To learn more about Europe and itspeople, view The World and ItsPeople Chapters 1013 videos.

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Chapter Overview Visit the Our WorldToday: People, Places, and IssuesWeb site at and click onChapter 10Chapter Overviews to previewinformation about the modern history of Europe.

EuropeModern History

EuropeModernHistory

Chapter

1010

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The Modern EraEurope has played a major role in

shaping todays world. Industrializa-tion, which started in Europe, is oneof the reasons for the high standardof living we experience today. Twoworld wars, fought largely onEuropean soil, shaped world politicsand preserved democracy.

A modern office building standsnext to Billingsgate Fish Marketin London, England.

A modern office building standsnext to Billingsgate Fish Marketin London, England.

Summarizing Information Study Foldable Make thefollowing foldable to help you organize and summarize information abouthistoric events and modern events in Europe, and how they are related.

Fold it so theleft edge lies2 inches fromthe right edge.

Cut along thetwo folds on

the front flap tomake 3 tabs.

EUROPE: MODERN HISTORYThe Modern

Era ContinentDivided Move Toward

Unity

Step 1 Fold a sheet of paper from sideto side, leaving a 2-inch tab uncoveredalong the side.

Step 2 Turn the paper and fold it intothirds.

Step 3 Unfold and cut along the twoinside fold lines.

Step 4 Label the foldable as shown.

Reading and Writing As you read about the modern history ofEurope, write important facts under each appropriate tab of your foldable.

Guide to Reading

Main Idea

Industrialization lednot only to a higherstandard of living forsome, but also toincreased tensions inthe world. Two worldwars changed thebalance of power inthe world.

Terms to Know

productivity human resources textiles cottage industry union strike imperialism alliance communism Holocaust genocide

Reading Strategy

Create a chart likethe one below. Writethree statements offact under the Factcolumn. In theOpinion column,write threestatements thatshow how you feelabout the factstatement.

Fact Opinion

256 CHAPTER 10

11

From the beginning of the Industrial

Revolution, factories required a

new system of labor, which

involved regular hours and

shifts to keep the

machinery producing.

This arrangement was

different from that in

rural areas, where

farmers worked hard

during some periods

but had little work to

do at other times. Life in

a British factory town ran

on a regular schedule.

The Industrial Revolution began in Great Britain in the 1700s. Itwas a time when people used machinery and new methods toincrease productivity. Productivity is a measure of how much workcan be done in a certain length of time. The changes these machinesbrought were so great that they led to a revolution in the ways workwas done and people lived. Today, machines touch every part of ourlives.

A Rapidly Changing WorldThe Industrial Revolution started in Britain for several reasons.

Britain had a ready supply of natural resources such as coal and iron,which were needed to make and run machinery.There was also a plen-tiful supply of raw materials such as wool and imported cotton, usedto make cloth. There was also a source of peoplehumanresourceswho could be hired to work the machines. As farmersrelied more on machines to plant and harvest crops, fewer peoplewere needed to grow crops. Many people who used to work on thefarms went to the cities to find work in factories and shops.

Major Industries Textiles, or woven cloth, was the first industryto be moved to factories. Before that, spinning and cloth weaving hadbeen a cottage industry carried out by family members working intheir own homes.With industrialization,huge quantities of cloth couldbe produced in factories that employed many workers. Textile millsbecame even more productive when steam replaced waterpower forrunning the machinery.

The steam engine was invented by Thomas Newcomen in the early1700s and was used to pump water out of coal mines. In 1769, JamesWatt invented a more efficient steam engine, which was used for tex-tile mills, riverboats, and locomotives. Inventions like the railroad stim-ulated even more industries and growth. By the early 1800s, theIndustrial Revolution spread from Britain to much of western Europeand North America.

How did machinery affect the textile industry?

Changing LifestylesTowns and cities grew,as peoples

lives changed dramatically. At first,industrial workers, including womenand children, had to work hard forlong hours often under dangerousconditions. Eventually, the workersformed groups called unions. Aunion spoke for all the workers in afactory or industry and bargained forbetter working conditions, higherpay, and a shorter working day. If afactory owner refused these demands,union members often went on strike.That is, they refused to work untiltheir demands were met.

Overall, the Industrial Revolutionmade life more difficult for people inthe short term, but easier in the longrun. For example, because manufac-tured cotton clothing was better andcheaper, people could afford more.They then could afford to changeclothes and wash them more often.This new cleanliness helped to reducesickness and disease, so people gener-ally lived healthier and longer.

The Industrial Revolution also resulted in strong economies in west-ern Europe. It was because of this economic strength that Europe wasable to dominate the world in the 1800s and early 1900s.

How did the Industrial Revolution improve peoples lives?

On Location

EuropeModern History 257

IndustrialRevolutionThe factory-basedsteam engine (above)replaced the home-based spinning jenny(at left).

Environment Whatmachines or toolsused by your parentsare no longer commonin homes today?

Rivalry Between NationsIndustrialization created new rivalries among the countries of

Europe. Britain, France, Germany, and other European countries com-peted around the world for markets and resources for their factories.Under a system called imperialism, European countries claimedcolonies in Africa and Asia in the late 1800s. European nations built uparmies and navies to protect themselves and their empires. Differentalliances were formed, whereby various countries agreed to supportone another in times of war.

World War I In 1914,a war broke out in Europe that quickly spreadto the European colonies and other areas of the world. It was knownas the Great War, and later called World War I. This war was not likeany earlier wars. With the techniques learned in the IndustrialRevolution, machines designed for war were mass-produced. Tanks,heavy artillery, machine guns, and airplanes helped to make the warmore violent than any before it. In the four years of the war, millionsof people were killed or wounded, and many European cities and vil-lages were destroyed.

New Problems Arise As a result of the war, many once-strongcountries became weak.Germany was blamed for starting the war andwas asked to pay for much of it. The United States and Japan becamegreat powers.A revolution in Russia in 1917 led to a new political,eco-nomic,and social system called communism. Communism was basedon the teachings of a German philosopher named Karl Marx. Marxbelieved that industrialization had created two classes of peoplethose who owned the means of producing goods and those whoworked to produce the goods. He wrote that this system was unfairand needed to be overthrown.

Then andNow

The town of Verdun,France, was nearlydestroyed duringWorld War II (above).Today it is a thrivingcommercial centerand tourist attraction(right).

Place Name anothercity that has beenrebuilt since WWII.

258 CHAPTER 10

On Location

EuropeModern History 259

AssessmentAssessment11Defining Terms1. Define productivity, human resources, textiles,

cottage industry, union, strike, imperialism,alliance, communism, Holocaust, genocide.

Recalling Facts2. History Where did the Industrial Revolution

begin?

3. Government Name the new political, eco-nomic, and social system that was envisionedby Karl Marx.

Critical Thinking4. Comparing and Contrasting How did

peoples living habits change after theintroduction of factories? Do you thinkpeople were generally better off?

5. Evaluating Information Why did the newmilitary equipment introduced in World WarI change the way wars were fought?

Graphic Organizer6. Organizing Information Create a diagram

like the one below and fill in the names of thecountries that made up the two powers fight-ing each other in World War II.

Applying Social Studies Skills

7. Analyzing Maps Refer to the ReferenceAtlas map of the world on pages RA2 and RA3.Which of the Allies was nearest to Japan?

h Hitler at a Nazi rally,Dortmund, Germany

Axis Powers Allies

World War II In the 1930s, worldwide depression severely testedthe ability of many governments to provide for their citizens.The prob-lems that were not solved after World War I eventually led to newalliances in Europe.Germany became a dictatorship under Adolf Hitlerand his National Socialist German Workers party. Its members, calledNazis, believed in German superiority. By 1939, Germany, Italy, andJapan (the Axis Powers) were at war with Britain, France, and China(the Allies). In 1941, the United States and Soviet Union joined theAllies in the war that became known as World War II.

During the war, Hitler began the Holocaust, which killed over 12 million people. Over 6 million of the victims were Jews. Other per-secuted groups included the Romany people (called Gypsies),Serbians, individuals with disabilities,and many other groups that wereclassified as undesirable by the Nazi leaders. The Holocaust is anexample of the war crime of genocide, or the mass murder of a peo-ple because of race, religion, ethnicity, politics, or culture.

Italy surrendered in 1943.Germany was finally defeated in May 1945,but the Japanese continued to fight. In August, the United Statesin aneffort to end the war in Asiadropped two atomic bombs on theJapanese cities of Hiroshima and Nagasaki. From this global conflict, theUnited States and the Soviet Union emerged as superpowers.

What was the Holocaust?

The HolocaustThe Holocaust is one of the most horrify-

ing events in human history. Holocaust is aword that means complete and total destruc-tion. Learning about the Holocaust is impor-tant so that crimes against humanity such asthis will never occur again.

The Final Solution

Adolf Hitler, chancellor of Germany, believedthat the Germanic peoples of the world, calledAryans, were a superior race. His goal was topopulate Europe with one master race of peo-ple. During the years before and during WorldWar II, Hitlers government persecuted many

racial, religious, and ethnic groups that he con-sidered undesirable. These included Gypsies,Jehovahs Witnesses, people with disabilities, andpolitical dissidents of all backgrounds.

The chief target of Hitlers planwhich hecalled his Final Solutionwas the Jews. Jewishcommunities throughout Germany and German-controlled territory suffered terribly. Jews, forcedto wear identification badges, were blamed for allGermanys economic and social problems.

Between 1939 and 1945, Hitlers Nazi forcesattempted to exterminate the Jews in every coun-try Germany invaded, as well as in those coun-tries that were Nazi allies. Jews from Germany,Poland, the Soviet Union, France, Belgium, theNetherlands, Greece, and Hungary were amongthose killed during the Holocaust.

Mass Murder

In the early years of the war, Jewish people inEastern Europe were rounded up, gatheredtogether, machine-gunned, and buried in massgraves. Later, millions of Jews were uprooted andforced into concentration camps. Few people sur-vived these. Those too young, sick, or elderly forheavy labor were executed in gas chambers. Inall, more than 6 million Jews and about 4 millionGypsies, Poles, Soviet prisoners of war, and otherswere murdered.

PEOPLEPEOPLE

260 CHAPTER 10

1. What was the Holocaust?

2. Why did Hitler want to rid Europe of its Jewishpeople?

3. Understanding Cause and Effect How canstudying about the Holocaust today help preventanother atrocity from happening in the future?

h Auschwitz Nazi concentration camp in Oswiecim, Poland

A fter World War II, much of Europe was in ruins. The total defeat ofGermany, Italy, and Japan left a power gap that would be filled by therival United States and Soviet Union.

The Cold WarThe global competition between the democratic United States and

its allies and the Communist Soviet Union and its supporters came tobe called the Cold War. It was a dangerous time because by 1948 bothsides had nuclear weapons. Nuclear weapons use atomic reactionsto release enormous power and cause mass destruction. It was a coldwar because countries never mobilized armies in an official war.

The Cold War began in Europe. In 1948, the United States started aloan program called the Marshall Plan to help rebuild Europe and tryto stop the spread of communism. Under the Marshall Plan, factorieswere rebuilt, mines were reopened, and roads were repaired and

261

Guide to Reading

Main Idea

Two powers, thedemocratic UnitedStates and theCommunist SovietUnion, worked tobring their forms ofgovernment to thewar-torn nations ofEurope.

Terms to Know

Cold War nuclear weapon deterrence satellite nation blockade airlift glasnost perestroika capitalism

Reading Strategy

As you read, fill in atime line like the onebelow with an eventthat occurred duringthat year.

1948

1955

1957

1985

1989

For nearly 30 years, armed guards

patrolled a 103-mile (166-km)

wall that divided the German

city of Berlin into eastern

and western halves.

During that time, the

citizens of East Berlin

were not allowed to

travel freely to West

Berlin. In late 1989,

the wall finally came

down. Germans from

both parts of the city

came together and

celebrated.

22

replaced. The economies of Western Europethose countries liber-ated and occupied by the United States and Great Britain during WorldWar IIbegan to grow.

What was the Cold War?

West European Nations Cooperate In 1948 under the Truman Doctrine, named after U.S. President

Harry S Truman, the United States offered military aid to countriessuch as Greece and Turkey that were engaged in fighting communisminside their borders. In 1949, the North Atlantic Treaty Organization(NATO) was formed to respond to possible attacks by the SovietUnion. In forming NATO, each member country agreed to treat anattack on any other member as an attack on itself.The NATO countriesbelieved that the Soviet Union would not attack Western Europe ifSoviet leaders thought such an attack would trigger nuclear war withthe United States. This policy is known as deterrence because it isdesigned to deter, or discourage, an attack.

Eventually, to help themselves, Western European countries beganto cooperate with one another. First the small countries Belgium, theNetherlands, and Luxembourg joined together in 1948 to form theBenelux trade union, an arrangement for the free movement ofmoney, goods, and people among these nations. Then West Germany,

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Applying Map Skills

1. Were there more countriesin Western Europe orEastern Europe?

2. Which Eastern Europeancountries were on theborder with WesternEurope?

Find NGS online map resources@www.nationalgeographic.com/mapsWestern Europe

Eastern Europe

Western and Eastern Europe (c. 1950)

http://www.nationalgeographic.com/maps

EuropeModern History 263

France, and Italy came together with the Benelux countries to form theEuropean Coal and Steel Community. In 1958, this became theEuropean Economic Community (or Common Market). The mem-bers agreed to free trade among themselves.Workers from one membercountry could take jobs in any of the other countries.Between 1958 and1986 Denmark, Great Britain, Ireland, Spain, Portugal, and Greece alsojoined the Common Market (now known as the European Union),which moved toward greater cooperation and economic development.

Why did the countries of Western Europe join NATO?

The Soviet Community In Eastern Europe, the Soviet Union made satellite nations of

those countries surrounding it. Satellite nations are dependent upon astronger power. They were strictly controlled by the Soviet Union.Bulgaria, Romania, Czechoslovakia, Hungary, and Poland became com-munist. With these countries, the Soviet Union created the Council forMutual Economic Assistance, or COMECON, primarily for its own eco-nomic benefit.

In 1955, the Soviet Union formed its satellites into an anti-Westernmilitary alliance known as the Warsaw Pact. It was named after thePolish capital city of Warsaw, where the treaty of alliance was signed.

Yugoslavia and Albania also became communist but refused to beput under Soviet control.During the Cold War,Yugoslavia, India,Egypt,and Indonesia formed the Non-Aligned Community. Its members triedto stay neutralto not support either sideduring the Cold War.

In what way was the Warsaw Pact like NATO?

A Clash Between Superpowers During the Cold War, there were many hot spots, or areas of ten-

sion and conflict.Some of them were China,Korea,Cuba,and Vietnam.The earliest, however, and one of the most important was Berlin.

Divided Berlin At the end of World War II, the Allies (the UnitedStates, the Soviet Union, Great Britain, and France) occupied Germanyand its capital city of Berlin. In 1948, to promote peace and Germanrecovery, the United States, Great Britain, and France decided to unitetheir occupation zones. The Soviet Union was against any plan thatwould strengthen Germany, its historical enemy. Berlin was locateddeep in the Soviet zone, but jointly occupied by the four powers. InJune 1948, the Soviets blockaded, or closed off,all land and water traf-fic into Berlin. They hoped this would force the other three powers toleave the city.

In response, the United States and Great Britain began an airlift,or a system of carrying supplies into Berlin by airplane. Day andnight the planes flew tons of food, fuel, and raw materials into thecity. This heroic effort caused the Soviets to finally end the 11-monthblockade of Berlin. That same year, two separate governments wereset upa democratic one for West Germany with Bonn as its new

RestructuringImagine a family-owned

business in which the head of

the family makes all the

decisions. These include

which businesses to begin,

who will do which jobs, what

products to produce, and how

much to pay employees. Then,

suddenly the head of the

family disappears. Family

members now must make all

the decisions though they

have had no experience. Like

this example, for most Soviet

citizens, taking control of the

local economy was a difficult

change.

264 CHAPTER 10

capital and a communist one for East Germany with East Berlin, inthe Soviet zone, as its capital. West Berlin remained a democraticstronghold surrounded by communism.

The Berlin Wall Many people in East Germany were unhappyunder communist rule. About 3 million people fled to West Berlin insearch of political freedom and better living conditions. The EastGerman government wanted to stop these escapes, and in August1961 the government built a wall between East and West Berlin. Thewall, with Soviet soldiers guarding it, became a symbol of the splitbetween Eastern and Western Europe. Many East Germans continuedto risk their lives trying to escape over or under the wall.

The Race to Space Part of the Cold War between the United Statesand the Soviet Union involved the race to explore space. The Sovietsfirst took the lead. In 1957, they launched Sputnik I, the first space-craft to orbit the earth. Four years later Soviet astronaut Yuri Gagarinbecame the first human being to circle the earth.

Then the United States became the leader. In 1969, Neil Armstrongbecame the first person to walk on the moon. During the 1970s, thefirst landings on Venus and Mars were made by U.S. crewless space-craft. Later, space vehicles explored Jupiter, Saturn, and beyond. Thespace race brought fame and glory to both powers. Today the UnitedStates and Russia are cooperating partners in the international spacestation project.

How did the Soviet Union separate the people of East andWest Berlin?

On Location

Berlin Airlift

Residents of Berlin(right) wave to anAmerican airlift plane.A line of planes (left)waits to be unloadedat a Berlin airfield.

Technology Howdid airplane technol-ogy affect Soviet military strategy inGermany?

EuropeModern History 265

The End of the Cold WarDuring the cold war, the Soviet Union spent large sums of money

on military and space ventures. In spite of plans to improve consumerhousing and agriculture, the economies of the Soviet Union and itssatellites kept falling further and further behind the United States andits Western European allies.

In 1985, Mikhail Gorbachev became the leader of the Soviet Union.He introduced reforms to try to get the Soviet economy moving again.Under glasnost, or openness, the Soviet people could criticize the sys-tem without fear of being punished. Free elections were held in whichmany noncommunists gained office. Under the policy of perestroika,or restructuring, Gorbachev loosened government control and movedthe economy toward capitalism. Under capitalism, most businessesare privately owned, and there is competition to try to create betterproducts at lower prices.

In the late 1980s, as the Soviet Union moved slowly toward democ-racy and capitalism, tensions within the country and its satellitesincreased. Some people thought that Gorbachev was moving tooquickly with his reforms. Others thought he was not moving fastenough.At the same time,many ethnic groups in the Soviet Union weredemanding independence.All of the satellite nations also moved towardfreedom from Soviet domination. The Cold War was coming to an end.

Which Russian leader moved the Soviet Union towarddemocracy?

AssessmentAssessment22Defining Terms1. Define Cold War, nuclear weapon, deterrence,

satellite nation, blockade, airlift, glasnost, pere-stroika, capitalism.

Recalling Facts2. History What was the purpose of the

Marshall Plan?

3. Place Which countries were considered satel-lites of the Soviet Union?

Critical Thinking4. Comparing and Contrasting What are

the similarities and differences between acold war and a hot war?

5. Analyzing Information How did thespace race reflect tensions between theUnited States and the Soviet Union?

Graphic Organizer6. Organizing Information Create a chart like

this. Explain how each of the following eventsintensified the Cold War.

Applying Social Studies Skills

7. Analyzing Maps Look at the map of Westernand Eastern Europe on page 262. Name theWestern European countries that shared a border with countries in Eastern Europe.

Marshall Plan

Truman Doctrine

NATO

Warsaw Pact

Web Activity Visit theOur World Today:People, Places, andIssues Web site at

andclick on Chapter 10Student WebActivities to learnmore about the Cold War.

tx.owt.glencoe.com

http://www.glencoe.com/qe/qe28tx.php?&st=781&pt=2&bk=23

266

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Bilbao

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sq. kmsq. mi.Persons per

260

60125

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Over 250

125

2550

50100

Over 100

CITIESCity with more than1,000,000 people

City with 500,000 to1,000,000 people

City with 100,000 to500,000 people

Reading a Population Map

Population density is the number of peo-ple living in a square mile or square kilome-ter. A population density map shows youwhere people live in a given region. Map-makers use different colors to represent different population densities. The darker thecolor, the more dense, or crowded, the pop-ulation is in that particular area. Cities thatare shown by dots or squares also representdifferent population sizes.

Learning the SkillTo read a population density map, follow

these steps:

Read the title of the map. Study the map key to deter-

mine what the colors mean. On the map, find the areas

that have the lowest andhighest population density.

Identify what symbols areused to show how heavilypopulated the cities are.

Practicing the SkillLook at the map below to answer the

following questions.

1. What color stands for 125250 peopleper square mile (50100 per sq. km)?

2. Which cities have more than 1 millionpeople?

3. Which areas have the lowest populationdensity? Why?

Spain and Portugal:Population Density

Applying the Skill

Obtain a population density map of yourstate. What is the population density of yourarea? What is the nearest city with 1 millionpeople?

Practice key skills with GlencoeSkillbuilder Interactive Workbook, Level 1.

267

Guide to Reading

Main Idea

Although the ColdWar is over, manychallenges still facethe old and newnations of Europe.

Terms to Know

European Union Euro

Reading Strategy

Create a chart likethe one below andwrite one key factabout each topic.

33

The end of communist rule in 1989

brought many changes to Eastern

Europe and the Soviet Union.

Factory workers now labor to

convert weapons no longer

needed to new uses. In this

factory, they remove the

cannons from tanks,

make other changes, and

paint the vehicles red

and white. Why? They are

creating radio-controlled

fire-fighting vehicles.

Soviet Union

Yugoslavia

European Union

NATO

Greenhouse effect

In 1989, massive protests occurred in East Germany and the commu-nist government resigned. In Poland, for the first time, a communistgovernment had lost power as a result of a democratic election. TheBerlin Wall came down, and West and East Germany reunited inOctober 1990. By 1991, all of the Soviet satellite nationsevenMongolia in distant Central Asiahad thrown off communist rule infavor of democracy.

The End of the Soviet UnionThe movement toward democracy spread to the Soviet Union. In

May 1990, Boris Yeltsin, a reformer and former Communist, waselected president of Russia, the largest of the 15 Soviet republics.Meanwhile, people in the other 14 republics began to shake off Sovietrule. Freed from daily Russian control, fierce ethnic fighting broke outamong various groups in many of these republics.

268 CHAPTER 10

The Soviet Union officially broke up on Christmas Day 1991. In itsplace are 15 independent republics stretching across Europe and Asiaand moving toward democracy. Yugoslavia, a communist country, anddemocratic Czechoslovakia also broke up.After much fighting and civilwars, Yugoslavia became the independent republics Slovenia, Croatia,Bosnia and Herzegovina,Macedonia,and a smaller Yugoslavia made up ofSerbia and Montenegro. In 2002,Serbia and Montenegro formed a looserunion that ended Yugoslavia. Czechoslovakia peacefully became theCzech Republic and Slovakia. All of these countries today have majorproblems due to poor economies, ethnic tensions, and a lack of under-standing of democracy.You will read more about these eastern Europeancountries in Chapter 12.

What happened to the republics of the Soviet Union?

The New EuropeSince the fall of communism and the Soviet Union, there is no

longer a political division between western and eastern Europealthough cultural and economic differences remain.As a result of coop-eration, Europe is becoming more of an economic power in the world.The Common Market became the European Union (EU) in 1993. Atthat time, the twelve members included the United Kingdom, Ireland,France, Luxembourg, Spain, Portugal, Denmark, the Netherlands,Belgium,Germany,Italy,and Greece.Austria,Finland,and Sweden joinedin 1995. Fourteen other nations, including many from eastern Europe,have applied for membership.

The European Union is moving toward greater unity. SomeEuropeans would eventually like to see it become a United States ofEurope that would include all European countries. In January 2002 mostof its members began using a common currency, the Euro, to replacetheir national currencies.This means that citizens of countries in the EUare using the same type of money to buy goods and services.

On Location

Standing forDemocracy

Russias president,Boris Yeltsin, stoodon a tank in defianceof a communist groupthat wanted to stopRussias move todemocracy.

Government Whydo you think somepeople did not wantRussia to move todemocracy?

The countries of Europe have cooperated in the areas of science andtechnology,as well as politics and economics.Europe had one of the firsttreaties on nuclear energy. The European Atomic Energy Community(EURATOM) has wide powers,including the right to conclude contracts,obtain raw materials, and establish standards to protect workers and thegeneral population against the dangers of radiation.

What is the name of the new European Union currency?

Facing the Regions ProblemsThere is a growing number of problems in Europeand the

worldthat Europeans are actively trying to solve. The income gapbetween the rich and poor nations of Europe needs to be lessened. Inaddition, the increasing food and health needs of the people of thesecountries must be met.

NATO as Peacekeeper Some eastern European countries havejoined NATO,and others are on the waiting list.Poland,Hungary,and theCzech Republic are NATO members. Countries that have applied forNATO membership include Estonia, Romania, Bulgaria, and Slovenia.However, the expansion of NATO to Russias western border is also cre-ating tensions among Russia, the United States, and Europe. NATO ismoving beyond its original role as a protector from communist states. Ithas also taken on European peacekeeping tasks. Since 1990, throughNATO, the United States and Europe have supported United Nationsefforts in areas such as Iraq and Kuwait and in the former Yugoslavrepublics of Bosnia and Herzegovina, Serbia and Montenegro, andMacedonia. Sometimes there is not complete agreement among all themembers on how NATO forces should be employed.

On Location

EuropeModern History 269

The Euro

Ten different nationalsides of the one Eurocoin are shown, alongwith the front imagethat does not change.

Place How manynations can you identify by the imageschosen to representthe country?

270 CHAPTER 10

Environmental Issues Yet another important challenge for Europecomes from environmental problems. In France, rivers like the Seineand the Loire are polluted as are the major canals. In the Netherlands,water is not drunk or used on gardens without being filtered first.Nowhere is the problem more acute than in the Rhine River. As theriver flows north, it passes through a continuous band of cities andindustrial regions. By the time it reaches the Netherlands it is carryinga staggering 25 million tons of industrial water per year. This is alldumped into the North Sea. In its rush to develop and compete, theSoviet Union did damage to the natural environment across Europeand Asia. The resulting air, water, and land pollution from these envi-ronmental disasters needs to be cleaned up and reversed.

One pressing issue is the growing greenhouse effect. Heavy use ofcoal and oil fuels results in a buildup of carbon dioxide gas in theatmosphere. Scientists believe that this may cause the earths averagetemperature to rise.Even a slight rise could result in polar ice cap melt-ing and flooding in some coastal regions of the world.

Europeans are realizing that international cooperation andincreased contact among peoples hold the key to overcoming theregionsand the worldsmost pressing challenges and crises.Because of their history, Europeans have learned the importance ofworking together to deal with major problems.

What are two important issues facing Europeans today?

AssessmentAssessment33Defining Terms1. Define European Union, Euro.

Recalling Facts2. History What smaller independent republics

were formed after the breakup of Yugoslavia?

3. Economics What is the European Union try-ing to achieve?

Critical Thinking4. Making Inferences Why did freedom

from Soviet rule lead to ethnic fighting inmany former Soviet satellites?

5. Drawing Conclusions Do you thinkRussia will join the European Union? Why or why not?

Graphic Organizer6. Organizing Information Create a list show-

ing some of the problems still facing Europe.

Applying Social Studies Skills

7. Summarizing Write a paragraph that summa-rizes the end of the Soviet Union. In your sum-mary be sure to include important events thatled to the breakup, any key people who createdchange, and the final outcome of the breakup.

1.

2.

3.

4.

Chapter

1010

Terms to Knowproductivityhuman resourcestextilescottage industryunionstrikeimperialismalliancecommunismHolocaustgenocide

Main IdeaIndustrialization led not only to a higher standard of living for some,but also to increased tensions in the world. Two world wars changedthe balance of power in the world.Economics Machinery made it possible to increase productivity, leading to

the Industrial Revolution.Culture Industry changed the way people worked and lived.Economics Competition for markets and resources led to imperialism and

friction among European countries.History The two World Wars changed the way wars were fought and created

new political power for the United States and the Soviet Union.

Section 1 The Modern EraSection 1

Reading ReviewReading Review

EuropeModern History 271

A Continent DividedTerms to KnowCold Warnuclear weapondeterrencesatellite nationblockadeairliftglasnostperestroikacapitalism

Main IdeaTwo powers, the democratic United States and the Communist SovietUnion, worked to bring their forms of government to the war-tornnations of Europe.History Competition between the United States and the Soviet Union started

a cold war.Economics Western European countries joined together to form the

European Common Market, which moved toward greater cooperation and eco-nomic development.

Government The Soviet Union made satellites of its surrounding nations.History Berlin became a hot spot for conflict between the superpowers,

symbolized by the Berlin Wall.Government As its satellites began to rebel, the Soviet Union under Mikhail

Gorbachev moved towards a more open system that allowed privately ownedbusinesses.

Section 2Section 2

Moving Toward UnityTerms to KnowEuropean UnionEuro

Main IdeaAlthough the Cold War is over, many challenges still face the old andnew nations of Europe.History In 1991, the Soviet Union officially broke up into 15 independent

republics.Economics The fall of the Soviet Union increased Europes global influence

and strengthened the movement towards greater political and economic unity.Human/Environment Interaction Problems still remain in Europe, includ-

ing poverty and pollution.

Section 3Section 3

Chapter

1010Assessment

and ActivitiesAssessment

and ActivitiesUsing Key TermsMatch the terms in Part A with their definitions in Part B.

A.1. productivity 6. Cold War2. union 7. deterrence3. imperialism 8. glasnost4. communism 9. capitalism5. genocide 10. Euro

B.a. group that bargains for better working

conditions

b. openness c. mass murder of a people because of race, reli-

gion, ethnicity, politics, or culture

d. European Union common currencye. economic system where businesses are pri-

vately held

f. countries claim colonies for their resourcesand markets

g. how much work can be done in a certainlength of time

h. conflict between the United States and theSoviet Union

i. political system that called for the over-throw of the industrialized system

j. designed to discourage a first attack

Reviewing the Main IdeasSection 1 The Modern Era11. History How did the Industrial

Revolution change working and livingconditions?

12. Economics Why did European countriesfind it necessary to have colonies?

13. History What were some of the problemsthat led to World War II?

Section 2 A Continent Divided14. History What was the Marshall Plan, and

why was it important?15. History How did the Truman Doctrine

and NATO intensify the Cold War?16. Government What was the Non-Aligned

Community, and which nations belongedto it?

17. History Why did the Soviet Union buildthe Berlin Wall?

18. Government What were some of the poli-cies that Mikhail Gorbachev introduced?

Section 3 Moving Toward Unity19. Government What are some of the prob-

lems facing the new republics formedafter the breakup of the Soviet Union?

20. Economics What is the Euro?21. Human/Environment Interaction How

has Soviet economic development andcompetition affected the environment?

Place Location ActivityOn a separate sheet of paper, matchthe letters on the map with the num-bered places listed below.

1. Germany

2. Italy

3. UnitedKingdom

4. France

5. China

6. Soviet Union

7. Japan

8. United States

The Allies and Axis Powers

Allied powerAxis power

N

S

EW

5,000

5,0000 mi.

0 kmWinkel Tripel projection

A

BHG

CD

E

F

BerlinBerlin

LeipzigLeipzig

DresdenDresden

BremenBremen

BonnBonn

FrankfurtFrankfurt

HamHamburgburg

HannoverHannover

MunichMunich

StuttgartStuttgart

GERMGERMANYANY

SOVIETSOVIETBRITISHBRITISH

AMERICANAMERICAN

FRENCHFRENCH

Berlin

Leipzig

Dresden

Bremen

Bonn

Frankfurt

Hamburg

Hannover

Munich

Stuttgart

North Sea

BalticSea

FRANCE

AUSTRIA

BELGIUM

LUX.

GERMANY

DENMARK

ITALY

NETHERLANDS

SWITZERLAND

SOVIETBRITISH

AMERICAN

FRENCH

CZECHO-SLOVAKIA

POLA

ND

AMERICAN

0 mi. 200

0 km 200

N

E

S

W

Occupation of Germany 1945

Directions: Study the map, then answer thequestion that follows.

1. In 1945, what country controlled the landsurrounding Berlin, Germanys capital?F the United Kingdom G the Soviet Union H the United States J France

Critical Thinking22. Predicting Consequences What changes

will occur in Europe as a result of theEuropean Union and the collapse of theSoviet Union?

23. Sequencing Events List five events thatmade the Cold War colder.

Current Events Journal24. Writing and Evaluating Write an essay

explaining why adopting the Euro as com-mon European currency is a good or badidea. Find out why the European Unionthinks a common currency is important andhow Europeans are adapting to it. Use theTechnology Skills Activity to provide moreinformation to support your arguments.

Mental Mapping25. Focusing on the Region Draw a simple out-

line map of Europe and label the following:

the United Kingdom Russia Germany Spain Italy Greece France

Technology Skills Activity26. Using the Internet Research the national

currencies that are being used in at leastfive European countries until the Euro isadopted. Note what each countrys cur-rency is called and when the country plansto phase it out. Use this information to support your ideas in the Current EventsJournal above.

273

1.

2.

3.

4.

5.

Self-Check Quiz Visit the Our WorldToday: People, Places, and IssuesWeb site at and click onChapter 10Self-Check Quizzes toprepare for the Chapter Test.

Test-Taking Tip: This question asks youto synthesize information on the map withprior knowledge. Notice that the map doesnot specifically state that the UnitedKingdom, for example, controlled a por-tion of Germany. Instead, it refers to thisarea as British.

tx.owt.glencoe.com

http://www.glencoe.com/qe/qe28tx.php?&st=781&pt=3&bk=23

ttttttttttttttttttttttttttttttttttttttttttttton the Environmenton the EnvironmentIEYE

SPAIN

FRANCEUKRAINE

SLOV.CROATIA

SLOVAK.SWITZ.

ESTONIA

ANDORRA

LUX.

AUST.

CZECHREP.

BOSN. &HERZG.

MACED.ALBANIA

LITH.

GR

EEC

E

SERB. & MONT.

BULGARIA

PORTU

GAL

FI N

LA

ND

SW

ED

EN

MALTA

ICELAND

IRELAND

CYPRUS

UNITED

KINGDOM

BELG.

HUNGARY

GERMANYNETH.

DENMARK

POLAND

ITALY

MOLDOVA

ROMANIA

BELARUS

NO

RW

AY

LATVIA

High acid rainMedium acid rainLow acid rain

Acid Rain Have you ever sucked on a lemon slice? Yow! Lemons make you pucker up because they are high in acid. Rainwater can be acidic, too. Any form of precipitation that contains high amounts of acid is known as acid rain. In some parts of the world,rain or snow falls that is as acidic as lemon juice.

Why does this happen? When cars andtrucks burn gasoline, or when factories andpower plants burn coal, sulfur and nitrogen compounds are produced. High in the atmosphere, these gases mix with moisture to form sulfuric acid and nitric acid. These acids make rainwatermuch more acidic than normal. Acid rain is a problem because it

harms fish and other animals in lakes and streams;

damages trees and crops;

washes nutrients out of soils.

Taking Action Europeans are very concerned aboutacid rain and its effects. Half of the trees inGermanys Black Forest are sick or dying. Forests inNorway, Austria, Poland, France, and the CzechRepublic have also been damaged. In Sweden, 20

percent of the lakes contain few or nofish. The same is true of most lakes

in southern Norway. Many European countries are

trying to reduce acid rain by

installing filters on factory smokestacks;

putting special exhaust systems on motor vehicles;

building new factories that do not burn coal.

RAIN, RAINGo Away

UNIT 4

A German factory spews chemicals that cause acid rain.

Acid rain eats away at a statue in Rome.

Acid Rain 2000 A project called Acid Rain 2000 is giv-ing students across Europe a chance to study acid rainand its effects. From 2000 to 2005, participating stu-dents will be collecting four kinds of environmentaldata at study sites in Europe.

WEATHER Each day, students record the winddirection and the acidity of precipitation. PLANTS Once a month, students check the condi-tion of trees and other plants at their sites.SOIL Once a month, students test the soil at their sitesfor acid and plant nutrient levels.LICHENS Twice a year, students recordthe condition of plants called lichens.Since lichens die if the air is too pollut-ed, they are good indicators of a sitesair quality.

Acid Rain 2000 participants e-mail the datathey collect to Northamptonshire GrammarSchool, near Northampton, England. There,students and staff process the data and pub-lish the projects findings on the Internet.Acid Rain 2000 hopes to show which areasin Europe are most sensitive to acid rain.

Making a Difference

What Can You Do?Collect DataAlthough Acid Rain 2000 is a European project, you

can collect similar kinds of data at a study site in

your community. For more information about how to

set up a site and collect data, contact Acid Rain

2000 at www.brixworth.demon.co.uk/acidrain2000InvestigateDoes acid rain affect your community? If so, what

impact has acid rain had on the environment? What

are local industries doing to combat the problem?

Motor vehicle exhaust contributes to acid rain. What

can you do to limit vehicle use on a daily basis?

Student collectsweather data

ttttttttttttttttttttttttttttttttttttttttttttt

275Lichens

Our World Today: People, Places, and IssuesTexas EditionTable of ContentsTEKS & TAKS Preview: A Guide for Students and ParentsNational Geographic Reference AtlasWorld: PoliticalNorth America: PoliticalNorth America: PhysicalUnited States: PoliticalUnited States: PhysicalCanada: Physical/PoliticalMiddle America: Physical/PoliticalSouth America: PoliticalSouth America: PhysicalEurope: PoliticalEurope: PhysicalAfrica: PoliticalAfrica: PhysicalAsia: PoliticalAsia: PhysicalMiddle East: Physical/PoliticalPacific Rim: Physical/PoliticalArctic Ocean: PhysicalAntarctica: Physical

National Geographic Geography HandbookHow Do I Study Geography?Section 1: Learning Map BasicsSection 2: Using Graphs, Charts, and Diagrams

Geographic Dictionary

Be an Active Reader!Unit 1: Learning About Our WorldChapter 1: Our Social WorldSection 1: People Far and NearSection 2: Understanding CultureSection 3: Patterns in Today's WorldChapter 1 Reading ReviewChapter 1 Assessment and Activities

Chapter 2: Earth PatternsSection 1: Thinking Like a GeographerSection 2: Physical GeographySection 3: People and the EnvironmentChapter 2 Reading ReviewChapter 2 Assessment and Activities

Unit 2: North Africa and Southwest AsiaNational Geographic Regional AtlasChapter 3: North Africa and Southwest AsiaEarly CulturesSection 1: Mesopotamia and Ancient EgyptSection 2: Religions of the Middle EastChapter 3 Reading ReviewChapter 3 Assessment and Activities

Chapter 4: North Africa and Southwest Asia TodaySection 1: North AfricaSection 2: Southwest Asia: Turkey and IsraelSection 3: Syria, Lebanon, Jordan, and ArabiaSection 4: Iraq, Iran, and AfghanistanChapter 4 Reading ReviewChapter 4 Assessment and Activities

Unit 3: AsiaNational Geographic Regional AtlasChapter 5: South AsiaSection 1: IndiaSection 2: Other Countries of South AsiaChapter 5 Reading ReviewChapter 5 Assessment and Activities

Chapter 6: China and Its NeighborsSection 1: China's Land and EconomySection 2: China's People and CultureSection 3: China's NeighborsChapter 6 Reading ReviewChapter 6 Assessment and Activities

Chapter 7: Japan and the KoreasSection 1: JapanSection 2: The Two KoreasChapter 7 Reading ReviewChapter 7 Assessment and Activities

Chapter 8: Southeast AsiaSection 1: Mainland Southeast AsiaSection 2: Island Southeast AsiaChapter 8 Reading ReviewChapter 8 Assessment and Activities

Unit 4: EuropeNational Geographic Regional AtlasChapter 9: EuropeEarly HistorySection 1: Classical EuropeSection 2: Medieval EuropeSection 3: The Beginning of Modern TimesChapter 9 Reading ReviewChapter 9 Assessment and Activities

Chapter 10: EuropeModern HistorySection 1: The Modern EraSection 2: A Continent DividedSection 3: Moving Toward UnityChapter 10 Reading ReviewChapter 10 Assessment and Activities

Chapter 11: Western Europe TodaySection 1: The United Kingdom and IrelandSection 2: France and the Benelux CountriesSection 3: Germany, Switzerland, and AustriaSection 4: The Nordic CountriesSection 5: Southern EuropeChapter 11 Reading ReviewChapter 11 Assessment and Activities

Chapter 12: Eastern Europe TodaySection 1: East Central EuropeSection 2: The Balkan CountriesSection 3: Ukraine, Belarus, and MoldovaChapter 12 Reading ReviewChapter 12 Assessment and Activities

Unit 5: Russia and the Eurasian RepublicsNational Geographic Regional AtlasChapter 13: Russia and Its NeighborsSection 1: The Russian LandSection 2: The People of RussiaSection 3: Russia's Southern NeighborsChapter 13 Reading ReviewChapter 13 Assessment and Activities

Chapter 14: RussiaPast and PresentSection 1: A Troubled HistorySection 2: A New RussiaChapter 14 Reading ReviewChapter 14 Assessment and Activities

Unit 6: Africa South of the SaharaNational Geographic Regional AtlasChapter 15: East and Central AfricaSection 1: East Africa: Kenya and TanzaniaSection 2: Other Countries of East AfricaSection 3: Central AfricaChapter 15 Reading ReviewChapter 15 Assessment and Activities

Chapter 16: West AfricaSection 1: NigeriaSection 2: Other Countries of West AfricaChapter 16 Reading ReviewChapter 16 Assessment and Activities

Chapter 17: South Africa and Its NeighborsSection 1: The New South AfricaSection 2: Inland Southern AfricaSection 3: Atlantic and Indian Ocean CountriesChapter 17 Reading ReviewChapter 17 Assessment and Activities

Unit 7: North America and Middle AmericaNational Geographic Regional AtlasChapter 18: CanadaSection 1: Canada's Major RegionsSection 2: The CanadiansChapter 18 Reading ReviewChapter 18 Assessment and Activities

Chapter 19: The United StatesSection 1: A Vast, Scenic LandSection 2: An Economic LeaderSection 3: The AmericansChapter 19 Reading ReviewChapter 19 Assessment and Activities

Chapter 20: MexicoSection 1: Mexico's Land and EconomySection 2: Mexico's HistorySection 3: Mexico TodayChapter 20 Reading ReviewChapter 20 Assessment and Activities

Chapter 21: Central America and the West IndiesSection 1: Central AmericaSection 2: The West IndiesChapter 21 Reading ReviewChapter 21 Assessment and Activities

Unit 8: South AmericaNational Geographic Regional AtlasChapter 22: Brazil and Its NeighborsSection 1: BrazilSection 2: Brazil's NeighborsChapter 22 Reading ReviewChapter 22 Assessment and Activities

Chapter 23: The Andean CountriesSection 1: ColombiaSection 2: Peru and EcuadorSection 3: Bolivia and ChileChapter 23 Reading ReviewChapter 23 Assessment and Activities

Unit 9: Australia, Oceania, and AntarcticaNational Geographic Regional AtlasChapter 24: Australia and New ZealandSection 1: AustraliaSection 2: New ZealandChapter 24 Reading ReviewChapter 24 Assessment and Activities

Chapter 25: Oceania and AntarcticaSection 1: OceaniaSection 2: AntarcticaChapter 25 Reading ReviewChapter 25 Assessment and Activities

AppendixWhat Is an Appendix and How Do I Use One?Standardized Test Skills HandbookInterpreting a MapInterpreting a Political MapInterpreting ChartsMaking ComparisonsInterpreting Primary SourcesInterpreting a Political CartoonInterpreting a Circle GraphDrawing Inferences and ConclusionsComparing DataCategorizing and Analyzing InformationSequencing Events

Nations of the World Data BankHonoring AmericaGlossarySpanish GlossaryIndexAcknowledgements

Feature ContentsNational Geographic Eye on the EnvironmentNational Geographic Geography & HistorySkillsSocial Studies SkillsCritical Thinking SkillsTechnology SkillsStudy and Writing Skills

Making ConnectionsCultureGovernmentPeopleTechnology

Exploring CultureExploring GovernmentTeen SceneBelieve It or Not!Primary SourceLiteratureBuilding CitizenshipExploring EconomicsTIME Reports Focus on World IssuesMapsCharts and Graphs

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