Chapter 10

STUDY GUIDE for Twentieth-Century Europe: A Brief History, Second Edition by Paul R. Waibel
Preface
All too often students approach the study of history as memorization of facts. Although it is important to know the facts, it is equally important to know the connections between the facts and the sequence of events. In short, it is important to understand and be able to explain the historical story being studied. If used properly, this Study Guide should help the student to sort out the relevant facts and themes in the text, Twentieth-Century Europe: A Brief History, Second Edition, by Michael D. Richards and Paul R. Waibel. How to Use the Study Guide The Study Guide should not be thought of as a substitute for the careful reading and study of the text. The student should first read the assigned chapter, or chapters. Having read through the assignments, the student should turn his/her attention to the Study Guide. First, read the brief summary of the chapter. This will provide an overview of the major themes of the chapter. Then look over the list of Learning Objectives for the chapter. Again, this will provide a quick overview of the chapters major points. Second, a short chronology has been provided for each chapter, but students may find it helpful to construct a more detailed chronological outline or time line in order to have a skeleton on which to hang the facts. This can be done from the chapters themselves, or by consulting reference works in your library. There are numerous reference works that provide such time lines ready made. If such a prepackaged chronology is used, it should be edited down to the key events mentioned in the text. This will avoid the confusion that may arise from too much detail. Third, some chapters contain map exercises. These are especially important for students whose background in geography is weak. Notice that the maps in the textbook are simple, depicting the borders of the countries at key points during the twentieth century. They are not encumbered by the need to depict the movement of armies, shifting national borders, etc. Therefore, in order to complete the map exercises herein, it may be necessary to consult atlases or other reference works. It is always good to look at additional maps. Without an understanding of geography, historical events become detached from reality. They become like events in a science fiction novel, something that happened at some distant time, somewhere out there. Separated from reality, the facts of history become irrelevant, that is, meaningless. Obviously the student should feel free to write in this Study Guide as necessary, on the maps and anywhere notes might be useful. Fourth, study the list of important individuals and terms for the chapter. Although it will not be possible to do so for every individual or term, try to answer the five fundamental questions of who, what, when, where, and why important? The student may wish to look up those individuals and terms in reference books (e.g., encyclopedias, etc.) that appear from the text to be particularly important. Finally, the Study/Discussion/Essay Questions provide an opportunity to return to the major themes of the chapter. Construct an outline that could be used to write a brief essay, or extended paragraph, on the subject of each question. Some students may find it helpful to actually write out an answer for each question on a separate sheet of paper.

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Copyright 1999, 2005 Harlan Davidson, Inc. All rights reserved Except as permitted under United States copyright law, no part of this publication may be reproduced or distributed in any form or by any means, or stored in a database or any retrieval system, without prior written permission of the publisher. Address inquiries to Harlan Davidson, Inc., 773 Glenn Avenue, Wheeling, Illinois 60090-6000. ISBN 0-88295-237-4 ISBN 978-088295-237-6

Twentieth-Century Europe Study Guide

Chapter 1 Before the Deluge: Europe, 19001914 1 2 4 6 8 10 11 13 15 17 Chapter Summary: The period from 1900 to the outbreak of the Great War in 1914 may be characterized as either the golden age or the swan song of European civilization. Europe and European civilization ruled the world. The great powers were still the traditional five: Great Britain, France, Germany, Austria-Hungary, and Russia. But there was no longer a balance of power as there was in 1815. Without question, Germany was both militarily and economically the most powerful nation on the European stage. Great Britain still ruled a world empire of over 400 million souls spread over 12 million square miles, but was falling behind Germany by 1900. France, the most democratic of the great powers, lagged far behind both Germany and Great Britain. Russia and Austria-Hungary were both aging dynastic empires, riddled with conflicting nationalities and seemingly unable to make the transition to the twentieth century. In some countries, like Russia and AustriaHungary, the old landed aristocracy still experienced significant political and economic power. Virtually everywhere, especially in western and central Europe, the working class had gained a class consciousness and was gaining power. Beneath the glitter, the old order was in crisis on the eve of the Great War. Learning Objectives: After a careful reading and study of Chapter 1, the student should be able to: 1. Give a chronological and factual outline of European history from 1900 to 1914. 2. Describe and explain the basis of Europes dominant position in the world on the eve of the Great War. 3. Identify and explain the strengths and weaknesses of the European great powers on the eve of the Great War. 4. Identify the different socioeconomic classes, explain the nature of the class struggle, and explain why the period is often called the golden age of the middle class.
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Contents Preface Chapter 1 Before the Deluge: Europe, 19001914 Chapter 2 The Great War, 19141917 Chapter 3 Revolution and Peacemaking, 19171919 Chapter 4 Aftershocks of the Great War Chapter 5 Recovery and Prosperity, 19191929 Chapter 6 From Depression to War, 19291939 Chapter 7 Armageddon: Europe in World War II, 19391945 Chapter 8 Cold War and Decolonization, 19451961 Chapter 9 Out of the Ashes: From Stunde Null to the New Golden Age, 19451967 Chapter 10 Metamorphosis: An Era of Revolutionary Change, 19681989 Chapter 11 New Realities for a New Age Chapter 12 Charting a New Course: Europe in the 1990s and Beyond

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Chapter 10
Chronological Outline: The chapter covers a specific time period, 1900 1914. Referring to the chapter, make up a chronological outline (e.g., a time line) of the significant events mentioned. Begin with the brief chronology provided in the text, then refer to reference works in your library to construct a more complete outline. Be sure to think about the cause and effect relationships (or connections) between the events you include. Identifications:

Following is a list of important individuals and terms from the chapter. Write a brief identification that answers the five fundamental questions: who, what, when, where, and why important (i.e., the historical significance)? Anglo-Japanese Alliance blank check Bloody Sunday classical civilization dreadnought Dual Alliance Duma Fabian socialism Great War home rule imperialism Judeo-Christianity

Individuals: Alfred Dreyfus Franz Ferdinand David Lloyd George Franz Joseph Map Exercise: Nicholas II Piotr Stolypin Referring to the map on page 29 of the textbook, Queen Victoria Europe in 1914, locate and identify the followWilhelm II ing on the blank map: 1. Locate on the map and label the five great powers featured in the text. 2. Locate and mark the members of the Triple Entente, and the Triple Alliance. Which member of the Triple Alliance declared neutrality in 1914? 3. Referring to map(s) in historical atlases or other monographs in your library, locate and mark on the map the following cities: Sarajevo, Vienna, Paris, Berlin, Moscow, and Constantinople. 4. Study the political map of Europe, that is, the countries. You should be able to identify the countries on an outline map of Europe for the period before the Great War. Terms: Algeciras Conference anarchism

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Twentieth-Century Europe Study Guide

Russo-Japanese War Schlieffen Plan Social Democratic Party (SPD) suffragists Triple Alliance Triple Entente Weltpolitik Wilhelmian era Chapter 2 The Great War, 19141917 Chapter Summary: The assassination of the heir to the Austrian throne on 28 June 1914, led to the outbreak of the Great War in August 1914. Sometimes called the first modern industrial war, the Great War was four long years of mass slaughter. With the failure of the Schlieffen Plan, Germanys plan for a quick victory in the West, the mass armies settled down to a war of attrition along a front of trenches. Nineteen sixteen, the worst year of the war, witnessed the battles of Verdun and the Somme where casualties approached and exceeded 1 million men. Unprepared for a long war, each of the belligerents (except Russia) by 1916 had begun to organize their home front. People, like other raw materials, had to be mobilized in support of the men in the trenches. Not only did governments mobilize the economy, but also public opinion in support of the war effort. Everywhere, dissent was silenced, and propaganda was employed to transform the war into a moral crusade. The intervention of the United States in 1917 on the side of the Allies tipped the scales in their favor. Exhausted, the Central Powers collapsed during the fall of 1918, and peace was restored on 11 November 1918. Learning Objectives: After a careful reading and study of Chapter 2, the student should: 1. Be able to narrate the course of the Great War. 2. Be able to explain how a war that was expected to be over before Christmas, 1914, became instead a long war of attrition. 3. Have an understanding of the nature of trench warfare. 4. Be able to explain how the home front was mobilized in support of the war effort. Chronological Outline: The chapter covers a specific time period, 1914 1917. Referring to the chapter, make up a chronological outline (e.g., time line) of the significant events mentioned. Begin with the brief chronology
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Terms: (cont.d) Labour Party les bon vieux temps new course October Manifesto Reichstag Reinsurance Treaty relics of barbarism revisionism

Study/Discussion/Essay Questions: The following questions are meant to help you review the key themes of the chapter. You should be prepared to write a brief, well-organized, factual essay on each. You may wish to prepare an outline from which an essay could be written, or actually write out an essay for each question on a separate sheet of paper. 1. Other than by colonial rule, in what sense did European (or Western) civilization dominate the world prior to the Great War? 2. What basic element(s) of Western civilization during its golden age (19001914) were derived from the Enlightenment? 3. What were the relative strengths and weaknesses of the five great powers as discussed in the text? 4. What developments explain Germanys surge to world-power status at the beginning of the twentieth century? Why was Germany a real threat to the peace of Europe in 1914? 5. To what political ideology was the working class drawn? The middle class? Why? 6. Was the outbreak of the Great War premeditated, or did the great powers simply blunder into war? Explain.

2 Chapter 10
provided in the text, then refer to reference works in your library to construct a more complete outline. Be sure to think about the cause and effect relationships (or connections) between the events you include. Map Exercise: The map on page 29 of the textbook, Europe in 1914, is designed to show only the national borders. To complete the following on the blank map, it will be necessary to consult atlases, historical atlases, and/or maps in historical monographs on the Great War (World War I) in your library. 1. Locate and mark on the map the major battles mentioned in the text: First Battle of the Marne, Battle of Verdun, Battle of the Somme, Battles of Tannenberg Forest and Masurian Lakes, and the Gallipoli campaign. 2. Mark on the map the furthest advance of the German army along the Western Front, and the furthest advance of Germany and its allies along the Eastern Front. 3. Suppose that you were one of the leaders of Britain or France. What logistical problems might you encounter in trying to supply your eastern ally, Russia? You will need to consult a map of the world in 19141918, which may be found in your schools library. Identifications:

Following is a list of important individuals and terms from the chapter. Write a brief identification that answers the five fundamental questions: who, what, when, where, and why important (i.e., the historical significance)? Individuals: Max von Baden Theobald von Bethmann-Hollweg Georges Clemenceau Erich von Falkenhayn David Lloyd George Douglas Haig Paul von Hindenburg Joseph Joffre Karl I Erich Ludendorff Helmut von Moltke Wilfred Owen Henri-Philippe Ptain Walther Rathenau Alfred von Schlieffen Woodrow Wilson Arthur Zimmerman Terms: Battle of Jutland Battle of the Somme Battle of Verdun Battles of Tannenberg and Masurian Lakes Bolshevik Revolution

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Twentieth-Century Europe Study Guide

race to the sea Schlieffen Plan Treaty of Brest-Litovsk war of attrition Western Front Chapter 3 Revolution and Peacemaking, 19171919 Chapter Summary: The Europe that welcomed the armistice in November 1918 was very different from the Europe that enthusiastically greeted the outbreak of war in 1914. Russia had experienced two revolutions in 1917, Germany was in the throes of revolution, and the victors were about to hammer out a peace settlement in Paris that would include the League of Nations. The Russian Revolution was really two revolutions. The first, a liberal-democratic revolution in March, overthrew the tsar. It was overthrown in turn by the Bolshevik, or Communist, Revolution in November. Germany was a candidate for a Bolshevik style revolution from below, but such was prevented by a revolution from above, engineered by the traditional elites, especially the officer corps. What resulted in Germany was a republic, the socalled Weimar Republic, that was a compromise not really desired by anyone. Meanwhile, the victors in the Great War met in Paris to draft a peace settlement. The Germans, who asked for an armistice on the basis of Wilsons Fourteen Points, and who expected to participate in the peace negotiations, were shut out and compelled to accept a victors peace. Included in the Paris Peace Settlement was the League of Nations, President Wilsons vision for a new world order. On the whole, the Paris Peace Settlement was to make a second Great War, World War II, almost a certainty. Learning Objectives: After a careful reading and study of Chapter 3, the student should: 1. Understand and be able to explain why there was a revolution in Russia in 1917, and why the first (liberal-democratic) revolution failed and was followed by a second (Bolshevik) revolution. 2. Understand and explain why the revolution from below in Germany failed, and the revolution from above succeeded.

Terms (contd.) Defense of the Realm Act First Battle of the Marne Fourteen Points Gallipoli campaign Miracle of the Marne Provisional Government of Russia

Study/Discussion/Essay Questions: The following questions are meant to help you review the key themes of the chapter. You should be prepared to write a brief, well-organized, factual essay on each. You may wish to prepare an outline from which an essay could be written, or actually write out an essay for each question on a separate sheet of paper. 1. Why did the Schlieffen Plan fail? 2. Why do some historians (e.g., Fritz Fischer and A. J. P. Taylor) believe Germany was responsible for starting the war? 3. Why is the phrase, troglodyte world, an appropriate term for describing the experience of trench warfare during the Great War? 4. Describe the strategy of both sides in the battles along the Western Front. 5. What efforts were made by both sides to organize their home fronts for the war? 6. What tipped the scales in favor of the Allies during 1917? Explain.

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3 Chapter 10
3. Explain the terms of the Paris Peace Settlement, and why Germany (and others) considered it a victors peace and not a just peace. 4. Explain why the League of Nations was destined to fail as an organization for maintaining world peace. Chronological Outline: The chapter covers a specific time period, 1917 1919. Referring to the chapter, make up a chronological outline (e.g., a time line) of the significant events mentioned. Begin with the brief chronology provided in the text, then refer to reference works in your library to construct a more complete outline. Be sure to think about the cause and effect relationships (or connections) between the events you include. Map Exercise: Referring to the map on page 57 of the textbook, Europe Between the Wars, locate and identify the following on the blank map: 1. What new eastern European states were created out of the break up of the old empire of Austria-Hungary? 2. What new eastern European states were previously, wholly or in part, within tsarist Russia? 3. Study the political map of Europe, that is, the countries. You should be able to identify the countries of Europe on a blank map for the period between the world wars. Identifications:

Following is a list of important individuals and terms from the chapter. Write a brief identification that answers the five fundamental questions: who, what, when, where and why important (i.e., the historical significance)? Individuals: Max von Baden Georges Clemenceau Friedrich Ebert Kurt Eisner David Lloyd George Wilhelm Groener Aleksandr Kerensky Lavr Kornilov V. I. Lenin Karl Liebknecht Rosa Luxemburg Georgi Lvov Philipp Scheidemann Leon Trotsky Woodrow Wilson Terms: Article 231 (war guilt clause) Big Four Constituent Assembly (Russian) Ebert-Groener Pact Fourteen Points Freikorps German Revolution

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Twentieth-Century Europe Study Guide

Chapter 4 Aftershocks of the Great War revolution from below Russian Revolution Spartakusbund SPD (Social Democratic Party) stab in the back Stinnes-Legien Agreement Treaty of Brest-Litovsk USPD (Independent Social Democratic Party) Versailles Treaty Chapter Summary: The Great War acted as a catalyst for prewar intellectual trends that called into question the Enlightenment tradition and ushered in the Age of Anxiety. The generation of intellectuals after the Great War brought forth new theories and scientific discoveries that questioned whether the individual human being was, after all, a reasoning, rational being in an orderly, meaningful universe, or rather an irrational animal adrift in a universe of random chaos. The shift in world view evident in the work of such individuals as Albert Einstein and Sigmund Freud was reflected in the postwar culture, both high and popular. The message of doubt and despair passed through the artists brush onto the canvas and through the poets or novelists pen onto the page and thence into the mind of the observer or reader. With new art forms like motion pictures, the masses became the passive consumers of culture during the interwar years. Not only was intellectual life changed but also society. The importance of class or status was reduced. Many peasants had served in the army or had in other ways become more aware of life beyond their own region. This was truer of western Europe, where even before the war peasants had been brought into contact with the modern world. In eastern Europe the process of rural adaptation had barely begun by the end of the 1920s. The middle class (or bourgeoisie) suffered most from the aftershocks of the Great War. The financial base of middle-class ascendancy was undermined by the war and its economic repercussions. At the same time the intellectual revolution undermined the validity of the middle class world view based, as it was, on traditional values. The cumulative effect was a crisis in the middle class that was to have serious implications for the following decade. Learning Objectives: After a careful reading and study of Chapter 4, the student should be able to: 1. Explain the revolution in thought after the Great War that called into question the very

Terms (contd.) League of Nations March Revolution November (or Bolshevik) Revolution Paris Peace Conference Petrograd Soviet (or Soviet of Workers and Sailors Deputies) Provisional Government (Russian) reparations Republic of Bavaria revolution from above

Study/Discussion/Essay Questions: The following questions are meant to help you review the key themes of the chapter. You should be prepared to write a brief, well-organized, factual essay on each. You may wish to prepare an outline from which an essay could be written, or actually write out an essay for each question on a separate sheet of paper. 1. Why was there a revolution in Russia in 1917? 2. Why did the first Russian revolution (March) fail? Why was there a second, or Bolshevik, revolution in November? 3. How did the revolution in Germany (1918) differ from the Russian Revolution (1917)? 4. Which countries (the Big Four) made the decisions at the Paris Peace Conference? Why? Which of the former (pre-1914) great powers were not represented? Why? 5. Why did the United States not sign the Versailles Treaty or join the League of Nations? What were the consequences of that decision?

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4 Chapter 10
foundations of Western Civilization, giving rise to the Age of Anxiety. 2. Explain and illustrate how the new assumptions regarding the nature of reality, the nature of man, and the value of the individual were reflected in the postwar culture (art, poetry, literature, etc.). 3. Explain how the intellectual revolution contributed to the growing sense of despair after the Great War. 4. Explain how the Great War and its outcome altered the fortunes and traditional roles of the peasants, working class, and middle class. Chronological Outline: Chapter 4 is not as chronologically structured as the other chapters. It would be helpful, however, to try to understand the developments in intellectual and cultural history discussed in the chapter as a chronological sequence leading to the sense of anxiety that characterizes the postwar period. Identifications: Following is a list of important individuals and terms from the chapter. Write a brief identification that answers the five fundamental questions: who, what, when, where, and why important (i.e., the historical significance)?
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Study/Discussion/Essay Questions: The following questions are meant to help you review the key themes of the chapter. You should be prepared to write a brief, well-organized, factual essay on each. You may wish to prepare an outline from which an essay could be written, or actually write out an essay for each question on a separate sheet of paper. 1. What were the assumptions underlying the Enlightenment tradition that were under fire at the turn of the century? How did the second scientific revolution during the decades before the Great War undermine those assumptions? 2. What were the implications of an acceptance of the new view of humans as irrational animals in an impersonal, morally neutral universe for interwar politics? 3. How did the new intellectual assumptions (i.e., world view) influence the arts and cultural life of the interwar years? 4. What impact did the Great War have upon the changing roles of the working class and (especially) the middle class during the interwar years? Did the undermining of the economic base of the middle class lead to its demoralization and abandonment of liberal democracy? 5. How did the middle class crisis of identity and purpose, together with their experience of revolution, depression, and inflation during the interwar years contribute to the future success of fascism in Italy and national socialism (Nazism) in Germany?

Individuals: Josephine Baker Charles Darwin Albert Einstein T. S. Eliot Sigmund Freud James Joyce Charles Lyell Friedrich Nietzsche Oswald Spengler

Terms: abstract art Age of Anxiety Auden Generation Dadaists Enlightenment tradition God is dead high culture impressionists Jazz Age new physics popular culture postimpressionists surrealism bermenschen

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Twentieth-Century Europe Study Guide

Chapter 5 Recovery and Prosperity, 19191929

gies on both the right and the left, and a general apathy, even antagonism, on the part of many Germans towards the republic. Chapter Summary: 3. Define the nature of Italian Fascism, and explain how Mussolini came to power. Many people in 1919 assumed that the world would 4. Define the nature of the new authoritarian once again be as it was in 1914. They were soon dictatorship in the Soviet Union, and explain divested of their illusions. The decade of the 1920s how Lenin and Stalin established it. was to demonstrate that there was no going back. The empires of Russia, Germany, Austria-Hungary, Chronological Outline: and Turkey had vanished. Great Britain was suffering from serious economic problems stemming The chapter covers a specific time period, 1919 from the war. In addition to economic problems, 1929. Referring to the chapter, make up a chronoFrance suffered from political instability. Soviet logical outline (e.g., a time line) of the significant Russia was preoccupied with securing socialism in events mentioned. Begin with the brief chronology one country, Stalins euphemism for establishing provided in the text, then refer to reference works a new authoritarian dictatorship that was the very in your library to construct a more complete outantithesis of liberalism. Indeed, Wilsons vision of line. Be sure to think about the cause and effect rea new world order based upon liberal idealism was lationships (or connections) between the events faltering in the face of rising authoritarianism on you include. the right and the left. Not only were communist parties emerging everywhere, but also right-wing Identifications: authoritarian movements. In Italy, Mussolinis Fascist Party came to power in 1922. In eastern Eu- Following is a list of important individuals and rope, Czechoslovakia remained the only exception terms from the chapter. Write a brief identification to the trend towards authoritarianism at the end that answers the five fundamental questions: who, of the decade. Throughout the 1920s, Germany what, when, where, and why important (i.e., the hisstruggled to establish a republic, a struggle made torical significance)? all the more difficult, perhaps impossible, by the economic consequences of the peace settlement. By Individuals: Black Shirts 1925, the Dawes Plan, Locarno treaties and other Friedrich Ebert Paul von Hindenburg Comintern international agreements had created an atmocorporate state sphere that allowed for a return of economic pros- Adolf Hitler Dawes Plan Mikls Horthy perity and, in some areas, political stability. But by Fascism 1928, there were signs that Europes prosperity, de- Wolfgang Kapp Fascist Party Bla Kun pendent as it was on American prosperity, was about Five-Year Plan(s) Ramsey MacDonald to sail into troubled waters. fulfillment Tomas Masaryk General Strike Benito Mussolini Learning Objectives: gold standard Jzef Pilsudski Great Depression After a careful reading and study of Chapter 5, the Raymond Poincar His Majestys Loyal Joseph Stalin student should be able to: Opposition Gustav Stresemann invisible exports Leon Trotsky 1. Give a chronological and factual outline of Kapp Putsch European history during the 1920s. Kellogg-Briand Pact Terms: 2. Explain why the attempt at transforming Labour Party Article 48 Germany into a republic was undermined by Lateran Accord Avanti economic woes associated with the Versailles Little Entente Beer Hall Putsch Treaty, the growth of extreme political ideolo-

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Chapter 10 56
Terms (contd.) Locarno treaties March on Rome Mein Kampf New Economic Policy (NEP) Permanent Revolution Rapollo Treaty Reds reparations Roman Question Ruhr Occupation Russian Civil War Socialism in One Country spirit of Locarno totalitarianism traditional elites (Germany) War Communism Washington Naval Conference Weimar Republic Whites Chapter 6 From Depression to War, 19291939 Chapter Summary:

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Study/Discussion/Essay Questions: The following questions are meant to help you review the key themes of the chapter. You should be prepared to write a brief, well-organized, factual essay on each. You may wish to prepare an outline from which an essay could be written, or actually write out an essay for each question on a separate sheet of paper. 1. For Great Britain and France, both victors in the Great War, the 1920s were troubled times. Much of their postwar woes were due to economic dislocations resulting from the war. How did the war contribute to the political turmoil and economic problems of these two prewar great powers during the 1920s? 2. What provisions of the Weimar constitution were to prove fatal for this republic without republicans? 3. How did the Great Inflation of 1923 help the antirepublican forces (especially on the right) in Weimar Germany? 4. How did Lenin and then Stalin use economic policies to further an authoritarian dictatorship in Soviet Russia?

The failure of the New York stock market sent shock waves through Europe. The boom that America and Europe experienced since the mid-1920s was based more on speculation than on production and consumption of goods and services. The decline in American industrial productivity, the withdrawal of American capital from the world market, and low prices paid for agricultural products and raw materials combined to reduce production, trade, and the movement of capital everywhere. The crisis was international, but not much was done at that level to deal with the problem. Most governments were committed to classic economic theory, which called for tightening the belt until the economy could right itself. Others (e.g., John Maynard Keynes) called for aggressive government intervention (e.g., deficit financing) to get the economy on the road to recovery. By discrediting liberalism, both economic and political, the Great Depression helped Adolf Hitler and the Nazi Party come to power in Germany in January 1933. Hitlers government, and that of Stalin in the Soviet Union, represented a new style of authoritarian dictatorship (often referred to as totalitarianism), that was very different from the traditional conservative dictatorships. They were the very antithesis of classical liberalism. In both states every aspect of life, both public and private, was subordinated to the state. Even the will of the individual had to submit to the will of the state, or leader. Once secure in power, Hitler began to pursue an aggressive foreign policy. The western democracies were committed to peace at almost any price until September 1939, when Hitlers attack upon Poland provoked the appeasers to take a stand. Once more Europe, and soon the world, was at war, as rivalry between the United States and Japan over conflicting interests in the Pacific erupted into war. Learning Objectives: After a careful reading and study of Chapter 6, the student should be able to:

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Twentieth-Century Europe Study Guide

Terms: appeasement Anschluss Article 48 classic economic theory Confessing Church Czechoslovakian crisis Danzig Enabling Act Five-Year Plan(s) Gleichschaltung Great Depression Greater East Asia Co-Prosperity Sphere GULAG Munich Conference NKVD Nazi-Soviet Nonaggression Pact new authoritarian dictatorships New Deal Night of the Long Knives Open Door Policy Panay Pearl Harbor Reich Concordat Rome-Berlin Axis Spanish Civil War Stalinist revolution Stresa Front Third Reich Twenty-One Demands Volksgemeinschaf Washington Naval Conference

1. Give a chronological and factual outline of European history from 1929 (the beginning of the Great Depression) to 1939 (the outbreak of World War II in Europe). 2. Explain the causes of the Great Depression in Europe, especially as they were related to the financial crisis in America. 3. Explain how the Great Depression undermined the Weimar Republic and facilitated Hitlers rise to power in Germany. 4. Describe the new authoritarian dictatorships of Hitler and Stalin, and explain how they differed from the traditional conservative, garden variety, dictatorships. 5. Explain the connection between the shift in world view described in Chapter 5, and the rise of the new authoritarian dictatorships. 6. Outline the course of events leading to the outbreak of World War II in Europe in 1939, and how the war in Europe became World War II. Chronological Outline:

Study/Discussion/Essay Questions: The following questions are meant to help you review the key themes of the chapter. You should be prepared to write a brief, well-organized, factual essay on each. You may wish to prepare an outline from which an essay could be written, or actually write out an essay for each question on a separate sheet of paper.

The chapter covers a specific time period, 1929 1939. Referring to the chapter, make up a chronological outline (e.g., a time line) of the significant events mentioned. Begin with the brief chronology provided in the text, then refer to reference works in your library to construct a more complete out1. How did American policy and the role of line. Be sure to think about the cause and effect rereparations work together to bring on the lationships (or connections) between the events Great Depression? you include. 2. What were the two responses to (or answers for) the Great Depression? Which (if either) Identifications: can be said to have actually ended the Great Depression? Following is a list of important individuals and 3. How did Hitler come to power in Germany? terms from the chapter. Write a brief identification Was his accession to power legal? Explain. that answers the five fundamental questions: who, 4. What is the difference between what the text what, when, where, and why important (i.e., the hiscalls a traditional conservative dictatorship torical significance)? and the new authoritarian dictatorships that Individuals: emerged in Germany and the Soviet Union? Heinrich Brning John Maynard Keynes Were the latter a fulfillment of Nietzsches Neville Chamberlain Hermann Mller prophesy of the future supermen, who would Charles Dawes Franz von Papen create new myths to unite society? Francisco Franco Henry Pu-i 5. How did Hitlers aggressive foreign policy lead Lord Halifax Franklin Roosevelt to war? Did Hitlers foreign policy goals make Paul von Hindenberg Kurt von Schleicher a war in Europe inevitable? Adolf Hitler Joseph Stalin

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7 Chapter 10 Chapter 7 Armageddon: Europe in World War II, 19391945

Chapter Summary: World War II in Europe opened on 1 September 1939 with the German attack upon Poland. By midSeptember, Poland had fallen and was divided between Germany and the Soviet Union. From then until April 1940, during what was called the Phony War, the only action in Europe was the Soviet Unions defeat of Finland and annexation of the Baltic states and Bessarabia. Germany struck again in April 1940. By mid-June, Denmark, Norway, the Netherlands, Belgium, and France had fallen. Germany suffered its first setback, when it lost the Battle of Britain, the attempt to gain control of the air over Britain in preparation for invasion of the island. With extreme recklessness, Germany invaded the Soviet Union in June 1941. An early winter and poor strategy by Hitler led to Germanys defeat in Stalingrad in February 1943. It was the turning point of the war in Europe. The Western Allies invaded Italy in September 1943 and Normandy (France) in June 1944, while the Russians advanced on Hitlers Reich from the east. Throughout German occupied Europe both collaboration and resistance were the order of the day. In some areas (e. g., Vichy France), the distinction became blurred. The integrity of the resistance movement within Germany was qualified by the reluctance of some to break their oath of loyalty to Hitler and fears of what might follow Germanys defeat. That Hitler remained in power, and Germany fought on to the bitter end, allowed the Nazis to write one of the darkest chapters in human history. By the end of the war, an estimated 6 million individuals, mostly Jews, died in Nazi death camps that served as both slave labor camps and killing centers. The Allied leaders met in February 1945 at Yalta and again in July and August at Potsdam after Germanys surrender in May to establish guidelines for reordering postwar Europe.

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1. Give a chronological and factual outline of World War II from 1939 to 1945. 2. Identify the major turning points in World War II (e. g., Battle of Stalingrad, D-Day), and explain why they affected the outcome of the war. 3. See the Holocaust as an integral part of Hitlers New Order for Europe and not just an unfortunate byproduct of the war. 4. Understand the nature of resistance to Nazi Germany, both within the occupied nations and in Germany itself, and the moral and ethical problems resistance represented for those who chose to join it. 5. See the origins of the Cold War in the end of the war relations (e.g., the Yalta Conference) between the Western Allies (Great Britain and the United States) and the Soviet Union.

Chronological Outline: The chapter covers a specific time period, 1939 1945. Referring to the chapter, make up a chronological outline (e.g., a time line) of the significant events mentioned. If you wish, refer to reference works in your library to construct such an outline. Be sure to think about the cause and effect relationships (or connections) between the events you include. Map Exercise: Referring to the text narrative, the map of Europe Between the Warson page 57 of the textbook, and other reference works and historical atlases in your library, indicate the following on the blank map of Europe on the following page:

Copyright 2005 Harlan Davidson, Inc.

1. Indicate which nations were members of the Axis powers at the outbreak of the war in 1939. 2. Indicate the borders of Germany on the eve of the invasion of Poland (September 1939). Learning Objectives: Include all territories annexed by Germany prior to 1 September 1939. After a careful reading and study of Chapter 7, the 3. Indicate which nations remained neutral student should be able to: during the war.

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Twentieth-Century Europe Study Guide

Identifications: Following is a list of important individuals and terms from the chapter. Write a brief identification that answers the five fundamental questions: who, what, when, where, and why important (i.e., the historical significance)? Individuals: Pietro Badoglio Josip Broz (Tito) Winston Churchill Charles de Gaulle Joseph Goebbels Hermann Goering Reinhard Heydrich Heinrich Himmler Pierre Laval Benito Mussolini Chester Nimitz Henri-Philippe Ptain Joachim von Ribbontrop Erwin Rommel Albert Speer Joseph Stalin Klaus Schenk von Stauffenberg Fritz Todt Isoroku Yamamoto Terms: Anti-Comintern Pact arsenal of democracy Atlantic Charter Battle of Britain Battle of the Bulge Battle of Midway Battle of Stalingrad Blitzkrieg D-Day Einsatzgruppen Holocaust the Jewish Problem Kristalnacht Lebensraum Lend Lease Maginot Line Nazi-Soviet Nonaggression Pact New Order Operation Barbarossa Operation Sea Lion Pearl Harbor Phony War Potsdam Conference Resistance Third Reich Third Republic Vichy France Wannsee Conference Winter War Yalta Conference

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8 Chapter 10
Study/Discussion/Essay Questions: The following questions are meant to help you review the key themes of the chapter. You should be prepared to write a brief, well-organized, factual essay on each. You may wish to prepare an outline from which an essay could be written, or actually write out an essay for each question on a separate sheet of paper. 1. How can one explain Germanys early military successes, especially the sudden fall of France in June 1940? Did Germany lose the war when it lost the Battle of Britain? Explain your answer. 2. The Battle of Stalingrad is considered the turning point (militarily) of the war. Why did the German invasion of the Soviet Union (Operation Barbarossa) fail? 3. What moral and ethical issues were presented by participation in the resistance? What forms did resistance take? 4. What moral and ethical issues were presented by the Holocaust for those who participated, those who collaborated with the perpetrators, and those who (like the Allied governments and the churches) largely stood by in silence? Chapter 8 Cold War and Decolonization,19451961 Chapter Summary:

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Copyright 2005 Harlan Davidson, Inc.

The decade and a half that followed World War II saw the beginning of the Cold War and decolonization. When the war ended, the former European great powers were either exhausted (e.g., Great Britain) or in ruins (e.g., Germany). Leadership in Europe passed to the United States and the Soviet Union, who represented two opposing systems. Initially, differences centered on whether the Russians would allow free elections in Poland, and whether a common occupation policy for Germany could be achieved. By 1947, American policy makers were convinced of the aggressive nature of Soviet foreign policy. Their response was containment. The Truman Doctrine pledged military aid to nations resisting aggression from within or without, while the Marshall Plan pledged economic aid for European recovery. As the iron curtain began to descend across eastern Europe, the Cold War confrontation hardened in Europe, and became a factor elsewhere in the world as former colonies became independent nations. Germany became the Federal Republic of (West) Germany and the German Democratic Republic (East) in 1949. Elsewhere in the world, the Cold War became a shooting war. In Korea, like Germany, divided into communist and free republics, the United States, acting under United Nations mandate, contained communist aggression aimed at unifying the two Koreas. Likewise, in Vietnam, where the French were defeated in 1954, the United States pledged its support for the Republic of South Vietnam, threatened by the communist regime in the north. Some of the newly emerging nations sought to avoid entanglement in the Cold War by embracing the movement known as nonalignment. Learning Objectives: After a careful reading and study of Chapter 8, the student should be able to: 1. Give a chronological and factual outline of the evolving Cold War from 1945 to 1961.

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Twentieth-Century Europe Study Guide

3. Study the political map of Europe, that is, the countries. You should be able to identify the countries on an outline map of Europe for the period of the Cold War. Identifications: Following is a list of important individuals and terms from the chapter. Write a brief identification that answers the five fundamental questions: who, what, when, where, and why important (i.e., the historical significance)? Individuals: Konrad Adenauer George C. Marshall Clement Atlee Mao Zedong Eduard Benes Jan Masaryk Winston Churchill Achmad Sukharno Ho Chi Minh Harry Truman Mohandas Gandhi George F. Kennan Terms: Kim Il Sung Arab-Israeli War Douglas MacArthur of 19481949 Battle of Dien Bien Phu Bizonia Berlin blockade Berlin airlift Brussels Treaty Cold War colons Cominform containment Czech coup (1948) Federal Republic of Germany (FRG) Geneva Conference (1954) German Democratic Republic (GDR) Iron Curtain Korean War Long Telegram Lublin Poles Manhattan Project Marshall Plan NATO nonalignment Peoples Republic of China

2. Explain the causes of the Cold War in the clash between the Soviet Union and the United States over the future of Poland and Germany. 3. Define the policy (USA) of containment and its application during the period, 19471961. 4. Explain how decolonization arose from the realities of postwar Europe. Map Exercise: Referring to the text narrative, the map of Europe During the Cold War on page 161 of the textbook and other reference works and historical atlases in your library, indicate the following on the blank map of Europe. 1. Draw a line representing the iron curtain across eastern Europe in 1961. What countries lie behind the iron curtain? 2. Indicate which countries were charter members of the North Atlantic Treaty Organization (NATO).

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9 Chapter 10
Terms (contd.) Potsdam Conference Suez Canal Crisis Third World Truman Doctrine United Nations Viet Minh Study/Discussion/Essay Questions: The following questions are meant to help you review the key themes of the chapter. You should be prepared to write a brief, well-organized, factual essay on each. You may wish to prepare an outline from which an essay could be written, or actually write out an essay for each question on a separate sheet of paper. 1. What policy issues with respect to the ordering of postwar Europe surfaced between 1945 and 1947 (e.g., at the Potsdam Conference) that caused a split between the Western Allies and the Soviet Union? 2. The year 1947 is often viewed as the beginning of Cold War confrontation between the United States and the Soviet Union. What international events of that year would support that view? 3. At the Yalta and Potsdam conferences the Allies agreed to keep Germany united. How, then, did Germany become divided into a West Germany and East Germany? 4. What events and policy considerations led to Americas involvement in Vietnam? 5. How did Cold War considerations contribute to the process of decolonization? Give specific examples. 6. How did the process of decolonization during the second wave (i.e., mid-1950s to mid1960s) differ from the first wave of decolonization? Chapter 9 Out of the Ashes: From Stunde Null to a New Golden Age, 19451967 Chapter Summary:

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The Cold War provided the context for the postwar reconstruction of Europe. Both East and West diverted funds from their civilian economies to meet the demands for rearmament. In the West, the economic aid provided by the United States through the Marshall Plan more than made up for those diverted funds. American aid helped jump-start the recovery, which was then financed largely through the expansion of exports. Recovery was slow in Great Britain, burdened by an enormous war debt, foreign-policy crises, and the construction of a welfare state. France faced similar problems, aggravated however, by the political chaos of the Fourth Republic and efforts to remain in Indochina and Algeria. Although the Fourth Republic survived defeat in Indochina in 1954, the more serious crisis in Algeria led to the brink of civil war in 1958, and founding of the Fifth Republic in 1959. Withdrawal from Algeria followed. In West Germany, a strong Christian Democraticled government under Chancellor Konrad Adenauer oversaw recovery. Adenauers lieutenant, Ludwig Erhard, advocated a socialmarket economy that resulted in the economic miracle of the 1960s. American aid, the recovery of the western European economies, the economic miracle in West Germany, and Cold-War realities worked together to favor the efforts of those who, like Jean Monnet and Robert Schumann, desired a united Europe. By 1957, their efforts bore fruit in the establishment of the Common Market. Recovery in eastern Europe was not so dramatic as in the West. By 1950, the Soviet Union had reached prewar levels in industry and agriculture. However, the exploitation of its East European satellites and the relaxation of controls following Stalins death in 1953, led to problems in Poland, and especially Hungary. Under Nikita Khrushchevs leadership, the Soviet Union was able to regain and tighten its control over eastern Europe, while at the same time pursuing a program of de-Stalinization. Prior to his fall from power in 1964, Khrushchevs policies led to a more productive, efficient, and technologically sophisticated Soviet economy. It, in turn, en-

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18

Twentieth-Century Europe Study Guide

Chronological Outline: The chapter covers the time period, 19451967. Referring to the chapter, make up a chronological outline (e.g., time line) of the significant events mentioned. Begin with the brief chronology provided in the text, then refer to reference works in your library to construct a more complete outline. Be sure to think about the cause and effect relationships (or connections) between the events you include. Identifications: Following is a list of important individuals and terms from the chapter. Write a brief identification that answers the five fundamental questions: who, what, when, where, and why important (i.e., the historical significance)? de-Stalinization Doctors Plot European Community (EC) European Economic Community (EEC) European Free Trade Association (EFTA) Federal Republic of Germany (FRG) Fifth Republic Fourth Republic guestworkers German Democratic Republic (GDR) Marshall Plan National Health Service Act National Insurance Act NKVD, KGB Nuclear Test Ban Treaty Peoples Republic of China (PRC) Schumann Plan socialmarket

abled the Soviet Union to take an early lead in space exploration. The 1960s in western Europe were characterized by widespread prosperity, which led to the emergence of a consumer society and changes in lifestyles and attitudes. In eastern Europe, conformity and complacency were the watchwords. The Berlin Crisis, which culminated in the construction of the Berlin Wall in 1961, and the Cuban Missile Crisis in 1962 led to an era of dtente in the Cold War. Within the context of decreasing tension, and no doubt stemming largely from it, the two great power blocs began loosening. Charles de Gaulles European-centered foreign policy led to a restructuring of NATO and Franco-German rapprochement. By 1960, the Sino-Soviet split was in the open, as the Peoples Republic of China emerged during the 1960s as a major challenge to the Soviet Union in the world communist movement. Learning Objectives:

Individuals: After a careful reading and study of Chapter 9, the Konrad Adenauer Lavrenti Beria student should be able to: Anthony Eden Ludwig Erhard 1. Give a factual and chronological outline of Yuri Gagarin European history from 1945 to 1973. Alcide de Gasperi 2. Explain Americas role in the recovery of Erich Honecker western Europe after World War II. 3 Explain the Soviet Unions role in the recovery John F. Kennedy Nikita Khrushchev of eastern Europe after World War II. Harold Macmillan 4. Understand how the desire to build a welfare Georgi Malenkov state and the problems of decolonization affected the process of recovery in Great Britain Pierre Mndes-France Jean Monnet and France. 5. Understand the role played by the Cold War in Imre Nagy Joseph Stalin the paths to recovery taken by West and East Walter Ulbricht Germany. Gregori Zhukov 6. Explain how the move towards a united Europe developed in the midst of a Europe Terms: divided by the Cold War. Berlin Crisis 7. Understand and explain how two major Cold Berlin Wall War crises, the Berlin Crisis and the Cuban chancellor democracy Missile Crisis, in the early 1960s led to an era Christian Democratic of dtente by the end of the decade. Union (CDU) 8. Understand and explain how the great proscolons perity in western Europe created a consumer Cuban Missile Crisis economy and a mass culture that transformed dtente the character of the traditional peasant, working, and middle classes.

Copyright 2005 Harlan Davidson, Inc.

Chapter 10
Terms (contd.) Sputnik I Strategic Arms Limitation Treaty (SALT) Suez Canal Crisis Treaty of Rome Study/Discussion/Essay Questions:: The following questions are meant to help you review the key themes of the chapter. You should be prepared to write a brief, well-organized, factual essay on each. You may wish to prepare an outline from which an essay could be written, or actually write out an essay for each question on a separate sheet of paper 1. Explain the role played by American aid in the reconstruction of western Europe. What considerations motivated the United States to give such aid? 2. Why did not Great Britain experience as rapid a recovery as the other western European nations? 3. Why did France resist giving Algeria its independence for so long? How was the Algerian crisis finally resolved? 4. How did the Wirtschaftswunder (economic miracle) in West Germany during the 1950s contribute to the division of Germany? 5. What policies were employed by the Soviet Union to bring about reconstruction of the Soviet economy? What considerations led the East German government to construct the Berlin Wall in 1961? 6. Discuss the chain of events that led to the Treaty of Rome in 1957, and the founding of the Common Market. 7. What two Cold War crises in the early 1960s gave rise to the era of dtente? Why did both sides feel the need to substitute dtente for confrontation?

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Chapter 10 Metamorphosis: An Era of Revolutionary Change, 19681989 Chapter Summary: By the late 1960s, most western European countries seemed virtually besieged by radicals questioning political frameworks, social institutions, economic arrangements, and even cultural assumptions. Some saw themselves as part of a worldwide revolutionary movement. The year 1968 was the high point of postwar radicalism in western Europe. The Radicals had gained a hearing, but most individuals desired continued economic growth over fundamental structural change. In eastern Europe, the Soviet economy was scarcely growing at all during the 1960s. In addition to economic problems, the Soviet Union experienced a growing problem with dissidents. Elsewhere within the Soviet bloc there were attempts to make the Soviet model (of communism) work. In Czechoslovakia in 1968, Alexander Dubcek came to power as leader of the moderate reform impulse. The so-called Prague Spring threatened the communist monopoly on political power, however, and was crushed by the Soviet Union on August 20, 1968. In 1969, the Social Democrats came to power in West Germany under the leadership of Willy Brandt, the former mayor of West Berlin. Brandts Ostpolitik (Eastern Policy), aimed at opening a dialogue between the two Germanies, was to lead to a remarkable lessening of East-West tension in the 1970s. During the period from 1973 to 1989, both eastern and western Europe experienced serious problems caused by structural defects in their economies. In the West, the oil price shocks of the 1970s exacerbated problems stemming from the fact that the postwar boom had played itself out, and the welfare state was becoming a burden for an economy that was becoming more service oriented and more international in scope. By the 1980s, recovery was underway in western Europe. A new conservative leadership symbolized by Britains Iron Lady, Margaret Thatcher, took steps to slow the growth of the welfare state and free the economy in order to promote economic growth. Recovery in the West was not matched in the eastern bloc, however, where a state-controlled economy seemed designed to resist innovation. The living standards of east Europeans did not improve.

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20

Twentieth-Century Europe Study Guide

Chronological Outline: The chapter covers the period from 1968 to 1989. Referring to the chapter, make up a chronological outline (e.g., time line) of the significant events mentioned. Begin with the brief chronology provided in the text, then refer to reference books in your library to construct a more complete outline. Be sure to think about the cause and effect relationships (or connections) between the events you include. Identifications: Following is a list of important individuals and

In fact, in the Soviet Union itself, they actually grew worse. Unable to benefit from the technological revolution of the 1970s and 1980s, the Soviet Union seemed to look to a renewal of the Cold War as a means of denying its economic problems and the disintegration of its social fabric. A way out of the Cold War impasse was provided by Mikhail Gorbachev, who emerged as the leader of the Soviet Union in the mid-1980s. Gorbachevs efforts to reform the Soviet Union through glasnost (openness) and perestroika (restructuring) would lead to an end of the Cold War, and ultimately to the end of the Soviet Empire in the revolutions of 1989 and of the Soviet Union itself in 1991. Learning Objectives:

Individuals: Yuri Andropov After a careful reading and study of Chapter 10, the Willy Brandt student should be able to: Leonid Brezhnev Nicolae Ceaucescu 1. Give a chronological and factual outline of Jacques Chirac European history from 1968 to 1989. Alexander Dubcek 2. Understand and explain why the decade of Mikhail Gorbachev prosperity was also a decade of radicalism in Che Guevara the West. Vaclav Havel 3. Understand and explain why the Paris riots in Erich Honecker May 1968 almost succeeded, but ultimately Gustav Husk failed, to topple the government. Helmut Kohl 4. Understand and explain what gave rise to Alexi Kosygin hope for socialism with a human face in the Jean-Marie Le Pen Soviet bloc countries, and why the Soviet Franois Mitterand Union moved to crush that hope (e.g., the Mohammad Reza Prague Spring of 1968). Pahlavi 5. Identify and explain the structural defects in Georges Pompidou the economy of the western European nations Ronald Reagan that caused the downturn in the economy Andrei Sakharov during the 1970s. Helmut Schmidt 6. Explain how a new conservative leadership in Aleksandr Solzhenitsyn western Europe (Thatcherism) was able to Axel Springer bring about recovery during the 1980s. Margaret Thatcher 7. Explain how and why terrorism in western Walter Ulbricht Europe changed from the 1970s to the 1980s. Lech Walesa 8. Understand and explain the relationship Karol Cardinal Wojtyla between failure of the Soviet economy during the period and the renewal of the Cold War in the 1970s.

Terms: Brezhnev Doctrine Front National German Socialist Student Federation (SDS) glasnost Gorby Mania Greens Night of the Barricades OPEC Ostpolitik perestroika Prague Spring privatization Red Brigades Red Army Fraction socialism with a human face Solidarity stagflation Stasi Thatcherism Velvet Revolution welfare state Yom Kippur War

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11 Chapter 10

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Copyright 2005 Harlan Davidson, Inc.

terms from the chapter. Write a brief identification 10. What comparisons might one legitimately that answers the five fundamental questions: who, make between the reform programs of Marga what, when, where, and why important (i.e., the hisret Thatcher in Great Britain and Mikhail torical significance)? Gorbachev in the Soviet Union? Study/Discussion/Essay Questions: Chapter 11: New Realities for a New Age The following questions are meant to help you review the key themes of the chapter. You should be Chapter Summary: prepared to write a brief, well-organized, factual essay on each. You may wish to prepare an outline The damage done to the psyche by World War II from which an essay could be written, or actually was far greater than the ruin of the physical landwrite out an essay for each question on a separate scape. The disintegration of the Enlightenment Trasheet of paper. dition that had begun before the Great War now appeared complete. Faith in reason, the innate 1. What gave rise to the radicalism of the late goodness of human beings, and the inherent value 1960s and early 1970s? of the individual, like the belief in universal truths, 2. What were the grievances of the radicals durvalues, or principles upon which to construct a huing the late 1960s? What were their goals? mane world, all fell victim to apparent reality. There 3. Why did the student revolt in Paris (1968) seemed little hope for the future of civilization fail? viewed from the immediate postwar years. In their 4. What evidence is there that life for the comattempt to make sense out of a world in which all mon man or woman in the Soviet Union was the old values and certainties had either failed or better during the 1960s than earlier? vanished, a universe in which the existence of God 5. What was the goal of the Prague Spring? or any other absolute truth that might provide unity Why did it fail? and meaning was in doubt, the intellectuals and 6. Did Willy Brandts Ostpolitik further dtente? artists of the postWorld War II period embraced Explain. new philosophies and artistic styles to explain and 7. What caused the economic downturn, or express their changing world views. European popuslump, in Europe from the mid-1970s into the lar culture tended to be shaped in particular by 1980s? Was it due mainly to the rise in oil American popular culture, reflecting the increasing prices, or were there other economic forces at dominant position of the United States in world work? affairs, and the triumph of commercialism and eco8. What caused the terrorism of the 1970s in nomic values over traditional values in the last half Europe? How did the different nations reof the twentieth century. Popular culture, like all spond to the threat of terrorist activities? other aspects of life for the masses, was market 9. What were the policies introduced by Margaret driven. Popular culture, however, unlike the tradiThatcher in Great Britain that helped to revive tional highbrow culture of the artists and intellecthe British economy, and which were copied tuals, showed signs of a basic optimism, rather than by other western European nations? pessimism, about the future of Western civilization. Learning Objectives: After a careful reading and study of Chapter 12, the student should be able to: 1. Explain the relationship between the physical and psychological devastation left by world War II and postwar culture (philosophies, artistic styles, etc.).

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Twentieth-Century Europe Study Guide

Terms (contd.) music of chance New York School 1984 nihilism Performance Art Pop Art (representation) postmodernism premodernity punk rock The Gates The Rolling Stones structuralism structuralists (music) Theater of the Absurd Waiting for Godot

2. Understand how the new philosophies and artistic styles of the postWorld War II era reflect the rejection of the historic core values of Western civilization (the Enlightenment Tradition). 3. Explain how and why European popular culture after World War II was shaped by American popular culture. 4. Explain the relationship between the increasing pluralism and multiculturalism of the postWorld War II era and the emergence of what is called postmodernism. Chronological Outline:

Study/Discussion/Essay Questions: The following questions are meant to help you review the key themes of the chapter. You should be prepared to write a brief, well-organized, factual essay on each. You may wish to prepare an outline from which an essay could be written, or actually write out an essay for each question on a separate sheet of paper.

Chapter 11 is not as chronologically structured as the other chapters. It would be helpful, however, to try to understand the developments in intellectual and cultural history discussed in the chapter as a chronological sequence leading to the loss of meaning that characterizes the postmodern world view 1. What was the existentialists answer to the at the dawn of the twenty-first century. growing conviction that life is meaningless? How did structuralism differ from existentialIdentifications: ism? 2. Why did deconstructionalism lead logically to Following is a list of important individuals and nihilism? What was the relationship between terms from the chapter. Write a brief identification deconstructionalism and the growth of pluralthat answers the five fundamental questions: who, ism and multiculturalism? what, when, and why important (i.e., the historical 3. How does postmodernism differ from modsignificance)? ernism? Individuals: 4. What are the chief characteristics of Jean-Paul Sartre Samuel Becket postmodern art? Aleksandr Solzhenitsyn Ingmar Bergman 5. How does abstract expressionism differ from Karlheinz Stockhausen Heinrich Bll Pop Art? In what sense is Pop Art a reaction Andy Warhol Pierre Boulez to abstract expressionism? John Cage 6. What was the message of the dramatists who Terms: Albert Camus were a part of the Theater of the Absurd? abstract expressionism Jacques Derrida 7. To what extent did postWorld War II AmeriAnimal Farm Michel Foucault can popular culture influence European popuThe Beatles Gnter Grass lar culture? Give examples. deconstruction Peggy Guggenheim 8. What evidence is there at the beginning of the (poststructuralism) Bill Haley twenty-first century that the average person in eclecticism Jacques Lacan the West did not share the pessimistic outlook electronic music Claude Lvi-Strauss on life common to the intellectuals and artists Enlightenment Tradition Friedrich Nietzsche who were considered the trendsetters? existentialism George Orwell God is dead Jackson Pollock minimalism Elvis Presley modernity J. K. Rowling

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2 Chapter 10
Chapter 12 Charting a New Course: Europe in the 1990s and Beyond Chapter Summary: Learning Objectives: The Revolutions of 1989 in eastern Europe led to the end of the Iron Curtain dividing Europe. It led also to a Europe that, for the first time in the twentieth century, was united in the practice of similar approaches to politics and economic activity. The changes that began in the Soviet Union with Mikhail Gorbachevs efforts to reform the Soviet system through glasnost and perestroika became a model for their own reform efforts. Beginning with Poland, in rapid succession the former satellite states abandoned communism for a more perilous, but hopeful future of free societies with free economies. The revolution in the German Democratic Republic was especially important. Helmut Kohl, Chancellor of the Federal Republic of Germany, correctly assessed the situation, and led the two Germanies to unification in October 1990. Within the Soviet Union itself, Boris Yeltsin emerged as the president of the Russian Republic. Yeltsin and his fellow presidents of the Soviet republics tried to reform the Soviet Union by establishing a federal arrangement. Members of Gorbachevs government attempted a coup, which failed, leading to dissolution of the Soviet Union and Gorbachevs fall from power. As the Soviet Union began to fragment, the end of communist rule in Yugoslavia led to the revival of ancient rivalries among the different nationalities. Civil war broke out among the successor states of the former Yugoslavia. Nationalism, considered since the end of World War II to be a plague of the past, reemerged in eastern Europe. In the West, the trend towards European unity made steady progress following German unification. The Maastrict Treaty (1991) called for a single currency and a single foreign policy. In 2004, the European Union (formerly, the European Community, or Common Market) had grown to twenty-five members. As the European Union nears the fiftieth anniversary of its founding, it can be viewed as the greatest European achievement of a century generally characterized by war, genocide, and revolution. The terrorist attack on the World Trade Center in New York on September 11, 2001, and the Second Iraq War appear to call into question the dominance of American

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leadership in the New World Order of the twentyfirst century, while opening up new opportunities for Europe not known for a hundred years.

After a careful reading and study of Chapter 12, the student should be able to: 1. Explain how the reforms initiated by Mikhail Gorbachev in the Soviet Union led to the end of the Soviet Union and the end of communism in eastern Europe. 2. Explain the role played by Helmut Kohl in the unification of Germany in 1990. 3. Explain the impact of German unification on post-1989 European history (e.g., the goal of a united Europe). 4. Explain how the collapse of communism and the revival of nationalism resulted in the fragmentation of Yugoslavia and the subsequent civil war in that region. 5. Explain the continued growth of the European Community into the European Union and the changing mission of NATO in the emerging New World Order. Chronological Outline: This chapter covers the period from 1989 to the present. Referring to the chapter, make up a chronological outline (e.g., time line) of the significant events mentioned. Begin with the brief chronology provided in the text, then refer to reference works in your library to construct a more complete outline. Be sure to think about the cause and effect relationships (or connections) between the events you include. Map Exercise: Referring to the map on page 222 of the textbook, Europe in the 1990s complete the following exercises on the blank map on the next page. It may be best to photocopy and enlarge the blank map. 1. Locate and label the original six members of the European Economic Community.

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24

Twentieth-Century Europe Study Guide

2. Locate, label, and give the dates for each additional member of the European Union as noted in the chart on page 261. What nations are likely to be admitted in the near future? 3. You should be able to identify the countries of Europe in the 1990s on a blank map. Identifications: Following is a list of important individuals and terms from the chapter. Write a brief identification that answers the five fundamental questions: who, what, when, where, and why important (i.e., the historical significance)? Individuals: George H. W. Bush George W. Bush Helmut Kohl Osama bin Laden Lothar de Maizize Slobodan Milosevic Vladimir Putin Marshall Tito Franjo Tudjman Boris Yeltsin Terms: Al-Qaeda Bosnia Chechnya Commonwealth of Independent States (CIS) Delors Commission Dayton Agreement ethnic cleansing Euro European Union (EU)

1. How did Gorbachevs change in policy towards the satellite states in eastern Europe contribute to the end of communist rule in those states in the Revolutions of 1989? 2. Trace the progression of the Revolutions of 1989 from glasnost and perestroika to the Velvet Revolution. 3. Was the unification of Germany in 1990 a historical accident or the result of careful planning? Explain the role played by Chancellor Helmut Kohl. 4. What caused the disintegration of Yugoslavia? How did its break up differ from that of the former Soviet Union? Study/Discussion/Essay Questions: 5. How did the Revolutions of 19891990 affect The following review questions are meant to help the movement towards European unity? you review the key themes of the chapter. You 6. How has the new international terrorism of should be prepared to write a brief, well-organized, the early twenty-first century affected Americas factual essay on each. You may wish to prepare an leadership role in international affairs?

Terms (contd) G-7 Helsinki Accords Kosovo Kosovo Liberation Army (KLA) 9/11 Operation Horseshoe Party of Democratic Socialism (PDS) proxy war SALT Single European Act Strategic Defense Initiative (SDI) Taliban 2+4 talks

outline from which an essay could be written, or actually write out an essay for each question on a separate sheet of paper.
Copyright 2005 Harlan Davidson, Inc.