
• Americans also controlled copper mining
in Chile and Peru and oil industries in
Mexico, Peru, and Bolivia. 
• Many Latin Americans were angered by
U.S. control of their industries. 
• They saw the United States as an
imperialist power.
(pages 799–801)
Click the mouse button or press the
Space Bar to display the information.
The Latin American Economy (cont.)
• In fact, profits were sometimes used by
American businesses to support ruthless
dictators. 
• For example, in Venezuela, U.S. oil
companies supported the dictator Juan
Vicente Gómez. 
• The United States had also intervened
militarily in Latin America many times,
especially in Central America and the
Caribbean.
(pages 799–801)
Click the mouse button or press the
Space Bar to display the information.
The Latin American Economy (cont.)
• In 1933, President Franklin Roosevelt
announced the Good Neighbor policy
toward Latin America. 
• In it he rejected the use of military force
in Latin America. 
• Roosevelt withdrew all American troops
from Latin America.
(pages 799–801)
Click the mouse button or press the
Space Bar to display the information.
The Latin American Economy (cont.)
• The Great Depression had a terrible
impact on the Latin American economy. 
• Latin American exports were no longer in
demand. 
• Nations that usually imported these goods
were suffering from the depression. 
• Latin American countries that depended
on a single export were particularly hard
hit.
(pages 799–801)
Click the mouse button or press the
Space Bar to display the information.
The Latin American Economy (cont.)
• One positive effect of the Great
Depression was that many Latin America
governments encouraged the production
of goods that were formerly imported. 
• This industrial development had the
potential to increase the economic
independence of Latin America. 
• However, heavy industries often were
financed and then run by governments.
(pages 799–801)
Click the mouse button or press the
Space Bar to display the information.
The Latin American Economy (cont.)
Why did some Latin Americans view the
United States as an imperialist power?
U.S.-owned companies owned and ran
many important businesses and
industries in Latin America. Some used
their profits to support and keep in
power repressive dictators. The United
States had used its military to intervene
in Latin America for years.
(pages 799–801)
Click the mouse button or press the
Space Bar to display the answer.
The Move to Authoritarianism
• Though most Latin American countries
had republican forms of government, they
were in reality run by a small group of
church and military leaders and large
landowners. 
• Most of the rest of the people were very
poor peasants. 
• These countries used the military forces
to maintain power. 
• In some the military took control of the
government.
(pages 801–803)
Click the mouse button or press the
Space Bar to display the information.
The Move to Authoritarianism (cont.)
• During the 1930s, more and more
countries adopted authoritarian
governments. 
• Unrest caused by the economic hardships
of the Great Depression led leaders to
exercise stricter controls. 
• Three examples were Brazil, Mexico,
and Argentina.
(pages 801–803)
Click the mouse button or press the
Space Bar to display the information.
The Move to Authoritarianism (cont.)
• Argentina was controlled by an oligarchy,
a government where a select group of
people are in control. 
• This group in Argentina was made up of
wealthy landowners, who ignored the
growing middle class and the importance
of industry and cities.
(pages 801–803)
Click the mouse button or press the
Space Bar to display the information.
The Move to Authoritarianism (cont.)
• In 1916, the leader of the Radical Party,
Hipólito Irigoyen, was elected president
of Argentina. 
• At the time, industrial workers were
agitating and calling strikes. 
• The unrest in the country pushed the
Radical Party closer to the large
landowners.
(pages 801–803)
Click the mouse button or press the
Space Bar to display the information.
The Move to Authoritarianism (cont.)
• The military in Argentina was also
concerned about civil unrest and the
power of industrial workers. 
• In 1930, the military overthrew the
government and reestablished the power
of the oligarchy. 
• They hoped to return to the export
economy of the past and reduce the
power of working-class people.
(pages 801–803)
Click the mouse button or press the
Space Bar to display the information.
The Move to Authoritarianism (cont.)
• During World War II, Argentine military
officers formed the GOU, or Group of
United Officers. 
• In 1943, they overthrew the government. 
• Three years later Juan Perón seized
power.
(pages 801–803)
Click the mouse button or press the
Space Bar to display the information.
The Move to Authoritarianism (cont.)
• Brazil had had a republican government
since 1889. 
• Wealthy plantation owners who grew
coffee controlled the government. 
• In 1900, Brazil grew three-quarters of the
world’s coffee. 
• As long as coffee prices were high, the
oligarchy stayed in power. 
• Due to the Great Depression, coffee
prices dropped to record lows.
(pages 801–803)
Click the mouse button or press the
Space Bar to display the information.
The Move to Authoritarianism (cont.)
• In 1930, a military coup made Getúlio
Vargas president of Brazil. 
• At first he appealed to workers by
instituting an eight-hour workday and
a minimum wage. 
• In 1937, faced with strong opposition,
Vargas made himself dictator and
established his New State. 
• The New State was similar to Fascist
dictatorships in Europe.
(pages 801–803)
Click the mouse button or press the
Space Bar to display the information.
The Move to Authoritarianism (cont.)
• Vargas stimulated new industries, such as
steel and oil. 
• By the end of World War II, Brazil was the
chief industrial power in Latin America. 
• In 1945, the army forced Vargas to resign.
(pages 801–803)
Click the mouse button or press the
Space Bar to display the information.
The Move to Authoritarianism (cont.)
• The Mexican Revolution in the early
1900s was the first significant attempt to
overturn the power of an oligarchy in Latin
America. 
• The post-revolution Mexican government
was democratic in form. 
• In reality, however, the official political
party, the PRI, controlled Mexican
politics. 
• Every six years they chose the party’s
presidential candidate. 
• Their candidate always won the election.
(pages 801–803)
Click the mouse button or press the
Space Bar to display the information.
The Move to Authoritarianism (cont.)
• In 1934, Lázaro Cárdenas became
president of Mexico. 
• He moved to follow through on some of
the ideals of the revolution. 
• He redistributed land to the peasants and
took a strong stand with the United
States, especially over oil. 
• For more than 30 years, American and
British oil companies had operated in
Mexico.
(pages 801–803)
Click the mouse button or press the
Space Bar to display the information.
The Move to Authoritarianism (cont.)
• After a dispute over the wages for
Mexican workers, Cárdenas seized
control of the oil fields and the property
of the oil companies. 
• American oil companies asked President
Roosevelt to intervene, but he refused
because of the Good Neighbor policy. 
• Eventually Mexico paid for the property
but kept control of the oil fields. 
• It set up PEMEX, a national oil company.
(pages 801–803)
Click the mouse button or press the
Space Bar to display the information.
The Move to Authoritarianism (cont.)
How did President Cárdenas deal with
the dispute over the wages of Mexican
oil workers?
He seized control of the oil fields and the
property of the foreign oil companies. He
set up a national oil company, PEMEX.
(pages 801–803)
Click the mouse button or press the
Space Bar to display the answer.
Culture in Latin America
• In the early twentieth century, European
artistic and literary movements influenced
culture in Latin America. 
• Wealthy urban elites became very
interested in modern art. 
• Latin American artists incorporated
techniques of modern art and often
combined them with their own native
roots. 
• Many artists expressed a nationalist spirit.
(page 803)
Click the mouse button or press the
Space Bar to display the information.
Culture in Latin America (cont.)
• Diego Rivera was a Mexican artist who
had studied in Europe. 
• He had been strongly influenced by fresco
painting in Italy and painted enormous
wall murals. 
• His paintings were aimed at the masses
of people. 
• Rivera wanted to create a national art that
would include Mexico’s past and its
cultural heritage, and that would carry a
social and political message.
(page 803)
Click the mouse button or press the
Space Bar to display the information.
Culture in Latin America (cont.)
Whom did Diego Rivera see as the
primary audience for his work? How did
that affect the size and placement of his
work?
The masses of people were his audience.
He created very large murals. They were
shown in public places where many
people would see them.
(page 803)
Click the mouse button or press the
Space Bar to display the answer.
Checking for Understanding
Define Insert the key term that best completes the following
sentence.
Oligarchy
, or “the rule of the few,” is a form of
government in which a small group of people
exercises controls.
Click the mouse button or press the
Space Bar to display the answer.
Checking for Understanding
Explain how Vargas’s dictatorship
ended.
The army forced him to resign.
Click the mouse button or press the
Space Bar to display the answer.
Checking for Understanding
List some of the industries the United
States owned in Latin America.
The United States owned the coppermining industry in Chile and Peru and
the oil industry in Mexico, Peru, and
Bolivia.
Click the mouse button or press the
Space Bar to display the answer.
Critical Thinking
Examine Why did the Great
Depression cause many Latin American
countries to improve their economic
systems and gain more independence
from foreign economic dominance?
Countries no longer could afford to
import, which resulted in the
development of new industries.
Click the mouse button or press the
Space Bar to display the answer.
Analyzing Visuals
Analyze the photo on page 801 of your
textbook. What does this photo reveal
about what working conditions were
like on Brazilian coffee plantations?
The coffee plantations required manual
labor.
Click the mouse button or press the
Space Bar to display the answer.
Close
Research Latin American artists and
writers whose work dealt with
nationalist issues. Deliver brief oral
reports describing how the artists’
political beliefs shaped their work. Bring
in reproductions of artwork if possible.
Chapter Summary
Between the two World Wars, a growing
sense of nationalism inspired many
countries to seek their independence from
foreign rulers, as shown in the chart below.
Using Key Terms
Insert the key term that best completes each of the following
sentences.
1. The name given by his followers to Mohandas Gandhi
was _______________,
which means “great soul.”
Mahatma
2. A policy of killing people of a particular ethnic or racial
genocide
group is called _______________.
3. When Mao Zedong’s forces were outnumbered at
their rural base in Jiangxi Province, they used
guerrilla tactics such as sabotage and subterfuge
_______________
to fight Chiang Kai-shek’s Nationalist troops.
4. Chinese peasants did not support Chiang Kai-Shek
redistribution of wealth
because he did not favor ____________________.
Pan-Africanism was a movement stressing unity
5. _______________
of all Africans.
Click the mouse button or press the
Space Bar to display the answers.
Reviewing Key Facts
Citizenship Why were many Arabs
opposed to the Balfour Declaration?
They questioned how a national home
for the Jewish people could be
established in a territory that was 80
percent Muslim.
Click the mouse button or press the
Space Bar to display the answer.
Reviewing Key Facts
Government What reforms did
Atatürk implement to transform the
Turkish Republic into a modern and
secular state?
He introduced popular education,
established factories, and modernized
the economy. He took steps to break
the power of the Islamic religion,
abolishing the caliphate and forbidding
women from wearing the veil. He gave
women marriage and inheritance rights
equal to men’s, and he gave women
the right to vote.
Click the mouse button or press the
Space Bar to display the answer.
Reviewing Key Facts
History What happened to cause
Chinese Communists to undertake
the Long March in 1934?
The Communists were surrounded by
Chiang Kai-shek’s military strength;
he had already been responsible for
the Shanghai Massacre and was
determined to root out the
Communists in their rural base.
Click the mouse button or press the
Space Bar to display the answer.
Reviewing Key Facts
Government What did the British do
to make Indian people less opposed to
their colonial government in 1935?
They passed the Government of India
Act, which expanded the role of Indians
in the governing process.
Click the mouse button or press the
Space Bar to display the answer.
Reviewing Key Facts
Economics Explain how the entrenched
system of zaibatsu contributed to increased
nationalism and a move toward militarism in
Japan.
The largest zaibatsu controlled major portions
of Japan’s industrial sector, and the
concentration of wealth led to economic
inequalities. Inflation, a drastic population
increase, and the Great Depression caused
more hardships. Traditionalists blamed
Western influence and promoted Japanese
values. They opposed Japan’s attempts to
cooperate with Western powers and called for
Japan to rely on its own strength to meet its
needs and to dominate Asia.
Click the mouse button or press the
Space Bar to display the answer.
Critical Thinking
Cause and Effect How did harsh
treatment of Jewish people in Europe
create problems for Arab people in the
Middle East?
It caused European Jews to flee to
Palestine, where tensions increased
between them and the original Muslim
inhabitants.
Click the mouse button or press the
Space Bar to display the answer.
Critical Thinking
Making Generalizations What was
the cultural impact of World War I on
Africans? How did the political status
of Africa change after the war?
Africans in the war learned about ideas
of freedom, nationalism, and equality
from the West, and they began to
demand a voice in their own
government. Culturally, the aftermath of
the war led to the promotion of the unity
of all Africans, African cultural heritage,
and support for independence.
Click the mouse button or press the
Space Bar to display the answer.
Analyzing Maps and Charts
Study the map below and answer the questions on the
following slides.
Analyzing Maps and Charts
Near what
latitudes are the
cities of Beijing
and Tokyo
located?
Beijing is located
near 40ºN. Tokyo
is located near
35ºN.
Click the mouse button or press the
Space Bar to display the answer.
Analyzing Maps and Charts
Name the bodies
of water that
separate Japan
from Korea, and
Japan from China.
The Sea of Japan
separates Japan
from Korea, and
the East China Sea
separates Japan
from China.
Click the mouse button or press the
Space Bar to display the answer.
Analyzing Maps and Charts
List three
geographical
features of
China.
China has a
desert, mountains,
rivers, plains, and
a coast.
Click the mouse button or press the
Space Bar to display the answer.
Analyzing Maps and Charts
Compare this map
to the map shown
on page 790 of
your textbook.
What major
territory did Japan
acquire between
the date indicated
on this map and
1933?
Japan acquired
Manchuria.
Click the mouse button or press the
Space Bar to display the answer.
Standardized Test Practice
Directions: Choose the best answer to the following
question.
Which of the following is a true statement about the
relationship between World War I and nationalism?
A World War I brought nationalist movements to a standstill.
B Most nationalist movements had reached their goals by
the conclusion of World War I.
C The weakening of European countries fostered national
independence movements.
D World War I helped the European economy, which fueled
nationalist movements.
Test-Taking Tip Read each answer choice carefully and
eliminate any statements that you know are false. Getting
rid of these wrong answer choices will help you find the
correct answer.
Click the mouse button or press the
Space Bar to display the answer.
Explore online information about the topics
introduced in this chapter.
Click on the Connect button to launch your browser and go to
the Glencoe World History Web site. At this site, you will find
interactive activities, current events information, and Web sites
correlated with the chapters and units in the textbook. When
you finish exploring, exit the browser program to return to this
presentation. If you experience difficulty connecting to the Web
site, manually launch your Web browser and go to
http://wh.glencoe.com
Geography Locate Turkey on the map on page
783 of your textbook. What is important about its
location? If 400,000 Armenians died in the deserts
and swamps of Syria and Mesopotamia after
expulsion from Turkey, from what part of Turkey
do you think Armenians came?
Historical Inquiry Research the propaganda
techniques of Mao Zedong by using primary and
secondary sources to find Chinese Communist
Party political posters. What message did the party
hope to convey and how did they convey it? Find a
contemporary propaganda poster and analyze it for
the class.
Economics Study the process by which large
segments of Latin America’s export industries fell
into U.S. hands. What was the strategy of U.S.
companies? What was their attitude toward Latin
America? What was the economic impact of U.S.
ownership on Latin America?
Political Science
Literature
Geography
Click on a hyperlink to view the corresponding slide.
Political Science Consider the following leaders
of nationalist movements in Africa and Asia: Harry
Thuku, Jomo Kenyatta, Mohandas Gandhi,
Jawaharlal Nehru, and Ho Chi Minh. What qualities
did these men share, and how did they differ? Who
would you say had the most far-reaching impact on
the history of the twentieth century?
Literature Read The Souls of Black Folk by W.E.B.
Du Bois. Then read Jomo Kenyatta’s book Facing
Mount Kenya. Prepare a class presentation on the
ideas presented in these influential books.
Geography To increase your understanding of how
population density affected Japanese expansionism,
compare the size of Japan (145,856 square miles
[377,767 sq km]) with that of your own state. By
1925, Japan’s population was about 60 million.
Find out the current population of your state. How
did Japan’s growth lead to its aggressive policies?
Identify the laws that Gandhi may have broken.
Discuss the right to assembly and freedom of
speech granted to all Americans. Assess the degree
to which human rights and democratic ideals and
practices have been advanced throughout the world
in the twentieth century.
Using an Electronic
Spreadsheet
Why Learn This Skill?
Electronic spreadsheets can help people manage data
quickly and easily. For example, if you want to know your
grade average throughout the year, you could create a
spreadsheet in which you enter your latest test and
homework scores.
This feature can be found on page 798 of your textbook.
Using an Electronic
Spreadsheet
Learning the Skill
A spreadsheet is an electronic worksheet. All spreadsheets
follow a basic design of columns and rows. 
• Each column (vertical) is assigned a letter or number. 
• Each row (horizontal) is assigned a number. 
• A cell is where a column and row intersect. 
• A cell’s position on the spreadsheet is labeled according to
its corresponding column and row–Column A, Row 1 (A1);
Column B, Row 2 (B2); and so on (see the diagram on the
following slide).
This feature can be found on page 798 of your textbook.
Click the mouse button or press the Space Bar to display the information.
Using an Electronic
Spreadsheet
Learning the Skill
A
B
C
D
1
A1
B1
C1
D1
2
A2
B2
C2
D2
3
A3
B3
C3
D3
This feature can be found on page 798 of your textbook.
Using an Electronic
Spreadsheet
Learning the Skill
Spreadsheets use standard formulas to calculate the
numbers. You create a simple mathematical equation that
uses these standard formulas and the computer does the
calculations for you. 
You can make changes in the spreadsheet by using the
mouse or cursor to move to the appropriate cell. If you change
any number in the cell, the computer will automatically
recompute the totals. The computer will even copy a formula
from one cell to another.
This feature can be found on page 798 of your textbook.
Click the mouse button or press the Space Bar to display the information.
Using an Electronic
Spreadsheet
Practicing the Skill
Suppose you want to know the population densities
(populations per square mile or square kilometer) of the
countries in South Asia. Use the following steps to create
a spreadsheet.
This feature can be found on page 798 of your textbook.
Using an Electronic
Spreadsheet
Practicing the Skill
1. In cell A1 type Country, in cell B1 type Population, in cell
C1 type Land Area, and in cell D1 type Population
Density. 
2. In cells A2–A5 type India, Pakistan, Bangladesh, and Sri
Lanka. In cell A6, type Total for South Asia. 
3. In cells B2–B5, enter the population of each country shown
in cells A2–A5. 
4. In cells C2–C5, enter the land area (square miles or square
kilometers) of each country.
This feature can be found on page 798 of your textbook.
Click the mouse button or press the Space Bar to display the information.
Using an Electronic
Spreadsheet
Practicing the Skill
5. In cell D2, use the mathematical formula (B1÷C1) to
calculate the population density of each country. Copy this
formula into cells D3–D5, changing the cell numbers in the
formula as you enter each row. 
6. In cell B6, create a formula to calculate the total population
of South Asia (B2+B3+B4+B5). 
7. In cell C6, create a formula to calculate the total land area
of South Asia (C2+C3+C4+C5). 
8. For cell D6, create a formula to calculate the total
population density of South Asia (B6÷C6).
This feature can be found on page 798 of your textbook.
Click the mouse button or press the Space Bar to display the information.
Gandhi leading the Salt March to Dandi to protest the British monopoly on salt production
Read Gandhi’s March to the Sea on page 780 of your
textbook. Then answer the questions on the following
slides.
This feature can be found on page 780 of your textbook.
What did Gandhi preach as he marched to
Dandi?
Civil disobedience is the inherent right of a
citizen. He dare not give it up without ceasing
to be a man.
This feature can be found on page 780 of your textbook.
Click the mouse button or press the Space Bar to display the answer.
Why do you think Gandhi’s nonviolent
demonstrations were so successful against
the British?
The British could do little except imprison
Gandhi; it is difficult to react against
nonviolence.
This feature can be found on page 780 of your textbook.
Click the mouse button or press the Space Bar to display the answer.
Do you agree or disagree with Gandhi’s
statement? Why or why not?
This feature can be found on page 780 of your textbook.
Click the image on the
right to listen to an
excerpt from page 792
of your textbook. Read
the information on
page 792 of your
textbook. Then answer
the questions on the
following slides.
This feature can be found on page 792 of your textbook.
Click the Speaker button to listen to the audio again.
Why was Ho Chi Minh living in France?
He worked in Paris retouching photographs
and painting “Chinese antiquities”; Ho Chi
Minh was born in Vietnam and, at that time,
Vietnam was a French colony, so there were
ties between the two countries.
This feature can be found on page 792 of your textbook.
Click the mouse button or press the Space Bar to display the answer.
What were Ho Chi Minh’s feelings toward Lenin?
He loved and admired him and considered him
a great patriot who had liberated his people.
Ho Chi Minh wanted to use Lenin’s ideas to
liberate Vietnam from foreign rule.
This feature can be found on page 792 of your textbook.
Click the mouse button or press the Space Bar to display the answer.
Why did Ho Chi Minh join the French socialist
party?
He joined the French Socialist Party because it
had shown sympathy toward him and toward
the struggle of oppressed peoples.
This feature can be found on page 792 of your textbook.
Click the mouse button or press the Space Bar to display the answer.
Gandhi and Passive
Resistance
Objectives
After viewing “Gandhi and Passive Resistance,” you should: 
• Know the basic facts of Gandhi's life and the philosophy of
nonviolence. 
• Understand that the power of nonviolent resistance helped
Gandhi and his followers gain
independence for India in 1947. 
• Appreciate the role that peaceful
non-cooperation can play in
fighting injustice today.
Gandhi and Passive
Resistance
What was the main agenda of the Indian
National Congress?
The Indian National Congress wanted to
regain self-rule for Indians.
Click the mouse button or press the
Space Bar to display the answer.
Gandhi and Passive
Resistance
Following India's independence from Great
Britain, what was Gandhi's next objective?
Gandhi wanted to help the warring Hindus and
Muslims in India make peace with one
another.
Click the mouse button or press the
Space Bar to display the answer.
Map
Middle East 1919–1935
Chart
Selected Nationalist Movements
in the Early Twentieth Century
Click on a hyperlink to view the corresponding slide.
Map
Africa, 1919–1939
Chart
Selected Nationalist Movements
in the Early Twentieth Century
Click on a hyperlink to view the corresponding slide.
between 1926 and 1930
between 1936 and 1940
Click the mouse button or press the
Space Bar to display the answers.
Jews were being
persecuted around
the world and fled to
Palestine to escape
this persecution.
because the League
censured Japan
because of Japan’s
aggression in
Manchuria
Click the mouse button or press the
Space Bar to display the answers.
that Japan withdraw
its troops from
Manchuria
in 1912
the CCP, under Mao
Zedong, and the
Nationalist forces, under
Chiang Kai-shek
Click the mouse button or press the
Space Bar to display the answers.
because the
Chinese were
divided in a civil war
about 1928
in 1933
the Great Depression,
which had an effect
worldwide
Click the mouse button or press the
Space Bar to display the answers.
End of Custom Shows
WARNING! Do Not Remove
This slide is intentionally blank and is set to auto-advance to end custom
shows and return to the main presentation.