The War

Preview of Events

Guide to Reading

Section PreviewThe stalemate at the Western Front led toa widening of World War I, and govern-ments expanded their powers to accom-modate the war.

• The war on the Western Front turnedinto a stalemate as a result of trenchwarfare, while on the Eastern FrontGermany and Austria-Hungary defeatedRussia. (p. 431)

• New weapons and trench warfare madeWorld War I far more devastating thanany previous wars. (p. 432)

• With the war at a stalemate, both theAllies and the Central Powers looked fornew allies to gain an advantage. (p. 433)

• The U.S. attempt at neutrality ended whenthe Germans refused to stop unrestrictedsubmarine warfare. (p. 434)

• World War I became a total war, withgovernments taking control of theireconomies and civilians undergoingrationing of goods. (p. 435)

Content Vocabularypropaganda, trench warfare, war of attrition, total war, planned economies

Academic Vocabularysuspend, submission, assure

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

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

Reading Objectives1. Describe how trench warfare led to a

stalemate.2. Explain why the United States entered

the war.

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

California Standards in This Section

Reading this section will help you master these California History–Social Science standards.

10.5.1: Analyze the arguments for entering into war pre-sented by leaders from all sides of the Great Warand the role of political and economic rivalries,ethnic and ideological conflicts, domestic discon-tent and disorder, and propaganda and national-ism in mobilizing the civilian population insupport of “total war.”

10.5.2: Examine the principal theaters of battle, majorturning points, and the importance of geographicfactors in military decisions and outcomes (e.g.,topography, waterways, distance, climate).

Allies

Split Off

Central Powers

Allies

1916Battle of Verdun

1917The United Statesenters the war

✦1914 ✦1915 ✦1916 ✦1917 ✦1918 ✦1919

1915Lusitania sunk byGerman forces

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1914 to 1915: Illusions and Stalemate

The war on the Western Front turned into astalemate as a result of trench warfare, while on the East-ern Front Germany and Austria-Hungary defeated Russia.

Reading Connection How do political campaigns try toinfluence voters? Read on to see how governments tried toinfluence public opinion before World War I.

Before 1914, many political leaders thought thatwar involved so many political and economic risksthat it was something to be avoided. Others thoughtdiplomats would easily be able to control any situa-tion and prevent war. At the beginning of August1914, both ideas were shattered. When war came,however, another illusion was born—the conceptthat the war would be a thrilling and positive experi-ence. For the first months of the war, many Euro-peans shared this belief.

Why were people so eager for war? First, govern-ment propaganda—ideas spread to influence publicopinion for or against a cause—had stirred upnational hatreds. Thus, Europeans responded eagerlyto the urgent pleas of their leaders in August 1914 todefend the homeland against aggressors. Most peo-ple seemed genuinely convinced that their nation’scause was just.

Second, at the beginning of the war, almost every-one believed it would be over in a few weeks. Peoplewere reminded that almost all European wars since1815 had, in fact, ended in a matter of weeks. Both thesoldiers who boarded the trains for the war front inAugust 1914, and the jubilant citizens who showeredthem with flowers as they left, believed that the war-riors would be home by Christmas.

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

The German advance was halted a short distancefrom Paris at the First Battle of the Marne (September6–10). To stop the Germans, French military leadersloaded two thousand Parisian taxicabs with freshtroops and sent them to the front line.

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

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The Austrian writer Stefan Zweig described theexcitement Austrians felt going to war in 1914:

“What did the people know of war in 1914, afternearly half a century of peace? They did not knowwar; they had hardly given it a thought. They stillsaw it in the perspective of their school readersand of paintings in museums; brilliant cavalryattacks in glittering uniforms, the fatal shot alwaysstraight through the heart, the entire campaign aresounding march of victory—’We’ll be home atChristmas,’ the recruits shouted laughingly to theirmothers in August of 1914. . . . The young peoplewere honestly afraid that they might miss thismost wonderful and exciting experience of theirlives; . . . that is why they shouted and sang in thetrains that carried them to the slaughter.”

Troops going to war

©Roger-Viollet, Paris

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

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

Austria-Hungary, Germany’s ally, fared less wellat first. The Austrians had been defeated by the Rus-sians in Galicia and thrown out of Serbia as well. Tomake matters worse, the Italians betrayed their Ger-man and Austrian allies in the Triple Alliance byattacking Austria in May 1915. Italy thus joinedFrance, Great Britain, and Russia, who had formedthe Triple Entente. The four nations now were calledthe Allied Powers, or Allies.

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

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

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

Reading Check

1916 to 1917: The Great Slaughter

New weapons and trench warfare made WorldWar I far more devastating than any previous wars.

Reading Connection Have you read about soldiers’experiences in World War II or the Vietnam War? Read on tolearn about the trench warfare that characterized World War I.

On the Western Front, the trenches dug in 1914had by 1916 become elaborate systems of defense.The lines of trenches for both sides were protected bybarbed-wire entanglements up to 5 feet (about 1.5 m)high and 30 yards (about 27 m) wide, concretemachine-gun nests, and other gun batteries, sup-ported further back by heavy artillery. Troops lived inholes in the ground, separated from each other by astrip of territory known as no-man’s-land.

Tactics of Trench Warfare The unexpected devel-opment of trench warfare baffled the generals. Theyhad been trained to fight wars of movement andmaneuver, and now faced stalemate. They decidedthat the only solution was to throw masses of menagainst enemy lines after artillery had bombardedthe enemy for hours. Once the decisive breakthroughhad been achieved, they thought, they could returnto the war of movement that they knew best.

At times, the high command on either side wouldorder an offensive that would begin with an artillerybarrage to flatten the enemy’s barbed wire and leavethe enemy in a state of shock. After “softening up”the enemy in this fashion, a mass of soldiers wouldclimb out of their trenches with fixed bayonets andhope to work their way toward the enemy trenches.

The attacks rarely worked because men advanc-ing unprotected across open fields could be fired at by the enemy’s machine guns. In 1916 and 1917, millions of young men died fighting for the elusivebreakthrough.

The Battle of Verdun was symbolic of the new kindof war that had come about. Verdun was a Frenchfortress city on the German border. The French generalin charge encouraged his troops with the phrase,“They shall not pass.” Knowing that the French felthonor-bound to defend Verdun, the Germans attackedagain and again. The German goal was to bleed theFrench army white. In the 10 months of fighting at Ver-dun in 1916, 700,000 French and German young menlost their lives over a few miles of land. World War Ihad turned into a war of attrition, a war based onwearing the other side down by constant attacks and

British women in a munitions factory

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heavy losses. ; (See page 774 to read an excerpt fromArthur Guy Empey’s memoir of World War I in thePrimary Sources Library.)

The Industrial Revolution was largely responsiblefor bringing about this change in how wars werefought. Railroads were able to supply the troops muchmore quickly, and to replace worn-out troops withready reserves. Factories churned out munitions on ascale never seen before, and long bombardmentsbecame routine. Shelling and bombing maimed anddisfigured many World War I soldiers—yet anothersign that the war had been fought by industrializednations.

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

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

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

Explaining Why were military lead-ers baffled by trench warfare?

Reading Check

433CHAPTER 8 War and Revolution

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

Then and Now

British fighter plane, c. 1917 �

U.S. jet fighter, 2001 �

Widening of the War

With the war at a stalemate, both the Alliesand the Central Powers looked for new allies to gain anadvantage.

Reading Connection In the American Revolution, whatcountry did the colonists get aid from? Read to learn hownations looked for allies in World War I.

Because of the stalemate on the Western Front, bothsides sought to gain new allies who might provide awinning advantage. The Ottoman Empire had alreadycome into the war on Germany’s side in August 1914.Russia, Great Britain, and France—the Allies—declaredwar on the Ottoman Empire in November.

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

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

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

(l)John H. Clark/CORBIS, (r)Hulton/Archive by Getty Images

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States involvement grew out of the naval warbetween Germany and Great Britain.

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

On May 7, 1915, the British ship Lusitania wassunk by German forces. There were about 1,100 civil-ian casualties, including over 100 Americans. Afterstrong United States protests, the German government

434 CHAPTER 8 War and Revolution

Masurian LakesSept. 1914

Tannenberg Aug. 1914

MarneSept. 1914,

July–Aug. 1918

VerdunFeb.–Dec. 1916

SommeJuly 1916

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World War I in Europe, 1914–1918

Trench warfare produced a stalemate on the Western Front.

1. Applying Geography Skills Create a bar graph withdates as one axis and miles as the other. Using Berlin as the starting point, plot the Central Powers’ advances from the earliest to the latest dates shown on the map.

2. Interpreting Maps Where did the majority of WorldWar I battles occur?

Allies

Central Powers

Neutral nations

Line of trench warfare,1915–1917

Farthest advance ofAllies with date

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

Central Powers victory

Indecisive

Schlieffen Plan

For their Middle East campaigns, the British mobi-lized forces from India, Australia, and New Zealand.

The Allies also took advantage of the war to seizeGerman colonies in the rest of the world. Japan, aBritish ally beginning in 1902, seized a number ofGerman-held islands in the Pacific. Australia seizedGerman New Guinea.

Describing What caused thewidening of the war?

Entry of the United States

The U.S. attempt at neutrality ended when theGermans refused to stop unrestricted submarine warfare.

Reading Connection Is it possible today for the UnitedStates to ignore problems in other countries? Read to learnwhat caused the United States to enter World War I.

At first, the United States tried to remain neutral.As World War I dragged on, however, it became moredifficult to do so. The immediate cause of United

Reading Check

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suspended unrestricted submarine warfare in Sep-tember 1915 to avoid antagonizing the United Statesfurther. Only once did the German and British navalforces actually engage in direct battle—at the Battleof Jutland on May 31, 1916, when neither side won aconclusive victory. By January 1917, however, theGermans were eager to break the deadlock in thewar. German naval officers convinced EmperorWilliam II that resuming the use of unrestricted sub-marine warfare could starve the British into submis-sion within six months.

When the emperor expressed concern about theUnited States, he was told that the British would starvebefore the Americans could act. Even if the Americansdid intervene, Admiral Holtzendorf assured theemperor, “I give your Majesty my word as an officerthat not one American will land on the continent.”

The German naval officers were wrong. TheBritish were not forced to surrender, and the return tounrestricted submarine warfare brought the UnitedStates into the war in April 1917. American troopsdid not arrive in large numbers in Europe until 1918,but they gave the Allied Powers a psychologicalboost, as well as a major new source of money andwar goods.

Evaluating Why did the Germansresort to unrestricted submarine use?

Reading Check

In December 1915, these Italian troops posed for a camera as they rested in camp.

435

The Home Front: The Impact ofTotal War

World War I became a total war, with govern-ments taking control of their economies and civiliansundergoing rationing of goods.

Reading Connection Do you think the governmentshould ever be allowed to censor what newspapers publish?Read to learn why many governments resorted to censorshipand similar practices during World War I.

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

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

Increased Government Powers Most people hadexpected the war to be short, so little thought had

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been given to long-term wartime needs. Govern-ments had to respond quickly, however, when thewar machines failed to achieve their goals. Manymore men and supplies were needed to continue thewar. To meet these needs, governments expandedtheir powers. Countries drafted tens of millions ofyoung men for that elusive breakthrough to victory.

Throughout Europe, wartime governments alsoexpanded their power over their economies. Free-market capitalistic systems were temporarily putaside. Governments set up price, wage, and rent con-trols; rationed food supplies and materials; regulatedimports and exports; and took over transportationsystems and industries. In effect, in order to mobilizeall the resources of their nations for the war effort,European nations set up planned economies—systems directed by government agencies.

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

Manipulation of Public Opinion The war contin-ued, casualties grew worse, and the patriotic enthusi-asm that had marked the early stages of World War Iwaned. By 1916, there were signs that civilian moralewas beginning to crack under the pressure of totalwar. Wartime governments, however, fought backagainst the growing opposition to the war.

Authoritarian regimes, such as those of Germany,Russia, and Austria-Hungary, relied on force to

subdue their populations. Under the pressures of thewar, however, even democratic states expanded theirpolice powers to stop internal dissent. The BritishParliament, for example, passed the Defence of theRealm Act (DORA). It allowed the government toarrest protesters as traitors. Newspapers were cen-sored, and sometimes their publication was evensuspended.

Governments actively used propaganda to arouseenthusiasm for the war. At the beginning, public offi-cials needed to do little to achieve this goal. TheBritish and French, for example, exaggerated Ger-man atrocities in Belgium and found that their citi-zens were only too willing to believe these accounts.

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

Total War and Women World War I created newroles for women. Because so many men left to fight atthe front, women were asked to take over jobs thathad not been available to them before. Women wereemployed in jobs that had once been consideredbeyond their capacity. These included such occupa-tions as chimney sweeps, truck drivers, farm labor-ers, and factory workers in heavy industry. Forexample, 38 percent of the workers in the KruppArmaments works in Germany in 1918 were women.

The place of women in the workforce was far fromsecure, however. Both men and women seemed toexpect that many of the new jobs for women were

436 CHAPTER 8 War and Revolution

Edith Cavell1865–1915—British nurse

Edith Cavell was born in Norfolk, England. She trained as a nurse and moved to Brusselsin 1907 to head the Berkendael Medical Institute. After the outbreak of war, the institutebecame a Red Cross hospital. Cavell worked to shelter French and British soldiers and helpthem reach safety in the Netherlands.

Outraged, German military authorities in Brussels put her on trial for aiding the enemyand ordered her to be shot. Before her execution, Cavell said, “I am glad to die for my coun-try.” To arouse anti-German sentiment, both the French and British used her as an example ofGerman barbarism. The Germans insisted they had the right to execute a traitor, whether manor woman.

CORBIS

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437CHAPTER 8 War and Revolution

Checking for Understanding1. Vocabulary Define: propaganda,

trench warfare, war of attrition, sus-pend, submission, assure, total war,planned economies.

2. People Identify: Lawrence of Arabia,Admiral Holtzendorff, Woodrow Wilson.

3. Places Locate: Marne, Tannenberg,Masurian Lakes, Verdun, Gallipoli.

Reviewing Big Ideas4. Explain why World War I required total

warfare.

Critical Thinking5. Connecting

Events What methods did govern-ments use to counter the loss of enthu-siasm and opposition to the war athome?

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

Analyzing Visuals7. Examine the poster shown on this

page. This is a recruiting poster used inWorld War I. What kind of motivationwas it using to encourage young mento enlist? CA HI1

8. Expository Writing What lastingresults occurred in women’s rightsdue to World War I? What were thetemporary results? Write an essaydiscussing the effect of the war onwomen’s rights. CA 10WA2.3a,b

Government Powers

only temporary. This was evident in the British poem“War Girls,” written in 1916:

“There’s the girl who clips your ticket for the train,And the girl who speeds the lift from floor to floor,There’s the girl who does a milk-round in the rain,And the girl who calls for orders at your door.Strong, sensible, and fit,They’re out to show their grit,And tackle jobs with energy and knack.No longer caged and penned up,They’re going to keep their end upTill the khaki soldier boys come marching back.”

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

Nevertheless, in some countries the role womenplayed in wartime economies had a positive impacton their social and political emancipation. The mostobvious gain was the right to vote, which was givento women in Germany, Austria, and the United Statesimmediately after the war. Most British womengained the vote in 1918.

Many upper-class and middle-class women alsogained new freedoms. They took jobs, had their ownapartments, and showed their new independence.

Summarizing What was the effect oftotal war on ordinary citizens?

Reading Check

For help with the concepts in this section of Glencoe WorldHistory—Modern Times, go to andclick on Study Central.

wh.mt.glencoe.com

Study CentralHISTORY

This famous British recruiting poster put moral pressure onyoung men to serve in the war.

Victoria and Albert Museum, London/Art Resource, NY

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http://wh.mt.glencoe.com

Glencoe World History: Modern Times—California EditionTable of ContentsHistory-Social Science StandardsEnglish-Language Arts StandardsAt-Home Standards PracticePreviewing Your TextbookScavenger HuntWhat Is History?Reading for InformationReading Skills HandbookIdentifying Words and Building VocabularyReading for a ReasonUnderstanding What You ReadThinking About Your ReadingUnderstanding Text Structure

Geography's Impact on HistoryNational Geographic Reference AtlasWorld: PoliticalWorld: PhysicalNorth America: PoliticalNorth America: PhysicalSouth America: PoliticalSouth America: PhysicalEurope: PoliticalEurope: PhysicalAfrica: PoliticalAfrica: PhysicalAsia: PoliticalAsia: PhysicalMiddle East: Physical/PoliticalPacific Rim: Physical/PoliticalWorld Land UseWorld Population CartogramWorld Gross Domestic Product CartogramWorld's People: Religions, Economy, Languages, and Population DensityWorld Historical ErasArctic Ocean: PhysicalAntarctica: Physical

National Geographic Geography HandbookHow Do I Study Geography?Globes and MapsCommon Map ProjectionsUnderstanding Latitude and LongitudeTypes of MapsGeographic Dictionary

Unit 1: The World Before Modern Times, 3000 B.C.–1800Chapter 1: The Legacy of the Ancient World, 3000 B.C.–1600Section 1: The First CivilizationsSection 2: The Civilizations of the GreeksSection 3: Rome and the Rise of ChristianitySection 4: New Patterns of CivilizationChapter 1 Assessment and Activities

Special Feature: World ReligionsChapter 2: Revolution and Enlightenment, 1600–1800Section 1: The Glorious RevolutionSection 2: The EnlightenmentSection 3: The American RevolutionChapter 2 Assessment and Activities

Special Feature: World LanguagesChapter 3: The French Revolution and Napoleon, 1789–1815Section 1: The French Revolution BeginsSection 2: Radical Revolution and ReactionSection 3: The Age of NapoleonChapter 3 Assessment and Activities

Unit 2: An Era of European Imperialism, 1800–1914Chapter 4: Industrialization and Nationalism, 1800–1870Section 1: The Industrial RevolutionSection 2: Reaction and RevolutionSection 3: National Unification and the National StateSection 4: Culture: Romanticism and RealismChapter 4 Assessment and Activities

Chapter 5: Mass Society and Democracy, 1870–1914Section 1: The Growth of Industrial ProsperitySection 2: The Emergence of Mass SocietySection 3: The National State and DemocracySection 4: Toward the Modern ConsciousnessChapter 5 Assessment and Activities

Chapter 6: The Height of Imperialism, 1800–1914Section 1: Colonial Rule in Southeast AsiaSection 2: Empire Building in AfricaSection 3: British Rule in IndiaSection 4: Nation Building in Latin AmericaChapter 6 Assessment and Activities

Chapter 7: East Asia Under Challenge, 1800–1914Section 1: The Decline of the Qing DynastySection 2: Revolution in ChinaSection 3: Rise of Modern JapanChapter 7 Assessment and Activities

Unit 3: The Twentieth CenturyChapter 8: War and Revolution, 1914–1919Section 1: The Road to World War ISection 2: The WarSection 3: The Russian RevolutionSection 4: End of the WarChapter 8 Assessment and Activities

Chapter 9: The West Between the Wars, 1919–1939Section 1: The Futile Search for StabilitySection 2: The Rise of Dictatorial RegimesSection 3: Hitler and Nazi GermanySection 4: Cultural and Intellectual TrendsChapter 9 Assessment and Activities

Chapter 10: Nationalism Around the World, 1919–1939Section 1: Nationalism in the Middle EastSection 2: Nationalism in Africa and AsiaSection 3: Revolutionary Chaos in ChinaSection 4: Nationalism in Latin AmericaChapter 10 Assessment and Activities

Chapter 11: World War II, 1939–1945Section 1: Paths to WarSection 2: The Course of World War IISection 3: The New Order and the HolocaustSection 4: The Home Front and the Aftermath of the WarChapter 11 Assessment and Activities

Unit 4: Toward a Global Civilization, 1945–PresentChapter 12: Cold War and Postwar Changes, 1945–1970Section 1: Development of the Cold WarSection 2: The Soviet Union and Eastern EuropeSection 3: Western Europe and North AmericaChapter 12 Assessment and Activities

Chapter 13: The Contemporary Western World, 1970–PresentSection 1: Decline of the Soviet UnionSection 2: Eastern EuropeSection 3: Europe and the United StatesSection 4: Western Society and CultureChapter 13 Assessment and Activities

Chapter 14: Latin America, 1945–PresentSection 1: General Trends in Latin AmericaSection 2: Mexico, Cuba, and Central AmericaSection 3: The Nations of South AmericaChapter 14 Assessment and Activities

Chapter 15: Africa and the Middle East, 1945–PresentSection 1: Independence in AfricaSection 2: Conflict in the Middle EastSection 3: The Challenge of TerrorismChapter 15 Assessment and Activities

Chapter 16: Asia and the Pacific, 1945–PresentSection 1: Communist ChinaSection 2: Independent States in South and Southeast AsiaSection 3: Japan and the PacificChapter 16 Assessment and Activities

Chapter 17: Challenges and Hopes for the FutureSection 1: The Challenges of Our WorldSection 2: Global VisionsChapter 17 Assessment and Activities

AppendixMini AlmanacPrimary Sources LibraryHonoring AmericaSkillbuilder HandbookGlossarySpanish GlossaryIndexAcknowledgements and Photo Credits

Feature ContentsPrimary Sources LibrarySkillbuilder HandbookPrimary Sources: Eyewitness to HistoryPeople In HistoryPreparing to ReadScience, Technology & SocietyWhat If…ConnectionsAround the WorldPast to Present

World LiteratureOpposing ViewpointsA Story That MattersNational Geographic Special ReportThe Way It WasLooking Back…to See AheadPrimary Source QuotesCharts, Graphs, & TablesNational Geographic Maps

Student WorkbooksActive Reading Note-Taking Guide - Student WorkbookChapter 1: The Legacy of the Ancient World, 3000 B.C.–1600Section 1: The First CivilizationsSection 2: The Civilizations of the GreeksSection 3: Rome and the Rise of ChristianitySection 4: New Patterns of Civilization

Chapter 2: Revolution and Enlightenment, 1600–1800Section 1: The Glorious RevolutionSection 2: The EnlightenmentSection 3: The American Revolution

Chapter 3: The French Revolution and Napoleon, 1789–1815Section 1: The French Revolution BeginsSection 2: Radical Revolution and ReactionSection 3: The Age of Napoleon

Chapter 4: Industrialization and Nationalism, 1800–1870Section 1: The Industrial RevolutionSection 2: Reaction and RevolutionSection 3: National Unification and the National StateSection 4: Culture: Romanticism and Realism

Chapter 5: Mass Society and Democracy, 1870–1914Section 1: The Growth of Industrial ProsperitySection 2: The Emergence of Mass SocietySection 3: The National State and DemocracySection 4: Toward the Modern Consciousness

Chapter 6: The Height of Imperialism, 1800–1914Section 1: Colonial Rule in Southeast AsiaSection 2: Empire Building in AfricaSection 3: British Rule in IndiaSection 4: Nation Building in Latin America

Chapter 7: East Asia Under Challenge, 1800–1914Section 1: The Decline of the Qing DynastySection 2: Revolution in ChinaSection 3: Rise of Modern Japan

Chapter 8: War and Revolution, 1914–1919Section 1: The Road to World War ISection 2: The WarSection 3: The Russian RevolutionSection 4: End of the War

Chapter 9: The West Between the Wars, 1919–1939Section 1: The Futile Search for StabilitySection 2: The Rise of Dictatorial RegimesSection 3: Hitler and Nazi GermanySection 4: Cultural and Intellectual Trends

Chapter 10: Nationalism Around the World, 1919–1939Section 1: Nationalism in the Middle EastSection 2: Nationalism in Africa and AsiaSection 3: Revolutionary Chaos in ChinaSection 4: Nationalism in Latin America

Chapter 11: World War II, 1939–1945Section 1: Paths to WarSection 2: The Course of World War IISection 3: The New Order and the HolocaustSection 4: The Home Front and the Aftermath of the War

Chapter 12: Cold War and Postwar Changes, 1945–1970Section 1: Development of the Cold WarSection 2: The Soviet Union and Eastern EuropeSection 3: Western Europe and North America

Chapter 13: The Contemporary Western World, 1970–PresentSection 1: Decline of the Soviet UnionSection 2: Eastern EuropeSection 3: Europe and North AmericaSection 4: Western Society and Culture

Chapter 14: Latin America, 1945–PresentSection 1: General Trends in Latin AmericaSection 2: Mexico, Cuba, and Central AmericaSection 3: The Nations of South America

Chapter 15: Africa and the Middle East, 1945–PresentSection 1: Independence in AfricaSection 2: Conflict in the Middle EastSection 3: The Challenge of Terrorism

Chapter 16: Asia and the Pacific, 1945–PresentSection 1: Communist ChinaSection 2: Independent States in South and Southeast AsiaSection 3: Japan and the Pacific

Chapter 17: Challenges and Hopes for the FutureSection 1: The Challenges of Our WorldSection 2: Global Visions

California Standards Practice, Grade 10 - Student WorkbookOverviewGuide to Analyzing GraphicsCalifornia Content Standards and Objectives in This BookAssessing Your KnowledgeStandards PracticeLesson 1: Using the Process of EliminationLesson 2: Interpreting Maps to Answer QuestionsLesson 3: Interpreting Charts and TablesLesson 4: Reading and Interpreting GraphsLesson 5: Reading a Time LineLesson 6: Inferring from a Reading or GraphicLesson 7: Comparing and ContrastingLesson 8: Relating Cause and EffectLesson 9: Identifying the Main IdeaLesson 10: Distinguishing Fact from OpinionLesson 11: Interpreting Primary SourcesLesson 12: Interpreting Illustrations and Political Cartoons

Final Assessment

Reading Essentials and Study Guide - Student WorkbookChapter 1: The Legacy of the Ancient World, 3000 B.C.–1600Section 1: The First CivilizationsSection 2: The Civilizations of the GreeksSection 3: Rome and the Rise of ChristianitySection 4: New Patterns of Civilization

Chapter 2: Revolution and Enlightenment, 1600–1800Section 1: The Glorious RevolutionSection 2: The EnlightenmentSection 3: The American Revolution

Chapter 3: The French Revolution and Napoleon, 1789–1815Section 1: The French Revolution BeginsSection 2: Radical Revolution and ReactionSection 3: The Age of Napoleon

Chapter 4: Industrialization and Nationalism, 1800–1870Section 1: The Industrial RevolutionSection 2: Reaction and RevolutionSection 3: National Unification and the National StateSection 4: Culture: Romanticism and Realism

Chapter 5: Mass Society and Democracy, 1870–1914Section 1: The Growth of Industrial ProsperitySection 2: The Emergence of Mass SocietySection 3: The National State and DemocracySection 4: Toward the Modern Consciousness

Chapter 6: The Height of Imperialism, 1800–1914Section 1: Colonial Rule in Southeast AsiaSection 2: Empire Building in AfricaSection 3: British Rule in IndiaSection 4: Nation Building in Latin America

Chapter 7: East Asia Under Challenge, 1800–1914Section 1: The Decline of the Qing DynastySection 2: Revolution in ChinaSection 3: Rise of Modern Japan

Chapter 8: War and Revolution, 1914–1919Section 1: The Road to World War ISection 2: The WarSection 3: The Russian RevolutionSection 4: End of the War

Chapter 9: The West Between the Wars, 1919–1939Section 1: The Futile Search for StabilitySection 2: The Rise of Dictatorial RegimesSection 3: Hitler and Nazi GermanySection 4: Cultural and Intellectual Trends

Chapter 10: Nationalism Around the World, 1919–1939Section 1: Nationalism in the Middle EastSection 2: Nationalism in Africa and AsiaSection 3: Revolutionary Chaos in ChinaSection 4: Nationalism in Latin America

Chapter 11: World War II, 1939–1945Section 1: Paths to WarSection 2: The Course of World War IISection 3: The New Order and the HolocaustSection 4: The Home Front and the Aftermath of the War

Chapter 12: Cold War and Postwar Changes, 1945–1970Section 1: Development of the Cold WarSection 2: The Soviet Union and Eastern EuropeSection 3: Western Europe and North America

Chapter 13: The Contemporary Western World, 1970–PresentSection 1: Decline of the Soviet UnionSection 2: Eastern EuropeSection 3: Europe and the United StatesSection 4: Western Society and Culture

Chapter 14: Latin America, 1945–PresentSection 1: General Trends in Latin AmericaSection 2: Mexico, Cuba, and Central AmericaSection 3: The Nations of South America

Chapter 15: Africa and the Middle East, 1945–PresentSection 1: Independence in AfricaSection 2: Conflict in the Middle EastSection 3: The Challenge of Terrorism

Chapter 16: Asia and the Pacific, 1945–PresentSection 1: Communist ChinaSection 2: Independent States in South and Southeast AsiaSection 3: Japan and the Pacific

Chapter 17: Challenges and Hopes for the FutureSection 1: The Challenges of Our WorldSection 2: Global Visions

Spanish Reading Essentials and Study Guide - Student WorkbookEstándares de contenido de California para historia y ciencia social, cultura y geografía: el mundo modernoCapítulo 1: El legado del mundo antiguoSección 1: Las primeras civilizacionesSección 2: Las civilizaciones griegasSección 3: Roma y el ascenso del CristianismoSección 4: Nuevas normas de civilización

Capítulo 2: Revolución e IlustraciónSección 1: La Revolución GloriosaSección 2: La IlustraciónSección 3: La Revolución americana

Capítulo 3: La Revolución Francesa y NapoleónSección 1: Comienza la Revolución FrancesaSección 2: La Revolución radical y la reacciónSección 3: La era Napoleónica

Capítulo 4: Industrialización y NacionalismoSección 1: La Revolución IndustrialSección 2: Reacción y revoluciónSección 3: Unificación nacional y estados nacionalesSección 4: Cultura: romanticismo y realismo

Capítulo 5: Sociedad de masas y democraciaSección 1: El aumento de la prosperidad industrialSección 2: El surgimiento de la sociedad de masasSección 3: Los estados nacionales y la democraciaSección 4: Hacia la conciencia moderna

Capítulo 6: El auge del ImperialismoSección 1: El dominio colonial en el sureste de ÁsiaSección 2: La creación de imperios en ÁfricaSección 3: El dominio inglés en la IndiaSección 4: La formación de las naciones latinoamericanas

Capítulo 7: El este de Ásia desafiadoSección 1: El ocaso de la dinastía QinSección 2: La Revolución ChinaSección 3: El nacimiento del Japón moderno

Capítulo 8: Guerra y revoluciónSección 1: El camino a la Primera Guerra MundialSección 2: La guerraSección 3: La Revolución rusaSección 4: El fin de la guerra

Capítulo 9: El Oeste entre las guerrasSección 1: La búsqueda inútil de la estabilidadSección 2: La aparición de los régimenes dictatorialesSección 3: Hitler y la Alemania NaziSección 4: Tendencias culturales e intelectuales

Capítulo 10: Nacionalismo alrededor del mundoSección 1: El nacionalismo en Medio OrienteSección 2: El nacionalismo en África y AsiaSección 3: Caos revolucionario en ChinaSección 4: El nacionalismo en América Latina

Capítulo 11: La Segunda Guerra MundialSección 1: Los caminos a la guerraSección 2: El curso de la Segunda Guerra MundialSección 3: El nuevo orden y el HolocaustoSección 4: El frente interno y las secuelas de la guerra

Capítulo 12: La Guerra Fría y los cambios de posguerraSección 1: El desarrollo de la Guera FríaSección 2: La Unión Soviética y Europa OrientalSección 3: Europa Occidental Y Estados Unidos

Capítulo 13: El mundo occidental contemporáneoSección 1: El ocaso de la Unión SoviéticaSección 2: Europa OrientalSección 3: Europa y Estados UnidosSección 4: La sociedad y cultura occidentales

Capítulo 14: LatinoaméricaSección 1: Tendencias generales en América LatinaSección 2: México, Cuba y CentroaméricaSección 3: Las naciones de Sudamérica

Capítulo 15: África y el Medio OrienteSección 1: La independencia de ÁfricaSección 2: Los conflictos en Medio OrienteSección 3: El desafío del terrorismo

Capítulo 16: Ásia y el PacíficoSección 1: La China ComunistaSección 2: Estados independientes en el sur y sureste de ÁsiaSección 3: Japón y el Pacífico

Capítulo 17: Desafíos y esperanzas para el futuroSección 1: Los retos de nuestro mundoSección 2: Visiones mundiales

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