700

Africa and theMiddle East

1945–Present

Key EventsAs you read this chapter, look for the key events in the development of Africa and the

Middle East.• From the 1950s to the 1970s, most African nations gained independence from colonial

powers.• Israel declared statehood on May 14, 1948, creating conflict and struggle between the

new state and its neighbors.

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

• Many African nations struggle with political and economic instability.• The United States continues to work with the Israelis and Palestinians to find a peace-

ful solution to their territorial disputes.

World History—Modern Times Video The Chapter 23 video,“Apartheid,” chronicles segregation and its demise in South Africa.

1945 1950 1955 1960 1965 1970

1957First BritishAfrican colony gainsindependence

1964PalestineLiberationOrganizationformed

1962NelsonMandelaarrested andimprisoned

1967Six-DayWar begins

1963Organizationof AfricanUnity formed

1948Israel declaresstatehood

Israeli flag

701

Kwame Nkrumah celebrates independence. Ghana gained its independence from Great Britain in 1957.

HISTORY

Chapter OverviewVisit the Glencoe WorldHistory—Modern Times Web site at

and click on Chapter 23–Chapter Overview topreview chapter information.

wh.mt.glencoe.com1975 1980 1985 1990 1995 2000

1994Nelson Mandelabecomes SouthAfrica’s first blackpresident

1984Desmond Tutuwins Nobel PeacePrize

1979Israel and Egyptsign the CampDavid Accords

1990Iraqi attack onKuwait leads toPersian Gulf crisis

2003United States andits allies overthrowIraqi dictator

Leaders of Camp David Accords

U.S. military planes during Gulf War

Inauguration ofNelson Mandela

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http://wh.mt.glencoe.com

702

Revolution in Irann the 1970s, many Iranians began to grow dissatisfiedwith their ruler, Mohammad Reza Pahlavi, the shah of

Iran. An opposition movement, led by the Muslim clergyunder the guidance of the Ayatollah Ruhollah Khomeini,grew in strength. (An ayatollah is a major religious leader.The word means “the sign of God.”)

One observer described a political rally in the capital city ofTehran in 1978: “On Sunday, December 11, hundreds of thou-sands of people held a procession in the center of Tehran. . . .Slogans against the shah rippled in the wind—‘Death to theShah!’ ‘Death to the Americans!’ ‘Khomeini is our leader,’ andso on. People from all walks of life could be found in thecrowd.”

In January 1979, the shah left Iran, officially for a “period ofrest and holiday.” Three weeks later, the Ayatollah Khomeinireturned to Iran from exile in Paris. On April 1, his forcesseized control and proclaimed Iran to be an Islamic republic.Included in the new government’s program was an attack onthe United States, viewed by Khomeini as the “Great Satan.”

On November 4, after the shah had gone to the UnitedStates for medical treatment, Iranian revolutionaries seizedthe United States Embassy in Tehran, taking 52 Americanshostage. Not until the inauguration of a new American presi-dent, Ronald Reagan, in January 1981 did the Iranians freetheir American captives.

I

Anti-American protesters in Iran

Mohammad Reza Pahlavi

Why It MattersThese revolutionary events in Iranare examples of the upheavals thatchanged both Africa and the MiddleEast after 1945. In both these areasof the world, Europeans were forcedto give up their control and allowindependent states to emerge. Thechange from colony to free nationwas not easy. In Africa, the legacy ofcolonialism left arbitrary bound-aries, political inexperience, andcontinued European economic dom-ination. In the Middle East, ethnicand religious disputes persist.

History and You The Arab-Israeli war is not one war but a con-tinual series of struggles. Using yourtextbook and outside resources,make a time line of the conflict.Choose three points on your timeline to highlight, then describe theevents that led to those specificepisodes.

Independence in AfricaGuide to Reading

Main Ideas• People hoped that independence would

bring democratic governments, butmany African nations fell victim to mili-tary regimes and one-party states.

• Culturally and economically, Africannations struggled to resolve the tensionbetween the modern and the traditional.

Key Termsapartheid, Pan-Africanism

People to IdentifyKwame Nkrumah, Nelson Mandela, JuliusNyerere, Desmond Tutu, Chinua Achebe

Places to LocateSouth Africa, Kenya, Liberia, Nigeria

Preview Questions1. What economic problems did inde-

pendent African nations face?2. How have social tensions impacted

African culture?

Reading StrategyCategorizing Information As you readthis section, complete a chart like the onebelow identifying the problems in Africaduring its first stages of independence.

Africa

Economic

Social

Political

✦1960 ✦1962 ✦1964 ✦1966 ✦1968 ✦1970 ✦1972

1963Organization ofAfrican Unity forms

1960Blacks massacredin Sharpeville

1962Arrest of ANC leaderNelson Mandela

1971Idi Amin seizescontrol of Uganda

Preview of Events

CHAPTER 23 Africa and the Middle East 703

On March 21, 1960, Humphrey Taylor, a reporter, described a peaceful march byblack South Africans against white rule:

“We went into Sharpeville the back way, around lunch time last Monday, drivingalong behind a big grey police car and three armoured cars. As we went through thefringes of the township many people were shouting the Pan-Africanist slogan ‘OurLand.’ They were grinning and cheerful. . . . Then the shooting started. We heard thechatter of a machine gun, then another, then another. . . . One woman was hit aboutten yards from our car. . . . Hundreds of kids were running, too. Some of the children,hardly as tall as the grass, were leaping like rabbits. Some of them were shot, too.”

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

The Sharpeville massacre was a stunning example of the white government’soppression of the black majority in South Africa.

The Transition to IndependenceEuropean rule had been imposed on nearly all of Africa by 1900. However, after

World War II, Europeans realized that colonial rule in Africa would have to end.This belief was supported by the United Nations charter, which pledged that allcolonial peoples should have the right to self-determination.

In 1957, the Gold Coast, renamed Ghana and under the guidance of KwameNkrumah, was the first former British colony to gain independence. Nigeria, theBelgian Congo (renamed Zaire, now the Democratic Republic of Congo), Kenya,and others soon followed. Seventeen new African nations emerged in 1960.

Voices from the Past

Demonstration against white rule

1967Civil war inNigeria

Another 11 nations followed between 1961 and 1965.After a series of brutal guerrilla wars, the Portuguesefinally surrendered their colonies of Mozambiqueand Angola in the 1970s.

In North Africa, the French granted full independ-ence to Morocco and Tunisia in 1956. Because Algeriawas home to one million French settlers, Francechose to keep control there. Meanwhile, however,Algerian nationalists had organized the NationalLiberation Front (FLN) and in 1954 initiated a guer-rilla war to liberate their homeland. The Frenchleader, Charles de Gaulle, granted Algeria its inde-pendence in 1962.

In South Africa, where the political system wasdominated by whites, the process was more compli-cated. Political activity on the part of blacks hadbegun with the formation of the African NationalCongress (ANC) in 1912. Its goal was economic and

political reform. The ANC’s efforts, however, metwith little success.

At the same time, by the 1950s, South Africanwhites (descendants of the Dutch, known as Afrikan-ers) had strengthened the laws separating whites andblacks. The result was a system of racial segregationknown as apartheid (“apartness”).

Blacks demonstrated against the apartheid laws,but the white government brutally repressed thedemonstrators. In 1960, police opened fire on peoplewho were leading a peaceful march in Sharpeville,killing 69, two-thirds of whom were shot in the back.After the arrest of ANC leader Nelson Mandela in1962, members of the ANC called for armed resist-ance to the white government.

Describing How did Algeria gainindependence from France?

Reading Check

N

S

EW

Lambert Azimuthal Equal-Area projection1,000 kilometers0

1,000 miles0

20°W 10°W 0° 10°E 20°E 30°E 40°E 50°E

30°S

20°S

10°S

0°

10°N

20°N

30°N

AtlanticOcean

IndianOcean

Mediterranean Sea

RedSea

SUDAN1956

EGYPT1922

LIBYA1951

TUNISIA1956

ALGERIA1962

MOROCCO1956

WESTERNSAHARA

Mor.

MAURITANIA1960 MALI

1960 NIGER1960 CHAD

1960

NIGERIA1960

DEMOCRATICREPUBLIC OF

CONGO1960

ETHIOPIA1941

ERITREA1993

SOMALIA1960

CENTRAL AFRICANREPUBLIC

1960CAMEROON1960

TANZANIA1961

KENYA1963

UGANDA1962

COMOROS1975

MADAGASCAR1960

SOUTHAFRICA

1910

ANGOLA1975

NAMIBIA1990 BOTSWANA

1966

ZIMBABWE1980

MALAWI1963

MOZAMBIQUE1975

ZAMBIA1964

RWANDA1962BURUNDI

1962

EQUATORIALGUINEA

1968

S�AO TOME ´́&PRÍNCIPE

1975

CONGO1960

GABON1960

BURKINA FASO1960 BENIN

1960

TOGO1960

GHANA1957IVORY

COAST1960

SENEGAL1960

GAMBIA1965

GUINEA1958

GUINEA-BISSAU

1974SIERRALEONE

1961

LIBERIA

DJIBOUTI1977

SWAZILAND1968

LESOTHO1966

After World War II, mostAfrican countries gainedindependence.

1. Interpreting MapsWhich countries became independent by 1957?

2. Interpreting MapsWhich countries became independent after 1965?

3. Applying GeographySkills Is there a patternto the chronology inwhich independenceoccurred in the differentcountries of Africa? Whatcan you infer from thepresence or absence of a pattern?

Dependency

Country that was nevera colony

By 19571957–19601961–1965After 1965

Countries that gained independencewith date of independence:

Independent Africa

The New NationsThe African states that achieved independence

in the 1950s, 1960s, and 1970s still faced many problems. The leaders of these states, as well as theircitizens, dreamed of stable governments and eco-nomic prosperity. Many of these dreams have yet tobe realized.

New African Leaders Most of the leaders of thenewly independent African states came from theurban middle class and had studied in either Europeor the United States. They spoke and read Europeanlanguages and believed in using the Western demo-cratic model in Africa.

One of these leaders was Jomo Kenyatta. Educatedin Great Britain, Kenyatta returned to Kenya in 1946and founded the Kenya African National Union,which sought independence for Kenya. Britishauthorities imprisoned him on a charge of support-ing the Mau Mau movement, which used terrorismto gain freedom from the British. He led his countryto independence in 1963 and served as its presidentfrom 1964 to his death in 1978.

The views of African leaders on economics werediverse. Some leaders, such as Jomo Kenyatta,believed in Western-style capitalism. Others, such as

Kwame Nkrumah of Ghana, preferred an “Africanform of socialism.” This meant a system in whichownership of the country’s wealth would be put intothe hands of the people.

Some African leaders believed in the dream ofPan-Africanism—the unity of all black Africans,regardless of national boundaries. In the view of Pan-Africanists, all black African peoples shared a com-mon identity. Pan-Africanism was supported byseveral of the new African leaders, includingLéopold Senghor of Senegal, Kwame Nkrumah, andJomo Kenyatta.

Nkrumah in particular hoped that a Pan-Africanunion would join all of the new countries of the con-tinent in a broader community. Although his dreamnever became a reality, the Organization of AfricanUnity (OAU), founded by the leaders of 32 Africanstates in 1963, was a concrete result of the belief in Pan-Africanism. In 2002 the African Union (AU) replacedthe OAU. The new 53-nation group aims to promotedemocracy and economic growth in the region.

Economic Problems Independence did not bringeconomic prosperity to the new African nations.Most still relied on the export of a single crop or nat-ural resource. Liberia, for example, depended on the

Nelson Mandela1918–South African leader

Nelson Mandela was the first blackpresident of South Africa. Mandelawas trained to be a leader of theThembu people, and, later, hereceived a Western education.

In 1952, Mandela became one ofthe leaders of the African National Congress (ANC). TheANC at first advocated a policy of passive resistance towhite rule in South Africa. Later, it supported more vio-lent methods. The result was a sentence of life imprison-ment for Mandela.

During his stay in prison, Mandela’s reputation grewthroughout Africa and the world. Finally, the SouthAfrican government released Mandela and agreed tohold free elections. In 1994, he became president.

Desmond Tutu1931–South African activist

Head of the Anglican Church inSouth Africa, Archbishop DesmondTutu became a leader of the nonvio-lent movement against apartheid.Raised in Johannesburg, he studiedtheology and was ordained an Angli-can priest in 1961. He rose quickly through the ranks andbecame an archbishop and head of the Anglican Churchin South Africa in 1986. As a passionate believer in non-violence, he supported a policy of economic sanctionsagainst his own country in order to break the system ofapartheid peacefully. He wrote: “If we cannot consider allpeaceful means then people are in effect saying thatthere are no peaceful means.” For his efforts, he wasawarded the Nobel Peace Prize in 1984.

CHAPTER 23 Africa and the Middle East 705

export of rubber; Nigeria, on oil. When pricesdropped, their economies suffered. To make mattersworse, most African states had to import technologyand manufactured goods from the West.

The new states also sometimes created their ownproblems. Scarce resources were spent on militaryequipment or luxury goods rather than on buildingthe foundations for an industrial economy. In addi-tion, corruption and bribery became common.

African population growth, averaging 3 percentby the 1980s, crippled efforts to build moderneconomies. Serious droughts were another economichandicap and caused widespread hunger and starva-tion. Since the 1980s, droughts have recurred inNiger, Mali, the Sudan, Somalia, and Ethiopia. Mil-lions fled to other countries looking for food.

In recent years, the greatest challenge to Africanprogress was the spread of AIDS, or acquiredimmune deficiency syndrome. (See also page 972.) Insub-Saharan Africa, where poor countries have fewmedical resources, more than 29 million people livedwith AIDS in 2002. This crisis led the U.S. Congress in2003 to authorize $15 billion in funds to treat AIDS inforeign nations, mostly in Africa.

As a result of all these problems, poverty is wide-spread in Africa, especially among the three-quartersof the population still living off the land. Cities havegrown tremendously and are often surrounded bymassive slums populated by rural people who cameto the cities looking for employment. The growth of

the cities has overwhelmed sanitation and trans-portation systems. Pollution and perpetual trafficjams are the result.

Millions live without water and electricity in theirhomes. In the meantime, the fortunate few enjoy lav-ish lifestyles. The rich in many East African countriesare known as the wabenzi, or Mercedes-Benz people.

Political Challenges Many people hoped that inde-pendence would lead to democracies. They weresoon disappointed as democratic governmentsfailed. Between 1957 and 1982, more than 70 leaderswere violently overthrown. In the 1980s, either themilitary or a single party ruled in many majorAfrican states. In the 1990s, demand for responsiblegovernment grew, but political instability is still afact of life for many African nations.

Within many African countries, the concept ofnationhood was also undermined by warring ethnicgroups. In the colonial period, European powers cre-ated boundaries that suited their own interests. Theydid not often consider the ethnic make-up of the peo-ple. Thus, virtually all these states included manydifferent ethnic, linguistic, and territorial groups.

During the late 1960s, civil war tore Nigeria apart.When northerners began to kill the Ibo people, thou-sands of Ibo fled to their home region in the easternpart of Nigeria. There, Lieutenant Colonel OdumeguOjukwu organized the Ibo in a rebellion and declaredthe eastern region of Nigeria an independent state

706 CHAPTER 23 Africa and the Middle East

This shantytown is in CapeTown, South Africa. Tremen-dous urban growth has led tothe rise of slums outside manyAfrican cities. What factorscontribute to the spread ofpoverty in Africa?

History

0700-0710 C23SE-860705 11/25/03 8:24 PM Page 706

called Biafra. After two and a half years of bloodycivil war, Biafra finally surrendered and accepted theauthority of the central government of Nigeria.

Conflicts also broke out among ethnic groups inZimbabwe. In central Africa, fighting between theHutu and Tutsi created unstable governments in bothBurundi and Rwanda. In 1994, a Hutu rampage leftsome five hundred thousand Tutsi dead in Rwanda.

Explaining Why was the Organiza-tion of African Unity formed?

New HopesAs you will learn, worldwide pres-

sure on the South African government led to the end ofapartheid and the election of that country’s first blackpresident in 1994.Not all the news in Africa has been bad. In recent

years, popular demonstrations have led to the col-lapse of one-party regimes and the emergence ofdemocracies in several countries. One case was thatof Idi Amin of Uganda. After ruling by terror andbrutal repression throughout the 1970s, Amin wasdeposed in 1979. Dictatorships also came to an end inEthiopia, Liberia, and Somalia. In these cases, how-ever, the fall of the regime was later followed bybloody civil war.

One of the most remarkable events of recentAfrican history was the election of Nelson Mandela to the presidency of the Republic of South Africa.

Reading Check

Mandela had been sentenced to life imprisonment in1962 for his activities with the African National Con-gress. He spent almost 26 years of his life in maxi-mum-security prisons in South Africa. For all thoseyears, Mandela never wavered from his determina-tion to secure the liberation of his country. In January1985, he was offered his freedom, given certain condi-tions, from then President Botha. At this point, Man-dela had served over 20 years of a life sentence andhad passed his 66th birthday. Yet, he refused to accepta conditional freedom: “Only free men can negotiate;prisoners cannot enter into contracts. Your freedomand mine cannot be separated.” Over the years, NobelPeace prize winner (1984) Bishop Desmond Tutuand others worked to free him and to end apartheid in South Africa. Worldwide pressure on the whiteSouth African government led to reforms and thegradual dismantling of apartheid laws. In 1990, Mandela was finallyreleased from prison.

In 1993, the governmentof President F. W. de Klerkagreed to hold democraticnational elections—thefirst in South Africa’shistory. In 1994, NelsonMandela became SouthAfrica’s first black presi-dent. In his presidentialinaugural address, heexpressed his hopes for

707CHAPTER 23 Africa and the Middle East

President F. W. de Klerk agreed to hold South Africa’sfirst democratic national elections in 1994. Here yousee people waiting to vote for the first time. Who wasthe first freely elected president of South Africa?

History

HISTORY

Web Activity Visitthe Glencoe WorldHistory—Modern Times Web site at

and click on Chapter 23–Student Web Activity to learn more aboutAfrican independence.

wh.mt.glencoe.com

http://wh.mt.glencoe.com

unity: “We shall build a society in which all SouthAfricans, both black and white, will be able to walktall, without any fear in their hearts, assured of theirinalienable right to human dignity—a rainbownation at peace with itself and the world.” ; (See page781 to read excerpts from Nelson Mandela’s An Ideal for Which Iam Prepared to Die in The Primary Sources Library.)

Identifying Which African countriesoverthrew dictatorships?

Society and Culture in Modern Africa

Africa is a study in contrasts. Old and new, nativeand foreign live side by side. One result is a constanttension between traditional ways and Western culture.

City and Countryside In general, the impact of theWest has been greater in the cities than in the coun-tryside. After all, the colonial presence was first andmost firmly established in the cities. Many cities,including Dakar, Lagos, Cape Town, Brazzaville, andNairobi, are direct products of colonial rule. MostAfrican cities today look like cities elsewhere in theworld. They have high-rise apartments, wide boule-vards, neon lights, movie theaters, and, of course,traffic jams.

Reading Check

Outside the major cities, where about three-quarters of the inhabitants of Africa live, moderninfluence has had less of an impact. Millions of peoplethroughout Africa live much as their ancestors did, inthatched dwellings without modern plumbing andelectricity. They farm, hunt, or raise livestock by tra-ditional methods, wear traditional clothing, and prac-tice traditional beliefs. Conditions such as drought orflooding affect the ability of rural Africans to growcrops or tend herds. Migration to the cities for work isone solution. This can be very disruptive to familiesand villages. Many urban people view rural people asbackward. Rural dwellers view the cities as corrupt-ing and destructive to traditional African values andcustoms.

Women’s Roles Independence from colonial powershad a significant impact on women’s roles in Africansociety. Almost without exception women wereallowed to vote and run for political office. Fewwomen hold political offices. Although women domi-nate some professions, such as teaching, child care,and clerical work, they do not have the range of careeropportunities available to men. Most African womenare employed in low-paid positions such as farmlaborers, factory workers, and servants. Furthermore,in many rural areas, traditional attitudes towardwomen, including arranged marriages, still prevail.

708

� Modern office buildings and contemporary art in Pretoria, South Africa, demonstrate theWesternization of Africa’s cities.

� Tea pickers on a plantation in Kenya

The contrast between modern and traditional lifestylesoften creates tension in African society. About whatpercentage of the African people live in cities?

History

African Culture The tension between traditionaland modern and between native and foreign alsoaffects African culture. Africans have kept theirnative artistic traditions while adapting them to for-eign influences. A dilemma for many contemporaryAfrican artists is the need to find a balance betweenWestern techniques and training on the one hand,and the rich heritage of traditional African art formson the other.

In some countries, governments make the artists’decisions for them. Artists are told to depict scenes oftraditional African life. These works are designed toserve the tourist industry.

African writers have often addressed the tensionsand dilemmas that modern Africans face. The con-flicting demands of town versus country and nativeversus foreign were the themes of most of the best-known works of the 1960s and 1970s.

These themes certainly characterize the work ofChinua Achebe, a Nigerian novelist who has woninternational acclaim. Achebe’s four novels show theproblems of Africans caught up in the conflictbetween traditional and Western values. Mostfamous of Achebe’s four novels is Things Fall Apart,in which the author portrays the simple dignity oftraditional African village life.

Summarizing What themes arecharacterized in the work of Chinua Achebe?

Reading Check

709CHAPTER 23 Africa and the Middle East

Checking for Understanding1. Define apartheid, Pan-Africanism.

2. Identify Kwame Nkrumah, NelsonMandela, Julius Nyerere, DesmondTutu, Chinua Achebe.

3. Locate South Africa, Kenya, Liberia,Nigeria.

4. Explain how population growth hascrippled the efforts of African nations tocreate stable, modern economies. Iden-tify at least two other recent obstaclesto an improved economy.

5. Describe the relationship between theHutu and the Tutsi. Identify othernations in the news today with ethnicor religious conflict.

Critical Thinking6. Explain Why was the idea of Pan-

Africanism never realized?

7. Organizing Information Create achart comparing the characteristics of the modern African city and ruralareas.

Analyzing Visuals8. Examine the photograph of Kwame

Nkrumah shown on page 701 of yourtext. How does this photograph reflectthe pride that Kwame Nkrumah and hiscompanions feel about Ghana’s newlywon independence? Use specific visualevidence from the photograph to sup-port your answer.

9. Persuasive Writing Assume therole of an African leader of a newlyindependent nation. Write a speechto your citizens in which you explainPan-Africanism and convince themthat Pan-Africanism will benefit boththe nation and the people.

City

Countryside

A Nigerian craftsman is in the processof carving a wooden drum. How doyou think tourism has affected tradi-tional African art forms?

History

710

Interpreting StatisticsWhy Learn This Skill?

A news report comes out that statistical evidencefrom a recent scientific study proves that chocolatecan prevent cancer. The next day, a doctor is inter-viewed saying that the statistics are misleading.What are you to believe?

Statistics are used to support a claim or an opin-ion. They can be used to support opposing sides ofan issue. To avoid being misled, it is important tounderstand how to interpret statistics.

Learning the SkillStatistics are sets of tabulated information that

may be gathered through surveys and other sources.When studying statistics, consider each of the following:

• Biased sample The sample may affect the results.A sample that does not represent the entire popu-lation is called a biased sample. An unbiasedsample is called a representative sample.

• Correlation Two sets of data may be related orunrelated. If they are related, we say that there isa correlation between them. For example, there isa positive correlation between academic achieve-ment and wages. There is a negative correlation,however, between smoking and life expectancy.

• Statistical significance Researchers determinewhether the data support a generalization orwhether the results are due to chance. If the proba-bility that the results were due to chance is lessthan 5 percent, researchers say that the result isstatistically significant.

Practicing the SkillThe table at the top of the next column rates

countries according to economic freedom, that is the fewest restrictions on trade, property rights, and monetary policies. The scores are on a scalefrom 1 to 5, with 1 being the greatest economic freedom. Study the table. Then answer the questionsthat follow.

1 Which category or categories show a positivecorrelation with economic freedom?

2 Which category or categories show a negativecorrelation with economic freedom?

Applying the Skill

Create a two-question survey that will generateanswers that can be correlated. For example, ask: “Howmany hours of television do you watch per day?” and“How many hours of homework do you do per day?”Gather responses, then develop a correlation betweenthe topics addressed by the two questions.

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

Nation(rank)

Hong Kong (1)

United States (5)

United ArabEmirates (14)

Israel (54)

Lebanon (59)

Botswana (68)

Cameroon (90)

Syria (141)

Zimbabwe (146)

Trade

1.0

2.0

2.0

2.0

3.0

3.0

4.0

5.0

5.0

Gov‘t Inter-vention

2.0

2.0

3.0

3.5

3.0

4.0

2.0

3.0

2.5

Wages/Prices

2.0

2.0

3.0

2.0

2.0

2.0

3.0

4.0

4.0

OverallScore

1.30

1.75

2.05

2.75

2.85

2.95

3.20

4.00

4.25

2001 Index of Economic Freedom

Source: The Heritage Foundation.

1956Suez War begins

1964PLO is founded

1979Khomeini seizescontrol of Iran

Guide to Reading

Conflict in the Middle East

Preview of Events

1981Iran frees American hostages

✦1955 ✦1960 ✦1965 ✦1970 ✦1975 ✦1980 ✦1985

On May 14, 1948, David Ben-Gurion stood in Museum Hall in Tel Aviv andannounced to the people assembled there:

“The land of Israel was the birthplace of the Jewish people. Here their spiritual, reli-gious and national identity was formed. In their exile from the land of Israel the Jewsremained faithful to it in all the countries of their dispersal, never ceasing to hope andpray for the restoration of their national freedom. Therefore by virtue of the naturaland historic right of the Jewish people to be a nation as other nations, and of the Reso-lution of the General Assembly of the United Nations, we hereby proclaim the estab-lishment of the Jewish nation in Palestine, to be called the State of Israel.”

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

The creation of the state of Israel made Arab-Israeli conflict a certainty.

The Question of PalestineAs you will learn, in 1948, Palestine was divided into two states:

an Arab state and a Jewish state.In the Middle East, as in other areas of Asia, World War II led to the emergence

of new independent states. Syria and Lebanon gained their independence near theend of World War II. Jordan achieved complete self-rule soon after the war. Thesenew states were predominantly Muslim.

Voices from the Past

Main Ideas• Instability in various parts of the Middle

East has led to armed conflict and medi-ation attempts from countries outsidethe region.

• In many Middle Eastern countries, anIslamic revival has influenced politicaland social life.

Key TermsPan-Arabism, intifada

People to IdentifyGamal Abdel Nasser, Anwar el-Sadat,Yasir Arafat, Ayatollah Ruhollah Khomeini,Saddam Hussein, Naguib Mahfouz

Places to LocateIsrael, Egypt, Sinai Peninsula, West Bank,Iran, Iraq, Kuwait, Persian Gulf

Preview Questions1. How was the state of Israel created?2. How did the Islamic revival affect Mid-

dle Eastern Society?

Reading StrategyCategorizing Information As you readthis section, fill in the important events in the history of Arab-Israeli conflicts.

CHAPTER 23 Africa and the Middle East 711

David Ben-Gurion

YEAR EVENT

Global MigrationsSince 1945, tens of millions of people have migrated

from one part of the world to another. There are manyreasons for these migrations. Persecution for politicalreasons caused many people from Pakistan,Bangladesh, Sri Lanka, Eastern Europe, and East Ger-many to seek refuge in Western European countries.Brutal civil wars in Asia, Africa, the Middle East, andEurope led millions of refugees to seek safety in neigh-boring countries. A devastating famine in Africa in

1984–1985 drove hun-dreds of thousands ofAfricans to relief campsthroughout the conti-nent to find food.

Most people who have migrated, however, havedone so to find jobs. Latin Americans seeking a betterlife have migrated to the United States. Guest workersfrom Turkey, southern and Eastern Europe, North Africa,and South Asia have entered more prosperous WesternEuropean lands. In the 1980s, about fifteen millionguest workers worked and lived in Europe.

Many host countries allowed guest workers to stayfor several years. In the 1980s and 1990s, however, foreign workers often became scapegoats when countries faced economic problems. Political parties inFrance and Norway, for example, called for the removalof blacks and Arabs.

� Mobile clinic inSomalia, Africa

In the years between the two world wars, manyJews had immigrated to Palestine, believing this areato be their promised land. Tensions between Jewsand Arabs had intensified during the 1930s. GreatBritain, which governed Palestine under a UnitedNations (UN) mandate, had limited Jewish immigra-tion into the area and had rejected proposals for anindependent Jewish state in Palestine. The Muslimstates agreed with this position.

The Zionists who wanted Palestine as a home forJews were not to be denied, however. Many peoplehad been shocked at the end of World War II whenthey learned about the Holocaust, the deliberatekilling of six million European Jews in Nazi deathcamps. As a result, sympathy for the Jewish causegrew. In 1948, a United Nations resolution dividedPalestine into a Jewish state and an Arab state. TheJews in Palestine proclaimed the state of Israel onMay 14, 1948.

Its Arab neighbors saw the new state as a betrayalof the Palestinian people, most of whom were Mus-lim. Outraged, several Arab countries invaded thenew Jewish state. The invasion failed, but the Arabstates still refused to recognize Israel’s right to exist.

As a result of the division of Palestine, hundredsof thousands of Palestinians fled to neighboring Arabcountries, where they lived in refugee camps. OtherPalestinians came under Israeli rule. The issue of ahomeland and self-governance for the Palestiniansremains a problem today.

Identifying Why was there interna-tional support for Palestine to serve as a home for Jews?

Nasser and Pan-ArabismIn Egypt, a new leader arose who would play an

important role in the Arab world. Colonel GamalAbdel Nasser took control of the Egyptian govern-ment in the early 1950s. On July 26, 1956, Nasserseized the Suez Canal Company, which had beenunder British and French administration.

Concerned over this threat to their route to theIndian Ocean, Great Britain and France decided tostrike back. They were quickly joined by Israel. Theforces of the three nations launched a joint attack onEgypt, starting the Suez War of 1956. The United Statesand the Soviet Union supported Nasser and forcedBritain, France, and Israel to withdraw their troops

Reading Check

Are there immigrant populations where you live?Describe some of the attitudes your friends andfamilies have toward foreign workers. Think of sev-eral reasons why foreign populations havemigrated to the United States.

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from Egypt. These Cold War enemies were opposed toFrench and British influence in the Middle East.

Nasser emerged from the conflict as a powerfulleader. He now began to promote Pan-Arabism, orArab unity. In February 1958, Egypt formally unitedwith Syria in the United Arab Republic (UAR). Nasserwas named the first president of the new state. Egyptand Syria hoped that the union would eventuallyinclude all the Arab states. Many other Arab leaderswere suspicious of Pan-Arabism, however. Oil-richArab states were concerned they would have to sharerevenues with poorer states in the Middle East. Indeed,in Nasser’s view, Arab unity meant that wealth derivedfrom oil, which currently flowed into a few Arab statesor to foreign interests, could be used to improve thestandard of living throughout the Middle East.

In 1961, military leaders took over Syria and with-drew the country from its union with Egypt. Nassercontinued to work on behalf of Arab interests.

Evaluating Why were France andGreat Britain threatened when Nasser seized the Suez Canal?

Reading Check

The Arab-Israeli DisputeDuring the late 1950s and 1960s, the dispute

between Israel and other states in the Middle Eastbecame more heated. In 1967, Nasser imposed ablockade against Israeli shipping through the Gulf ofAqaba. He declared: “Now we are ready to confrontIsrael. We are ready to deal with the entire Palestinequestion.”

Fearing attack, on June 5, 1967, Israel launched airstrikes against Egypt and several of its Arab neigh-bors. Israeli warplanes wiped out most of the Egypt-ian air force. Israeli armies broke the blockade andoccupied the Sinai Peninsula. Israel seized territoryon the West Bank of the Jordan River, occupiedJerusalem, and took control of the Golan Heights. Dur-ing this Six-Day War, Israel tripled the size of its terri-tory. Another million Palestinians now lived insideIsrael’s new borders, most of them on the West Bank.

Over the next few years, Arab states continued to demand the return of the occupied territories.Nasser died in 1970 and was succeeded in office by

713CHAPTER 23 Africa and the Middle East

Modern Middle East and Palestinian Conflict

Much of the Middle East isdependent on revenue from oil.

1. Interpreting MapsWhat Arab states borderIsrael? Has Israelexpanded its territoriesor lost territory since1947?

2. Applying GeographySkills Which coun-tries contain major oil-producing areas?

Disputed/undefined boundaryMajor oil–producing areas

Proposed Jewish state,UN partition, 1947Other Israeli-occupiedareas, 1948–1949Israeli-occupied areas,1967Area of Palestinian autonomy allowed under Israel-PLOagreement, 1993

The PLO and the IntifadaIn 1964, the Egyptians took the lead in forming the

Palestine Liberation Organization (PLO) to representthe interests of the Palestinians. ThePLO believed that only the Pales-tinian peoples had the right tocreate a state in Palestine. At thesame time, a guerrilla move-ment called al-Fatah, headed bythe PLO political leader YasirArafat, began to launch terroristattacks on Israeli territory. Ter-rorist actions against Israel con-tinued for decades.

During the 1980s, Palestinian Arabs, frustrated bytheir failure to achieve self-rule, became more mili-tant and led an intifada, or uprising, in the territoriesoccupied by Israel since the 1967 Arab-Israeli war.(See map, p. 931.) Finally, in 1993, Israel and the PLOagreed that the PLO would have control over a semi-independent area. In return, the PLO recognizedIsrael’s right to exist.

Even with this change, little progress was madetoward Palestinian statehood. Some Israelis did notwant to give up the occupied territories for a Pales-tinian state, while some Palestinians continued ter-rorist attacks and did not accept the state of Israel. Anew sign of progress emerged in 2003 when theIsraeli cabinet formally accepted the principle of aPalestinian state for the first time.

Summarizing What were the termsof the agreement reached in 1993?

Revolution in IranThe leadership of Shah Mohammad Reza Pahlavi

and revenue from oil helped Iran to become a richcountry. Iran was also the chief ally of the UnitedStates in the Middle East in the 1950s and 1960s.

However, there was much opposition to the shah inIran. Millions of devout Muslims looked with distasteat the new Iranian civilization. In theireyes, it was based on greed andmaterialism, which they identifiedwith American influence.

Leading the opposition to theshah was the Ayatollah Ruhol-lah Khomeini (ko•MAY•nee), amember of the Muslim clergy. Bythe late 1970s, large numbers ofIranians had begun to respond to

Reading Check

Anwar el-Sadat. In 1973, Arab forces led by Sadatlaunched a new attack against Israel. A UN-negoti-ated ceasefire ended the conflict in 1974. Meanwhilethe war had serious effects on the economies of othernations. A number of Arab oil-producing states hadformed the Organization of Petroleum ExportingCountries (OPEC) in 1960 to gain some control overoil prices. During the 1973 war, some OPEC nationsannounced large oil price increases for foreign coun-tries. The price hikes and cuts in production led toserious problems in the United States and Europe.

The oil shortages were a major factor behind asurge of interest in alternative fuel sources. In theUnited States, President Carter warned against adependence on foreign oil and promoted the use ofcoal and solar power. He also persuaded the Ameri-can legislature to create a Department of Energy.

President Carter also played the role of peace-maker in the Middle East. In September 1978, he metwith President Sadat of Egypt and Israeli Prime Min-ister Menachem Begin (BAY•gihn). The result wasthe Camp David Accords, an agreement to sign apeace treaty. Although the 1979 peace treaty endedwar between Egypt and Israel, many Arab countriescontinued to refuse to recognize Israel.

Identifying What are the CampDavid Accords?

Reading Check

714 CHAPTER 23 Africa and the Middle East

Palestinians clash with Israeli soldiers.

Yasir Arafat

Ayatollah Khomeini

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715CHAPTER 23 Africa and the Middle East

war’s basic issues were not solved. In 1988, the twocountries signed a cease-fire.

In 1990, Iraqi troops occupied the small country ofKuwait at the head of the Persian Gulf. The invasionsparked an outcry and the United States led an alliedforce that freed Kuwait. In 2003, the United Statesand its allies again launched an attack, this time totopple Hussein because he appeared to threaten theuse of weapons of mass destruction.

Describing Describe why Iran andIraq have been in conflict for many years.

Afghanistan and the TalibanAfter World War II, the king of Afghanistan, in

search of economic assistance for his country, devel-oped close ties with the Soviet Union. In 1973, theking was overthrown by his cousin, who himself wasremoved during a pro-Soviet coup in 1978. The newleaders attempted to create a Communist govern-ment but were opposed by groups who wanted anIslamic state. The Soviets then launched a full-scaleinvasion of Afghanistan in 1979, installing BabrakKarmal as prime minister.

The Soviets occupied Afghanistan for 10 years butwere forced to withdraw by anti-Communist forcessupported by the United States and Pakistan.Though a pro-Soviet government was left in the capital at Kabul, various Islamic rebel groups beganto fight for control. One of these, the Taliban, seizedKabul in 1996. By the fall of 1998, the Taliban controlled more than two-thirds of the country.Opposing factions controlled northern Afghanistan.

Condemned for its human rights abuses andimposition of harsh social policies, the Taliban wasalso suspected of sheltering Osama bin Laden andhis al-Qaeda organization. In 1999 and 2000, theUnited Nations Security Council demanded the Tal-iban hand over bin Laden for trial, but it refused. In2001, the Taliban was driven out of Kabul by rebelforces and American bombers.

Explaining What was the political situation in Afghanistan in 1996?

Society and Culture In recent years, conservative religious forces have

tried to replace foreign culture and values withIslamic forms of belief and behavior. This movementis called Islamic revivalism or Islamic activism. For

Reading Check

Reading Check

In 1990, SaddamHussein’s troops setmany of Kuwait’soil fields on fire asthey retreated fromthe country.

Khomeini’s words. In 1979, the shah’s governmentcollapsed and was replaced by an Islamic republic.

The new government, led by the Ayatollah Kho-meini, moved to restore Islamic law. Supporters of theshah were executed or fled the country. Anti-American sentiments erupted when militants seized52 Americans in the United States embassy in Tehranand held them hostage for over a year.

After Khomeini’s death in 1989, a more moderategovernment allowed some civil liberties. Some Irani-ans were dissatisfied with the government’s eco-nomic performance, while others, especially youngpeople, pressed for more freedoms and an end to thepower of conservative Muslim clerics.

Summarizing List the reasons thatthe shah’s government collapsed.

Iraq’s AggressionWest of Iran was a militant, hostile Iraq which was

under the leadership of Saddam Hussein from 1979.Iraq and Iran have long had an uneasy relationshipfueled by religious differences. The Iranians arelargely Shiite Muslims, while most Iraqi leaders areSunni Muslims. Iran and Iraq have often disputedterritory, especially the Strait of Hormuz.

In 1980, Hussein attacked Iran. During the war,Hussein used children to clear minefields. He alsoused chemical weapons against soldiers and civil-ians, especially the Kurds, an ethnic minority. The

Reading Check

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716 CHAPTER 23 Africa and the Middle East

Checking for Understanding1. Define Pan-Arabism, intifada.

2. Identify Zionists, Gamal Abdel Nasser,Anwar el-Sadat, Yasir Arafat, AyatollahRuhollah Khomeini, OPEC, Saddam Hussein, Naguib Mahfouz.

3. Locate Israel, Egypt, Sinai Peninsula,West Bank, Iran, Iraq, Kuwait, PersianGulf.

4. Explain the meaning and purpose ofOPEC. What control does it have?

5. Summarize the events that led to theSix-Day War. What gains and lossesresulted from the war?

Critical Thinking6. Explain Why do some people believe

it was a mistake for the UN and theUnited States not to occupy Iraq afterthe Persian Gulf crisis? What did theAllies hope would happen in Iraq afterthe Iraqi forces were defeated?

7. Taking Notes Organize the informa-tion presented in this section in outlineform, following the model below.

I. PalestineA. Great Britain limits Jewish

immigration.B. Zionists want Jewish homeland.

II. Nasser takes control of Egypt

Analyzing Visuals8. Examine the photograph of Kuwait

shown on page 715. Why do you thinkthe Iraqi troops decided to set fire tothe oil fields as they retreated fromKuwait? Do you think that they set thefires for military, political, or economicreasons, or for all three?

9. Persuasive Writing Choose therole of either an Arab Palestinian ora Jewish settler. Write a letter to theUnited Nations General Assemblyarguing your position on the Pales-tine issue. What do you think shouldbe done in Palestine and why?

in society. Many argued for the need to rethink outdated interpretations and cultural practices thatprevented women from realizing their potential. Thishad an impact on a number of societies, includingTurkey and Iran.

Until the 1970s, the general trend in urban areaswas toward a greater role for women. Beginning inthe 1970s, however, there was a shift toward moretraditional roles for women. This trend was especiallynoticeable in Iran.

Middle Eastern Culture The literature of the Mid-dle East since 1945 has reflected a rise in nationalawareness, which encouraged interest in historicaltraditions. Writers also began to deal more with secu-lar themes. Literature is no longer the preserve of theelite but is increasingly written for broader audiences.

The most famous contemporary Egyptian writer isNaguib Mahfouz. He was the first writer in Arabic towin the Nobel Prize for literature (in 1988). His CairoTrilogy, published in 1957, is considered the finestwriting in Arabic since World War II. The story fol-lows a merchant family in Egypt in the 1920s. Thechanges in the family parallel the changes in Egypt.

The artists of the Middle East at first tended to imi-tate Western models. Later, however, they began toexperiment with national styles and returned to earlierforms for inspiration.

Identifying Which Arabic writer wonthe Nobel Prize for literature?

Reading Check

most Muslims, the Islamic revival is a reassertion ofcultural identity, formal religious observance, familyvalues, and morality.

Islamic Militants Actions of militants have oftenbeen fueled by hostility to the culture of the West. Inthe eyes of some Islamic leaders, Western values andculture are based on materialism, greed, andimmorality. The goal of extremists is to remove allWestern influence in Muslim countries.

The movement to return to the pure ideals of Islambegan in Iran under the Ayatollah Khomeini. In revo-lutionary Iran, traditional Muslim beliefs reached intoclothing styles, social practices, and the legal system.These ideas and practices spread to other Muslimcountries. In Egypt, for example, militant Muslimsassassinated President Sadat in 1981. Unfortunatelyfor Islam, the extreme and militant movementsreceived much media exposure, giving many peoplean unfavorable impression of Islam.

Women’s Roles At the beginning of the twentiethcentury, women’s place in Middle Eastern society hadchanged little for hundreds of years. Early Muslimwomen had participated in the political life of societyand had extensive legal, political, and social rights.Cultural practices in many countries had over-shadowed those rights, however.

In the nineteenth and twentieth centuries, Muslimscholars debated issues surrounding women’s roles

717

The Suez Canal Belongs to EgyptTHE SUEZ CANAL WASbuilt between 1859 and 1869, using mainlyFrench money and Egyp-tian labor. It was managedby a Paris-based corpora-tion called the Suez CanalCompany. In this excerptfrom a speech, Egyptianpresident Gamal AbdelNasser declared that it was time for the canal to be owned and managed by Egyptians.

“The Suez Canal is anEgyptian canal built as aresult of great sacrifices. The Suez Canal Company is an Egyptian company that was expropriated[taken away] from Egypt by the British who, sincethe canal was dug, have been obtaining the profitsof the Company. . . . And yet the Suez Canal Com-pany is an Egyptian limited liability company. Theannual Canal revenue is 35 million Egyptian pounds.From this sum Egypt–which lost 120,000 workers indigging the Canal–takes one million pounds fromthe Company.

It is a shame when the blood of people issucked, and it is no shame that we should borrowfor construction. We will not allow the past to berepeated again, but we will cancel the past byrestoring our rights in the Suez Canal. . . .

The Suez Canal Company was a state within astate, depending on the conspiracies of imperialismand its supporters. The Canal was built for the sakeof Egypt, but it was a source of exploitation. There isno shame in being poor, but it is a shame to suckblood. Today we restore these rights, and I declarein the name of the Egyptian people that we will pro-tect these rights with our blood and soul. . . .

The people will stand united as one man to resistimperialist acts of treachery. We shall do whateverwe like. When we restore all our rights, we shallbecome stronger and our production will increase.At this moment, some of your brethren, the sons ofEgypt, are now taking over the Egyptian Suez Canaland directing it. We have taken this decision torestore part of the glories of the past and to safe-guard our national dignity and pride. May God blessyou and guide you in the path of righteousness.”

—Nasser’s Speech Nationalizing the Suez Canal Company

Freighters in the Suez Canal

Analyzing Primary Sources

1. What problem was President Nasser addressing?

2. According to Nasser, why does the Suez Canal rightfully belong to Egypt?

CHAPTER 23 Africa and the Middle East

Using Key Terms1. The former South African policy of separating the races was

called .

2. The belief in Arab unity has been called .3. The uprising to protest Israeli domination of Palestine was

called the .

4. The Organization of African Unity was a result of the beliefin .

Reviewing Key Facts5. Government Why did France grant independence to

Morocco and Tunisia in 1956, but not to Algeria?

6. Government What was the philosophy behind Africansocialism?

7. History Why was Nelson Mandela imprisoned by the whiteSouth African government?

8. Citizenship What did Nelson Mandela achieve in 1994?9. Government Why is Desmond Tutu an important interna-

tional leader?

10. Economy Why has Israel allocated a large part of itsnational production to maintaining highly trained and well-equipped military forces?

11. Government Why did Shah Mohammad Reza Pahlavi ofIran lose the support of his people despite rapid growth inIran’s economy and standard of living?

12. Culture What problems resulted from the migration ofAfricans from rural areas into cities?

13. Culture How has the literature of the Middle East dealt withtraditional versus modern values?

14. History How was Israel created and which factors con-tributed to its founding?

15. History What effect did the Six-Day War have on the rela-tionship between Arabs and Israelis?

16. Government Name some major accomplishments of Egyptian leader Gamal Abdel Nasser that elevated his status as a leader in the Arab world.

17. History How was the concept of nationhood undermined inmany African countries?

18. Economy How did price increases and production cuts byOPEC nations in 1973 affect the United States and Europe?

19. History Give two reasons for the war that broke out in1980 between Iran and Iraq.

Critical Thinking20. Evaluating Why have English and French been used as offi-

cial languages of government in many African nations?

21. Analyzing Could a lasting peace have been establishedbetween Iraq and its neighbors even if UN forces had cap-tured Saddam Hussein? Explain your answer.

22. Evaluating Compare the legacy of European colonialism inAfrica and the Middle East. Discuss the consequences ofcolonialism still being felt in these areas.

23. Analyzing Why do you think Israel was able to seize somuch territory during the Six-Day War?

Writing About History24. Expository Writing Compare and contrast the role of

women and their positions and rights in the Middle East and Africa.

In the postwar period, Africa and the Middle East faced manychallenges that threatened their stability.

• Many new nations are undermined by civil war.• Democracy is threatened by military regimes.• Democratic national elections are held in

South Africa.

• Palestine is divided into two states.• Arab-Israeli dispute results in war and peace

treaties.• Israel and PLO reach agreement about autonomy.

• Most new nations rely on the exportof a single crop or resource.

• Population growth cripples efforts tocreate modern economies.

• Poverty is widespread.

• Much of the Middle East is dependenton oil revenue.

• OPEC is formed to gain control overoil prices.

• Tension betweentraditional ways andWestern culturecontinues.

• Islamic revival reassertscultural identity andvalues over foreign,Western influences.

Africa

MiddleEast

Government Economy Society

718

Applying Technology Skills32. Using the Internet Use the Internet to create a bibliogra-

phy of resource materials about Nelson Mandela andDesmond Tutu. Design a Web page to organize the links.

Self-Check QuizVisit the Glencoe World History—Modern Times Website at and click on Chapter 23–Self-Check Quiz to prepare for the Chapter Test.

wh.mt.glencoe.com

HISTORY

Directions: Use the time line and yourknowledge of world history to answer thefollowing question.

Which of the following events resulted from the events onthis time line?

F Shock over the Holocaust helped Jews realize their goalsfor a homeland.

G Nasser imposed a blockade against Israeli shipping.H Iraq launched an attack on its enemy, Iran.J The Balfour Declaration gave support to Zionist Jews.

Test-Taking Tip: Time lines show chronology, or theorder in which events happened. You can use your knowl-edge of chronology to get rid of incorrect answer choices.Think about what events happened before this time linebegins. Those answer choices must be wrong.

StandardizedTest Practice

CHAPTER 23 Africa and the Middle East 719

Analyzing SourcesRead the following quote describing a political rally in Tehran in 1978.

“On Sunday, December 11, hundreds of thousandsof people held a procession in the center of Tehran . . . .Slogans against the shah rippled in the wind—‘Deathto the Shah!’ ‘Death to the Americans!’ ‘Khomeini is ourleader,’ and so on. People from all walks of life couldbe found in the crowd.”

25. What is meant by the phrase “people from all walks of life?”26. Why were the people protesting the shah? Why were anti-

American slogans included in the protest? What resultedwhen the shah left Iran and the Ayatollah Khomeini becamethe leader? Who are the leaders of Iran today? Does thequote above reflect current sentiments?

Making Decisions27. Create a new peace accord for Israel and the Palestinians.

Why do the Israelis and the Palestinians need a peaceaccord? What do you need to consider in creating the termsof the agreement? What country would both parties agree to accept as an intermediary to help them settle their prob-lems? What resistance to your accord might you face fromeither party? How do you get both Israelis and Palestiniansto accept the accord? Once it is accepted, how would youenforce this agreement?

28. You have been elected South Africa's first president after theend of apartheid. What challenges will you face now thatapartheid is over? How will you try to solve these problems?What are your hopes for South Africa?

Analyzing Maps and ChartsRefer to the map on page 713 of your textbook to answer the following questions.

29. What do you think Iraq hoped to gain by invading the coun-try of Kuwait?

30. How far is Tehran from Baghdad?31. How important is access to the Persian Gulf and the Strait

of Hormuz for oil-producing countries?

1948Jews in Palestine proclaimthe new state of Israel

1954Colonel Gamal Abdel Nassertakes control of Egypt

1956Colonel Nasser seizes theSuez Canal Company,sparking the Suez War

1958Egypt creates a short-lived unionwith Syria called the United Arab Republic

Selected Events in Middle Eastern Politics

1948

1950

1949

1951

1952

1953

1954

1955

1956

1957

1958

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http://wh.mt.glencoe.com

Glencoe World History: Modern Times - Kentucky EditionKentucky Core Content for Social Studies AssessmentTable of ContentsCore Content for Social Studies AssessmentCorrelation to the Core Content for Social Studies AssessmentPreparing for the Kentucky Core Content Test for Social StudiesStandardized Test PracticeFocus on KentuckyDepth of Knowledge Levels for Social Studies

Table of ContentsPreviewing Your TextbookScavenger HuntWhat Is History?Reading for InformationReading Skills HandbookIdentifying Words and Building VocabularyReading for a ReasonUnderstanding What You ReadThinking About Your ReadingUnderstanding Text StructureReading for Research

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

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

Unit 1: The World Before Modern Times, Prehistory–A.D. 1500Chapter 1: The First Civilizations and Empires, Prehistory–A.D. 500Section 1: The First HumansSection 2: Western Asia and EgyptSection 3: India and ChinaChapter 1 Assessment and Activities

Chapter 2: Ancient Greece and Rome, 1900 B.C.–A.D. 500Section 1: Ancient GreeceSection 2: Rome and the Rise of ChristianityChapter 2 Assessment and Activities

Special Feature: World ReligionsChapter 3: Regional Civilizations, 400–1500Section 1: The World of IslamSection 2: Early African CivilizationsSection 3: The Asian WorldSection 4: Emerging Europe and the Byzantine EmpireChapter 3 Assessment and Activities

Chapter 4: Toward a New World, 800–1500Section 1: Europe in the Middle AgesSection 2: The AmericasChapter 4 Assessment and Activities

Unit 2: The Early Modern World, 1400–1800Chapter 5: Renaissance and Reformation, 1350–1600Section 1: The RenaissanceSection 2: The Intellectual and Artistic RenaissanceSection 3: The Protestant ReformationSection 4: The Spread of Protestantism and the Catholic ResponseChapter 5 Assessment and Activities

Chapter 6: The Age of Exploration, 1500–1800Section 1: Exploration and ExpansionSection 2: Africa in an Age of TransitionSection 3: Southeast Asia in the Era of the Spice TradeChapter 6 Assessment and Activities

Chapter 7: Crisis and Absolutism in Europe, 1550–1715Section 1: Europe in Crisis: The Wars of ReligionSection 2: Social Crises, War, and RevolutionSection 3: Response to Crisis: AbsolutismSection 4: The World of European CultureChapter 7 Assessment and Activities

Chapter 8: The Muslim Empires, 1450–1800Section 1: The Ottoman EmpireSection 2: The Rule of the SafavidsSection 3: The Grandeur of the MogulsChapter 8 Assessment and Activities

Chapter 9: The East Asian World, 1400–1800Section 1: China at Its HeightSection 2: Chinese Society and CultureSection 3: Tokugawa Japan and KoreaChapter 9 Assessment and Activities

Special Feature: World LanguagesChapter 10: Revolution and Enlightenment, 1550–1800Section 1: The Scientific RevolutionSection 2: The EnlightenmentSection 3: The Impact of the EnlightenmentSection 4: Colonial Empires and the American RevolutionChapter 10 Assessment and Activities

Chapter 11: The French Revolution and Napoleon, 1789–1815Section 1: The French Revolution BeginsSection 2: Radical Revolution and ReactionSection 3: The Age of NapoleonChapter 11 Assessment and Activities

Unit 3: An Era of European Imperialism, 1800–1914Chapter 12: Industrialization and Nationalism, 1800–1870Section 1: The Industrial RevolutionSection 2: Reaction and RevolutionSection 3: National Unification and the National StateSection 4: Culture: Romanticism and RealismChapter 12 Assessment and Activities

Chapter 13: Mass Society and Democracy, 1870–1914Section 1: The Growth of Industrial ProsperitySection 2: The Emergence of Mass SocietySection 3: The National State and DemocracySection 4: Toward the Modern ConsciousnessChapter 13 Assessment and Activities

Chapter 14: The Height of Imperialism, 1800–1914Section 1: Colonial Rule in Southeast AsiaSection 2: Empire Building in AfricaSection 3: British Rule in IndiaSection 4: Nation Building in Latin AmericaChapter 14 Assessment and Activities

Chapter 15: East Asia Under Challenge, 1800–1914Section 1: The Decline of the Qing DynastySection 2: Revolution in ChinaSection 3: Rise of Modern JapanChapter 15 Assessment and Activities

Unit 4: The Twentieth-Century Crisis, 1914–1945Chapter 16: War and Revolution, 1914–1919Section 1: The Road to World War ISection 2: The WarSection 3: The Russian RevolutionSection 4: End of the WarChapter 16 Assessment and Activities

Chapter 17: The West Between the Wars, 1919–1939Section 1: The Futile Search for StabilitySection 2: The Rise of Dictatorial RegimesSection 3: Hitler and Nazi GermanySection 4: Cultural and Intellectual TrendsChapter 17 Assessment and Activities

Chapter 18: Nationalism Around the World, 1919–1939Section 1: Nationalism in the Middle EastSection 2: Nationalism in Africa and AsiaSection 3: Revolutionary Chaos in ChinaSection 4: Nationalism in Latin AmericaChapter 18 Assessment and Activities

Chapter 19: World War II, 1939–1945Section 1: Paths to WarSection 2: The Course of World War IISection 3: The New Order and the HolocaustSection 4: The Home Front and the Aftermath of the WarChapter 19 Assessment and Activities

Unit 5: Toward a Global Civilization, 1945–PresentChapter 20: Cold War and Postwar Changes, 1945–1970Section 1: Development of the Cold WarSection 2: The Soviet Union and Eastern EuropeSection 3: Western Europe and North AmericaChapter 20 Assessment and Activities

Chapter 21: The Contemporary Western World, 1970–PresentSection 1: Decline of the Soviet UnionSection 2: Eastern EuropeSection 3: Europe and North AmericaSection 4: Western Society and CultureChapter 21 Assessment and Activities

Chapter 22: Latin America, 1945–PresentSection 1: General Trends in Latin AmericaSection 2: Mexico, Cuba, and Central AmericaSection 3: The Nations of South AmericaChapter 22 Assessment and Activities

Chapter 23: Africa and the Middle East, 1945–PresentSection 1: Independence in AfricaSection 2: Conflict in the Middle EastChapter 23 Assessment and Activities

Chapter 24: Asia and the Pacific, 1945–PresentSection 1: Communist ChinaSection 2: Independent States in South and Southeast AsiaSection 3: Japan and the PacificChapter 24 Assessment and Activities

Chapter 25: Challenges and Hopes for the FutureSection 1: The Challenges of Our WorldSection 2: Global VisionsChapter 25 Assessment and Activities

AppendixMini AlmanacPrimary Sources LibraryHonoring AmericaGlossarySpanish GlossaryIndexAcknowledgements and Photo Credits

Feature ContentsPrimary Sources LibraryScience, Technology & SocietyThe Way It WasYoung People In...Sports & ContestsFocus on Everyday Life

Fact Fiction FolkloreOpposing ViewpointsConnectionsAround the WorldPast to Present

What If…Eyewitness to HistoryWorld LiteratureNational Geographic Special ReportA Story That MattersPeople In HistorySkillBuilderSocial StudiesCritical ThinkingTechnologyStudy & Writing

Looking Back…to See AheadPrimary Source QuotesCharts, Graphs, & TablesNational Geographic Maps

Student WorkbooksActive Reading Note-Taking Guide - Student EditionChapter 1: The First Civilizations and Empires, Prehistory-A.D.500Section 1: The First HumansSection 2: Western Asia and EgyptSection 3: India and China

Chapter 2: Ancient Greece and Rome, 1900 B.C.-A.D.500Section 1: Ancient GreeceSection 2: Rome and the Rise of Christianity

Chapter 3: Regional Civilizations, 400-1500Section 1: The World of IslamSection 2: Early African CivilizationsSection 3: The Asian WorldSection 4: Emerging Europe and the Byzantine Empire

Chapter 4: Toward a New World, 800-1500Section 1: Europe in the Middle AgesSection 2: The Americas

Chapter 5: Renaissance and Reformation, 1350-1600Section 1: The RenaissanceSection 2: The Intellectual and Artistic RenaissanceSection 3: The Protestant ReformationSection 4: The Spread of Protestantism and the Catholic Response

Chapter 6: The Age of Exploration, 1500-1800Section 1: Exploration and ExpansionSection 2: Africa in an Age of TransitionSection 3: Southeast Asia in the Era of the Spice Trade

Chapter 7: Crisis and Absolutism in Europe, 1550-1715Section 1: Europe in Crisis: The Wars of ReligionSection 2: Social Crises, War, and RevolutionSection 3: Response to Crisis: AbsolutismSection 4: The World of European Culture

Chapter 8: The Muslim Empires, 1450-1800Section 1: The Ottoman EmpireSection 2: The Rule of the SafavidsSection 3: The Grandeur of the Moguls

Chapter 9: The East Asian World, 1400-1800Section 1: China at Its HeightSection 2: Chinese Society and CultureSection 3: Tokugawa Japan and Korea

Chapter 10: Revolution and Enlightenment, 1550-1800Section 1: The Scientific RevolutionSection 2: The EnlightenmentSection 3: The Impact of the EnlightenmentSection 4: Colonial Empires and the American Revolution

Chapter 11: The French Revolution and Napoleon, 1789-1815Section 1: The French Revolution BeginsSection 2: Radical Revolution and ReactionSection 3: The Age of Napoleon

Chapter 12: Industrialization and Nationalism, 1800-1870Section 1: The Industrial RevolutionSection 2: Reaction and RevolutionSection 3: National Unification and the National StateSection 4: Culture: Romanticism and Realism

Chapter 13: Mass Society and Democracy, 1870-1914Section 1: The Growth of Industrial ProsperitySection 2: The Emergence of Mass SocietySection 3: The National State and DemocracySection 4: Toward the Modern Consciousness

Chapter 14: The Height of Imperialism, 1800-1914Section 1: Colonial Rule in Southeast AsiaSection 2: Empire Building in AfricaSection 3: British Rule in IndiaSection 4: Nation Building in Latin America

Chapter 15: East Asia Under Challenge, 1800-1914Section 1: The Decline of the Qing DynastySection 2: Revolution in ChinaSection 3: Rise of Modern Japan

Chapter 16: War and Revolution, 1914-1919Section 1: The Road to World War ISection 2: The WarSection 3: The Russian RevolutionSection 4: End of the War

Chapter 17: The West Between the Wars, 1919-1939Section 1: The Futile Search for StabilitySection 2: The Rise of Dictatorial RegimesSection 3: Hitler and Nazi GermanySection 4: Cultural and Intellectual Trends

Chapter 18: Nationalism Around the World, 1919-1939Section 1: Nationalism in the Middle EastSection 2: Nationalism in Africa and AsiaSection 3: Revolutionary Chaos in ChinaSection 4: Nationalism in Latin America

Chapter 19: World War II, 1939-1945Section 1: Paths to WarSection 2: The Course of World War IISection 3: The New Order and the HolocaustSection 4: The Home Front and the Aftermath of the War

Chapter 20: Cold War and Postwar Changes, 1945-1970Section 1: Development of the Cold WarSection 2: The Soviet Union and Eastern EuropeSection 3: Western Europe and North America

Chapter 21: The Contemporary Western World, 1970-PresentSection 1: Decline of the Soviet UnionSection 2: Eastern EuropeSection 3: Europe and North AmericaSection 4: Western Society and Culture

Chapter 22: Latin America, 1945-PresentSection 1: General Trends in Latin AmericaSection 2: Mexico, Cuba, and Central AmericaSection 3: The Nations of South America

Chapter 23: Africa and the Middle East, 1945-PresentSection 1: Independence in AfricaSection 2: Conflict in the Middle East

Chapter 24: Asia and the Pacific, 1945-PresentSection 1: Communist ChinaSection 2: Independent States in South and Southeast AsiaSection 3: Japan and the Pacific

Chapter 25: Challenges and Hopes for the FutureSection 1: The Challenges of Our WorldSection 2: Global Visions

Haitian Creole SummariesChapit 1: Premye Sivilizasyon ak Anpi yo, Preyistwa–500 Apre Jezi-KriChapit 2: Lagrès ak Wòm Antik, 1900 Avan Jezi-Kri–500 Apre Jezi-KriChapit 3: Sivilizasyon Rejyonal, 400–1500Chapit 4: An Direksyon yon Monn Nouvo, 400–1500Chapit 5: Renesans ak Refòm, 1350–1600Chapit 6: Laj Eksplorasyon, 1500–1800Chapit 7: Kriz ak Absolitis nan Lewòp, 1550–1715Chapit 8: Anpi Mizilman yo, 1450–1800Chapit 9: Monn Azyatik-de-Lès, 1400–1800Chapit 10: Revolisyon ak Syèk Limyè, 1550–1800Chapit 11: Revolisyon Fransè ak Napoleyon, 1789–1815Chapit 12: Endistriyalizasyon ak Nasyonalis, 1800–1870Chapit 13: Sosyete Mas ak Demokrasi, 1870–1914Chapit 14: Devlòpman Enperyalis, 1800–1914Chapit 15: Azi-de-Lès Anba Defi, 1800–1914Chapit 16: Lagè ak Revolisyon, 1914–1945Chapit 17: Lwès nan Peryòd Lagè yo, 1919–1939Chapit 18: Nasyonalis Toupatou nan Monn lan, 1919–1939Chapit 19: Dezyèm Gè Mondyal, 1939–1945Chapit 20: Gèfwad ak Chanjman Apre Lagè, 1945–1970Chapit 21: Monn Oksidantal Kontanporen, 1970–Jouk Kounye aChapit 22: Amerik Latin, 1945–Jouk Kounye aChapit 23: Afrik ak Mwayennoryan, 1945–Jouk Kounye aChapit 24: Azi ak Pasifik, 1945–Jouk Kounye aChapit 25: Defi ak Lespwa pou Lavni

Reading Essentials and Study Guide - Student EditionChapter 1: The First Civilizations and Empires, Prehistory-A.D.500Section 1: The First HumansSection 2: Western Asia and EgyptSection 3: India and China

Chapter 2: Ancient Greece and Rome, 1900 B.C.-A.D.500Section 1: Ancient GreeceSection 2: Rome and the Rise of Christianity

Chapter 3: Regional Civilizations, 400-1500Section 1: The World of IslamSection 2: Early African CivilizationsSection 3: The Asian WorldSection 4: Emerging Europe and the Byzantine Empire

Chapter 4: Toward a New World, 800-1500Section 1: Europe in the Middle AgesSection 2: The Americas

Chapter 5: Renaissance and Reformation, 1350-1600Section 1: The RenaissanceSection 2: The Intellectual and Artistic RenaissanceSection 3: The Protestant ReformationSection 4: The Spread of Protestantism and the Catholic Response

Chapter 6: The Age of Exploration, 1500-1800Section 1: Exploration and ExpansionSection 2: Africa in an Age of TransitionSection 3: Southeast Asia in the Era of the Spice Trade

Chapter 7: Crisis and Absolutism in Europe, 1550-1715Section 1: Europe in Crisis: The Wars of ReligionSection 2: Social Crises, War, and RevolutionSection 3: Response to Crisis: AbsolutismSection 4: The World of European Culture

Chapter 8: The Muslim Empires, 1450-1800Section 1: The Ottoman EmpireSection 2: The Rule of the SafavidsSection 3: The Grandeur of the Moguls

Chapter 9: The East Asian World, 1400-1800Section 1: China at Its HeightSection 2: Chinese Society and CultureSection 3: Tokugawa Japan and Korea

Chapter 10: Revolution and Enlightenment, 1550-1800Section 1: The Scientific RevolutionSection 2: The EnlightenmentSection 3: The Impact of the EnlightenmentSection 4: Colonial Empires and the American Revolution

Chapter 11: The French Revolution and Napoleon, 1789-1815Section 1: The French Revolution BeginsSection 2: Radical Revolution and ReactionSection 3: The Age of Napoleon

Chapter 12: Industrialization and Nationalism, 1800-1870Section 1: The Industrial RevolutionSection 2: Reaction and RevolutionSection 3: National Unification and the National StateSection 4: Culture: Romanticism and Realism

Chapter 13: Mass Society and Democracy, 1870-1914Section 1: The Growth of Industrial ProsperitySection 2: The Emergence of Mass SocietySection 3: The National State and DemocracySection 4: Toward the Modern Consciousness

Chapter 14: The Height of Imperialism, 1800-1914Section 1: Colonial Rule in Southeast AsiaSection 2: Empire Building in AfricaSection 3: British Rule in IndiaSection 4: Nation Building in Latin America

Chapter 15: East Asia Under Challenge, 1800-1914Section 1: The Decline of the Qing DynastySection 2: Revolution in ChinaSection 3: Rise of Modern Japan

Chapter 16: War and Revolution, 1914-1919Section 1: The Road to World War ISection 2: The WarSection 3: The Russian RevolutionSection 4: End of the War

Chapter 17: The West Between the Wars, 1919-1939Section 1: The Futile Search for StabilitySection 2: The Rise of Dictatorial RegimesSection 3: Hitler and Nazi GermanySection 4: Cultural and Intellectual Trends

Chapter 18: Nationalism Around the World, 1919-1939Section 1: Nationalism in the Middle EastSection 2: Nationalism in Africa and AsiaSection 3: Revolutionary Chaos in ChinaSection 4: Nationalism in Latin America

Chapter 19: World War II, 1939-1945Section 1: Paths to WarSection 2: The Course of World War IISection 3: The New Order and the HolocaustSection 4: The Home Front and the Aftermath of the War

Chapter 20: Cold War and Postwar Changes, 1945-1970Section 1: Development of the Cold WarSection 2: The Soviet Union and Eastern EuropeSection 3: Western Europe and North America

Chapter 21: The Contemporary Western World, 1970-PresentSection 1: Decline of the Soviet UnionSection 2: Eastern EuropeSection 3: Europe and North AmericaSection 4: Western Society and Culture

Chapter 22: Latin America, 1945-PresentSection 1: General Trends in Latin AmericaSection 2: Mexico, Cuba, and Central AmericaSection 3: The Nations of South America

Chapter 23: Africa and the Middle East, 1945-PresentSection 1: Independence in AfricaSection 2: Conflict in the Middle East

Chapter 24: Asia and the Pacific, 1945-PresentSection 1: Communist ChinaSection 2: Independent States in South and Southeast AsiaSection 3: Japan and the Pacific

Chapter 25: Challenges and Hopes for the FutureSection 1: The Challenges of Our WorldSection 2: Global Visions

Spanish Reading Essentials and Study Guide - Student EditionCapítulo 1: Las primeras civilizaciones e imperios, prehistoria–1500 d.C.Sección 1: Los primeros humanosSección 2: Asia occidental y EgiptoSección 3: La India y China

Capítulo 2: La antigua Grecia y Roma, 1900 a.C.–500 d.C.Sección 1: Grecia antiguaSección 2: Roma y el surgimiento del cristianismo

Capítulo 3: Civilizaciones regionales, 400–1500Sección 1: El mundo islámicoSección 2: Primeras civilizaciones africanasSección 3: El mundo asiáticoSección 4: El surgimiento de Europa y el Imperio Bizantino

Capítulo 4: Hacia un mundo nuevo, 800–1500Sección 1: Europa en la Edad MediaSección 2: El continente americano

Capítulo 5: El renacimiento y la reforma, 1350–1600Sección 1: El RenacimientoSección 2: El Renacimiento artístico e intelectualSección 3: La Reforma protestanteSección 4: La difusión del protestantismo y la reforma católica

Capítulo 6: La era de la exploración, 1500–1800Sección 1: Exploración y expansiónSección 2: África en una era de transiciónSección 3: El sureste asiático en la época del comercio de las especias

Capítulo 7: Crisis y absolutismo en Europa, 1550–1715Sección 1: Europa en crisis: las guerras de religiónSección 2: Crisis sociales, guerra y revoluciónSección 3: La respuesta a la crisis: el absolutismoSección 4: El mundo de la cultura europea

Capítulo 8: Los imperios musulmanes, 1450–1800Sección 1: El Imperio OtomanoSección 2: El dominio de los safawíesSección 3: La grandeza mogol

Capítulo 9: El mundo de Asia Oriental, 1400–1800Sección 1: China en su apogeoSección 2: La sociedad y la cultura chinasSección 3: El Japón de los tokugawa y Corea

Capítulo 10: La revolución y la ilustración, 1550–1800Sección 1: La revolución científicaSección 2: La IlustraciónSección 3: El influjo de la IlustraciónSección 4: Los imperios coloniales y la Revolución Estadounidense

Capítulo 11: La Revolución Francesa y Napoleón, 1789–1815Sección 1: Comienza la Revolución FrancesaSección 2: La Revolución radical y la reacciónSección 3: La era napoleónica

Capítulo 12: La industrialización y el nacionalismo, 1800–1870Sección 1: La Revolución IndustrialSección 2: Reacción y revoluciónSección 3: Unificación nacional y estados nacionalesSección 4: Cultura: romanticismo y realismo

Capítulo 13: La sociedad de masas y la democracia, 1870–1914Sección 1: El aumento de la prosperidad industrialSección 2: El surgimiento de la sociedad de masasSección 3: Los estados nacionales y la democraciaSección 4: Hacia la conciencia moderna

Capítulo 14: La cumbre del imperialismo, 1800–1914Sección 1: El dominio colonial en el sureste de AsiaSección 2: La creación de imperios en ÁfricaSección 3: El dominio inglés en la IndiaSección 4: La formación de las naciones latinoamericanas

Capítulo 15: Asia Oriental en crisis, 1800–1914Sección 1: El ocaso de la dinastía QingSección 2: La Revolución ChinaSección 3: El nacimiento del Japón moderno

Capítulo 16: Guerra y revolución, 1914–1919Sección 1: El camino a la Primera Guerra MundialSección 2: La GuerraSección 3: La Revolución RusaSección 4: El fin de la guerra

Capítulo 17: Occidente entre las dos guerras, 1919–1939Sección 1: La búsqueda inútil de la estabilidadSección 2: La aparición de los regímenes dictatorialesSección 3: Hitler y la Alemania naziSección 4: Tendencias culturales e intelectuales

Capítulo 18: El nacionalismo en el mundo, 1919–1939Sección 1: El nacionalismo en Medio OrienteSección 2: El nacionalismo en África y AsiaSección 3: Caos revolucionario en ChinaSección 4: El nacionalismo en América Latina

Capítulo 19: La Segunda Guerra Mundial, 1939–1945Sección 1: Los caminos a la guerraSección 2: El curso de la Segunda Guerra MundialSección 3: El nuevo orden y el holocaustoSección 4: El frente interno y las secuelas de la guerra

Capítulo 20: La Guerra Fría y los cambios de la posguerra, 1945– 1970Sección 1: El desarrollo de la guerra fríaSección 2: La Unión Soviética y Europa OrientalSección 3: Europa Occidental y Estados Unidos

Capítulo 21: El mundo contemporáneo, 1970–PresenteSección 1: El ocaso de la Unión SoviéticaSección 2: Europa OrientalSección 3: Europa y Estados UnidosSección 4: Cultura y sociedad en Occidente

Capítulo 22: América Latina, 1945–PresenteSección 1: Tendencias generales en América LatinaSección 2: México, Cuba y CentroaméricaSección 3: Las naciones de Sudamérica

Capítulo 23: África y Medio Oriente, 1945–PresenteSección 1: La independencia de ÁfricaSección 2: Los conflictos en Medio Oriente

Capítulo 24: Asia y el Pacífico, 1945–PresenteSección 1: La China comunistaSección 2: Estados independientes en el sur y sureste de AsiaSección 3: Japón y el Pacífico

Capítulo 25: Retos y esperanzas para el futuroSección 1: Los retos de nuestro mundoSección 2: Visiones mundiales

Spanish SummariesCapítulo 1: Las primeras civilizaciones e imperios, prehistoria–1500 d.C.Capítulo 2: La antigua Grecia y Roma, 1900 a.C.–500 d.C.Capítulo 3: Civilizaciones regionales, 400–1500Capítulo 4: Hacia un mundo nuevo, 800–1500Capítulo 5: El renacimiento y la reforma, 1350–1600Capítulo 6: La era de la exploración, 1500–1800Capítulo 7: Crisis y absolutismo en Europa, 1550–1715Capítulo 8: Los imperios musulmanes, 1450–1800Capítulo 9: El mundo de Asia Oriental, 1400–1800Capítulo 10: La revolución y la ilustración, 1550–1800Capítulo 11: La Revolución Francesa y Napoleón, 1789–1815Capítulo 12: La industrialización y el nacionalismo, 1800–1870Capítulo 13: La sociedad de masas y la democracia, 1870–1914Capítulo 14: La cumbre del imperialismo, 1800–1914Capítulo 15: Asia Oriental en crisis, 1800–1914Capítulo 16: Guerra y revolución, 1914–1919Capítulo 17: Occidente entre las dos guerras, 1919–1939Capítulo 18: El nacionalismo en el mundo, 1919–1939Capítulo 19: La Segunda Guerra Mundial, 1939–1945Capítulo 20: La Guerra Fría y los cambios de la posguerra, 1945– 1970Capítulo 21: El mundo contemporáneo, 1970–PresenteCapítulo 22: América Latina, 1945–PresenteCapítulo 23: África y Medio Oriente, 1945–PresenteCapítulo 24: Asia y el Pacífico, 1945–PresenteCapítulo 25: Retos y esperanzas para el futuro

Standardized Test Skills Practice Workbook - Student EditionObjectives Addressed in the ActivitiesWorkbook OverviewPreparing for a Standardized TestActivity 1: Classifying Facts and DetailsActivity 2: Identifying the Main IdeaActivity 3: Descriptive Writing About a VisualActivity 4: Predicting OutcomesActivity 5: Recognizing Point of ViewActivity 6: Distinguishing Between Fact and NonfactActivity 7: Persuasive Writing About an IssueActivity 8: Taking NotesActivity 9: Outlining Information for WritingActivity 10: Forming HypothesesActivity 11: Making GeneralizationsActivity 12: Interpreting GraphsActivity 13: Writing About a Political CartoonActivity 14: Interpreting Primary SourcesActivity 15: Forming HypothesesActivity 16: Making DecisionsActivity 17: Identifying and Evaluating EvidenceActivity 18: Writing to Inform an AudienceActivity 19: Recognizing Forms of PropagandaActivity 20: Interpreting and Writing EditorialsActivity 21: Perceiving Cause-and-Effect RelationshipsActivity 22: Developing a Process to Solve a ProblemActivity 23: Writing a News StoryActivity 24: Using a Bar Graph to Interpret DataActivity 25: Analyzing Statistics

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