Timesaving Tools TEACHING TRANSPARENCIES Tools • Interactive ... Transparency 28 L2 Changing...

30
872A Chapter 28 Resources Timesaving Tools Interactive Teacher Edition Access your Teacher Wraparound Edition and your classroom resources with a few easy clicks. Interactive Lesson Planner Planning has never been easier! Organize your week, month, semester, or year with all the lesson helps you need to make teaching creative, timely, and relevant. Use Glencoe’s Presentation Plus! multimedia teacher tool to easily present dynamic lessons that visually excite your stu- dents. Using Microsoft PowerPoint ® you can customize the presentations to create your own personalized lessons. The following videotape program is available from Glencoe as a supplement to Chapter 28: Men in Space: From Goddard to Armstrong (ISBN 1–56501–037–X) To order, call Glencoe at 1–800–334–7344. To find classroom resources to accompany this video, check the following home pages: A&E Television: www.aande.com The History Channel: www.historychannel.com R R TEACHING TRANSPARENCIES TEACHING TRANSPARENCIES Chapter Transparency 28 L2 Graphic Organizer Student Activity 28 Transparency L2 CHAPTER TRANSPARENCY 28 The Contemporary Western World (1970–Present) Graphic Organizer 6: Table or Matrix Map Overlay Transparency 28 L2 Changing Europe M editerranean Sea Atlantic Ocean North Sea Baltic S e a Black Sea Caspian Sea Arctic Ocean Norwegian Sea Map Overlay Transparency 2 8 Enrichment Activity 28 L3 Copyright © by The McGraw-Hill Companies, Inc. Name Date Class You have read about the bitter fighting among Serbs, Croats, and Muslims that erupted after the breakup of Yugoslavia and creation of an independent Bosnia. Hundreds of thousands of people were Enrichment Activity 28 killed and millions were displaced in the fighting. The letter excerpted below was written by a woman in Sarajevo around the time of the Dayton peace talks. The War in Bosnia I t’s now just 11 p.m., and with small candles which we in Bosnia call “beehives,” I’d like to begin a short presentation about myself. I was born in Pale [Bosnia], in the environs of Sarajevo. I spent a happy childhood and youth there, and began a family. I’m 28. I hadn’t made much of life but I was proud of what I had up to now. I have an 8-year-old daughter. Her name is Elma; she’s fin- ished the first grade. I dreamed of her going to ballet or gymnastics, but now there aren’t the con- ditions for that, since we mostly struggle to survive. We are always in a shelter or in our little room. I also have a son, Benjamin, who is just 4. He’s still too small to know anything, but it’s sad that I know he can’t go outside and play without a care like children where there is no war. . . . Before the war, I worked in Pale in a factory. It was a good job and fun, too. Since I’ve had to leave against my will, I’m without a home, without work and everything that goes with it, but thank God my family and close circle of relatives are still alive. Now everything is directed toward cleaning a small two-bed student room, and raising the children. Because I have some hairdress- ing skills, sometimes I have a chance to make a few dinars, but that’s not even close enough to buy food and clothing. . . . I used to love corresponding with people, and would write fine, long letters; but now my let- ters carry a lot of sorrow. I can’t write about anything that I love, because when you live in a war, you can only want peace, and I’m tired of living like this. I am a person who loves nature, and especially flowers; but three years is a long time, and most of the time I’m in the room. Please don’t reproach me for not writing about music, film and the like; perhaps there will come a time for that. . . . DIRECTIONS: Answer the questions below in the space provided. 1. How has the writer’s life changed since war began? _________________________________ 2. What is the tone of the last paragraph? Explain. _____________________________________ 3. Pretend that the letter is addressed to you. Write your reply.__________________________ Primary Source Reading 28 L2 Name Date Class Copyright © by The McGraw-Hill Companies, Inc. Berlin Journal, 1989–1990 O n November 9, 1989, the famous Brandenburg Gate at the Berlin Wall was opened. Jubilant East and West Germans rushed to the wall to see the sight for themselves. For the first time in 28 years, Germans could move freely between east and west. In the days that followed, triumphant citizens on both sides of the wall tore it down. There were emo- tional scenes as families and friends were reunited. The government ordered the rest of the wall demolished. Robert Darnton, a historian from the United States, was there at the time and recorded his impressions. Guided Reading Read this selection to learn how people in East and West Germany reacted to the dismantling of the Berlin Wall. The Meanings of the Wall November 16, 1989 On the morning after, November 10, when both Berlins woke up wondering whether the first flood through the Wall had been a dream, the West Berlin tabloid Volksblatt ran two head- lines, shoulder to shoulder, on its front page: “The Wall Is Gone” and “Bonn Demands Destruction of the Wall.” Both were right. The Wall is there and it is not there. On November 9, it cut through the heart of Berlin, a jagged wound in the middle of a great city, the Great Divide of the Cold War. On November 10, it had become a dance floor, a pic- ture gallery, a bulletin board, a movie screen, a videocassette, a museum, and, as the woman who cleaned my office put it, “nothing but a heap of stone.” The taking of the Wall, like the taking of the Bastille, transformed the world. No wonder that a day later, in Alexanderplatz, East Berlin, one conqueror of the Wall marched in a demonstration with a sign saying simply, “1789–1989.” He had helped dismantle the cen- tral symbol around which the postwar world had taken shape in the minds of millions. To witness symbolic transformation on such a scale is a rare opportunity, and it raises many questions. To begin with the most concrete: What happened between November 9 and 12, and what does it mean? The destruction of the Wall began in the early evening of Thursday, November 9, soon after the first wave of East Berliners, or Ossis, as they are called by the West Berliners here, burst upon the West. One Ossi, a young man with a knapsack on his back, somehow hoisted himself up on the Wall directly across from the Brandenburg Gate. He sauntered along the top of it, swinging his arms casually at his sides, a perfect target for the bullets that had felled many other wall jumpers, like Peter Fechter, an eighteen-year-old construction worker, who was shot and left to bleed to death a few feet in front of Checkpoint Charlie on August 17, 1962. Now, twenty-seven years later, a new generation of border guards took aim at a new kind of target and fired—but only with power hoses and with- out much conviction. The conqueror of the Wall continued his promenade, soaked to the skin, until at last the guards gave up. Then he opened his knapsack and poured the water toward the East, in a gesture that seemed to say, “Good-bye to all that.” A few minutes later, hundreds of people, Ossis and Wessis alike, were on the Wall, embracing, dancing, exchanging flowers, drink- ing wine, helping up new “conquerors”—and chipping away at the Wall itself. By midnight, under a full moon and the glare of spotlights from the watchtowers in no man’s land, a thou- sand figures swarmed over the Wall, hammer- ing, chiseling, wearing its surface away like a colony of army ants. At the bottom, “con- querors” threw stones at its base or went at it with pickaxes. Long slits appeared, and the light showed through from the East, as if through the eyes of a jack-o’-lantern. On the top, at the center of the tumult, with the Brandenburg Gate loom- ing in the background, one Ossi conducted the P RIMARY S OURCE READING28 APPLICATION AND ENRICHMENT APPLICATION AND ENRICHMENT History Simulation Activity 28 L1 Name Date Class Copyright © by The McGraw-Hill Companies, Inc. HANDOUT MATERIAL Give Peace a Chance—Worksheet Group Representative #1 Representative #2 . . Resolution Reaction Predicted Outcome Region or Country History of the Conflict Group Name Group’s Demands 28 H ISTORY S IMULATION A CTIVITY Historical Significance Activity 28 L2 Copyright © by The McGraw-Hill Companies, Inc. Name Date Class Today’s women’s movement has its roots in the suffragettes’ and suffragists’ move- ments of the 1800s. The suffrage movement in the United States grew out of a widespread need to improve the education, employment, and health of women. The movement to promote women’s rights also advanced a belief that women and men are equal in all ways, including in their ability to vote intelligently. In 1848, suffragists Elizabeth Cady Stanton and Susan B. Anthony and anti- slavery activist Lucretia Mott led a conven- tion of more than 100 supporters of women’s rights at Seneca Falls, New York. Their struggle to secure women’s rights lasted more than 70 years; it was not until the passage of the Nineteenth Amendment in 1920 that women won the right to vote. The women who fought for women’s right to vote have been called “first-wave” feminists; those who followed them in the 1960s and 1970s are often referred to as “second-wave” feminists. In the radical spirit of their predecessors, second-wave feminists organized consciousness-raising groups to discuss the nature of women’s oppression and address issues such as receiving equal pay for doing the same work that men performed, improving child care, ending discrimination against minority women, and stopping the physical abuse of women. The efforts of second-wave feminists culminated in the drafting of the Equal Rights Amendment (ERA), which would have made it unconstitutional to discrimi- nate against any woman. The ERA was defeated, however, when by 1982 only 35 of the necessary 38 states had ratified the amendment. Despite this defeat, women in the United States and all over the world continue to struggle for equal rights. Historical Significance Activity 28 The Fight for Equal Rights ! DIRECTIONS: Answer the following questions in the space provided. 1. What are some similarities between the first- and second-wave feminists? 2. Why do you think it took so long for women to win the right to vote in the United States? 3. Although many women did support the ERA, many other women strongly opposed the amendment. Why do you think a woman might have opposed the ERA? 4. What are your opinions about the state of women’s rights today? Are women treated as men’s equals? Explain your answer. Cooperative Learning Activity 28 L1/ELL Copyright © by The McGraw-Hill Companies, Inc. Name Date Class The Great Debate Cooperative Learning Activity 28 BACKGROUND Resolved: The latter decades of the twentieth century have been the “best” period to live in for the most people and nations of the world, more so than any other period in human history. In this activity competing debate teams will conduct a formal debate for the class on this topic, one side taking the affirmative position, supporting the resolution, and the other side taking the negative position, arguing against the resolution. GROUP DIRECTIONS 1. With your teacher, create two opposing teams of between two and four mem- bers each. With your team, review the contents of Chapter 28 and, depending on your team’s side, collect examples that prove your case or could be used to disprove your opponents’ case. You may use library resources, current newspa- pers and magazines, or the Internet to build your case. 2. If your school has a debate club or if there are members of the class who have experience with parliamentary debating, invite them or their coach to explain the rules and techniques of formal debating. Otherwise, decide on the format and rules of the debate. 3. Agree upon a timekeeper, referee, and select judges for the debate. 4. Consider organizing your team’s arguments, key points, and “burden of proof” examples around the following categories: environment health and quality of life economic well being security freedom scientific and technical achievement culture happiness ORGANIZING THE GROUP 1. Group Work/Decision Making Appoint a team captain. As a team, decide how to organize the preparation work and roles in the debate. Some students may focus on research, others on debating. Be sure to cover all categories above. Review what the members consider to be a quality and persuasive argument (statement-proof-source). As a group, brainstorm what other techniques of good debate and argument will likely score points with the judges and audience. Items to consider include speaking style, humor, confidence, respect for the opponents, effective use of supporting data and statistics, visual aids, and so on.

Transcript of Timesaving Tools TEACHING TRANSPARENCIES Tools • Interactive ... Transparency 28 L2 Changing...

Page 1: Timesaving Tools TEACHING TRANSPARENCIES Tools • Interactive ... Transparency 28 L2 Changing Europe ... women’s rights at Seneca Falls, New York. Their struggle to secure women’s

872A

Chapter 28 ResourcesTimesaving Tools

• Interactive Teacher Edition Access your Teacher Wraparound Edition andyour classroom resources with a few easy clicks.

• Interactive Lesson Planner Planning has never been easier! Organize yourweek, month, semester, or year with all the lesson helps you need to maketeaching creative, timely, and relevant.

™ Use Glencoe’sPresentation Plus!multimedia teacher tool to easily present

dynamic lessons that visually excite your stu-dents. Using Microsoft PowerPoint® you can customize the presentations to create your ownpersonalized lessons.

The following videotape program is available from Glencoe as a supplement to Chapter 28:

• Men in Space: From Goddard to Armstrong(ISBN 1–56501–037–X)

To order, call Glencoe at 1–800–334–7344. To findclassroom resources to accompany this video,check the following home pages:A&E Television: www.aande.comThe History Channel: www.historychannel.com

R

R

TEACHING TRANSPARENCIESTEACHING TRANSPARENCIESChapter Transparency 28 L2

Graphic Organizer StudentActivity 28 Transparency L2

CHAPTER TRANSPARENCY 28

The Contemporary Western World (1970–Present)

Graphic Organizer 6: Table or Matrix

Map OverlayTransparency 28 L2

Changing Europe

0 250 500 Miles

0 250 500 750 Kilometers

MOLDOVA

Balearic

Isl.

UNITEDKINGDOMIRELAND

ICELAND

SPAIN

PORTUGAL

FRANCE

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BELG.

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DENMARK

SWITZ.

ITALY

MOROCCO

LIBYA

TUNISIA

WESTERNSAHARA

ALGERIA

EGYPT

POLAND

CZECH REP. SLOVAKIA

AUSTRIAHUNGARY

ROMANIA

BULGARIA

NORWAY

SWEDEN

FINLAND

ALB.

GREECE TURKEY

R U S S I A

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BELARUS

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ARM.AZER.

BOSNIA

CROATIASLO.

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ISR.IRAQ

SAUDIARABIA

IRAN

KUWAIT

QATAR

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Corsica

Sardinia

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Malta CreteM edi terranean Sea

Atlant icOcean

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Caspian Sea

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NorwegianSea

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Ebro R.

Dnieper

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Don R.

GERMANY

Map Overlay Transparency 28

Enrichment Activity 28 L3

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Name Date Class

You have read about the bitter fightingamong Serbs, Croats, and Muslims thaterupted after the breakup of Yugoslaviaand creation of an independent Bosnia.Hundreds of thousands of people were

★ Enrichment Activity 28 ★★

killed and millions were displaced in thefighting. The letter excerpted below waswritten by a woman in Sarajevo aroundthe time of the Dayton peace talks.

The War in Bosnia

It’s now just 11 p.m., and with small candles which we in Bosnia call “beehives,” I’d like to begina short presentation about myself. I was born in Pale [Bosnia], in the environs of Sarajevo. I spent

a happy childhood and youth there, and began a family. I’m 28. I hadn’t made much of life but Iwas proud of what I had up to now. I have an 8-year-old daughter. Her name is Elma; she’s fin-ished the first grade. I dreamed of her going to ballet or gymnastics, but now there aren’t the con-ditions for that, since we mostly struggle to survive. We are always in a shelter or in our little room.

I also have a son, Benjamin, who is just 4. He’s still too small to know anything, but it’s sadthat I know he can’t go outside and play without a care like children where there is no war. . . .

Before the war, I worked in Pale in a factory. It was a good job and fun, too. Since I’ve had toleave against my will, I’m without a home, without work and everything that goes with it, butthank God my family and close circle of relatives are still alive. Now everything is directed towardcleaning a small two-bed student room, and raising the children. Because I have some hairdress-ing skills, sometimes I have a chance to make a few dinars, but that’s not even close enough tobuy food and clothing. . . .

I used to love corresponding with people, and would write fine, long letters; but now my let-ters carry a lot of sorrow. I can’t write about anything that I love, because when you live in a war,you can only want peace, and I’m tired of living like this. I am a person who loves nature, andespecially flowers; but three years is a long time, and most of the time I’m in the room. Pleasedon’t reproach me for not writing about music, film and the like; perhaps there will come a timefor that. . . .

DIRECTIONS: Answer the questions below in the space provided.

1. How has the writer’s life changed since war began? _________________________________

2. What is the tone of the last paragraph? Explain. _____________________________________

3. Pretend that the letter is addressed to you. Write your reply. __________________________

Primary Source Reading 28 L2

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Berlin Journal, 1989–1990

On November 9, 1989, the famous Brandenburg Gate at the BerlinWall was opened. Jubilant East and West Germans rushed to thewall to see the sight for themselves. For the first time in 28 years,

Germans could move freely between east and west. In the days that followed,triumphant citizens on both sides of the wall tore it down. There were emo-tional scenes as families and friends were reunited. The government orderedthe rest of the wall demolished. Robert Darnton, a historian from the UnitedStates, was there at the time and recorded his impressions.

Guided Reading Read this selection to learn how people in East and West Germany reacted to thedismantling of the Berlin Wall.

The Meanings of the Wall

November 16, 1989On the morning after, November 10, when

both Berlins woke up wondering whether thefirst flood through the Wall had been a dream,the West Berlin tabloid Volksblatt ran two head-lines, shoulder to shoulder, on its front page:“The Wall Is Gone” and “Bonn DemandsDestruction of the Wall.”

Both were right. The Wall is there and it isnot there. On November 9, it cut through theheart of Berlin, a jagged wound in the middle ofa great city, the Great Divide of the Cold War. OnNovember 10, it had become a dance floor, a pic-ture gallery, a bulletin board, a movie screen, avideocassette, a museum, and, as the womanwho cleaned my office put it, “nothing but aheap of stone.” The taking of the Wall, like thetaking of the Bastille, transformed the world. Nowonder that a day later, in Alexanderplatz, EastBerlin, one conqueror of the Wall marched in ademonstration with a sign saying simply,“1789–1989.” He had helped dismantle the cen-tral symbol around which the postwar worldhad taken shape in the minds of millions.

To witness symbolic transformation on sucha scale is a rare opportunity, and it raises manyquestions. To begin with the most concrete:What happened between November 9 and 12,and what does it mean?

The destruction of the Wall began in theearly evening of Thursday, November 9, soonafter the first wave of East Berliners, or Ossis, asthey are called by the West Berliners here, burst

upon the West. One Ossi, a young man with aknapsack on his back, somehow hoisted himselfup on the Wall directly across from theBrandenburg Gate. He sauntered along the topof it, swinging his arms casually at his sides, aperfect target for the bullets that had felledmany other wall jumpers, like Peter Fechter, aneighteen-year-old construction worker, who wasshot and left to bleed to death a few feet in frontof Checkpoint Charlie on August 17, 1962. Now,twenty-seven years later, a new generation ofborder guards took aim at a new kind of targetand fired—but only with power hoses and with-out much conviction. The conqueror of the Wallcontinued his promenade, soaked to the skin,until at last the guards gave up. Then he openedhis knapsack and poured the water toward theEast, in a gesture that seemed to say, “Good-byeto all that.”

A few minutes later, hundreds of people,Ossis and Wessis alike, were on the Wall,embracing, dancing, exchanging flowers, drink-ing wine, helping up new “conquerors”—andchipping away at the Wall itself. By midnight,under a full moon and the glare of spotlightsfrom the watchtowers in no man’s land, a thou-sand figures swarmed over the Wall, hammer-ing, chiseling, wearing its surface away like acolony of army ants. At the bottom, “con-querors” threw stones at its base or went at itwith pickaxes. Long slits appeared, and the lightshowed through from the East, as if through theeyes of a jack-o’-lantern. On the top, at the centerof the tumult, with the Brandenburg Gate loom-ing in the background, one Ossi conducted the

P R I M A R Y S O U R C E R E A D I N G 28

APPLICATION AND ENRICHMENTAPPLICATION AND ENRICHMENTHistory SimulationActivity 28 L1

Name Date Class

Copyright ©

by The M

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ompanies, Inc.

HANDOUT MATERIAL

Give Peace a Chance—WorksheetGroup

Representative #1 Representative #2 ..

Resolution

Reaction

Predicted Outcome

Region or Country

History of the Conflict

Group Name

Group’s Demands

28H I S T O R Y

S I M U L A T I O N

AC T I V I T Y

Historical SignificanceActivity 28 L2

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Name Date Class

Today’s women’s movement has its rootsin the suffragettes’ and suffragists’ move-ments of the 1800s.

The suffrage movement in the UnitedStates grew out of a widespread need toimprove the education, employment, andhealth of women. The movement to promotewomen’s rights also advanced a belief thatwomen and men are equal in all ways,including in their ability to vote intelligently.

In 1848, suffragists Elizabeth CadyStanton and Susan B. Anthony and anti-slavery activist Lucretia Mott led a conven-tion of more than 100 supporters ofwomen’s rights at Seneca Falls, New York.Their struggle to secure women’s rightslasted more than 70 years; it was not untilthe passage of the Nineteenth Amendmentin 1920 that women won the right to vote.

The women who fought for women’sright to vote have been called “first-wave”feminists; those who followed them in the

1960s and 1970s are often referred to as“second-wave” feminists. In the radicalspirit of their predecessors, second-wavefeminists organized consciousness-raisinggroups to discuss the nature of women’soppression and address issues such asreceiving equal pay for doing the samework that men performed, improving child care, ending discrimination againstminority women, and stopping the physicalabuse of women.

The efforts of second-wave feminists culminated in the drafting of the EqualRights Amendment (ERA), which wouldhave made it unconstitutional to discrimi-nate against any woman. The ERA wasdefeated, however, when by 1982 only 35 of the necessary 38 states had ratified theamendment. Despite this defeat, women inthe United States and all over the worldcontinue to struggle for equal rights.

Historical Significance Activity 28

The Fight for Equal Rights

!

DIRECTIONS: Answer the following questions in the space provided.

1. What are some similarities between the first- and second-wave feminists?

2. Why do you think it took so long for women to win the right to vote in the UnitedStates?

3. Although many women did support the ERA, many other women strongly opposed theamendment. Why do you think a woman might have opposed the ERA?

4. What are your opinions about the state of women’s rights today? Are women treated asmen’s equals? Explain your answer.

Cooperative LearningActivity 28 L1/ELL

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The Great Debate

★ Cooperative Learning Activity 28 ★★

BACKGROUNDResolved: The latter decades of the twentieth century have been the “best” periodto live in for the most people and nations of the world, more so than any otherperiod in human history. In this activity competing debate teams will conduct a formal debate for the class on this topic, one side taking the affirmative position,supporting the resolution, and the other side taking the negative position, arguingagainst the resolution.

GROUP DIRECTIONS1. With your teacher, create two opposing teams of between two and four mem-

bers each. With your team, review the contents of Chapter 28 and, dependingon your team’s side, collect examples that prove your case or could be used todisprove your opponents’ case. You may use library resources, current newspa-pers and magazines, or the Internet to build your case.

2. If your school has a debate club or if there are members of the class who haveexperience with parliamentary debating, invite them or their coach to explainthe rules and techniques of formal debating. Otherwise, decide on the formatand rules of the debate.

3. Agree upon a timekeeper, referee, and select judges for the debate.

4. Consider organizing your team’s arguments, key points, and “burden of proof”examples around the following categories:

• environment• health and quality of life• economic well being• security• freedom• scientific and technical achievement• culture• happiness

ORGANIZING THE GROUP1. Group Work/Decision Making Appoint a team captain. As a team, decide how

to organize the preparation work and roles in the debate. Some students mayfocus on research, others on debating. Be sure to cover all categories above.Review what the members consider to be a quality and persuasive argument(statement-proof-source). As a group, brainstorm what other techniques of gooddebate and argument will likely score points with the judges and audience.Items to consider include speaking style, humor, confidence, respect for theopponents, effective use of supporting data and statistics, visual aids, and so on.

0872A-0872D C28 TE-Nat/FL©05 3/15/04 2:58 PM Page 872

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Chapter 28 Resources

ASSESSMENT AND EVALUATION

INTERDISCIPLINARY ACTIVITIESINTERDISCIPLINARY ACTIVITIES

REVIEW AND REINFORCEMENTREVIEW AND REINFORCEMENT

Vocabulary PuzzleMaker CD-ROMInteractive Tutor Self-AssessmentCD-ROMExamView® Pro Testmaker CD-ROMAudio ProgramWorld History Primary SourceDocument Library CD-ROM

MindJogger VideoquizPresentation Plus! CD-ROMTeacherWorks CD-ROMInteractive Student Edition CD-ROMThe World History Video Program

MULTIMEDIAMULTIMEDIAThe following Spanish language materialsare available:

• Spanish Guided Reading Activities• Spanish Reteaching Activities• Spanish Quizzes and Tests• Spanish Vocabulary Activities• Spanish Summaries• Spanish Reading Essentials and Study Guide

SPANISH RESOURCESSPANISH RESOURCES

Linking Past and PresentActivity 28 L2

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Name ____________________________________ Date ________________ Class __________

Then It is quite difficult to picture a worldwithout newspapers, telephones, movies, tele-vision, audio and video recording devices,computers, and the Internet. These modes ofcommunication, however, are very recentarrivals. For most of human history, peoplerelied on oral or handwritten accounts ofimportant events.

The era of mass communication began inthe fifteenth century with the invention of theprinting press, which allowed the publicationof newspapers and books. Printed materialsprovided the means by which informationcould be disseminated to large numbers ofpeople—for the first time. The instantaneoustransfer of information would not become pos-sible until 1844, the year in which thetelegraph was developed. Over thirty yearslater, another invention would be made thatwould radically change the way in which peo-ple communicated.

In 1876 Alexander Graham Bell said, “Mr.Watson, come here! I want to see you!”—Thefirst sentence spoken on his new invention, thetelephone. Recorded-sound technologyappeared in 1877, and by the early 1900s, lis-teners around the country were enjoyingrecorded musical performances.

Radio made its debut when GuglielmoMarconi broadcast his first message in Italy in1895. When commercial radio appeared in1920, listeners across the land could hear thesame news, music, and entertainment pro-grams simultaneously for the first time. Theadvent of photographs in the 1830s andmotion pictures, or movies, in the 1890sallowed visual images to be seen around theworld.

A popular new medium called television,which broadcast moving images combinedwith sound, was invented in the 1920s andwas developed commercially after World WarII. Television shaped mass culture by deliver-ing news, entertainment, and advertising tohomes across the country. Before the end of thetwentieth century, most American householdscontained at least one television set. The infor-mation explosion of the twentieth century hadchanged life forever.

Now Today’s Americans live in what has beencalled a global village; people around theworld are connected via the Internet, cable and satellite television, cellular phones, and an ever-growing number of other high-technology devices for communicating news,information, ideas, entertainment, and adver-tising.

The digitized compact disc, or CD, wasintroduced in 1982; by 1991 CDs had replacedcassette tapes as the audio-recording storagedevice of choice. CDs and DVDs (digital versa-tile disks) also store digitized computerprograms, text, sound, photographs, andvideo.

“I think there is a world market for maybefive computers,” predicted Thomas Watson,Chairman of IBM, in 1943. This statement, as itturned out, would become one of the world’smost famous wrong guesses. IBM, amongother technology manufacturers, would even-tually sell millions of computers. Today, morethan one-half of American homes contain acomputer; that number continues to rise.Computers keep residents of the global villagein twenty-four-hour communication with eachother and make available vast amounts ofinformation.

The Internet, developed in 1969, hasbecome an international presence. It is estimat-ed that more than one-half of all Americansuse the Internet today for sending e-mail,shopping online, gathering information, play-ing games, taking classes, and telecommuting.The United States Department of Commercereports that “Internet access is no longer a lux-ury item, but a resource used by many.” Someexperts are concerned that a “digital divide”exists between people with different levels ofincome and education, different racial and eth-nic backgrounds, and different ages. ManyAmericans use computers and the Internet atschool, work, or public libraries; a lack ofimmediate access to these high-technologytools, however, is seen as a true disadvantagein the swiftly developing digital economy.

Americans also keep in touch via advancedtelephone technologies relayed by fiber-opticand cross-ocean cable, microwave radio, satel-

Linking Past and Present Activity 28

The Changing Face of Communication

Time Line Activity 28 L2

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Time Line Activity 28

The Contemporary Western WorldDIRECTIONS: North America and Europe have seen tremendous changes in the last fewdecades. Some events of this period are shown on the time line below. Read the time line. Thenuse the information from the time line and your textbook to complete the chart that follows.

Significant Events in North America and EuropeCountry Date Event Effect or Significance

1. Canada 1980

2. Baltic states 1990

3. Germany 1989

4. Afghanistan 1988

5. Yugoslavia 1992

6. Poland 1980

1975 19951985

1979 Soviets invade Afghanistan; Margaret Thatcher becomesGreat Britain’s first female prime minister.

1976 Separatists win control of Quebec provincial elections

1980 Solidarity is formed; Quebecsgovernment seeks independence.

1985 Gorbachev becomes Soviet leader.

1988 Soviets withdraw from Afghanistan.

1989 Opening of the Berlin Wall

1990 Non-Communist governments establishedin Eastern Europe; Germany is reunified.

1992 European Union established; Bosnia votesfor independence from Yugoslavia.

1994 Chunnel opens.

1995 Dayton peace talks yield accord ending ethnic warin the former Yugoslavia; Quebec voters reject independ-ence in a referendum; Atlantis and Mir complete jointspace mission.

Reteaching Activity 28 L1

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The Contemporary Western World

The many democratic political changes that have taken place since 1970 make keepingtrack of the individuals involved in this tumultuous period very challenging. To help youwith this task, complete the chart below.

DIRECTIONS: For each country or region, list any important individuals or groups associatedwith it, and describe who they were. Two answers have been provided for you.

Reteaching Activity 28‘

Name Date Class

Queen Victoria, monarch for 64 years

Great Britain

BritishDominionsFrance

UnitedStates

LatinAmerica

the Maori, indigenous people of New Zealand

Vocabulary Activity 28 L1

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The Contemporary Western World: 1970–PresentDIRECTIONS: Match each item with its definition by writing the correct letter on the blank.

Vocabulary Activity 28f

1. operates by voluntary exchange in a free market and is not planned or controlledby a central authority

2. not controlled by others or by outside forces

3. an excess of expenditures over revenues

4. period during which a particular administration or system prevails

5. convert from private to governmental ownership and control

6. administration marked by anti-inflationary measures, breaking the power of laborunions, and anti-tax riots

7. art, architecture, or literature that reintroduces traditional or classical elements ofstyle

8. restructuring of the Soviet economy and bureaucracy

9. systematic elimination of an ethnic group from a region, as by death or force

10. freedom of private businesses to operate competitively for profit with minimalgovernment regulation

11. relaxing or easing, as of tension between rivals

12. disagreeing

13. charge a public official with improper conduct in office

A. autonomous

B. budget deficit

C. détente

D. dissident

E. ethnic cleansing

F. free enterprise

G. impeachment

H. market economy

I. nationalize

J. perestroika

K. post-modernism

L. regime

M. Thatcherism

Chapter 28 TestForm A L2

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DIRECTIONS: Matching Match each item in Column A with the items in Column B.Write the correct letters in the blanks. (4 points each)

Column A

1. Russian leader who argued that the Soviet Union shouldintervene if Communism were threatened in anothercommunist nation

2. American president who referred to the Soviet Union as an“evil empire”

3. Russian leader who initiated “perestroika”

4. Russian president who vowed to end the rebellion inChechnya

5. American president who supported NATO attacks againstSerbia

6. Communist leader of East Germany when the Berlin Wallwas torn down

7. French Socialist president who nationalized major banksand industries

8. American president who cancelled U.S. participation in the1980 Olympic Games

9. Iranian leader who took 53 Americans hostage

10. American president who resigned from office to avoidimpeachment

DIRECTIONS: Multiple Choice Choose the item that best completes each sentence or answers each question. Write the letter of the item in the blank to the left of thesentence. (4 points each)

11. In political history, the term “détente” refers toA. the West German movement to have the Berlin Wall removed.B. U.S. foreign policies relating to Soviet expansion during the Cold War.C. U.S. foreign policies relating to Southeast Asia after the Vietnam War.D. the period of improved relations between the U.S. and the Soviet Union in

the 1970s.

Name ������������������������������������������������������� Date ������������������������� Class ���������������

Score✔ ScoreChapter 28 Test, Form A

Column B

A. MikhailGorbachev

B. FrançoisMitterand

C. Ronald Reagan

D. Bill Clinton

E. Vladimir Putin

F. Erich Honecker

G. Richard Nixon

H. Jimmy Carter

I. AyatollahKhomeini

J. Leonid Brezhnev

Chapter 28 TestForm B L2

Performance AssessmentActivity 28 L1/ELL

Name ������������������������������������������������������� Date ������������������������� Class ���������������

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★ Performance Assessment Activity 28

Use with Chapter 28.

The Contemporary Western World

BACKGROUNDThe European Economic Community expanded in 1973 and members began to

call themselves European Community. Additional expansion added even more coun-tries. By 1992 it encompassed 344 million people and was the world’s largest singletrading bloc. The Euopean Community exists primarily as an economic entity to facil-itate trade between countries by easing travel restrictions and currency exchangesbetween countries.

TASKYou have been hired by a U.S. trade association to prepare a bulletin board that

will describe the European Community. The bulletin board will be a central feature ofa trade convention.

AUDIENCEYour audience consists of business managers who have been charged with

responsibility for increasing their companies’ international exporting and importingactivities. Many of them are encountering this kind of trade for the first time.

PURPOSEThe purpose of the bulletin board is to describe the European Community and its

membership and organizational structure. Convention attenders are interested inhow this union affects their import and export activities.

PROCEDURES1. Working as a team of three students, the team may decide the theme and approach

of the poster and each team member may select a different aspect of the EuropeanCommunity.

2. Determine which kinds of information to include in the display and the researchresources that will provide the kinds of information you need. Decide how youwill acquire the photographs or illustrations that will be included in the display.

3. Create a rough sketch of the display. Remember that the purpose of the display isto educate business managers about the European Union.

4. Each team member should review the content provided by other team membersbefore finalizing the display.

5. Create the final bulletin board display.

ExamView® ProTestmaker CD-ROM

Mapping History Activity 28 L2

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Dismantling the Soviet UnionDemands for self-rule swept the Soviet republics in the relaxed atmosphere ofglasnost. These demands resulted, ultimately, in independence in many places.

DIRECTIONS: The map below shows the independent countries formed out of theSoviet Union. Look at the map and complete the activities that follow.

Mapping History Activity 28

1. Why do you think that the Russian republic dominated the former SovietUnion?

2. Shortly after the breakup of the Soviet Union, ethnic and regional conflicts, sup-pressed under strict Communist rule, resurfaced in war between Armenia andAzerbaijan and in civil war in Georgia, Moldova, and Tajikstan. Devise a sym-bol to show the conflicts described and revise the map and map key.

3. An additional site of conflict within Russia is Chechnya. Use reference sourcessuch as an atlas to locate Chechnya and label it on the map.

BELARUS

ASIA

Minsk

KievUKRAINE

Moscow

MOLDOVA

GEORGIAKAZAKSTAN

AZERBAIJANAZERBAIJANYerevanBaku

ARMENIA

RUSSIA

TURKMENISTAN

Ashkhabad KYRGYZSTANTAJIKISTAN

UZBEKISTAN

EUROPE

Chisinau�

��

�� �

120°E120°E

140°E

160°E

180°

60°E 100°E80°E

Arctic Circle

40°E

40°N

20°E

60°N

80°N

80°N

60°N

Tbilisi

Bishkek Almaty

TbilisiTbilisi

BishkekBishkek AlmatyAlmaty

Tbilisi

Bishkek Almaty

DushDushânbenbeDushânbe

TashkentashkentTashkent

Lambert Equal Area Projection

1,000 miles

1,000 kilometers Lambert Equal Area Projection

0 500

500

1,000 miles

0 1,000 kilometers

N

S

EW

National boundaryNational capital�

Russia and the Independent Republics

World Art and MusicActivity 28 L2

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The art of Christo and Jeanne-Claude is like no one else’s. It is a mixture ofsculpture, architecture, and urban planning and makes use of color, line,space, and building techniques. Referred to as site sculptures, these works areunprecedented creations.

DIRECTIONS: Read the passage below about some of Christo and Jeanne-Claude’s more famous installations. Then answer the questions in the spaceprovided.

ings such as the Reichstag, pictured above. Christoand his partner, Jeanne-Claude, spend several yearsplanning and implementing an installation. Wrappedonly for 14 days, the final stage of WrappedReichstag represented 24 years of work by Christoand Jeanne-Claude.

Planning such massive projects takes a lot of timeand money, and Christo and Jeanne-Claude spendtheir own money on their projects. Money is raisedby the sale of preparatory drawings, collages, andearlier Christo works. In this way, the artists’ work isnot subjected to the criteria or demands of patronsor government sponsorship. However, because ofthe massive scale of their work and the need toobtain permission to use specific sites, Christo and

Christo and Jeanne-Claude

WoWorld Art and Music Activity 28

(continued)

Christo and Jeanne-Claude’s art is outdoor andtemporary, rural and urban. For a brief time, it

calls attention to an environment that we have cometo take for granted or overlook and it forces us toview and experience our surroundings in a new way.The artists’ works are not housed in traditional muse-ums, but in the museums of natural and built spaces,as well as in the museums of our minds.

Christo (Christo Javacheff) is a Bulgarian-born,American artist. Jeanne-Claude de Gillebon is aFrench-born American artist. Both were born onJune 13, 1935. Christo started his career in 1958by wrapping much “smaller” objects, such as abicycle or a woman, before moving into larger worksof art made by using landscapes and public build-

Wrapped Reichstag, Berlin (1971–1995) by Christo and Jeanne-Claude. Photograph by WolfgangVolz © Christo

History and GeographyActivity 28 L2

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HISTORY AND GEOGRAPHY ACTIVITY 28★

In the 1700s Great Britain’s populationbegan to increase rapidly for a number ofreasons, including the availability of betterfood and improved hygiene and sanitationpractices. This population boom concernedmany British people, among them ThomasMalthus, a clergyman and economist. Thepopulation figures puzzled Malthus. Wasthe population increase a sign of progressor impending disaster?

In 1798 Malthus published his answer. Ina book entitled An Essay on the Principle ofPopulation, he argued that populationwould increase so rapidly that it wouldoutstrip society’s ability to provide thenecessities of life. Population, he wrote,grows in geometrical ratio (1, 2, 4, 8, 16)while food supply increases in arithmeticalratio (1, 2, 3, 4, 5). Unless people limited thesize of their families, Malthus believed,poverty and food shortages would beunavoidable.

Population Time Bomb

Rate of population growth, 1990Less than 0.5%0.5–0.9%

1.0–1.9%2.0–2.9%

140

120

100

80

601965 1970 1975 1980 1985

Food produced per person

Western EuropeAfrica

People and Food

By the year 2025, the United Nations expects a world population of 8.5 billion. The map aboveshows growth rates of different regions. The graph shows how population growth rates affect theability of continents to feed their populations. In 1988 per capita food production in Africa had fallento 80 percent of 1965 levels.

Race Against HungerI say that the power of population isindefinitely greater than the power inthe earth to produce subsistence forman. . . .

—Thomas Malthus, 1798

The increase in population all over therich world may get a little less. In thepoor world . . . the food-population col-lision will duly occur. The attempts toprevent it or meliorate it will be too fee-ble. Famine will take charge in manycountries. . . . There will be suffering anddesperation on a scale as yet unknown.

—C. P. Snow, The State of Siege, 1969

People today continue to be concernedabout the growing population and theshortages of food supplies in many parts of

People in World History Activity 28 L2

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We cannot remain a major power in world affairs unlesswe put our domestic house in order.

Mikhail Gorbachev in a speech to the CentralCommittee, December 1984

As the general secretary of theCommunist party, Mikhail Gorbachev ushered in massive social and economicreforms that radically altered the SovietUnion. For his efforts to bring about peacebetween the Soviet Union and the non-Communist world, he received the NobelPeace Prize in 1990.

Sponsored by the local Communistorganization, Gorbachev entered law schoolat Moscow State University in 1950. Anaverage student, Gorbachev spent moretime involved in politics than his studies.He regarded law as a stepping stone to apolitical career. Two years later he joinedthe Communist party and became a leaderin the Young Communist League, theKomosomol. After earning his law degreein 1955, Gorbachev returned to Stavropol towork for the Communist party.

Gorbachev quickly moved up the ranks.For two years he was the first secretary ofthe Stavropol city Komsomol organization.By 1963 he had become the chief of the agri-cultural department for the entire Stavropolregion, a very important post for such ayoung man. By 1970 he was one of theyoungest provincial party chiefs in theentire Soviet Union. As a result of his effec-tive leadership, he became a member of thepowerful Central Committee a year later. In 1985 Gorbachev was chosen general sec-

retary of theCommunist party,signaling a new eraof leadership.

Gorbachev insti-tuted a number ofreforms. The mosteffective was glas-nost (openness). Hefired corrupt Communist party officials,freed political prisoners, encouraged free-dom of speech and the press, and encour-aged a new look at Soviet history. His policyof perestroika (restructuring) was less suc-cessful. He made major investments inimproving agricultural techniques andtransferring ownership of farms fromMoscow to localities. He also tried to intro-duce new technology to the Soviet Union.Neither of these efforts improved the econo-my very much. Finally, Gorbachev becamefriendly with non-Communist countries andsigned arms-limitation treaties.

Many of the old-line Communists resent-ed their loss of power, and they opposed hisattempts to make alliances with non-Communist countries. Decentralization ofthe Soviet Union also encouraged republicsto demand their independence. In 1991Gorbachev dissolved the Communist party,gave some states their independence, andsuggested a loose confederation of republicsbased on economics, not politics. TheCommonwealth of Independent States wasformed on December 8, 1991, and Gorbachevresigned as president on December 25.

Mikhail Gorbachev (1931– )

People in WoWorld History: Activity 28 Profile 1

REVIEWING THE PROFILE

Directions: Answer the following questions on a separate sheet of paper.

1. What was Gorbachev’s main reason for earning a law degree?

Critical Thinking SkillsActivity 28 L2

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An ideology is a set of beliefs that guidesa person or group of people. Recognizing aparticular ideology can help you under-stand why a person or group of people actthey way they do. By paying careful atten-

Critical Thinking Skills Activity 28 Recognizing Ideologies

tion to the words and phrases that someoneuses to describe a difficult or controversialsituation, you can often identify his or herideology.

DIRECTIONS: Read the paragraph below, then answer the questions that follow.

Anti-Communist pronouncements resounded from the White House inthe early 1980s. In an address to a group of Protestant evangelicals,

President Reagan characterized the Soviet Union as an “evil empire” and“the focus of evil in the modern world.” In Central America, Reagan reversedPresident Carter’s policy of support for the Sandinistas, a revolutionary groupthat had overthrown Nicaraguan dictator Anastasio Somoza. Reagan believedthat the Sandinistas were setting the stage for Soviet expansion in theWestern Hemisphere. Determined to overthrow their government, he usedthe CIA to organize and finance an anti-Sandinista guerrilla army called thecontras. Reagan lauded the contras as “the moral equivalent of our FoundingFathers,” and, defying a congressional ban on military aid, the Reaganadministration secretly continued to provide them with arms and funds.

1. What words and phrases give clues to President Reagan’s ideology? Briefly describe hisideology.

2. How did Reagan’s ideology affect policy toward Nicaragua and his administration’sresponse to Congress?

3. Do you think that Reagan’s ideology helped or hindered him as President? Explain yourresponse.

Standardized Test PracticeWorkbook Activity 28 L2

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Standardized Test Practice

Name __________________________________ Date ____________________ Class ____________

Reading Objective 4: The student will perceive relationships and recognize outcomes in a variety of writtentexts.

Any condition or event that makes something happen is known as a cause. What happens as aresult of a cause is an effect. Cause-and-effect relationships explain why things happen and how actionsproduce other actions. Cause-and-effect relationships can be simple or complex. Sometimes severaldifferent causes produce a single effect. On the other hand, one cause can produce several effects.

★ Practicing the Skill

★ Learning to Perceive Cause and Effect Use the following guidelines to help you in perceiving cause and effect relationships:

• Select an event.• Compare the situation at the time of the

event with conditions before it happened(causes) and after it happened (effects).

• Look for vocabulary clues to help decidewhether one event caused another. Words orphrases such as brought about, produced,

resulted in, when, and therefore indicate cause-and-effect relationships.

• Describe the causes and effects of the event.• Look for other relationships between the

events. Check for other, more complex,connections beyond the immediate cause andeffect.

ACTIVITY 28Perceiving Cause-and-Effect Relationships

Over the centuries Russia grew as itsczars (emperors) conquered otherlands. Czars such as Peter I and Catherine II pushedthe empire’s borders westward andsouthward. They also tried to makeRussia more like Europe. A newcapital—St. Petersburg—was built in

the early 1700s to look like a European city. The actions of the czars, however, had little

effect on ordinary citizens. Most Russians wereserfs, or laborers who were bound to the land. In1861 Czar Alexander II freed the serfs.

Russia, however, did not progress politically.The czars clung to their power and rejecteddemocracy. Revolution brewed. In 1917 thepolitical leaders and workers forced Czar Nicholas

II to give up the throne. At the end of the year, agroup of Communists led by Vladimir Ilyich Lenincame to power. They set up a Communistgovernment and soon moved its capital to Moscow.In 1922 the Communists formed the Union ofSoviet Socialist Republics, or the Soviet Union.

During the late 1920s, Joseph Stalin becamethe ruler of the Soviet Union and set out tomake it a great industrial power. To reach thisgoal, the government took control of all industryand farming. Stalin, a cruel dictator, put downany opposition to his rule. Millions of peoplewere either killed or sent to prison labor camps.

After World War II the Soviet Union further expanded its territory and extendedcommunism to eastern Europe. From the late1940s to the late 1980s, the Soviet Union and

Russia’s Dramatic Past

Czars’ coat of arms

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DIRECTIONS: Matching Match each item in Column A with the items in Column B.Write the correct letters in the blanks. (4 points each)

Column A

1. founder of the Polish national trade union “Solidarity”

2. president of the Russian Republic at the time of thedisintegration of the Soviet Union

3. Serbian leader who initiated a policy of ethnic cleansingagainst Bosnian Muslims

4. Chancellor of West Germany during the reunification ofEast and West Germany

5. Soviet leader who established the Congress of People’sDeputies

6. leader of the movement to allow the Canadian province ofQuebec to become an independent nation

7. leader of the “pop art” movement

8. West German chancellor who won the Nobel Peace Prize in1971

9. oppressive Communist leader of Romania who wasdeposed in 1989

10. Canadian prime minister who passed the OfficialLanguages Act

DIRECTIONS: Multiple Choice Choose the item that best completes each sentence or answers each question. Write the letter of the item in the blank to the left of thesentence. (4 points each)

11. The “detente” phase of relations between the U.S. and the Soviet Unionended with the Soviet invasion ofA. Afghanistan. C. South Korea.B. South Vietnam. D. Poland.

12. The policy that the Soviet Union had a right to intervene if communismwas threatened in another communist nation was known as theA. Marshall Plan. C. Brezhnev Doctrine.B. Kosygin Doctrine. D. Gorbachev Initiative.

13. The Russian word “perestroika,” used to describe the reform movementled by Mikhail Gorbachev, means A. “restructuring.” C. “relief.”B. “conquest.” D. “expansion.”

Name ������������������������������������������������������� Date ������������������������� Class ���������������

Score✔ ScoreChapter 28 Test, Form B

Column B

A. NicolaeCeausescu

B. MikhailGorbachev

C. Willy Brandt

D. René Lévesque

E. Andy Warhol

F. Helmut Kohl

G. SlobodanMilosevic

H. Boris Yeltsin

I. Pierre Trudeau

J. Lech Walesa

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Chapter 28 Resources

Blackline Master

Poster

DVD

Videocassette

CD-ROM

Audio Program

*Also Available in Spanish

Daily Objectives Reproducible Resources Multimedia Resources

SECTION RESOURCES

SECTION 1Decline of the Soviet Union1. Discuss how the Cold War ended

after leadership changed in theSoviet Union.

2. Identify policies of Gorbachev thatcontributed to the disintegration ofthe Soviet Union.

3. Explain how conversion from asocialist to a free-market economycreated many problems in the for-mer Soviet states.

Reproducible Lesson Plan 28–1Daily Lecture and Discussion Notes 28–1Guided Reading Activity 28–1*Section Quiz 28–1*Reading Essentials and Study Guide 28–1*

Daily Focus Skills Transparency 28–1Interactive Tutor Self-Assessment CD-ROMExamView® Pro Testmaker CD-ROM*Presentation Plus! CD-ROM

SECTION 3Europe and North America1. Discuss how Western European

nations moved to unite theireconomies after 1970.

2. Identify the domestic problems thatarose in the United States, GreatBritain, France, Germany, andCanada.

Reproducible Lesson Plan 28–3Daily Lecture and Discussion Notes 28–3Guided Reading Activity 28–3*Section Quiz 28–3*Reading Essentials and Study Guide 28–3*

Daily Focus Skills Transparency 28–3Interactive Tutor Self-Assessment CD-ROMExamView® Pro Testmaker CD-ROM*Presentation Plus! CD-ROM

SECTION 4Western Society and Culture1. Relate how technological and scien-

tific advances have created a globalsociety.

2. Discuss artistic trends that reflecthow the emerging global society ledto a blending of cultural forms andideas.

Reproducible Lesson Plan 28–4Daily Lecture and Discussion Notes 28–4Guided Reading Activity 28–4*Section Quiz 28–4*Reteaching Activity 28*Reading Essentials and Study Guide 28–4*

Daily Focus Skills Transparency 28–4Interactive Tutor Self-Assessment CD-ROMExamView® Pro Testmaker CD-ROM*Presentation Plus! CD-ROM

SECTION 2Eastern Europe1. Describe Gorbachev’s policy of not

giving military support to Communistgovernments and how it created theopportunity for revolution.

2. Characterize the massive demonstra-tions that peacefully ended someCommunist regimes and the vio-lence that ended others.

Reproducible Lesson Plan 28–2Daily Lecture and Discussion Notes 28–2Guided Reading Activity 28–2*Section Quiz 28–2*Reading Essentials and Study Guide 28–2*

Daily Focus Skills Transparency 28–2Interactive Tutor Self-Assessment CD-ROMExamView® Pro Testmaker CD-ROM*Presentation Plus! CD-ROM

Assign the Chapter 28 Reading Essentials and Study Guide.

Transparency

Music Program

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Chapter 28 Resources

Teacher’s Corner

NATIONAL GEOGRAPHIC SOCIETY PRODUCTS

To order the following, call National Geographic at 1-800-368-2728:

• The Rise and Fall of the Soviet Union (Video)

Access National Geographic’s new dynamic MapMachineWeb site and other geography resources at:www.nationalgeographic.comwww.nationalgeographic.com/maps

KEY TO ABILITY LEVELS

Teaching strategies have been coded.

L1 BASIC activities for all studentsL2 AVERAGE activities for average to above-average

studentsL3 CHALLENGING activities for above-average students

ENGLISH LANGUAGE LEARNER activitiesELL

Activities that are suited to use within the blockscheduling framework are identified by:

Chuck Kloes Beverly Hills High SchoolBeverly Hills, California

The Irish Question: A Solution Satisfactory to Whom?

Prepare “point of view” sheets for both sides ofthe Irish question—Sheet A listing four to five argu-ments in support of granting home rule to all ofIreland, and Sheet B listing four to five arguments insupport of maintaining British control over NorthernIreland. Organize the class into A and B groups todebate the question and pass out the sheets.

Give the groups 15 minutes to study the sheets,collect data, and prepare their presentations. Haveeach group select two students to be spokespersons,and you can act as moderator. After the debate, holda class discussion about what students learned fromthe exercise.

From the Classroom of…

WORLD HISTORY

Use our Web site for additional resources. All essential content iscovered in the Student Edition.

You and your students can visit , theWeb site companion to Glencoe World History. This innovativeintegration of electronic and print media offers your students awealth of opportunities. The student text directs students to theWeb site for the following options:

• Chapter Overviews • Self-Check Quizzes

• Student Web Activities • Textbook Updates

Answers to the Student Web Activities are provided for you in theWeb Activity Lesson Plans. Additional Web resources andInteractive Tutor Puzzles are also available.

www.wh.glencoe.com

MEETING SPECIAL NEEDSMEETING SPECIAL NEEDSIn addition to the Differentiated Instruction strategies found ineach section, the following resources are also suitable foryour special needs students:

• ExamView® Pro Testmaker CD-ROM allows teachers totailor tests by reducing answer choices.

• The Audio Program includes the entire narrative of thestudent edition so that less-proficient readers can listen tothe words as they read them.

• The Reading Essentials and Study Guide provides thesame content as the student edition but is written twograde levels below the textbook.

• Guided Reading Activities give less-proficient readerspoint-by-point instructions to increase comprehension asthey read each textbook section.

• Enrichment Activities include a stimulating collection ofreadings and activities for gifted and talented students.

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The Impact TodayExplain to students that most of the topicsin this chapter are still covered in currentnewspapers, magazines, and on televi-sion. Ask students to bring in currentevents that relate to the events and peo-ple discussed in this chapter.

872

The ContemporaryWestern World

1970–Present

Key EventsAs you read this chapter, look for the key events in the development of the contem-

porary Western world.• Political and social changes led to the end of the Cold War and the fall of commu-

nism in Eastern Europe and the Soviet Union.• Economic challenges helped bring about and accompanied these sweeping political

and social changes.• Society and culture reflected these changes with the advent of the women’s

movement, the growth of technology, and a rise in terrorism.

The Impact TodayThe events that occurred during this time period still impact our lives today.

• Energy prices continue to climb as world oil supplies diminish, causing economic challenges for oil-dependent nations.

• The computer and the Internet contribute to the creation of a global society.• Film, television, music, and advertising spread the American way of life throughout

the world.

World History Video The Chapter 28 video, “Solidarity,” chroniclesthe history of the movement for democracy in Poland.

1970 1974 1978 1982 1986

1972Equal Pay Actpassed in UnitedStates

1980Lech Walesaorganizes tradeunion Solidarityin Poland

1987Soviet Unionand United States sign INF Treaty

Women’s liberation march

IntroducingCHAPTER 28

IntroducingCHAPTER 28

Refer to Activity 28 in thePerformance AssessmentActivities and Rubrics booklet.

PerformanceAssessment

The World HistoryVideo ProgramTo learn more about democracy inPoland, students can view the Chap-ter 28 video, ”Solidarity,” from TheWorld History Video Program.

MindJogger VideoquizUse the MindJogger Videoquiz topreview Chapter 28 content.

Available in VHS.

STUDENT EDITIONSUNSHINE STATE STANDARDS

PURPOSE FOR READING

Anticipation Guide Explain to students that this chapter deals with issues that affect them every-day. Ask students to come up with a list of significant challenges for the world today. Write theirideas on the board or overhead. Have them write down five of the most important ideas in theirnotes. For each idea, have them write a short paragraph on how these problems affect their livesand how they may affect the world. Tell them they will add to and correct their responses as theystudy the chapter. L1

Refer to Inclusion for the High School Social Studies Classroom Strategies and Activitiesin the TCR.

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Dinah Zike’s Foldables are three-dimensional, interactive graphicorganizers that help students practice basic writing skills, reviewkey vocabulary terms, and identifymain ideas. Have students completethe foldable activity in the DinahZike’s Reading and Study Skills Foldables booklet.

873

Advances in space exploration have been made possible by new technology.

HISTORY

Chapter OverviewVisit the Glencoe WorldHistory Web site at

and click on Chapter 28–ChapterOverview to preview chapter information.

wh.glencoe.com1990 1994 1998 2002 2006

1989Political upheavaland revolutionoccur in EasternEurope; BerlinWall falls

1990Germanyreunified

1991SovietUnion isdissolved

2001Terrorists attackWorld Trade Centerand Pentagon in theUnited States

2002Euro becomescommon currencyof several WesternEuropean nations

The Berlin Wall comes down.

Euro coin

2003United Statesand its alliesoverthrowIraqi dictator

873

IntroducingCHAPTER 28

IntroducingCHAPTER 28

Space Exploration and Earth New technology has helped advance space exploration. In turn,journeys into space have helped people to view the earth as a single unit with a shared environ-ment. Space has become a laboratory in which scientists can assess what is happening to ourplanet. Spacecraft can orbit the earth and photograph areas of the planet to monitor changes.Using the unique perspective from space, scientists hope to be able to “watch the planet breathe” and to study global change with the aim of preventing more damage to the earth.

MORE ABOUT THE ART

Chapter ObjectivesAfter studying this chapter, stu-dents should be able to:1. explain the events that led to

the fall of the Soviet Union;2. explain events that led to

German reunification;3. identify and explain the

changes in Eastern Europe inthis period;

4. describe the unification ofWestern European economies;

5. identify and explain domesticevents that affected GreatBritain, the United States, andCanada;

6. describe the impact of terror-ism on society;

7. identify and explain recentchanges in women’s roles,art, science and technology,and religion;

8. describe popular culture.

HISTORY

Chapter OverviewIntroduce students to chaptercontent and key terms by havingthem access Chapter Overview28 at .wh.glencoe.com

Time Line Activity

Ask students to identify the fourmajor events involving the SovietUnion and Eastern Europe thatoccurred within a span of five years.Why do they think these things hap-pened in such rapid order? L2

SS.B.2.4.4

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874

“Tear Down This Wall”n 1988, the American president, Ronald Reagan, traveledto West Berlin. Facing the Berlin Wall, he challenged

Mikhail Gorbachev, leader of the Soviet bloc, to “tear downthis wall.” During his own visit to West Germany a year later,Gorbachev responded, “The wall could disappear once theconditions that generated the need for it disappear. I do notsee much of a problem here.”

East Germany’s Communist leaders, however, did see aproblem, and they refused to remove the wall. In the summerof 1989, tens of thousands of East Germans fled their countrywhile hundreds of thousands took to the streets to demandthe resignation of the hard-line Communist leader, ErichHonecker.

Honecker finally relented. On November 9, 1989, a newEast German government opened the wall and allowed itscitizens to travel freely between West and East Berlin. Thenext day, government workers began to knock down the wall.They were soon joined by thousands of West and East Berlin-ers who used sledgehammers and crowbars to rip apart theCold War symbol.

Germans were overcome with joy. Many danced on thewall while orchestras played in the streets. Churches, theaters,and shops remained open day and night in West Germany asEast Germans took advantage of their new freedom to travel.In 1990, West and East Germany became a single nation, andBerlin was once again the capital of Germany.

I

Near Berlin’sBrandenburg Gatein 1990, crowds ofpeople celebrate the reunification of Germany.

Why It MattersIn 1970, after more than twodecades of the Cold War, the divi-sion of Europe between West andEast seemed well established tomost Europeans. A prosperousWestern Europe that was allied tothe United States stood opposed to a still-struggling Eastern Europethat remained largely subject to the Soviet Union. However, within20 years, a revolutionary upheavalin the Soviet Union and EasternEurope brought an end to the ColdWar and the long-standing divisionof postwar Europe.

History and You Research con-temporary Berlin. Use sources rang-ing from academic histories to travelguides. Make a list of the ways theEast/West split still affects Berlintoday. Which of these reminders ofthe past did you expect, and whichsurprised you? Why?

IntroducingA Story That MattersDepending on the ability levelsof your students, select from thefollowing questions to reinforcethe reading of A Story ThatMatters.• Which superpower leader

wanted the Berlin Wall tocome down? (Ronald Reagan)Which leader thought itshould remain? (ErichHonecker)

• Did the Berlin Wall preventEast Germans from escaping?(No, tens of thousands fled.)

• What did the wall symbolize?(the Cold War)

• What one person, event, orfactor was most responsiblefor the wall coming down?(Answers will vary. You maywant to ask the question beforeassigning the chapter, tellingstudents that you will wanttheir answers after they completethe chapter.)

About the ArtThe Brandenburg Gate hasalways had symbolic signifi-cance for the people of Germany.It was built in 1791 as a “gate of peace,” and it could only beused by Prussian royalty. Whenthe Nazis took over and theavenue became a favorite paraderoute of Hitler, the gate became a symbol of fascism. In 1961, thegate was closed and became asymbol of division. With thetearing down of the Berlin Wall,the gate became a symbol ofGerman reunification and thefall of communism.

HISTORY AND YOUIt will be hard for some students to grasp the enormous impact of the collapse of the Soviet Union on world ten-sions and interrelations. Allow two weeks to complete the following activity that simulates how the Cold War con-test between the superpowers divided the world into two camps. Arrange a method of dividing the class into twoby a wall (to simulate the Berlin Wall). If possible, the wall should prevent students from seeing to the other side.In class, give privileges and rewards to only one side. At the end of the time, ask students how they felt about thepeople on the “other side.” Remind them that the suspicion and doubt raised by this demonstration was nothingcompared to the real distrust that grew between peoples of the West and the Soviet world.

STUDENT EDITIONSUNSHINE STATE STANDARDS

1

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875

1 FOCUSSection OverviewThis section discusses the end ofthe Cold War and the SovietUnion.

1988Communist Party conferenceinitiates political reforms

1985Mikhail Gorbachev assumesleadership of Soviet Union

2000Ex-KGB agent Vladimir Putinbecomes president of Russia

Guide to Reading

Decline of the Soviet Union

Preview of Events

1991Boris Yeltsin becomespresident of Russia

✦1985 ✦1988 ✦1991 ✦1994 ✦1997 ✦2000

Main Ideas• The Cold War ended after leadership

changed in the Soviet Union.• Gorbachev’s policies contributed to the

disintegration of the Soviet Union.• Conversion from a socialist to a free-

market economy has created manyproblems in the former Soviet states.

Key Termsdétente, dissident, perestroika

People To IdentifyRonald Reagan, Mikhail Gorbachev,Leonid Brezhnev, Boris Yeltsin, VladimirPutin

Places To LocateAfghanistan, Ukraine, Belarus

Preview Questions1. How and why did the Cold War end?2. What problems arose when the Soviet

Union disintegrated?

Reading StrategyCompare and Contrast Create a chartlike the one below comparing the policiesof Brezhnev and Gorbachev.

CHAPTER 28 The Contemporary Western World 875

Leonid MikhailBrezhnev Gorbachev

Foreign Policy

Economic Policy

Military Policy

Personal Policy

In his book Perestroika, Soviet leader Mikhail Gorbachev wrote:

“There is a great thirst for mutual understanding and mutual communication in theworld. It is felt among politicians, it is gaining momentum among the intelligentsia,representatives of culture, and the public at large. And if the Russian word ‘perestroika’has easily entered the international lexicon [vocabulary], this is due to more than justinterest in what is going on in the Soviet Union. Now the whole world needs restruc-turing, i.e., progressive development, a fundamental change . . . I believe that moreand more people will come to realize that through RESTRUCTURING in the broadsense of the word, the integrity of the world will be enhanced.”

—Perestroika, 1987

After Mikhail Gorbachev came to power in 1985, the Soviet Union began to makechanges in its foreign policy, and the Cold War rapidly came to an end.

From Cold War to Post-Cold WarBy the 1970s, American-Soviet relations had entered a new phase, known as

détente, which was marked by a relaxation of tensions and improved relationsbetween the two superpowers. Grain and consumer goods were sold to the SovietUnion. Beginning in 1979, however, the apparent collapse of détente began a newperiod of East-West confrontation.

Voices from the Past

CHAPTER 28Section 1, 875–878CHAPTER 28Section 1, 875–878

Project transparency and havestudents answer questions.

DAILY FOCUS SKILLSTRANSPARENCY 28-1

Copyright © by The McGraw-Hill Companies, Inc. ANSWERS1. the former Soviet Union 2. the evolution fromcommunism to capitalism 3. The Soviet Union faces a long, hard struggle in developing a capitalist economy.

Decline of the Soviet Union

UNIT

6Chapter 28

What country issymbolized by thegorilla?

What evolution doesthe peasant lying onthe ground refer to inher question, “Whencomes the evolution?”

What is the point ofthe cartoon?

1

2

3

‘When comes the evolution?’

B E L L R I N G E RSkillbuilder Activity

Daily Focus Skills Transparency 28–1

SECTION RESOURCESSECTION RESOURCES

Reproducible Masters• Reproducible Lesson Plan 28–1• Daily Lecture and Discussion Notes 28–1• Guided Reading Activity 28–1• Section Quiz 28–1• Reading Essentials and Study Guide 28–1

Transparencies• Daily Focus Skills Transparency 28–1

MultimediaInteractive Tutor Self-Assessment CD-ROMExamView® Pro Testmaker CD-ROMPresentation Plus! CD-ROM

STUDENT EDITIONSUNSHINE STATE STANDARDS

1

Guide to Reading

Answers to Graphic: Brezhnev: For-eign: intervention in Communistcountries; Economic: heavy industry,collective farming; Military: invasionof Afghanistan; Political: dissidentspunished; Gorbachev: Foreign: nonintervention; Economic: limitedfree enterprise; Military: nuclear arms treaty; Political: new Sovietparliament

Preteaching VocabularyHave students research the Latin ori-gin of dissident and the French originof détente. (dissident: to sit apart;détente: to release hold) L1

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DIFFERENTIATED INSTRUCTIONDIFFERENTIATED INSTRUCTIONAt-Risk Students To help students understand the differences between Soviet leaders, use posterboard and write the names Brezhnev, Gorbachev, and Yeltsin across the top. Then give groups ofstudents index cards with characteristics of leadership during each leader’s ruling period written onthem. The following characteristics/events should be used: Brezhnev: emphasized industry, com-plex bureaucracy, bad harvests/farm problems, poor working conditions; Gorbachev: perestroika,market economy, glasnost, congress, began complete independence; Yeltsin: independent states,free market economy, organized crime. Have students glue or tack index cards under the name ofthe correct leader. L1

876

2 TEACH

Answer: Gorbachev became leaderof the Soviet Union; he refused mili-tary support to Eastern EuropeanCommunist countries.

The Cold War Intensifies Détente received amajor setback in 1979, when the Soviet Unioninvaded Afghanistan. TheSoviet Union wanted torestore a pro-Soviet regimethere, which the UnitedStates viewed as an act ofexpansion. President JimmyCarter canceled Americanparticipation in the 1980Olympic Games to be heldin Moscow and placed anembargo on the shipment ofAmerican grain to the Soviets.

The Cold War further intensified when RonaldReagan was elected president in 1980. Calling theSoviet Union an “evil empire,” Reagan began a mil-itary buildup and a new arms race. Reagan also gavemilitary aid to the Afghan rebels, in order to main-tain a war in Afghanistan that the Soviet Unioncould not win.

End of the Cold War The accession of MikhailGorbachev (GAWR•buh•CHAWF) to power in theSoviet Union in 1985 eventually brought a dramaticend to the Cold War. Gorbachev’s “New Thinking”—his willingness to rethink Soviet foreign policy—ledto stunning changes.

Gorbachev made an agreement with the UnitedStates in 1987 (the Intermediate-range Nuclear Force[INF] Treaty) to eliminate intermediate-range nuclearweapons. Both sides had reasons to slow down theexpensive arms race. Gorbachev hoped to make far-reaching economic and internal reforms. As itsnational debt tripled, the United States had movedfrom being a creditor nation (a country that exportsmore than it imports), to being the world’s biggestdebtor nation. By 1990, both countries knew thattheir large military budgets would make it difficultfor them to solve their domestic problems.

In another policy change, Gorbachev stopped giv-ing Soviet military support to Communist govern-ments in Eastern Europe. This opened the door to theoverthrow of Communist regimes in these countries.A mostly peaceful revolutionary movement sweptthrough Eastern Europe in 1989. The reunification ofGermany on October 3, 1990, was a powerful symbolof the end of the Cold War. In 1991, the Soviet Unionwas dissolved. Renewal of the rivalry between thetwo superpowers was now almost impossible.

Summarizing What events immedi-ately preceded the end of the Cold War?

Reading Check

Upheaval in the Soviet UnionYou will learn how movements for

independence caused the breakup of the Soviet Union.Between 1964 and 1982, drastic change in the

Soviet Union had seemed highly unlikely. What hap-pened to create such a dramatic turnaround in such ashort time?

The Brezhnev Era When Nikita Khrushchev wasremoved from office in 1964, two men, Alexei Kosy-gin and Leonid Brezhnev (BREHZH•NEFF), replacedhim. Brezhnev emerged as the dominant leader in the1970s. He was determined to keep Eastern Europe inCommunist hands and was uninterested in reform.Brezhnev insisted on the right of the Soviet Union tointervene if communism was threatened in anotherCommunist state (known as the Brezhnev Doctrine).

At the same time, Brezhnev benefited from themore relaxed atmosphere associated with détente.The Soviet Union was roughly equal to the UnitedStates in nuclear arms. Its leaders thus felt secure andwere willing to relax their authoritarian rule. UnderBrezhnev, the regime allowed more access to Westernstyles of music, dress, and art. However, dissidents—those who spoke out against the regime—were stillpunished.

In his economic policies, Brezhnev continued toemphasize heavy industry. Two problems, however,weakened the Soviet economy. The government’scentral planning led to a huge, complex bureaucracythat discouraged efficiency and led to indifference.Moreover, collective farmers had no incentive towork hard. Many preferred working their own smallprivate plots to laboring in the collective workbrigades.

By the 1970s, the Communist ruling class in theSoviet Union had become complacent and corrupt.Party and state leaders—as well as leaders of thearmy and secret police (KGB)— enjoyed a high stan-dard of living. Brezhnev was unwilling to tamperwith the party leadership and state bureaucracy,regardless of the inefficiency and corruption that thesystem encouraged.

By 1980, the Soviet Union was seriously ailing, witha declining economy, a rise in infant mortality rates, adramatic surge in alcoholism, and poor working con-ditions. Many felt the system was in trouble. Withinthe Communist Party, a small group of reformersemerged. One of these was Mikhail Gorbachev. A newera began in March 1985 when party leaders chosehim to lead the Soviet Union.

876 CHAPTER 28 The Contemporary Western World

AralSea

CaspianSea

SOVIETUNION

CHINAIRAN

PAKISTAN

AFGHANISTAN

CHAPTER 28Section 1, 875–878CHAPTER 28Section 1, 875–878

Daily Lecture and Discussion Notes 28–1

I. From Cold War to Post-Cold War (pages 875–876)

A. By the 1970s the U.S.-Soviet relations had reached détente—a relaxation of tension andimproved relations. By 1979, however, a new period of East-West confrontation beganwhen the Soviets invaded Afghanistan. They wanted to restore a pro-Soviet regimethere. The U.S. viewed this as an act of expansion.

B. In 1980 President Reagan began a military buildup and a new arms race with theSoviet Union. Reagan gave military aid to the Afghan rebels to fight the Soviets.

C. In 1985, Mikhail Gorbachev became the leader of the Soviet Union. His willingness torethink Soviet foreign policy led to a dramatic end to the Cold War. In 1987 Gorbachevmade an agreement with the United States—the Intermediate-range Nuclear Force(INF) Treaty—to eliminate intermediate-range nuclear missiles.

D. Gorbachev changed Soviet policy by stopping military support to Communist govern-ments in Eastern Europe. This led to the overthrow of Communist regimes in these

Daily Lecture and Discussion Notes

Chapter 28, Section 1

Did You Know? Mikhail Gobachev’s policy known as glasnost,or openness, encouraged a free flow of ideas and information.Churches were allowed to open. Dissidents were released fromprison. The policy allowed the publication of books by previouslybanned authors.

Copyright © by The McGraw-Hill Companies, Inc.

How did Gorbachev’s political restruc-turing in the Soviet Union lead to themovements for independence inSoviet Republics? (He allowed non-Communist parties to form and eliminated the guarantee that theCommunist Party would have a “lead-ing role” in government.) L1

EnrichIn the nineteenth century, Alexisde Toqueville predicted that oneday the United States and Russiawould dominate the world asrivals. Have students analyze thepresent world situation anddetermine if they believe that thetwo countries are still rivals. L2

SS.A.3.4.10

STUDENT EDITIONSUNSHINE STATE STANDARDS

21

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877

Writing ActivityAfter they have read this chap-ter, ask students to write a briefessay in which they summarizethe significant events related tothe spread and fall of commu-nism. In their essays, have stu-dents summarize and describethe worldwide political and eco-nomic effects associated with thespread and fall of communism.L2

3 ASSESSAssign Section 1 Assessment ashomework or as an in-classactivity.

Have students use InteractiveTutor Self-Assessment CD-ROM.

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877CHAPTER 28 The Contemporary Western World

Border of the former Soviet UnionNational boundaryNational capital

Three republics of the Soviet Union—Lithuania, Estonia,and Latvia—became independent states in September of1991. Twelve more countries became independent inDecember of that year.

1. Interpreting Maps Identify the new independent states.2. Applying Geography Skills Why would trade become

more difficult for Russia after the breakup?

Gorbachev and Perestroika Gorbachev began anew era of glasnost, or openness in public discussionsof Soviet problems. From the start, he preached theneed for radical reforms. The basis of these reformswas perestroika (PEHR•uh•STROY•kuh), or restruc-turing. At first, this meant restructuring economicpolicy. Gorbachev wanted to start a market economywhere consumers influence what is produced. Thiseconomy would have limited free enterprise (basedon private ownership of businesses) and some pri-vate property. He soon realized, however, that anyattempt to reform the economy would be doomedwithout political reform.

At the 1988 Communist Party conference, Gorbachev set up an elected parliament, the Congress of People's Deputies. It met in 1989, the firstsuch meeting in the country since 1918. In 1990, Gorbachev allowed non-Communist parties toorganize. He also did away with a constitutional provision guaranteeing the Communist Party a"leading role" in government.

At the same time, Gorbachev strengthened hispower by creating a new state presidency. The posi-tion of first secretary of the party (Gorbachev’s posi-tion) had been the most important post in the SovietUnion. However, as the Communist Party becameless closely tied to the state, the position of first sec-retary carried less power. In March 1990, Gorbachevbecame the Soviet Union’s first (and last) president.

The End of the Soviet Union One of Gorbachev’smost serious problems was the multiethnic nature ofthe Soviet Union. It included 92 ethnic groups and112 different languages. The iron hand of the Com-munist Party, centered in Moscow, had keptcenturies-old ethnic tensions contained.

Breakup of the Soviet Union, 1991

� BorisYeltsin

CHAPTER 28Section 1, 875–878CHAPTER 28Section 1, 875–878

Guided Reading Activity 28–1

Name Date Class

Decline of the Soviet Union

DIRECTIONS: Answer the following questions as you read Section 1.

1. Give a definition of the term dÈtente as it related to American-Soviet relations in

the 1970s.

2. What caused a major setback in détente in 1979?

3. State the agreement made within the INF treaty.

4. What 1990 event was a powerful symbol of the end of the Cold War?

5. Define the Brezhnev Doctrine of the 1970s.

Guided Reading Activity 28-1

Answers:1. Belarus, Ukraine, Moldova,

Georgia, Turkmenistan, Armenia,Azerbaijan, Tajikstan, Kyrgyzstan,Uzbekistan, Kazakhstan, Russia

2. lost resources and access towater routes

L1/ELL

SS.A.3.4.10

STUDENT EDITIONSUNSHINE STATE STANDARDS

1

READING THE TEXT

Reading Maps, Graphs, and Charts Organize the class into small groups. Assign each group oneof the republics of the former Soviet Union to research. Ask students to create a chart with the following headings: geographic features, the government, the people, the resources, major indus-tries, the cities, and daily life of the republic. As students research the republic, have them fill intheir charts. L1

Refer to Inclusion for the High School Social Studies Classroom Strategies and Activitiesin the TCR.

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1. Key terms are in blue.2. Ronald Reagan (p. 876); Mikhail

Gorbachev (p. 876); Leonid Brezh-nev (p. 876); Brezhnev Doctrine(p. 876); Boris Yeltsin (p. 878);Vladimir Putin (p. 878)

3. See chapter maps. 4. It would mean an end to their priv-

ileges. Army, government, KGB,military industries

5. Complex central bureaucracy dis-couraged efficiency and led toindifference.

6. because political reforms had notbeen made

7. Soviet Union: inefficiency; corrup-tion; declining economy; alco-holism; high infant mortality;Former Soviet Republics: economichardship; social disarray; organized

crime; Chechnya; internationalrelations

8. They are passive and putting up noresistance.

9. Answers will vary.

878

Answer: Reforms allowed centuries-old ethnic tensions in the SovietUnion to reemerge.

As Gorbachev released this iron grip, these ten-sions again came to the forefront. Nationalist move-ments emerged throughout the republics of theSoviet Union. In 1989 and 1990, there were calls forindependence first in Soviet Georgia and then inLatvia, Estonia, Moldavia, Uzbekistan, Azerbaijan,and Lithuania.

During 1990 and 1991, Gorbachev struggled todeal with the problems unleashed by his reforms. By1991, the conservative leaders of the traditionalSoviet institutions—the army, government, KGB,and military industries—were worried. The possiblebreakup of the Soviet Union would mean an end totheir privileges.

On August 19, 1991, a group of these conservativeleaders arrested Gorbachev and tried to seize power.The attempt failed, however, when Boris Yeltsin,president of the Russian Republic, and thousands ofRussians bravely resisted the rebel forces inMoscow.

The Soviet republics now moved for completeindependence. Ukraine voted for independence onDecember 1, 1991. A week later, the leaders of Russia,Ukraine, and Belarus announced that the SovietUnion had “ceased to exist.”

Gorbachev resigned on December 25, 1991, andturned over his responsibilities as commander inchief to Boris Yeltsin, the new president of Russia. Bythe end of 1991, one of the largest empires in worldhistory had come to an end. A new era had begun inits now-independent states.

878 CHAPTER 28 The Contemporary Western World

Checking for Understanding1. Define détente, dissident, perestroika.

2. Identify Ronald Reagan, Mikhail Gor-bachev, Leonid Brezhnev, BrezhnevDoctrine, Boris Yeltsin, Vladimir Putin.

3. Locate Afghanistan, Ukraine, Belarus.

4. Explain why the conservative leadersof the traditional Soviet institutionsopposed the breakup of the SovietUnion. Name the institutions theseleaders represented.

5. List the problems that weakened theSoviet economy during the 1960s and1970s.

Critical Thinking6. Drawing Inferences Why did the

former Soviet Union have problemsadapting to a free-market society?

7. Organizing Information Create a dia-gram like the one below showing theproblems the Soviet Union faced undercommunism and the problems the for-mer Soviet republics face today.

Analyzing Visuals8. Examine the photograph on page 873

of a man tearing down the Berlin Wall.How would you describe the reactionof the Soviet soldiers?

SovietUnion

FormerSoviet

Republics

The New Russia Boris Yeltsin was committed tointroducing a free market economy as quickly as pos-sible, but the transition was not easy. Economic hard-ships and social disarray weremade worse by a dramatic rise inthe activities of organized crime.Yeltsin’s brutal use of forceagainst the Chechens (CHET•chunz), who wanted to secedefrom Russia and create their own independent republic, alsoundermined his support. Despitethe odds against him, however,Yeltsin won reelection in 1996.

At the end of 1999, Yeltsin resigned and wasreplaced by Vladimir Putin, who was elected pres-dent in 2000. Putin vowed to adopt a more assertiveinternational role and to bring the breakaway state ofChechnya under control. Fighting in Chechnya con-tinued, however, and guerrilla attacks occurred inMoscow and in Chechnya during 2003.

In July 2001, Putin launched reforms to boostgrowth and budget revenues. The reforms includedthe free sale and purchase of land, tax cuts, andefforts to join the World Trade Organization. Sincethen, Russia has experienced a budget surplus and agrowing economy.

Cause and Effect How didGorbachev’s reforms cause the breakup of the Soviet Union?

Reading Check

BlackSea

RUSSIA

GEORGIA

Chechnya

AZERBAIJAN

ARMENIA

Caspian

Sea

9. Expository Writing Locate informa-tion on Leonid Brezhnev, MikhailGorbachev, Boris Yeltsin, andVladimir Putin. In an essay, analyzeeach leader’s strengths and weak-nesses. How did each man come topower?

CHAPTER 28Section 1, 875–878CHAPTER 28Section 1, 875–878

Section Quiz 28–1

DIRECTIONS: Matching Match each item in Column A with the items in Column B.Write the correct letters in the blanks. (10 points each)

Column A

1. country that exports more than it imports

2. agreement to eliminate mid-range nuclear weapons

3. Gorbachev’s initially economic reforms

4. pre-1979 period of relaxed U.S.–Soviet Tensions

5. economy influenced by consumer demand

DIRECTIONS: Multiple Choice In the blank, write the letter of the choice that best completes the statement or answers the question. (10 points each)

6. By 1980, the Soviet Union was ailing from all of the following causesEXCEPT one. Which one?

Name ������������������������������������������������������� Date ������������������������� Class ���������������

Score✔ ScoreChapter 28

Section Quiz 28-1

Column B

A. creditor nation

B. detente

C. perestroika

D. INF Treaty

E. market

Reading Essentials andStudy Guide 28–1

DRAWING FROM EXPERIENCEII

Have you heard of the “evil empire”? Who used this expression? What country washe talking about?

In this section, you will learn about changes in the Soviet Union in the 1980s and1990s.

ORGANIZING YOUR THOUGHTSII

Use the chart below to help you take notes. Identify the rulers of the Soviet Union,and later the Russian Republic, following Nikita Khrushchev.

Reading Essentials and Study GuideChapter 28, Section 1

For use with textbook pages 875–878

DECLINE OF THE SOVIET UNION

KEY TERMS

détente a relaxation of tensions between nations, especially used for American-Soviet relationsin the 1970s (page 875)

dissident a person who speaks out against a regime (page 876)

perestroika (“restructuring”) the term used by Mikhail Gorbachev for economic reforms in theSoviet Union in the late 1980s (page 877)

Name Date Class

Reteaching ActivityGuide students in a discussion ofthe main points covered in thissection. Ask volunteers to namekey people and events and writethem on the chalkboard. L1

4 CLOSEAsk students to consider whatproblems they think the end ofthe Cold War solved and whatproblems it created. L2

L1/ELL

L2

FCAT LA.A.2.4.1

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1 FOCUSSection OverviewThis section describes thechanges and revolutions of East-ern Europe in the late twentiethcentury.

Eastern EuropeGuide to Reading

Main Ideas• Gorbachev’s policy of not giving military

support to Communist governmentscreated the opportunity for revolution.

• Massive demonstrations peacefullyended some Communist regimes, whileviolence ended others.

Key Termsethnic cleansing, autonomous

People To IdentifyLech Walesa, Václav Havel, SlobodanMilosevic

Places To LocateBosnia-Herzegovina, Kosovo

Preview Questions1. What caused the East German govern-

ment to open its border in 1989?2. What effect did the 1990 collapse of

communism have on Yugoslavia?

Reading StrategyCategorizing Information Create a chartlisting one or two reasons for, and theresults of, revolution.

Preview of Events

Country Reasons for Results ofRevolution Revolution

Poland

Czechoslovakia

Romania

East Germany

Yugoslavia

1991Slovenia and Croatiadeclare independence

1992Serbs carry out ethnic cleansingin Bosnia-Herzegovina

1988Poles hold freeelections.

1989Berlin Wall falls; communism falls in Czechoslovakia, Romania

✦1988 ✦1992 ✦1996 ✦2000 ✦2004

2003Serbia and Montenegro uniteunder new charter

Roy Gutman, a journalist for Newsday, wrote from Bosnia in July 1992:

“Visegrad, with a population of about 30,000, is one of a number of towns whereSerb forces carried out ‘ethnic cleansing’ of Muslims in the past two weeks, accordingto the Bosnian government. ‘There was chaos in Visegrad. Everything was burned,looted and destroyed,’ said [one man], 43, who spoke of the terrible events but wouldgive neither his name nor his profession. He escaped only because he was an invalidwith a gangrenous [diseased] leg. The survivors of the massacre are the old, the infirm,the women and the children. They are traumatized by what they witnessed, barelyable to speak or to control their emotions.”

—The Mammoth Book of Eyewitness History, Jon E. Lewis, 2000

Ethnic cleansing was one aspect of an upheaval in Eastern Europe that began in 1989.

Revolutions in Eastern EuropePeople in Eastern Europe had not always been happy with their Soviet-style

Communist regimes. After Gorbachev made it clear that the Soviet Union wouldnot intervene militarily in their states, revolutions broke out throughout EasternEurope. By looking at four Eastern European states, we can see how the processworked.

Poland Workers’ protests led to demands for change in Poland. In 1980, a workernamed Lech Walesa (lehk vah•LEHN•suh) organized a national trade unionknown as Solidarity. Solidarity gained the support of the workers and of the

Voices from the Past

CHAPTER 28 The Contemporary Western World 879

CHAPTER 28Section 2, 879–882CHAPTER 28Section 2, 879–882

Project transparency and havestudents answer questions.

Eastern Europe

DAILY FOCUS SKILLSTRANSPARENCY 28-2

Copyright © by The McGraw-Hill Companies, Inc. ANSWERS1. 1989 2. the formation of Solidarity 3. RomaniaUNIT

6Chapter 28

1 2 3

1968

Liberalization movement inCzechoslovakiacrushed

1980

Polish tradeunion Solidarityformed

1990

East and WestGermany unite; headof Solidarity, LechWalesa, electedpresident of Poland

1989

Anti-governmentdemonstrations inPrague lead to resignation ofCommunist partyrulers; Communistparty of Hungary dissolved; EastGermany opens border with WestGermany; Romanianrulers executed by protestors

In what year did theCommunist governments ofseveral eastern European countries collapse?

What marked the beginningof Poland’s move away fromCommunist control?

Which was the only countrymarked by the violentoverthrow of its Communist rulers?

The Collapse of Communism1960 1970 1980 1990

B E L L R I N G E RSkillbuilder Activity

Daily Focus Skills Transparency 28–2

SECTION RESOURCESSECTION RESOURCES

Reproducible Masters• Reproducible Lesson Plan 28–2• Daily Lecture and Discussion Notes 28–2• Guided Reading Activity 28–2• Section Quiz 28–2• Reading Essentials and Study Guide 28–2

Transparencies• Daily Focus Skills Transparency 28–2

MultimediaInteractive Tutor Self-Assessment CD-ROMExamView® Pro Testmaker CD-ROMPresentation Plus! CD-ROM

STUDENT EDITIONSUNSHINE STATE STANDARDS

1

Guide to Reading

Answers to Graphic: Poland: workerprotests: free elections; Czecho-slovakia: repressive government:country divided; Romania: foodshortages: dictator executed; EastGermany: repressive government:reunification; Yugoslavia: collapse ofCommunist Party: republics declareindependence

Preteaching VocabularyIntroduce students to the term ethniccleansing. Ask them to consider whya government might choose the term“ethnic cleansing” over “genocide.”(“cleansing” has a positive connota-tion, while “genocide” refers to murder.) L1

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Roman Catholic Church, which was under the lead-ership of Pope John Paul II, the first Polish pope.During a period of military rule in the 1980s, Walesawas arrested, but the movement continued.

Finally, after a new wave of demonstrations in1988, the Polish regime agreed to free parliamentaryelections—the first free elections in Eastern Europein 40 years. A new government was elected, ending45 years of Communist rule in Poland.

In December 1990, Walesa was chosen as presi-dent. Poland’s new path, however, was not an easyone. Rapid free-market reforms led to severe unem-ployment and popular discontent.

At the end of 1995, Aleksander Kwasniewski, aformer Communist, defeated Walesa and becamethe new president. He has continued Poland’s movetoward an increasingly prosperous free marketeconomy.

Czechoslovakia After Soviet troops crushed thereform movement in Czechoslovakia in 1968, Com-munists used massive repression to maintain theirpower. Writers and other intellectuals continued tooppose the government, but they initially had littlesuccess.

Then, in 1988 and 1989, mass demonstrations tookplace throughout Czechoslovakia. By November

1989, crowds as large as five hundred thousand wereforming in Prague. In December 1989, the Commu-nist government collapsed.

At the end of December, Václav Havel (VAHT•SLAHF HAH•vel), a writer who had played animportant role in bringing down the Communistgovernment, became the new president. Havelbecame an eloquent spokesperson for Czech democ-racy and a new order in Europe.

Within Czechoslovakia, the new governmentsoon faced old ethnic conflicts. The two nationalgroups, Czechs and Slovaks, agreed to a peacefuldivision of the country. On January 1, 1993, Czecho-slovakia split into the Czech Republic and Slovakia.Václav Havel was elected the first president of thenew Czech Republic. Michal Kovác was electedpresident of Slovakia.

Romania In 1965, the Communist leader NicolaeCeausescu, (NEE•koh•lay chow•SHEHS•koo) andhis wife, Elena, set up a rigid and dictatorial regimein Romania. Ceausescu ruled Romania with an irongrip, using secret police to crush all dissent. Nonethe-less, opposition to his regime grew.

Ceausescu’s economic policies led to a sharp dropin living standards, including food shortages and therationing of bread, flour, and sugar. His plan for rapidurbanization, especially a program that called for the bulldozing of entire villages, further angered theRomanian people.

One incident ignited the flames of revolution. InDecember 1989, the secret police murdered thousandsof men, women, and children who were peacefullydemonstrating. Finally, the army refused to supportany more repression. Ceausescu and his wife werecaptured on December 22 and executed on ChristmasDay. A new government was quickly formed.

German Reunification In 1971, Erich Honeckerbecame head of the Communist Party in East Germany.He used the Stasi, the secretpolice, to rule for the next18 years. In 1989, however,popular unrest, fueled byHonecker’s harsh regime,led many East Germans toflee their country. Massdemonstrations against theregime broke out in the fallof 1989.

On November 9, theCommunist government

880 CHAPTER 28 The Contemporary Western World

Solidarity organizer Lech Walesa became president of Poland in 1990.

HISTORY

Web Activity Visitthe Glencoe WorldHistory Web site at

andclick on Chapter 28–Student Web Activity to learn more about thefall of the Berlin Wall.

wh.glencoe.com

CHAPTER 28Section 2, 879–882CHAPTER 28Section 2, 879–882

2 TEACHDaily Lecture and Discussion Notes 28–2

I. Revolutions in Eastern Europe (pages 879–881)

A. Worker’s protests led to demands for change in Poland. In 1980, Lech Walesa organ-ized a national trade union in Poland known as Solidarity. In 1988, the Polish regimeagreed to parliamentary elections—the first free election in Eastern Europe in 40 years.In 1990, Walesa was elected president of Poland. Poland’s rapid free-market reformsled to severe unemployment and discontent. Today Poland’s free-market economy isbecoming increasingly prosperous.

B. In 1968, Soviet troops crushed the reform movement in Czechoslovakia. In 1988 and1989, mass demonstrations throughout Czechoslovakia led to the collapse of theCommunist government. In December 1989, Václav Havel, a dissident against theCommunist government, became the president. In 1993 ethnic conflicts betweenCzechs and Slovaks led to the peaceful division of Czechoslovakia into the CzechRepublic and Slovakia.

C. In 1965, Communist leader Nicolae Ceasescu and his wife Elena led a dictatorialregime in Romania. His actions angered Romanian people. The army refused to sup-

Daily Lecture and Discussion Notes

Chapter 28, Section 2

Did You Know? When the people of Poland voted againstCommunism and for Solidarity candidates, it was the first time anation had turned a Communist regime out of office peacefully.

Copyright © by The McGraw-Hill Companies, Inc.

Government Guide students innaming the different countries men-tioned in this section whose Com-munist regimes ended. (Poland,Czechoslovakia, Romania, East Ger-many, Yugoslavia) Have studentscreate a chart on the chalkboard thatlists the names of the rulers involvedin each country; have students tellwhether the changes in each countrywere peaceful or violent. L2 ELL

Turning Points in World HistoryThe ABC News videotapeincludes a segment on thefall of the Berlin Wall.

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READING THE TEXT

Questioning Before students begin to absorb any new knowledge, prepare them by bringing tomind what they already know about Eastern Europe. Ask the following questions: Which countrieswere under Soviet Union control? How did the Soviet Union wield influence in Eastern Europe?What were some effects of Soviet control? Use these questions to encourage students to think aboutthe topic and to share ideas. As you read the section, point out the answers to these questions. L1

Refer to Inclusion for the High School Social Studies Classroom Strategies and Activitiesin the TCR.

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Answer: They held mass demonstra-tions that eventually brought aboutthe collapse of the Communist governments.

surrendered to popular pressure by opening its entireborder with the West. Hundreds of thousands of EastGermans swarmed across the border. Families andfriends who had not seen each other in decades werereunited. People on both sides of the wall began tear-ing it down. The government, helpless before thispopular uprising, ordered the rest of the wall torndown. The Berlin Wall, long a symbol of the ColdWar, was no more.

During East Germany’s first free elections in March1990, the Christian Democrats won almost 50 percent

of the vote. The ChristianDemocrats supported politi-cal union with West Germany.The reunification of East andWest took place on October 3,1990. What had seemedalmost impossible at thebeginning of 1989 had becomea reality by the end of 1990—the countries of West and EastGermany had reunited toform one Germany.

Describing How did the inhabitantsof Eastern Europe respond to the repression of their totalitarianleaders?

The Disintegration of YugoslaviaAlthough Yugoslavia had a Communist govern-

ment, it had never been a Soviet satellite state. AfterWorld War II, its dictatorial leader, Josip Broz Tito,worked to keep the six republics and two provincesthat made up Yugoslavia together. After Tito died in1980, a collective federal government composed ofrepresentatives from the separate republics andprovinces kept Yugoslavia under Communist rule. Atthe end of the 1980s, Yugoslavia was caught up in thereform movements sweeping Eastern Europe. By1990, new parties had emerged, and the authority ofthe Communist Party had collapsed.

Calls for Independence The Yugoslav politicalscene was complex. In 1990, the Yugoslav republicsof Slovenia, Croatia, Bosnia-Herzegovina, and Mace-donia began to lobby for independence. SlobodanMilosevic (SLOH•buh•DAHN muh•LOH•suh•VIHCH), who became leader of the Yugoslav republicof Serbia in 1987, rejected these efforts. The popu-lations of these republics included Serb minorities. In Milosevic’s view, the republics could only be

Reading Check

independent if their borders were re-drawn toinclude the Serb minorities in a new Greater Serbianstate.

After negotiations failed, Slovenia and Croatiadeclared their independence in June 1991. In Septem-ber 1991, the Yugoslavian army began a full assaultagainst Croatia. Increasingly, the Yugoslavian armywas dominated by Serbia, and it was aided by Ser-bian minorities in Croatia. Before a cease-fire wasarranged, the Serbian forces had captured one-thirdof Croatia’s territory in brutal fighting.

The War in Bosnia Early in 1992, the Serbs turnedtheir guns on Bosnia-Herzegovina. By mid-1993,Serbian forces had acquired 70 percent of Bosnianterritory.

Many Bosnians were Muslims. Toward them, theSerbs followed a policy they called ethnic cleansing—killing them or forcibly removing them from theirlands. Ethnic cleansing revived memories of Naziatrocities in World War II. By 1995, 250,000 Bosnians(mostly civilians) had been killed. Two million otherswere left homeless.

881CHAPTER 28 The Contemporary Western World

Lambert AzimuthalEqual-Area projection

100 kilometers0

100 miles0

N

S

EW

15°E

40°N

45°N

20°E

Adriatic Sea

HUNGARY

CROATIA

AUSTRIA

ROMANIA

ALBANIA

GREECE

ITALY KOSOVO

SERBIA

SLOVENIA

FEDERATIONOF BOSNIA-

HERZEGOVINA

SERB REP.OF BOSNIA-

HERZEGOVINA

MACEDONIA

MONTE-NEGRO

BU

LGA

RIA

FEDERAL REP.OF YUGOSLAVIA

Belgrade

Zagreb

Sarajevo

Skopje

Ljubljana

Former Yugoslavia,1991–1999

The violence in Yugoslavia led to NATO involvement.

1. Interpreting Maps List the states that formed afterthe breakup of Yugoslavia and note their capitals.

2. Applying Geography Skills Explain why a peaceboundary was created in Bosnia in 1995.

GERMANY

FRANCE

NETH.

BELG.CZECH.

SWITZ. AUSTRIA

DENMARK

Berlin

POLAN

D

Boundary of formerYugoslavia, 1991Yugoslavia, 1999

Dayton Peace Agreementboundary that ended thewar in Bosnia, 1995Boundary of Bosnia andHerzegovina

CHAPTER 28Section 2, 879–882CHAPTER 28Section 2, 879–882

Answers:1. See map.

2. to end the war in Bosnia

Guided Reading Activity 28–2Eastern Europe

DIRECTIONS: Complete the outline below as you read Section 2.

I. Workers' protests led to demands for change in .

A. In 1980 Lech Walesa organized a trade union called .

B. In 1988 the Polish regime agreed to free elections

C. was chosen as president in December, 1990.

II. Communists used massive to maintain power in Czechoslovakia.

A. In December 1989, the Communist government .

B. A writer named became the new president.

C. Czechoslovakia split into the and .

III. Nicolae Ceausescu ruled with an iron grip.

A. In 1989 secret police murdered thousands of demonstrators.

B. Ceausescu and his wife were arrested and on Christmas Day,

1989.

IV. Erich Honecker used the to rule East Germany for 18 years.

A. Mass protest broke out in the summer and fall of 1989.

B. The Communist government opened its border with the on

3 ASSESSAssign Section 2 Assessment ashomework or as an in-classactivity.

Have students use InteractiveTutor Self-Assessment CD-ROM.

EXTENDING THE CONTENTEXTENDING THE CONTENTEXTENDING THE CONTENTBerlin Wall Students may need to be reminded that the Berlin Wall was originally built in 1961 (atthat time a barbed-wire barricade) in an attempt to control the movement of people from the east-ern to the western sectors of Berlin. Before the more famous Berlin Wall was torn down, the gov-ernment of Hungary began dismantling its own wall, which had been erected on its commonborder with Austria. Because of this, East Berliners were able to travel from East Berlin to Hungary,then on to Austria and back to West Berlin “by way of the West.” At that point the Berlin Wall wasmerely a symbol of Communist oppression and served no practical purpose. The East Berlin gov-ernment agreed to lift all immigration and traveling restrictions by November of 1989.

Section Quiz 28–2

DIRECTIONS: Matching Match each item in Column A with the items in Column B.Write the correct letters in the blanks. (10 points each)

Column A

1. organizer of Solidarity in Poland

2. former writer, elected Czech president in 1989

3. man who became leader of Yugoslav republic of Serbia in 1987

4. Romanian dictator executed in 1989

5. anti-Serbian rule group

DIRECTIONS: Multiple Choice In the blank, write the letter of the choice that best completes the statement or answers the question. (10 points each)

Name ������������������������������������������������������� Date ������������������������� Class ���������������

✔ ScoreChapter 28

Section Quiz 28-2

Column B

A. Lech Walesa

B. NicolaeCeausescu

C. Vaclav Havel

D. SlobodanMilosevic

E. Kosovo Albanians

L1/ELL

L2

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1. Key terms are in blue.2. Lech Walesa (p. 879); Václav Havel

(p. 880); Slobodan Milosevic (p. 881)

3. See chapter maps.4. After the East German government

opened its border with the West,people on both sides of the BerlinWall began tearing it down. TheCommunist government ordered

the rest of the wall torn down. 5. Poland, Czechoslovakia, Romania,

East Germany; Communist govern-ments toppled

6. The Soviet Union would no longergive military support to govern-ments in Eastern Europe.

7. Slovenia: Serb minority; Croatia:Serb minority; Serbia wanted toretake area containing Serb popu-

lation; Bosnia-Herzegovina: Bosni-ans (many of whom are Muslims),Serbs, Croats; ethnic differences,desire of Serbs to rid republic ofCroats and Muslims; Macedonia:Serb minority

8. They are members of a minority;answers will vary.

9. Answers will vary.

882

Answer: Wars broke out in Croatia,Bosnia, and Kosovo.

In 1995, with strong support fromNATO bombing attacks, Bosnianand Croatian forces regained consid-erable territory that had been lost toSerbian forces. This success forcedthe Serbs to sign a formal peacetreaty on December 14. The agree-ment split Bosnia into a loose unionof a Serb republic and a Muslim-Croat federation. A force of 60,000NATO troops monitored the frontierbetween the new political entities.

The War in Kosovo Peace inBosnia did not bring peace to theregion. A new war erupted in 1998over Kosovo. In 1974, the communist leader Tito hadmade Kosovo an autonomous or self-governingprovince within Yugoslavia. Kosovo’s inhabitantswere mainly ethnic Albanians who had kept theirown language and customs.

In 1989, Slobodan Milosevic stripped Kosovo of itsautonomy. Some groups of ethnic Albanians foundedthe Kosovo Liberation Army (KLA) in the mid-1990sand began a campaign against Serbian rule. In aneffort to crush the KLA, Serb forces began to mas-sacre ethnic Albanians.

The United States and its NATO allies then soughtto find a settlement that would end the killing. Despitethe oppositon of Milosevic, Albanians in Kosovoregained their autonomy in Serbia in 1999. In 2000,elections ended Milosevic’s rule, and he was tried at

the International Court of Justice in the Netherlandsfor his role in the massacre of Kosovo civilians.

In 2003, Serbia and Montenegro formed a republic.The prime minister Zoran Djindic promised to crackdown on organized crime and on former Milosevicallies who committed war crimes. When Djindic wasassassinated in March 2003, police suspected thatgang supporters of Milosevic had played a role.

Identifying What events resultedfrom the disintegration of Yugoslavia?

Reading Check

882 CHAPTER 28 The Contemporary Western World

Checking for Understanding1. Define ethnic cleansing, autonomous.

2. Identify Lech Walesa, Václav Havel,Slobodan Milosevic.

3. Locate Bosnia-Herzegovina, Kosovo.

4. Explain why the Communist govern-ment ordered the Berlin Wall to be torndown.

5. List four Eastern European states dis-cussed in this section that had beenSoviet satellites. What events occurredin each state after the withdrawal ofSoviet influence?

Critical Thinking6. Explain Why did the inhabitants of

Communist countries in Eastern Europefeel it was safe to rebel in 1989?

7. Summarizing Information Create achart like the one below listing theYugoslav republics that wanted inde-pendence after 1990, the inhabitants ofthese republics (if listed), and the rea-sons the republics fought each other.

Analyzing Visuals8. Study the photo of ethnic Albanians

shown on this page. What do they havein common with other victims of oppres-sion throughout history? If you and yourfamily were forced to leave your home,what would be your greatest concerns?

In 1999, Serbs forced hundreds of thousands ofethnic Albanians from their homes in Kosovo,creating a massive refugee crisis. What issues led to conflict in Kosovo?

History

Republics Inhabitants Causes ofFighting

9. Informative Writing Research andwrite an essay about the Polish Soli-darity movement. Why was it suc-cessful? Be sure to discuss LechWalesa’s supporters, adversaries,and the status of the movementtoday.

CHAPTER 28Section 2, 879–882CHAPTER 28Section 2, 879–882

Answer: When Milosevic strippedKosovo of its autonomous status, ethnic Albanians began a campaignagainst Serbian rule. Serb forcesbegan to massacre ethnic Albanians.

History

Reteaching ActivityHave students prepare a detailedtime line that shows the sequenceof revolutionary events from1989 to 1993 in Eastern Europe.L1

4 CLOSEAsk students to summarizerecent changes in the Balkansand predict changes in EasternEurope in the next decade. L3

ELL

Reading Essentials andStudy Guide 28–2

DRAWING FROM EXPERIENCEII

Have you ever seen pictures of the Berlin Wall? What did it look like? Why was itbuilt? Why did it fall?

In the last section, you read about the fall of communism in the Soviet Union. In thissection, you will read about the fall of communism in other countries in Eastern Europe.

ORGANIZING YOUR THOUGHTSII

Use the chart below to help you take notes. Describe how communism ended in thecountries in this chart. Also indicate some results of the revolutions in these countries.

e M

cGra

w-H

ill C

ompa

nies

, Inc

.

Reading Essentials and Study GuideChapter 28, Section 2

For use with textbook pages 879–882

EASTERN EUROPE

KEY TERMS

ethnic cleansing the Serb policy of killing or forcibly removing Bosnians from their lands (page 881)

autonomous self-governing (page 882)

Name Date Class

How CommunismCountry Ended Results of Revolution

Poland 1. 2.

Czechoslovakia 3. 4.

Romania 5. 6.

East Germany 7. 8.

Y l i

L1/ELL

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ANSWERS TO ANALYZING PRIMARY SOURCES

1. Havel believes responsibility should be the backboneof politics. Morality should be put ahead of politics,science, and economics. Most politicians have viewedresponsibility and morality as being secondary to poli-tics and economics. Politics tends to serve selfish inter-

ests, not necessarily what is best for the majority ofthe people.

2. Student answers will vary but should be supported bylogical arguments. You might wish to use this questionas the basis for a class debate or discussion.

883

883

Václav Havel—The Call for a New Politics

IN THEIR ATTEMPTS TO DEAL WITH THE WORLD’Sproblems, some European leaders have pointed tothe need for a new perspective. This excerpt istaken from a speech that Václav Havel deliveredto the United States Congress on February 21,1990, two months after he had become presidentof Czechoslovakia.

“For this reason, the salvation of this humanworld lies nowhere else than in the human heart, inthe human power to reflect, in human meeknessand in human responsibility.

Without a global revolution in the sphere ofhuman consciousness, nothing will change for thebetter in the sphere of our being as humans, andthe catastrophe toward which this world is headed—be it ecological, social, demographic or a generalbreakdown of civilization—will be unavoidable. . . .

We are still a long way from that “family of man.” In fact, we seem to be receding from the ideal rather than growing closer to it. Interests of all kinds—personal, selfish, state, nation, group, andif you like, company interests—still considerablyoutweigh genuinely common and global interests.We are still under the sway of the destructive andvain belief that man is the pinnacle of creation andnot just a part of it and that therefore everything is permitted. . . .

In other words, we still don’t know how to putmorality ahead of politics, science and economics.We are still incapable of understanding that the onlygenuine backbone of all our actions, if they are tobe moral, is responsibility.

Responsibility to something higher than my fam-ily, my country, my company, my success—responsi-bility to the order of being where all our actions areindelibly recorded and where and only where theywill be properly judged.

The interpreter or mediator between us and thishigher authority is what is traditionally referred to ashuman conscience.”

—Václav Havel, Speech to the U.S. Congress

After addressing the United States Congress, VáclavHavel gives a victory sign.

Analyzing Primary Sources

1. What is the difference between the way Václav Havelviews politics and the way that most politicians havetraditionally viewed politics?

2. Political ideas are of little value unlessthey can be implemented. What isyour opinion—do you think thatHavel’s ideas could be turned intopolitical reality? Why or why not?

TEACHAnalyzing Primary SourcesHave students analyze and eval-uate Václav Havel’s speech. Dothey agree that people “don’tknow how to put morality aheadof politics, science and econom-ics”? To what extent do studentsbelieve they are responsible forthe values and actions of thesociety they belong to? L2

Václav Havel was always opposed tothe Communist regime in his nativeCzechoslovakia. Havel was born in1936 into a well-to-do middle-classfamily. As he grew up, he struggledagainst the anti-intellectualism fos-tered by the Communist philosophy.He supported himself by workingmanual-labor jobs while he wroteplays depicting the “dehumanizingeffects of mechanization on societyand the individual spirit.” Havel was a political, as well as a social, activist.He was imprisoned for nearly fiveyears (1979 to 1983) for his efforts at founding a group dedicated to therelief of victims of political persecu-tion. He was elected president of theCzechoslovakian parliament inDecember of 1989, prior to the split-ting of Czechoslovakia into the CzechRepublic and Slovakia.

Who?What?Where?When?

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1 FOCUSSection OverviewThis section discusses the Euro-pean Union and domestic affairsof Western nations in the latetwentieth century.

1971West German chancellor WillyBrandt wins Nobel Peace Prize

1974Richard Nixon resigns the presidency of the United States

1995Canadian voters reject independence for Quebec

Guide to Reading

Europe and North America

Preview of Events✦1970 ✦1975 ✦1980 ✦1985 ✦1990 ✦1995 ✦2000

A German reporter described violence against foreigners in Germany in 1991:

“The municipality in northern Saxony has a population of just under 70,000, includ-ing 70 people from Mozambique and Vietnam who live in a hostel [inn] at the otherend of town. The ‘political situation’ was triggered by an attack by a neo-Nazi gang onVietnamese traders selling their goods on the market square on 17 September. Afterbeing dispersed by the police the Faschos [neo-Nazis] carried out their first attack onthe hostel for foreigners. The attacks then turned into a regular evening hunt by agrowing group of right-wing radicals, some of them minors, who presented their ideaof a clean Germany by roaming the streets armed with truncheons, stones, steel balls,bottles and Molotov cocktails.”

—The German Tribune, October 6, 1991

Attacks against foreigners by neo-Nazis became a problem in Germany during the 1990s.

Winds of Change in Western EuropeBetween the early 1950s and late 1970s, Western Europe experienced virtually

full employment. An economic downturn, however, occurred in the mid-1970sand early 1980s. Both inflation and unemployment rose dramatically. Undoubt-edly, a dramatic increase in the price of oil following the Arab-Israeli conflict in1973 (see Chapter 30) was a major cause for the downturn. Western Europeaneconomies recovered in the course of the 1980s, but problems remained.

Voices from the Past

Main Ideas• Western European nations moved to

unite their economies after 1970.• Domestic problems arose in the United

States, Great Britain, France, Germany,and Canada.

Key TermsThatcherism, budget deficit

People To IdentifyWilly Brandt, Margaret Thatcher, RichardNixon, Pierre Trudeau

Places To LocateFrance, Northern Ireland

Preview Questions1. What problems faced Western Europe

after 1980?2. What was the focus of U.S. domestic

politics in the 1970s?

Reading StrategyCompare and Contrast Draw a Venndiagram comparing and contrastingeconomic policies of Thatcherism withthose of the Reagan Revolution.

Thatcherism Reagan Revolution

884 CHAPTER 28 The Contemporary Western World

CHAPTER 28Section 3, 884–888CHAPTER 28Section 3, 884–888

SECTION RESOURCESSECTION RESOURCES

Reproducible Masters• Reproducible Lesson Plan 28–3• Daily Lecture and Discussion Notes 28–3• Guided Reading Activity 28–3• Section Quiz 28–3• Reading Essentials and Study Guide 28–3

Transparencies• Daily Focus Skills Transparency 28–3

MultimediaInteractive Tutor Self-Assessment CD-ROMExamView® Pro Testmaker CD-ROMPresentation Plus! CD-ROM

Project transparency and havestudents answer questions.

DAILY FOCUS SKILLSTRANSPARENCY 28-3

Copyright © by The McGraw-Hill Companies, Inc. ANSWERS1. Western Europeans have put aside differences in theinterests of unity. 2. sacrifice of national sovereignty3. a larger market for the exports of other nations; morecompetition in the global market

Europe and North America

UNIT

6Chapter 28

How does the movementtoward European unitydiffer from recent history in Eastern Europe?

What general concern do you think someEuropeans would haveabout the treaty?

How would an economicallystrong Europe affectinternational economies?

1 2 3

Major Provisions of Treaty on

European Union• establishment of central bank• establishment of single currency• coordination of foreign policy• joint action policies on immigration,

health, and social issues

Major Provisions of Treaty on

European Union• establishment of central bank• establishment of common currency• coordination of foreign policy• joint action policies on immigration,

health, and social issues

B E L L R I N G E RSkillbuilder Activity

Daily Focus Skills Transparency 28–3

Guide to Reading

Answers to Graphic: Thatcherism:restricted union power, controlledinflation,tried to replace local prop-erty taxes with flat tax; Reagan: largemilitary buildup, tripled governmentbudget deficits, cut job programs;Both: limited social welfare

Preteaching VocabularyAsk students to find synonyms andantonyms for deficit. (synonyms:shortage, lack, deficiency, scarcity;antonyms: surplus, abundance,excess, surfeit) L1

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885

2 TEACH

Uncertainties in France France’s deterioratingeconomic situation in the 1970s caused a shift to theleft politically. By 1981, the Socialists had become thechief party in the National Assembly. The Socialistleader, François Mitterrand, was elected president.

Mitterrand initiated a number of measures to aidworkers: an increased minimum wage, a 39-hourwork week, and higher taxes for the rich. The Social-ist government also nationalized, or took over, majorbanks, the steel industry, the space and electronicsindustries, and insurance firms.

Socialist policies, however, largely failed to work,and France’s economic decline continued. In 1993,French unemployment stood at 10.6 percent. In theelections in March of that year, the Socialists won only28 percent of the vote. A coalition of conservative par-ties gained 80 percent of the seats in the NationalAssembly. The move to the right in France wasstrengthened when the conservative mayor of Paris,Jacques Chirac, was elected president in May 1995.

From West Germany to Germany In 1969, theSocial Democrats, a moderate Socialist party, replacedthe Christian Democrats as the leading party in WestGermany. The first Social Democratic chancellor ofWest Germany was Willy Brandt. In December 1972,Brandt signed a treaty with East Germany that led togreater cultural, personal, and economic contactsbetween West and East Germany. For this, he receivedthe Nobel Peace Prize for 1971.

In 1982, the Christian Democratic Union of Hel-mut Kohl formed a new, more conservative govern-ment. Kohl was a smart politician whobenefited greatly from an eco-nomic boom in the mid-1980s.Then events in East Germanyled to the unexpected reunifi-cation of the two Germaniesin 1990. With a population of79 million people, the newGermany became the leadingpower in Europe.

The joy over reunificationsoon faded as new problemsarose. It became clear that the rebuilding of easternGermany would takefar more money thanhad originally beenthought.

The Western European nations moved toward agreater union of their economies after 1970. The Euro-pean Economic Community (EEC) expanded in 1973to include Great Britain, Ireland, and Denmark. By1986, Spain, Portugal, and Greece had become mem-bers. Austria, Finland, and Sweden joined in 1995.

The EEC or European Community (EC) waschiefly an economic union. By 1992, it comprised 344million people and made up the world’s largest sin-gle trading bloc. The Treaty on European Union,which went into effect on January 1, 1994, turned theEC into the principal organization within the evenmore solidified European Union (EU). One of theEU’s first goals was to establish a common Europeancurrency, the euro. Twelve of the fifteen EU nationsabandoned their currency in favor of the euro on January 1, 2002.

885

S

N

EW

500 kilometers

500 miles0

0Lambert Azimuthal Equal-Area projection

20°W30°W 10°W 0° 10°E 20°E 30°E

60°N

50°N

40°N

Mediterranean Sea

B altic

Sea

North Sea

AtlanticOcean

DENMARK

NETH.

GERMANYBELG.

UNITED

KINGDOMIRELAND

POR

TUG

AL

AUSTRIA

LUX.

FRANCE

S P A I N

SWEDENESTONIA

LATVIA

LITHUANIA

POLAND

CZECH REPUBLICSLOVAKIA

HUNGARY

SLOVENIA

FINLAND

ITALY

MALTA

GREECE

Expansion of the European Union

Willy Brandt

Original members, 1957

by 1973by 1986by 1995Slated to join by 2004

Additional members:

The European Union (EU) allows members to work togetherto increase trade and develop favorable economic policies.

1. Interpreting Maps How long have the original mem-bers been part of the EU?

2. Applying Geography Skills What does the EU’sgrowth suggest about its value to European states?

CHAPTER 28Section 3, 884–888CHAPTER 28Section 3, 884–888

Daily Lecture and Discussion Notes 28–3

I. Winds of Change in Western Europe (pages 884–886)

A. After 1970, Western European countries had greater economic unity. The EuropeanEconomic Community (EEC) greatly expanded between 1973 and 1995. By 1992 theEuropean Community (EC) made up the world’s largest single trade bloc.

B. Most European Union (EU) nations planned to abandon their currency in favor of thecommon European currency, the euro, by January 2002.

C. France’s economy declined in the 1970s. By 1981, the Socialists had become the mainparty in the National Assembly. Socialist president François Mitterand began measuresto aid workers. He nationalized many businesses. Socialist policies failed, however,and France’s economy continued to decline. In 1993, politics in France became conser-vative. In May 1995, conservative Jacques Chirac was elected president of France.

D. Willy Brandt was the first Social Democrat chancellor of West Germany. He receivedthe Nobel Prize in 1971 for his work on a treaty with East Germany that led to greatercontact and interaction between the two countries. In 1982 Helmut Kohl formed a newmore conservative government.

E. Reunification of the new Germany in 1989 made it the leading power in Europe.Reunification, however, led to economic problems. Eastern Germany needed to berebuilt and the economy of eastern Germany collapsed. There was high unemploy-ment and severe discontent. This led to attacks against foreigners by right-wingextremists.

F. Between 1964 and 1979 Great Britain’s government faced the intense fighting betweenCatholics and Protestants in Northern Ireland, an ailing economy, and frequent laborstrikes. In 1979, Conservative Margaret Thatcher became prime minister. She limitedthe social welfare system, broke the power of the labor unions, and controlled infla-

Daily Lecture and Discussion Notes

Chapter 28, Section 3

Did You Know? Some citizens of the U.S. and of Canadaoppose NAFTA because they fear that jobs in these countries will belost to people in Mexico where wages tend to be much lower.

Copyright © by The McGraw-Hill Companies, Inc.

Answers:1. since 1957 (subtract that from

current year)

2. it is valuable; work together forcommon economic policies, com-mon currency

Critical ThinkingIn many nations today, there isincreasing fragmentation as eth-nic groups break away to formtheir own countries (Yugoslavia,Czech Republic, Slovakia). How-ever, there is also a trend in otherplaces toward unification andincreased cooperation (reunifica-tion of Germany, Western Europeanunity, North American Free TradeAgreement, O.P.E.C.). Have yourstudents hypothesize aboutwhich force is the stronger in theworld today and why. L2

EXTENDING THE CONTENTCreating a Presentation Organize students into small groups. Have each group choose one of thecountries studied in this section (France, Germany, Britain, Ireland, or Canada) to research contem-porary life in that country. Have individual students in each group look at the people and culture,the music and literature, places of interest to visit, and the current political, economic, and socialconditions. They should try to collect any visual materials they feel will help the presentation. Stu-dents should be asked to transfer information from one medium to another, including written tovisual and statistical to written and visual, using computer software as appropriate. Have groupspresent these reports as panels of experts. L2

COOPERATIVE LEARNING ACTIVITYCOOPERATIVE LEARNING ACTIVITYSS.A.3.4.10

STUDENT EDITIONSUNSHINE STATE STANDARDS

12

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Kohl’s government was soon forced to face thepolitically undesirable task of raising taxes. In addi-tion, the virtual collapse of the economy in easternGermany had led to extremely high levels of unem-ployment and severe discontent. One result was areturn to power for the Social Democrats, who werevictorious in the 1998 elections.

The collapse of the economy also led to increasingattacks on foreigners. For years, illegal immigrantsand foreigners seeking refuge had found haven inGermany because of its very liberal immigrationlaws. In 1992, over 440,000 immigrants came to Ger-many seeking refuge; 123,000 came from formerYugoslavia alone. Increased unemployment and eco-nomic problems, however, caused tensions to growbetween some Germans and immigrant groups.Attacks against foreigners by right-wing extrem-ists—especially young neo-Nazis who believed inHitler’s idea of a pure Aryan race—became part ofGerman life.

Great Britain and Thatcherism Between 1964 and1979, Great Britain’s Conservative Party and LabourParty alternated being inpower. One problem both par-ties had to face was the intensefighting between Catholicsand Protestants in NorthernIreland. An ailing economyand frequent labor strikes weretwo other issues that the gov-ernment struggled to solve.

In 1979, the Conservativescame to power underMargaret Thatcher. Thatcher pledged to limit socialwelfare, restrict union power, and end inflation.Although she did not eliminate the basic parts of thesocial welfare system, she did break the power of thelabor unions and control inflation.

Thatcherism, as her economic policy was termed,improved the British economic situation, but at aprice. The south of England, for example, prospered.Old industrial areas elsewhere, however, were besetby high unemployment, poverty, and even violence.

Thatcher dominated British politics in the 1980s.Only in 1990 did Labour’s fortunes seem to revive. Atthat time, Thatcher’s government tried to replacelocal property taxes with a flat-rate tax payable byevery adult. In 1990, antitax riots broke out.Thatcher’s popularity fell to an all-time low, and sheresigned as prime minister.

The Conservative Party, now led by John Major,continued to hold a narrow majority. His govern-ment, however, failed to capture the imagination ofmost Britons. In new elections in 1997, the LabourParty won a landslide victory. Tony Blair, a moderate,became prime minister.

Explaining What were the policies of Thatcherism?

The U.S. Domestic SceneWith the election of Richard Nixon as president in

1968, politics in the United States shifted to the right.Economic issues became the focus of domestic poli-tics by the mid-1970s.

Nixon and Watergate In his campaign for thepresidency, Nixon believed that “law and order”issues and a slowdown in racial desegregation wouldappeal to southern whites. The South, which hadonce been a stronghold for the Democrats, began toform a new allegiance to the Republican Party.

Reading Check

886 CHAPTER 28 The Contemporary Western World

IRELAND

NORTHERNIRELAND

Belfast

Dublin

ATLANTICOCEAN

• The economy iscontrolled by the state.

• Industries are ownedby the nationalgovernment.

• The governmentdetermines allowableprofit.

• Workers’ rights arevalued over owners’privileges.

• The state suppliessocial services.

• The economy is basedon free enterprise.

• Industries are privatelyowned.

• Owners set pricesand work for profit.

• Workers andowners negotiate.

• Consumers pay forsocial services.

Left Right

Economic Spectrum

The chart above represents a simplified view of twoopposite economic models.

1. Identifying Select a minimum of five countriesfrom this chapter. On which side of the economicspectrum would their economies belong?

2. Describing Look up the following words andphrases in a dictionary: laissez-faire, commandeconomy, capitalism, invisible hand, communism,socialism. Decide if the definition describes a termon the left or the right of the economic spectrum.

DIFFERENTIATED INSTRUCTIONDIFFERENTIATED INSTRUCTIONEnglish Learners Have students trace an outline map of Europe. Ask them to label the countriesstudied in this section and then color code each country. Have them make a color-coded key forthe map and in the key give specific information about each country, such as political leaders,important dates and events, and any other details they want to include. L1

Refer to Inclusion for the High School Social Studies Classroom Strategies and Activitiesin the TCR.

ELL

886

EnrichHave students research MargaretThatcher. What was her back-ground? What events in herearly life made her want to pur-sue a career in politics? Was shea feminist? What was her overallstrategy as prime minister? Whatdid she hope to accomplish? In1997, she became very critical ofher successors. Why? L2

CHAPTER 28Section 3, 884–888CHAPTER 28Section 3, 884–888

Answers:

1. Answers will depend on countrieschosen by students.

2. laissez-faire: right; commandeconomy: left; capitalism: right;invisible hand: right; communism:left; socialism: left

Guided Reading Activity 28–3

144

Copyright ©

by The M

cGraw

-Hill C

ompanies, Inc.

Name Date Class

Europe and North America

DIRECTIONS: Fill in the blanks below as you read Section 3.

1. By 1992, the EEC comprised 344 million people and made up the world's

single trading bloc.

2. One of the European Union's first goals was to establish a common European currency,

the .

3. By 1981, the Socialists had become the chief party in the but

policies largely failed to work.

4. A move to the right in France was strengthened when the mayor

of Paris, Jacques Chirac, was elected president in May 1995.

5. West German chancellor Willy Brandt received the for 1971 when

he initiated a cultural exchange treaty with East Germany.

6. When East and West Germany in 1989, the new Germany became

the leading power in Europe.

7. Between 1964 and 1979, the and Parties

alternated in power in Great Britain.

8. Margaret Thatcher pledged to limit , restrict union power, and end

.

9. Much of President Bill Clinton's second term was overshadowed by charges of presi-

dential .

10. Pierre Trudeau became Prime Minister of Canada in 1968, and dedicated his administra-

tion to preserving a Canada.

Guided Reading Activity 28-3

Answer: to limit social welfare,restrict union power, and controlinflation

L1/ELL

STUDENT EDITIONSUNSHINE STATE STANDARDS

1

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887

Answer: cutbacks in welfare spend-ing, increases in military spending

EnrichAs students begin their study ofmodern history, point out thatevents from the past impact ourfuture. Ask students to evaluatehow the American Revolutiondiffered from the French andRussian Revolutions, and whatits long-term impact on politicaldevelopments around the worldhas been and will be.

3 ASSESSAssign Section 3 Assessment ashomework or as an in-classactivity.

Have students use InteractiveTutor Self-Assessment CD-ROM.

887CHAPTER 28 The Contemporary Western World

Richard Nixon bids his staff goodbye afterresigning his job as president of the UnitedStates. What events led Nixon to decide toleave office?

History

As president, Nixon began to use illegal methodsto gain political information about his opponents.Nixon’s zeal led to the Watergate scandal. A group ofmen working for Nixon’s reelection campaign brokeinto the Democratic National Headquarters, locatedin the Watergate Hotel in Washington, D.C. Theywere caught there trying to install electronic listeningdevices.

Nixon repeatedly lied to the American public abouthis involvement in the affair. Secret tapes of his ownconversations in the White House, however, revealedthe truth. On August 9, 1974, Nixon resigned the pres-idency rather than face possible impeachment.

The Carter Administration Vice President GeraldFord became president when Nixon resigned, only tolose in the 1976 election to the former governor ofGeorgia, Jimmy Carter. By 1980, the Carter adminis-tration was faced with two devastating problems.First, high rates of inflation and a noticeable declinein average weekly earnings were causing a drop inAmerican living standards.

At the same time, a crisis abroad erupted when 52 Americans were held hostage by the Iranian government of the Ayatollah Ruhollah Khomeini(koh•MAY•nee) (see Chapter 30). Carter’s inabilityto gain the release of the American hostages con-tributed to his overwhelming loss to Ronald Reaganin the election of 1980.

The Reagan Revolution The Reagan Revolution,as it has been called, sent U.S. policy in new direc-tions. Reversing decades of policy, Reagan cut backon the welfare state by decreasing spending on foodstamps, school lunch programs, and job programs. Atthe same time, his administration oversaw the largestpeacetime military buildup in U.S. history.

Total federal spending rose from $631 billion in1981 to over a trillion dollars by 1987. The spendingpolicies of the Reagan administration producedrecord government budget deficits. A budget deficitexists when the government spends more than it col-lects in revenues. In the 1970s, the total deficit was$420 billion. Between 1981 and 1987, budget deficitswere three times that amount.

The Clinton and Bush Years George Bush, Rea-gan's vice president, succeeded him as president.Bush's inability to deal with the federal deficit and aneconomic downturn, however, allowed DemocratBill Clinton to be elected president in 1992. Clintonclaimed to be a new kind of Democrat, one whofavored several Republican policies of the 1980s. Thiswas a clear sign that the drift to the right in Americanpolitics was not ended with a Democrat's election.

A lengthy economic revival won Clinton popularsupport, but his second term was overshadowed bycharges of presidential misconduct. The House ofRepresentatives voted two articles of impeachment—formal charges of misconduct—against him. After abitter partisan struggle, he was acquitted in the Sen-ate. Clinton's problems helped the Republican candi-date, George W. Bush, son of the first President Bush,to win the presidency in 2000 in a very close election.

President Bush directed much of his attention tofighting terrorism. (See pages 890–891.) His domesticpolicy focused on cutting taxes to stimulate the lag-ging economy and bring down unemployment.

Summarizing What changes in U.S.policy were part of the Reagan Revolution?

Reading Check

CHAPTER 28Section 3, 884–888CHAPTER 28Section 3, 884–888

Answer: He used illegal methods toget political information about hisopponents and resigned to avoidimpeachment.

History

Section Quiz 28–3C

ompa

nies

, Inc

.

DIRECTIONS: Matching Match each item in Column A with the items in Column B.Write the correct letters in the blanks. (10 points each)

Column A

1. world’s largest single trading bloc by 1992

2. common currency established by the EU

3. British Conservative economic policy in the 1980’s

4. government spending in excess of revenues

5. French-Canadian separatist bloc

DIRECTIONS: Multiple Choice In the blank, write the letter of the choice that best completes the statement or answers the question. (10 points each)

6. In 1993, Canada signed the North American Free Trade Agreementbecause it wanted toA. join the United States. C. reduce Mexican trade.B. make trade with the U.S. easier. D. settle the Quebec secession issue.

7. Pierre Trudeau’s Liberal government passed the Official Language Act that A. allowed both French and English to be used in the Federal civil service.B. made English Canada’s official language.C. demanded that all provincial government officials learn French.D. demanded that all provincial government officials learn English.

8. President Clinton, elected in 1992, claimed to be a “new Democrat,” one whoA. was younger than his opponent.B promoted new ideas that the Republicans wouldn’t support

Name ������������������������������������������������������� Date ������������������������� Class ���������������

Score✔ ScoreChapter 28

Section Quiz 28-3

Column B

A. EEC

B. budget deficit

C. Parti Quebecois

D. euro

E. Thatcherism

L2

STUDENT EDITIONSUNSHINE STATE STANDARDS

1

READING THE TEXT

Comparing and Contrasting Organize students into small groups. Ask each group to research twoof the following presidencies: Nixon, Ford, Carter, Reagan, Bush, or Clinton. Have them compareand contrast the foreign policy and domestic policy of both presidents. They should try to deter-mine the positive and negative effects of the presidents’ policies on the nation. Encourage studentsto identify ways that the policies of their presidents might still be evident today. L1

Refer to Inclusion for the High School Social Studies Classroom Strategies and Activitiesin the TCR.

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1. Key terms are in blue. 2. Willy Brandt (p. 885); Margaret

Thatcher (p. 886); Richard Nixon(p. 886); Pierre Trudeau (p. 888)

3. See chapter maps. 4. Parties in Quebec have called for

independence due to languageand cultural differences.

5. increased minimum wage; 39-hourwork week; higher taxes for the

rich; nationalized major industries;economy declined

6. inflation, unemployment, and oilprices rose; nations of WesternEurope moved toward greaterunion of their economies

7. lack of funds to rebuild easternGermany; collapse of eastern Ger-many’s economy; influx of refugeesand illegal immigrants; attacks

against foreigners 8. Photos show soldiers, civilians or

young people assembling orparading with flags to promotetheir cause; neo-Nazi groupappears less unified.

9. Answers should be supported bylogical arguments and examples.

888

Answer: to preserve a unitedCanada, while acknowledging therights of French-speaking Canadians

CanadaDuring a major economic recession in Canada in

the early 1960s, the Liberals came into power. Themost prominent Liberal government of the time wasthat of Pierre Trudeau (TROO•DOH), who becameprime minister in 1968. Although he came from aFrench-Canadian background, Trudeau was dedi-cated to preserving a united Canada, while at thesame time acknowledging the rights of French-speaking Canadians. His government passed theOfficial Languages Act, which allowed both Englishand French to be used in the federal civil service.Trudeau’s government also supported a vigorousprogram of industrialization.

An economic recession in the early 1980s broughtBrian Mulroney to power in 1984. Mulroney’s gov-ernment sought to return some of Canada’s state-run corporations to private owners. In 1993, Canadaapproved the North American Free Trade Agree-ment (NAFTA) along with the United States andMexico. The purpose of NAFTA was to make tradeeasier and more profitable by establishing guidelinesfor cooperation between the countries. The agree-ment, bitterly attacked by many Canadians as beingtoo favorable to the United States, cost Mulroneymuch of his popularity. In 1993, the Liberal Partycame to power with Jean Chrétien as prime minister.Chrétien was reelected in both 1997 and 2000.

Since the 1960s, the status of the French-speakingQuebec province has been an issue. In the 1960s, a

new party formed to advocate that Quebec secede topreserve the identity and rights of French speakers.In 1995, Quebec voters only narrowly rejected seces-sion. In 1998, Canada's Supreme Court ruled the gov-ernment would have to agree to secession if Quebecvoters supported it but that the vote would have tobe on a clear issue and with a clear majority. Thedebate still divides Canadians.

Summarizing What was the pur-pose of the Official Languages Act?

Reading Check

888 CHAPTER 28 The Contemporary Western World

Checking for Understanding1. Define Thatcherism, budget deficit.

2. Identify Willy Brandt, MargaretThatcher, Richard Nixon, PierreTrudeau.

3. Locate France, Northern Ireland.

4. Explain the ongoing debate in Canadaover the status of Quebec. Why dosome people want Quebec to becomeindependent?

5. List some of the changes initiated byFrançois Mitterrand’s government inFrance. How successful were Mitter-rand’s socialist policies?

Critical Thinking6. Cause and Effect What factors led to

the economic downturn of the 1970s?How did European nations respond?

7. Organizing Information Create achart like the one below listing theproblems faced by Germany when itwas unified in 1990.

Analyzing Visuals8. Compare the photo on page 884 with

the Nazi photos on pages 749 and 768.What similarities and differences doyou see among the photos?

Quebec had seceded from Canada?Only about 50,000 votes kept Quebec a part of

Canada in 1995. Although the separatists are stillfighting to secede, the 1995 vote reflects how closethey are to winning. Quebec’s secession fromCanada would make it an entirely independentcountry.

Consider the Consequences Consider whatwould be different if the separatists had wonthe 1995 referendum. Identify at least twochanges that would have occurred if Quebechad become a separate country at that time.

9. Expository Writing When a coun-try faces economic problems, itsinhabitants often blame a person or a group. Look up the word scape-goating. Do you think that the waysome Germans treated foreigners inthe 1990s is an example of scape-goating? Write an essay about theuse of scapegoating, including twoor three examples from history.

Problems Created by German Unification

CHAPTER 28Section 3, 884–888CHAPTER 28Section 3, 884–888

Students should consider thegeneral effects of secession andexplore what separates one coun-try from another.

Reading Essentials andStudy Guide 28–3

DRAWING FROM EXPERIENCEII

Reading Essentials and Study GuideChapter 28, Section 3

For use with textbook pages 884–888

EUROPE AND NORTH AMERICA

KEY TERMS

Thatcherism a term for the economic policy of British Prime Minister Margaret Thatcher (page 887)

budget deficit spending by a government that exceeds revenues (page 888)

Name Date Class

Reteaching ActivityHave students prepare a charton the European Communityshowing the various nations thatbelong to it and the years theyjoined. What benefits does theEuropean Community bring toits members? (economic stability,military cooperation, immigrationcontrol, more trade) L2

4 CLOSEDiscuss with students the prob-lems that countries discussed inthis section faced in the latetwentieth century. L2

L1/ELL

SS.D.2.4.6

STUDENT EDITIONSUNSHINE STATE STANDARDS

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889

1 FOCUSSection OverviewThis section discusses contempo-rary Western culture.

1972Fighting escalatesin Northern Ireland

1981Women protest presence of Americannuclear missiles in Britain

Guide to Reading

Western Society and Culture

Preview of Events✦1970 ✦1975 ✦1980 ✦1985 ✦1990 ✦1995 ✦2000

Main Ideas• Technological and scientific advances

have created a global society.• Artistic trends reflect how the emerging

global society has led to a blending ofcultural forms and ideas.

Key Termspop art, postmodernism

People To IdentifyJackson Pollock, Andy Warhol, Elvis Presley, Beatles

Places To LocateNorthern Ireland, Afghanistan

Preview Questions1. What have been the major social

developments since 1970?2. What have been the major cultural,

scientific, and technological develop-ments in the postwar world?

Reading StrategyCategorizing Information Complete acluster chart like the one below illustrat-ing how women have been involved withcauses related solely to women’s issuesand to broader, more universal causes.

CHAPTER 28 The Contemporary Western World 889

Women’sMovement

Beyond theMovement

2001Global opposition toterrorism forms

In his 1975 book Small Is Beautiful, the British economist E. F. Schumacher wrote:

“We must begin to see the possibility of evolving a new lifestyle, with new methods of pro-duction and new patterns of consumption: a lifestyle designed for permanence. To give onlytwo examples: in agriculture, we can interest ourselves in the perfection of production meth-ods which are biologically sound and produce health, beauty and permanence. In industry,we can interest ourselves in small-scale technology, ‘technology with a human face,’ so thatpeople have a chance to enjoy themselves while they are working, instead of working solelyfor their pay packet and hoping for enjoyment solely during their leisure time.”

—Small Is Beautiful, E. F. Schumacher, 1973

Schumacher was a major critic of the sometimes destructive aspects of the new sci-ence and technology of the postwar world.

Changes in Women’s LivesSince 1970, the number of women in the work force has continued to rise. In

Britain, for example, the number of women in the labor force went from 32 per-cent to 44 percent between 1970 and 1990. Greater access to universities enabledmore women to pursue careers in such fields as law, medicine, and government.However, women continued to receive lower wages than men for the same workand to have fewer chances to advance to top positions.

Voices from the Past

CHAPTER 28Section 4, 889–894CHAPTER 28Section 4, 889–894

Project transparency and havestudents answer questions.

DAILY FOCUS SKILLSTRANSPARENCY 28-4

Copyright © by The McGraw-Hill Companies, Inc. ANSWERS1. D 2. B 3. A 4. CUNIT

6Chapter 28

Western Society and Culture

DIRECTIONS: The column on the left lists five people. Match one of the statements on theright with each of the people. You may skim through Section 4 if necessary.

Contributors to Social and Cultural Trends

1. Jackson Pollack A. A Christian thinker and writer

2. Andy Warhol B. A famous pop artist

3. Karl Barth C. An American inspiration to theBeatles

4. Chuck Berry D. An abstract expressionist

B E L L R I N G E RSkillbuilder Activity

Daily Focus Skills Transparency 28–4

SECTION RESOURCESSECTION RESOURCES

Reproducible Masters• Reproducible Lesson Plan 28–4• Daily Lecture and Discussion Notes 28–4• Guided Reading Activity 28–4• Section Quiz 28–4• Reading Essentials and Study Guide 28–4

Transparencies• Daily Focus Skills Transparency 28–4

MultimediaInteractive Tutor Self-Assessment CD-ROMExamView® Pro Testmaker CD-ROMPresentation Plus! CD-ROM

STUDENT EDITIONSUNSHINE STATE STANDARDS

1

Guide to Reading

Answers to Graphic: Women’sMovement: gender stereotyping,contraception, social and economicequality; Beyond the Movement: anti-nuclear movement, changing culturalattitudes, environmental causes

Preteaching VocabularyDiscuss with students the meaning ofpop art. Have them research the rootof the word “popular.” (popularis, ofthe people). How does this move-ment differ from past artistic move-ments they have studied? (it is foreveryone and blurs the distinctionbetween popular culture and fineart.) L1

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2 TEACH

In the 1960s and 1970s, some women in thewomen’s liberation movement came to believe thatwomen themselves must transform the fundamentalconditions of their lives. Women formed “conscious-ness-raising” groups to make people aware ofwomen’s issues. Gender stereotyping, contraception,and social and economic equality were a few of theissues that became politicized. During this time in theUnited States, for example, the Equal Pay Act waspassed, giving legal support to equal pay for equalwork for women.

As more women became activists in the 1980s and1990s, they became involved in other issues. To affectthe political environment, some women joined theantinuclear movement. In 1981, for example, a groupof women protested American nuclear missiles inBritain by chaining themselves to the fence of anAmerican military base. Other feminists focused onchanging cultural attitudes through university pro-grams in women’s studies or worked for environ-mental causes.

In the 1990s, there was a backlash to the women’smovement as some women advocated a return to tra-ditional values and gender roles. Other women eitherrejected or attempted to redefine the term “femi-nism” as the struggle to balance career, family, andpersonal goals continued for both men and women.

Summarizing What reforms didwomen want when they started the women’s movement?

Reading Check

The Growth of TerrorismActs of terror have become a regular aspect of

modern Western society. Terrorists kill civilians, takehostages, and hijack planes to draw attention to theirdemands or to achieve their political goals.

Some terrorists are militant nationalists who wantto create their own state or expand national territory.One such group is the Irish Republican Army (IRA),whose goal is to unite Northern Ireland, currentlygoverned by Great Britain, with the Irish Republic.Since the 1970s, IRA terrorists have been responsiblefor the deaths of thousands of people.

Some terrorism—state-sponsored terrorism—occurs when one state openly supports terrorismagainst another. Militant governments in Iraq, Syria,and North Korea have practiced this kind of terror-ism. It is also true that some states may secretlyfinance organizations or provide a safe place for ter-rorists to hide or train.

One of the most destructive acts of terrorismoccurred September 11, 2001. Terrorists directed by aterrorist organization called al-Qaeda hijacked fourcommercial jets in Boston, Newark, and Washington,D.C. The hijackers flew two of the airplanes directlyinto the World Trade Center towers in New York City,demolishing the buildings and damaging a numberof buildings in the area. A third hijacked planeslammed into the Pentagon in Washington, D.C. Thefourth plane crashed into an isolated field in Penn-

sylvania, diverted from its appar-ent target in Washington, D.C. byheroic passengers. Thousands ofpeople were killed.

The man who led the al-Qaedaattack was Osama bin Laden. BinLaden's followers were an extremegroup of Muslims often referred toas fundamentalist militants. Theybelieve in a strict interpretation ofthe Quran, and hope to establishtheir idea of a pure Islamic society.

A New York firefighter surveys the remainsof the twin towers of the World Trade Cen-ter. Many firefighters, police, and emergencyworkers were killed as they attempted res-cue operations. What was the short-termimpact of this act of terrorism on theUnited States and the world?

History

CHAPTER 28Section 4, 889–894CHAPTER 28Section 4, 889–894

Daily Lecture and Discussion Notes 28–4

I. Changes in Women’s Lives (pages 889–890)

A. Since 1970, the number of women in the workforce has continued to rise, yet womencontinue to receive lower wages for the same work and fewer chances to advance.

B. During the 1960s and 1970s, women formed “consciousness-raising” groups to makepeople aware of women’s issues, such as social and economic inequality.

C. During the 1980s and 1990s, women became involved in activities that affected thepolitical and the natural environments.

Daily Lecture and Discussion Notes

Chapter 28, Section 4

Did You Know? Starting in the 1960s, South Africa was notallowed to participate in the Olympic Games because of the coun-try’s policy of apartheid—a complete separation of the races. Therestriction on South Africa’s participation in the Olympic Gameslasted until 1992, after apartheid had ended.

Copyright © by The McGraw-Hill Companies, Inc.

Answer: Women wanted to controlthe fundamental conditions of theirlives. Some of the issues that becamepoliticized were gender stereotyping,contraception, and social and eco-nomic equality.

Answer: The United States vowed towage a war on terrorism and began tocreate a coalition of nations aroundthe world to cooperate in ridding theworld of terrorist groups.

History

Critical ThinkingHave students make a list of dif-ferences between the role ofwomen in today’s society com-pared to what it was thirty yearsago. Ask them to make a secondlist of causes for these changes.Which causes do they believehave been most important?Which changes do they believehave been good for society?Which have been detrimental?L1

EXTENDING THE CONTENTEXTENDING THE CONTENTEXTENDING THE CONTENTInternational Terrorism Osama bin Laden and his terrorist network are suspected of having coor-dinated several attacks intended to harm the United States and its international interests. OnAugust 7, 1998, the U.S. embassies in Nairobi, Kenya, and in Dar es Salaam, Tanzania, werebombed in an attack that left 301 people dead. When the men accused of the attack went to trial,prosecutors of the case argued that bin Laden had used a satellite telephone to direct the bomb-ings from Afghanistan. In 2000, the USS Cole was damaged by a bomb as the ship refueled inAden, Yemen. Bin Laden was again suspected of having helped plan the terrorist attack that killedsix U.S. sailors.

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Writing ActivityHave students research the 1969Apollo II moon landing. Stu-dents should create a front-pagenewspaper headline and articlediscussing the moon landing asit would have been reported in1969. L2

891CHAPTER 28 The Contemporary Western World

Global TerrorismTerrorist acts became more frequent in the second

half of the twentieth century. A growing number ofgroups have used terrorism to achieve their politicalgoals. By May 2003, the U.S. State Department, forexample, had designated 36 such groups around theworld as Foreign Terrorist Organizations. These groupsinclude urban guerrilla groups in Latin America; mili-tants dedicated to the liberation of Palestine; Islamicmilitants fighting Western influence in the Middle East;and separatists seeking independent states, such as theBasques in Spain and the Tamils in Sri Lanka.

International terrorists have not limited their targetsto their own countries. In 1972, three members of theneo-Marxist Japanese Red Army, who had been hired bythe Popular Front for the Liberation of Palestine, openedfire at Tel Aviv’s airport in Israel, killing 24 people, chieflyChristian pilgrims from Puerto Rico. The goal of the

terrorists was to hurt Israel by discouraging people fromvisiting there.

Worldwide television newscasts have contributed tothe expansion of global terrorism. International terror-ists know that these news broadcasts create instantpublicity for their causes. Televised images of Americancommercial jetliners flying into the twin towers of theWorld Trade Center in New York in 2001, for example,provided vivid evidence of the war that some militantgroups have long threatened to wage against theUnited States.

Using outside sources, locate recent acts of terror-ism that occurred in two separate countries. Com-pare how these acts were similar and how theywere different. Do you think the terrorists willachieve their goals by performing these acts?

Because they believe that Western influence threatensthat goal, they want to drive Westerners, especiallyAmericans, out of the Middle East and other Islamicsocieties.

Bin Laden, who grew up in a wealthy family inSaudi Arabia, used his fortune to train terrorists inAfghanistan, where a militant Islamic group, the Tal-iban, was in power. Bin Laden was also suspected ofdirecting attacks against the United States, includingthe bombing of two U.S. embassies in Africa in 1998and an attack on the USS Cole in 2000.

After the al-Qaeda attacks of September 11, Amer-ican president George W. Bush vowed to fight terror-ism. In October 2001, he led a coalition of nations ina war against the Taliban in Afghanistan. Americanand NATO air strikes targeted their command cen-ters, airfields, and al-Qaeda hiding places. Afghanforces opposed to the Taliban led the ground attackand helped force it out of the capital, Kabul.

By November 2001, opposition forces controlledmore than half the country. The United Nations thensponsored talks among rival Afghan groups todecide on a new government.

At home, President Bush established a new cabi-net department—the Department of HomelandSecurity —to protect the United States from terror-ism and respond to any future attacks. Bush alsosigned an air security bill that made baggage screen-ers federal employees and required the inspection ofall luggage checked on U.S. domestic flights. Acrossthe nation, Americans flew flags, gave blood, anddonated millions of dollars to charities to aid thefamilies of victims of the September 11 attacks.

During 2002, as the war on global terrorism pro-gressed, the Bush administration focused on the dangers from weapons of mass destruction. Theseare nuclear, chemical, and biological weapons thatcan kill tens of thousands of people all at once. In theearly 1990s, UN Security Council resolutions hadcalled for Iraq to disarm such weapons programs.Iraq repeatedly violated these resolutions.

On September 12, 2002, President Bush asked theUN to pass a new resolution against Iraq. If Iraqileader Saddam Hussein wanted peace, he had to giveup the nation’s weapons of mass destruction, readmitthe UN inspectors expelled in 1998, stop supporting

CHAPTER 28Section 4, 889–894CHAPTER 28Section 4, 889–894

Guided Reading Activity 28–4

Name Date Class

Western Society and Culture

DIRECTIONS: Fill in the blanks below as you read Section 4.

Since 1970, the number of women in the (1) has continued

to rise. In the 1960s and 1970s, some women came to believe that women themselves

must (2) the conditions of their lives. In the 1990s, there was a

(3) to the women's movement as some women advocated a

return to traditional values and gender roles.

Bands of terrorists use the killing of (4) , the taking of

hostages, and the (5) of airplanes to draw attention to their

demands or to achieve their political goals. One of the most destructive acts of ter-

rorism occurred on (6) , in the United States. Hijackers flew

Guided Reading Activity 28-4

Economics Remind students thatthe space race did not just involvescientific research and accomplish-ment. It also required huge financialresources. Discuss with students whythe Soviet successes were almost cer-tain to be quickly surpassed by thoseof the United States.

EXTENDING THE CONTENTEXTENDING THE CONTENTEXTENDING THE CONTENTTerrorism Terrorism is not a recent occurrence in history. It actually dates back to the first centuryA.D., if not earlier. During the first century, a Jewish religious sect called the Zealots fought to over-throw the occupation of the Romans in the present-day country of Israel. Terrorist acts were madeagainst the political and religious leaders of Sunni Islam by the Assassins, a radical group of ShiiteMuslims, in Iran during the twelfth century. Political and religious motives have often been inter-twined in terrorist groups.

Answer: Answers will vary but shouldbe supported by logical arguments.

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Answer: killing of civilians, taking ofhostages, hijacking of airplanes

Answer: Then, as now, only the gov-ernment and large companies couldprovide such expensive facilities.

Answer: attempt to show how Chris-tian teachings are relevant; liberal-ized Catholic practices

Connecting Across TimeSome people believe that thetechnological revolution is cur-rently having as dramatic aneffect on society as the industrialrevolution had in the nineteenthcentury. Assign students to writean essay in which they evaluatethis proposition. L3

Critical Thinking ActivityHave students look at examplesof abstract expressionism andpop art. What aspects of modernWestern civilization do theyreveal? L2

terrorism and stop oppressing the Iraqi people. OnNovember 8, the UN Security Council unanimouslyapproved a resolution for new arms inspections onIraq. During the rest of 2002 and into 2003, Bushworked with international leaders to see that Iraqmet the terms of the UN resolution. In March 2003,the United States and a coalition of nations declaredthat Iraq was not meeting the terms of the UN. OnMarch 20, war began in Iraq.

Within a month, Baghdad had fallen to UnitedStates forces. Initially Iraqis rejoiced because Husseinwas defeated. Many were unhappy, however, thatAmerican and British forces stayed in Iraq to help setup an interim government. This task was difficultbecause of differences among three groups in Iraq:Shiite Muslims, Sunni Muslims, and ethnic Kurds.

In December 2003, Saddam Hussein was captured.The Bush administration hoped that this would bringstability, but guerrillas continued to attack Americanforces, as well as Iraqis supporting change.

Explaining What methods doterrorists use to achieve their goals?

Reading Check

Science and TechnologyScientific achievements since World War II have

revolutionized people's lives. Perhaps the mostfamous product of wartime research was the atomicbomb. Wartime government and military projectscreated a new model for scientific research using sci-entific teams, and sophisticated equipment.

A stunning example of how the new methodsworked is the space race. In 1961, four years after theSoviet Union sent Sputnik I into orbit, PresidentKennedy predicted the United States would landastronauts on the Moon within a decade. Massivegovernment funding allowed the United States to doso in 1969. ; (See page 1000 to read excerpts from JohnGlenn's Progress Never Stops in the Primary Sources Library.)

Critics in the 1960s and 1970s noted that sometechnological advances, such as chemical fertilizers togrow more crops, upset the ecological balance. In2000, debates continued over the role science shouldplay in food production.

Summarizing How did governmen-tal projects help to create a new model for scientific research?

Religious RevivalMany people perceived a collapse in values during

the twentieth century. In the Communist world, thegoal was to build an atheistic society. In the West, asecular society had grown stronger.

Religion continued to play an important role inmany people's lives, however, and certain religiousleaders attempted to show Christianity's relevance tomodern life. One such leader was the Protestant KarlBarth (BART). Barth argued that since human beingswere imperfect, people could know religious truththrough God's grace, not through reason.

In the Catholic Church, renewal efforts came fromtwo popes. Pope John XXIII (1958–1963) sparked arevival by calling the twenty-first ecumenical council,known as Vatican II. It liberalized many Catholicpractices, including celebrating the mass in the lan-guage of a given country, not Latin. Pope John Paul IIstrengthened the church in the non-Western worldthrough his many trips abroad. While he alienatedsome by supporting the bans on birth control andwomen in the priesthood, John Paul II powerfullyreminded Catholics of the need to temper the pursuitof materialism with spiritual concerns.

Describing What are two ways that therevival of religion was expressed in the twentieth century?

Reading Check

Reading Check

892 CHAPTER 28 The Contemporary Western World

With help from American troops, Iraqis pulled downHussein’s statue in Baghdad on April 9, 2003

CHAPTER 28Section 4, 889–894CHAPTER 28Section 4, 889–894

Turning Points in World HistoryThe ABC News videotapeincludes a segment on themoon landing.

FCAT LA.A.2.2.7

STUDENT EDITIONSUNSHINE STATE STANDARDS

213

READING THE TEXT

Responding and Reflecting Guide students in a discussion of their perceptions of the role of reli-gion in modern society. Do they believe that more people, or fewer people, make religion animportant part of their lives today than in past generations? On what evidence do students basetheir opinions? Is there evidence in the media and popular culture that shows the increasing ordecreasing significance of religion in people’s lives? What factors or events in modern life affect theimportance of religion in people’s lives? How important is religion to them personally and to soci-ety as a whole? Ask students to make a chart listing reasons why they do or do not believe thatsociety as a whole is affected by religion. L2 SS.A.1.4.2

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Answer: It took images of popularculture, such as soup cans, and trans-formed them into works of art.

Answer: movies, television, music

Critical ThinkingWriter Susan Sontag said, “Ithink that there’s been a declinein the capacity for seriousness—that society is dominated byentertainment values.” Do stu-dents agree or disagree? Havestudents support their answerswith specific observations aboutmodern life. L2

3 ASSESSAssign Section 4 Assessment ashomework or as an in-classactivity.

Have students use InteractiveTutor Self-Assessment CD-ROM.

Trends in ArtFor the most part, the United States has dominated

the art world since the end of World War II. Americanart, often vibrantly colored and filled with activity,reflected the energy of the postwar United States.After 1945, New York City became the artistic centerof the Western world.

Abstractionism, especially abstract expressionism,was the most popular form of modern art after World War II. Such artists as Jackson Pollock con-veyed emotion and feeling and were less concernedabout representing subject matter.

The early 1960s saw the emergence of pop art,which took images of popular culture and trans-formed them into works of fine art. Andy Warholtook his subject matter from commercial art, such asCampbell soup cans, and photographs of celebritiessuch as Marilyn Monroe.

In the 1980s, styles emerged that some havereferred to as postmodern. Postmodernism ismarked by a revival of traditional elements and tech-niques, including not only traditional painting stylesbut also traditional crafts.

During the 1980s and 1990s, many artists experi-mented with emerging technologies such as digitalcameras and computer programs to create new artforms. These new art forms are often interactive, andthey give the viewer the opportunity to influence theproduction of the art work itself.

Describing What are the characteris-tics of pop art?

Popular CultureThe United States has been a powerful force in

shaping popular culture. Through movies, television,and music, the United States has spread its ideals andvalues of material prosperity—the AmericanDream—to millions around the world. Other coun-tries object to the influence of American culture. Ithas often been called “cultural imperialism.” Somenations, notably France, have taken active measuresto resist the Americanization of their culture.

Already in 1923, the New York Morning Post notedthat “the film is to America what the flag was once toBritain. By its means Uncle Sam may hope someday . . . to Americanize the world.” That day hascome. Movies were important vehicles for the spreadof American popular culture in the years immedi-ately after World War II. In the following decades,American movies have continued to dominate both

Reading Check

European and American markets. In the 1960s, as television spread around the world, U.S. programsbecame popular in both European and non-Westernnations.

The United States has also dominated popularmusic since the end of World War II. Jazz, blues,rhythm and blues, rock, and rap have been by far themost popular music forms in the Western world.

When American popular music spread to the restof the world, it inspired artists who transformed themusic in their own way. For example, in the 1950s,American figures such as Chuck Berry and Elvis Pres-ley inspired the Beatles and other British performers.

The establishment of the video music channelMTV in the early 1980s changed the music scene bymaking image as important as sound to the selling ofrecords. In the late 1990s, teen and preteen con-sumers made performers such as ‘N Sync and Brit-ney Spears into multimillion-dollar musical acts.

Between music videos and computer technology,consumer access to a variety of artists and musicalgenres has grown tremendously. An increasing num-ber of performers are moving beyond regionalboundaries to develop international audiences. Forexample, in the late 1990s, Latin American artistsbecame popular in non-Latin markets. In this way,musical styles and markets continue to diversify.

Identifying Through what differentmedia has American culture spread throughout the world?

Reading Check

893CHAPTER 28 The Contemporary Western World

Jackson Pollock1912–1956—American painter

Jackson Pollock became wellknown for his abstract expressionistpaintings. Born in Wyoming, he wasa child of the American West andwas influenced by the sand paintingsof Native Americans.

Pollock moved to New York in the early 1930s. Self-destructive and alcoholic, he saw painting as a way todeal with his problems. In such works as his LavenderMist (1950), paint seems to explode, assaulting theviewer with emotion and movement.

In the 1940s, Pollock began to produce drip paintings.These he created by dropping paint with sticks andbrushes on large canvases on the floor of his studio. Hesaid: “On the floor I am more at ease. This way I can lit-erally be in the painting. When I am in the painting I amnot aware of what I am doing. There is pure harmony.”

CHAPTER 28Section 4, 889–894CHAPTER 28Section 4, 889–894

Section Quiz 28–4

DIRECTIONS: Matching Match each item in Column A with the items in Column B.Write the correct letters in the blanks. (10 points each)

Column A

1. terrorism aided by governments

2. well-traveled Catholic leader after 1978

3. 1960’s Campbell’s soup-can pop artist

4. group that “invaded the U.S.” in the 1960’s

5. site of the 1972 Olympics massacre of Israeli athletes

DIRECTIONS: Multiple Choice In the blank, write the letter of the choice that best completes the statement or answers the question. (10 points each)

6. In the early 1980’s the video music channel, MTV, changed the music

Name ������������������������������������������������������� Date ������������������������� Class ���������������

✔ ScoreChapter 28

Section Quiz 28-4

Column B

A. Andy Warhol

B. state-sponsoredterrorism

C. the Beatles

D. Pope John Paul II

E. Munich

DIFFERENTIATED INSTRUCTIONDIFFERENTIATED INSTRUCTIONAt-Risk Students With your students, create an outline of the section “Popular Culture.” Mainheadings should be 1) movies and television, 2) popular music, 3) sports. This can be done usingthe overhead projector or chalkboard. Discuss what trends students think will occur over the nextseveral years in each category. Examples could include the Latin influence on music, and theemergence of soccer in the United States versus the increasing popularity of American football inEurope. How has the media helped to spread entertainment and culture across international bor-ders? This is an excellent activity to foster critical thinking and synthesis skills for hard-to-motivatestudents. L1

SS.B.1.4.4

L2

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1. Key terms are in blue. 2. Jackson Pollock (p. 892); Andy

Warhol (p. 892); Elvis Presley (p. 893); Beatles (p. 893)

3. See chapter maps. 4. Some technological advances had

far-reaching side effects that weredamaging to the environment.Answers will vary.

5. draw attention to demands,

achieve political goals; establishingstates, draining a country’sresources; some governments sup-port or protect terrorists.

6. large teams of scientists, huge lab-oratories, sophisticated equipment,government or corporate funding;answers will vary.

7. Goals: draw attention to politicaldemands; achieve political objec-

tives; Methods: killing civilians; tak-ing hostages; hijacking airplanes;Government Responses: coalitionof nations to cooperate in riddingthe world of terrorist groups

8. Answers should be supported bylogical arguments.

9. Essays should demonstrate under-standing of varying artistic expres-sion. 894

Answer: Many countries have usedthe Olympic Games as a means toexpress political views. For example,the United States boycotted the 1980Moscow Olympics, and, to retaliate,the Soviet Union boycotted the 1984Los Angeles Games.

Sports, Television, PoliticsIn the postwar years, sports became a major prod-

uct of both popular culture and the leisure industry.Through television, sports were transformed into aworldwide experience. The Olympic Games, forexample, could now be broadcast across the globefrom any location.

Televised sports were an inexpensive form ofentertainment from consumers’ point of view. Fanscould now enjoy sporting events without buyingtickets. In fact, some sports organizations at firstresisted televising events because they feared that itwould hurt ticket sales. Enormous revenues from tel-evision contracts helped change their minds.

894 CHAPTER 28 The Contemporary Western World

Television dominates popular culture around the world.

Checking for Understanding1. Define pop art, postmodernism.

2. Identify Jackson Pollock, Andy Warhol,Elvis Presley, Beatles.

3. Locate Northern Ireland, Afghanistan.

4. Explain why some critics began toquestion the value of technologicalprogress in postwar society. Give anexample of a scientific or technologicalachievement that was criticized andexplain why.

5. List the reasons why terrorists chooseto pursue terrorism. What are some ofthe political goals of terrorists? In whatways are some terrorists associatedwith governments?

Critical Thinking6. Summarize What are the components

of the new scientific establishment?Explain the benefits and shortcomingsof these components.

7. Organizing Information Create achart like the one below listing themain goals of terrorists, the methodsthey use to achieve these goals, andhow governments have responded.

Analyzing Visuals8. Examine the photograph of the

destruction of the World Trade Center,shown on page 890. Describe the dif-ferent roles citizens play during timesof national or international crisis.

Many sports organizations came to receive most oftheir yearly revenues from television contracts. TheOlympics, for example, are now funded chiefly byAmerican television. These funds come from adver-tising sponsors.

Sports have become big politics as well as bigbusiness. Indeed, politicization has been one of themost important recent trends in sports. Soccer, forexample, is a vehicle for national feeling. Althoughthe sport has been a positive outlet for national pride,all too often it has also been marked by violence.

The most telling example of the mix of politics andsport is the Olympic Games. When the Sovietsentered Olympic competition in 1952, the Olympicsbecame part of the Cold War. They were known asthe “war without weapons.” The Soviets used theOlympics to promote the Communist system as thebest path for social progress.

The political nature of the games found expressionin other ways as well. In 1972, at the Munich Games,a Palestinian terrorist group seized 11 Israeli athletesas hostages. Two hostages were killed immediatelyand the other 9 died in a shootout at the airport. TheSoviets refused to participate in the Los AngelesGames in 1984 after the United States boycotted the1980 Moscow Olympics.

Explaining How have sports becomebig politics?

Reading Check

Terrorism

Goals Methods Government Responses

9. Descriptive Writing Abstraction-ism, abstract expressionism, and popart became popular art forms afterWorld War II. Research these artforms and make a list of two orthree artists who followed eachform. Find examples of their worksand describe in an essay how theyrepresent innovations.

CHAPTER 28Section 4, 889–894CHAPTER 28Section 4, 889–894

Reading Essentials andStudy Guide 28–4

DRAWING FROM EXPERIENCEII

Where were you when you heard about the attacks on the World Trade CenterTowers? How did this event affect your life?

In the last section, you read about economic and political developments in WesternE d N th A i i th l t t ti th t I thi ti ill d

Reading Essentials and Study GuideChapter 28, Section 4

For use with textbook pages 889–894

WESTERN SOCIETY AND CULTURE

KEY TERMS

pop art an art style beginning in the early 1960s that took images of popular culture and trans-formed them into works of fine art (page 892)

postmodernism a movement in the arts beginning in the 1980s that was marked by a revival oftraditional elements and techniques (page 893)

Name Date Class

Reteaching ActivityAsk students to create a chartshowing the major changes inwomen’s lives, the growth of ter-rorism, science and technology,religion, and art. L1

4 CLOSEGuide students in a discussionabout the positive and negativeeffects of the developments ofthe last decade, including thewomen’s movement, technology,religion, and art. Ask students toanalyze information in the sec-tion by making predictions forthe future. L2

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ANSWERS TO PRACTICING THE SKILL1. No; although the titles should be in alphabetical order,

they are not.2. The title is not italicized.3. The name of the newspaper should be separated

from the date by a comma, not a period.

Applying the Skill: Students will create bibliographies.Have students review their work carefully to check forsmall details such as periods versus commas. You maywant to have students exchange papers so they cancheck each other’s work.

895

TEACHPreparing A Bibliography Writethe following list on the chalk-board: Author’s name, Title, Placeof publication, Publisher, Date ofpublication. Ask students to findthis information for their text-book. If necessary, guide stu-dents to the title and copyrightpages. Have volunteers write thecorrect information from theirtext opposite the five categorieson the chalkboard. Then tell stu-dents that this information isrequired for books in a bibliogra-phy. Direct students to read theskill and complete the practicequestions to learn more aboutthe purposes and formats of abibliography. L1

Additional Practice

Preparing A BibliographyWhy Learn This Skill?

In Chapter 22 you learned how to write a report.At the end of any report that you write, you need tolist all the sources you used. A bibliography is a listof the books and articles used to research the mate-rial in your report.

Learning the SkillA bibliography must follow a specific format:

• Entries should be arranged alphabetically by theauthor’s last name. If there is no author, as in anencyclopedia reference, use the words in the titleof the article to put it into alphabetical order.

• Different types of sources have different formats:

Books Author’s last name, first name. Full Title.Place of publication: publisher, copyright date.Reich, Charles. The Greening of America. New

York: Random House, 1970.

Articles from magazines Author’s last name, firstname. “Title of Article.” Periodical in which articleappears, Volume number (issue date): page numbers.Watson, Bruce. “The New Peace Corps in the

New Kazakhstan.” Smithsonian, Vol. 25 (August 1994): pp. 26–35.

Articles from newspapers Author’s last name, firstname (if given). “Title of Article.” Newspaper inwhich article appears, date, section and pagenumbers. (If the newspaper has more than oneedition, the edition should be cited rather than

the page number, since thepage number might be dif-ferent in each edition.)Finnonian, Albert. “The

Iron Curtain Rises.” Wilberton Journal, Febru-ary 7, 1990, final edition.

Articles from encyclopedias “Title of article.” Ency-clopedia’s Name. Edition (if not the first).“Cold War.” Encyclopedia Britannica. 11th Edition.

Web sites Title of referenced source. Web site’sname (if given).www.Internet address.com.A Concrete Curtain: The Life and Death of the Berlin Wall. www.wall-berlin.org.

Practicing the SkillReview the sample bibliography, then answer

the questions that follow.

Bibliography

Winkler, Allan M. The Cold War: a history in documents. Oxford, New York: Oxford University Press, 2000.

Hazen, Walter A. Post-Cold War Europe. Grand Rapids, Mich: Instructional Fair/TS Denison, 2000.

Havel, Václav. “The Call for New Politics.” The Washington Post. February 22, 1990, p. A28.

The European Union: A Guide for Americans.www.eurunion.org.

1 Are the bibliography entries in the correctorder? Why or why not?

2 What is incorrect in the second book listing?

3 What is incorrect in the article listing?

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Applying the Skill

Compile a bibliography for the research report youcompleted in Chapter 22. Include at least five sources.

Glencoe’s Skillbuilder Interactive Workbook,Level 2, provides instruction and practice in keysocial studies skills.Different types of sources

require different formatsin the bibliography. CD-ROM

Glencoe Skillbuilder Interactive Workbook CD-ROM, Level 2

This interactive CD-ROM reinforcesstudent mastery of essential socialstudies skills.

Skills ReinforcementActivity 28

Name Date Class

A bibliography is a list of the resourcesused in writing a report. It establishes thereliability of your research and helps thosewho read your report to know where tofind more information on your topic.

Bibliographies follow an established format.Entries are listed in alphabetical order andinclude the author, title, page numbers,publisher information, and publicationdate. Sample entries are shown below.

Skills Reinforcement Activity 28✎

Preparing a Bibliography

Books:Hay, Peter. Ordinary Heroes: The Life and Death of Chana Szenes, Israel’s National Heroine. NewYork: Paragon House, 1986.

Articles from magazines:Watson Bruce. “The New Peace Corps in the New Kazakhstan.” Smithsonian, Vol. 25 (August1994): pp. 26–35.

L1

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MJ

MindJogger VideoquizUse the MindJogger Videoquiz to review Chapter 28 content.

Available in VHS.

CHAPTER 28 The Contemporary Western World896

Using Key Terms1. was a phase in American/Soviet relations that was

marked by decreased tension.

2. Serbian forces engaged in to forcibly remove BosnianMuslims from their lands.

3. The conservative British economic policy that limited socialwelfare, restricted union power, and ended inflation wasknown as .

4. spoke out against the repressive Soviet regime.

5. Mikhail Gorbachev introduced to restructure Sovieteconomic policy.

Reviewing Key Facts6. Government What doctrine gave the Soviet Union the right

to intervene if communism in another Communist state wasthreatened?

7. Economics What problems arose in Russia after the SovietUnion dissolved?

8. Society How did religion contribute to changes in Bosniaand Poland?

9. Government List the three Eastern European countries thatmade peaceful transitions from Communist to free-marketsocieties.

10. Government Which countries’ transitions to free-marketsocieties were filled with violence and bloodshed?

11. Economics What caused the economic downturn in West-ern Europe from the mid-1970s to the early 1980s?

12. Society What problems surfaced in Germany as a result of reunification?

13. Culture Why was the Official Languages Act passed inCanada in 1968?

14. Society What goal did women in the United States andEurope work toward when the women’s movement began?

15. Society List the methods terrorists use to draw attention totheir causes or achieve their political goals.

16. Science and Technology Name the World War II inventionthat has become a fixture in homes, schools, and businessesin the United States and other developed countries.

Critical Thinking17. Evaluating What were the results of the Reagan administra-

tion’s military buildup?

18. Analyzing Explain why the United States, Great Britain,France, and Canada alternated between liberal and conser-vative government leaders from 1970 through 2000.

The end of the Cold War brought dramatic economic,political, and social changes to Europe and North Amer-ica. Many of these changes can be understood throughthe themes of conflict, change, regionalism, and cooper-ation. Below, some of the major events in postwar soci-ety are categorized according to these themes.

Conflict

Change

Regionalism

Cooperation

• Serb forces carry out “ethnic cleansing” of Muslims. • Terrorism becomes a regular aspect of modern society.• Soviet troops crush a reform movement in

Czechoslovakia.• Nicolae Ceausescu is arrested and executed.

• The Soviet Union adopts a policy of perestroikaunder Gorbachev.

• Lech Walesa becomes the first freely elected president ofan Eastern European nation in 40 years.

• The national debt triples in the United States during Ronald Reagan’s presidency.

• Television, movies, and music spread American culturethroughout the world.

• Ethnic Albanians declare Kosovo an independentprovince.

• Bosnian Serbs fight Bosnian Muslims and Croats.• Bands of German youths attack immigrants.• Intense fighting breaks out between Protestants and

Catholics in Northern Ireland.

• British women hold an antinuclear protest.• American culture spreads through popular media.• East Germany and West Germany are reunited into

one nation.• The Soviet Union and the United States sign the INF Treaty.

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Using Key Terms1. Détente 2. ethnic cleansing3. Thatcherism 4. Dissidents5. perestroika

Reviewing Key Facts6. Brezhnev Doctrine

7. economic hardships, social disarray,a rise in organized crime, and theattempted secession of Chechnya

8. The Serbs wanted to kill many of theBosnians because they were Mus-lims; they referred to this as “ethniccleansing.” The Catholic Church,under the leadership of the first Pol-ish pope, supported the Solidaritymovement in Poland.

9. Poland, Czechoslovakia, East Ger-many

10. Romania, Yugoslavia

11. The dramatic increase in the price ofoil following the Arab-Israeli conflictin 1973 was a major cause of theeconomic downturn; both unem-ployment and inflation increaseddramatically.

12. The cost of rebuilding eastern Ger-many was more than expected, forc-ing the government to raise taxes.The collapse of the economy in eastern Germany led to high levelsof unemployment and severe discontent.

13. to preserve a united Canada byallowing both English and French tobe used in the federal civil service

14. to transform the fundamental condi-tions of their lives; issues includedgender stereotyping, contraception,and social and economic equality

15. They kill civilians, take hostages, and hijack airplanes.

16. the computer

Critical Thinking17. Total federal spending rose from $631 billion in 1981

to over a trillion dollars in 1987, producing record gov-ernment budget deficits. Budget deficits were triplethose of the 1970s.

18. They were attempting to stabilize their economies.

19. It helps spread American ideals and values of materialprosperity—the American Dream—to millions aroundthe world, and may help foster democracy. On thenegative side, it may lead to the erosion of the veryfeatures that define and distinguish other cultures.Latin American music has been popular even in non-Latin markets. (Other recent influences might include

CHAPTER 28Assessment and Activities

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CHAPTER 28Assessment and Activities

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HISTORY

Have students visit the Web site atto review Chapter

28 and take the Self-Check Quiz.wh.glencoe.com

StandardizedTest Practice

Answer: FAnswer Explanation: The countryof Czechoslovakia became two sep-arate nations (p. 880)

Self-Check QuizVisit the Glencoe World History Web site at

and click on Chapter 28–Self-CheckQuiz to prepare for the Chapter Test.wh.glencoe.com

HISTORY

Directions: Choose the best answer to thequestion below.

What happened after the Communist Party collapsed inCzechoslovakia?

F Rival ethnic states could not agree on national borders.

G East Germany remained loyal to the Soviets.

H Conservative movements came to power in America andGreat Britain.

J Mikhail Gorbachev invaded Czechoslovakia to regaincontrol.

Test-Taking Tip: If you do not know the correct answer tothis question, read the answer choices carefully. Eliminateany statement that is historically incorrect. This will helpyou focus on the remaining answer choices and increaseyour chances of choosing the correct answer.

CHAPTER 28 The Contemporary Western World 897

N

SE

W

Two-Point Equidistant projection200 kilometers

200 miles0

0

40°N

50°E

40°EBlackSea

CaspianSeaARMENIA

GEORGIA

AZERBAIJAN

RUSSIA

TURKEY

IRAN

CAUCA SU S MOUNTA IN S

Baku

Tbilisi

Yerevan

Caucasus Region, 1991

StandardizedTest Practice

19. Analyzing The United States has been accused of “culturalimperialism.” What positive and negative effects does thespread of American popular culture have? How has Amer-ican popular culture been influenced in return?

Writing about History20. Persuasive Writing In the latter part of the twentieth cen-

tury, Communist governments ceased to exist in the SovietUnion and Eastern Europe. Countries instantly convertedtheir economic systems from socialist to free-market soci-eties. These conversions created many problems for the newsocieties. Write a paper listing the problems created by thefall of communism and describe solutions that would havemade the transition easier.

Analyzing SourcesIn his book Perestroika, Mikhail Gorbachev wrote:

“There is a great thirst for mutual understanding andmutual communication in the world. It is felt among politi-cians, it is gaining momentum among the intelligentsia, rep-resentatives of culture, and the public at large. . . . Now thewhole world needs restructuring, i.e., progressive develop-ment, a fundamental change . . . I believe that more andmore people will come to realize that through restructuringin the broad sense of the word, the integrity of the worldwill be enhanced.”21. What does Gorbachev think is gaining momentum among

the public at large?

22. How does Gorbachev’s quote apply to today’s world?

Making Decisions23. Imagine that it is 1991 and you are in Ukraine, casting a vote

for or against independence. What are the reasons you mightchoose to sever Ukraine from the Soviet Union? Why mightyou want to remain part of the Soviet Union? What factors doyou consider most important? What is your final decision?

24. As the editor of a history textbook, you plan to include a fea-ture on the popular culture of the 2000s. Who would youinclude as influential musicians, artists, and entertainers?What values do these individuals model? Who are the heroesand who are the superstars? Is there a difference?

Analyzing Maps and ChartsStudy the map above to answer the following questions.

25. Which of these states is completely landlocked?

26. Which state’s territory is separated by Armenia? Whatproblems might that present?

Applying Technology Skills27. Using the Internet Using the information in your text and

outside sources, develop a PowerPoint presentation on thehistory of communism.

anime; feng shui; foreign foods; and reggae, rai, andCeltic music.)

Writing About History20. Essays should be clearly written and supported by

examples and logical arguments.

Analyzing Sources21. the thirst for mutual understanding and mutual com-

munication

22. People still seek mutual understanding and bettercommunication. As long as people limit themselves tonationalistic goals, we will continue to have conflicts.

Making Decisions23. Answers should be consistent with material presented

in the chapter and supported by examples and logicalarguments.

24. Answers should be consistent withmaterial presented in the chapterand supported by examples and log-ical arguments.

Analyzing Maps and Charts25. Armenia

26. Azerbaijan; isolation, cultural andreligious differences

Applying Technology Skills27. Students will develop presentations

based on chapter content andresearch.

STUDENT EDITIONSUNSHINE STATE STANDARDS

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