738

Challenges andHopes for theFuture

.The Big Ideas,SECTION 1: The Challenges of Our World

New technologies can revolutionize the way people live, work, interact, and govern.Todays societies face many political and social challenges, especially the challenge of how tobalance the costs and benefits of the technological revolution.

SECTION 2: Global VisionsMoral and ethical principles influence the development of political thought. Theglobal economy and new global threats have stimulated individuals and international organiza-tions to work on global problems.

World HistoryModern Times Video The Chapter 17 video,In the 21st Century, explores various issues that the world is facing today.

1950 1955 1960 1965 1970 1975

1962Publication of SilentSpring beginsenvironmentalprotection movement

1969Two Americanastronauts landon the moon

1976The Concordemakes its firstcommercialflight

Concorde in flight

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HISTORY

Chapter OverviewVisit the Glencoe WorldHistoryModern Times Web site at

and click on Chapter 17Chapter Overview topreview chapter information.

wh.mt.glencoe.com

The International Space Station, shown here in 2000, combines the scientific and technological resources of 16 nations.

19851980 1990 1995 2000 2005

1986Explosion atnuclear plant in Chernobylreleases deadlyradiation

1989Exxon Valdezcauses oilspill in Alaska

1990WorldWide Webcreated

1987Montrealmeeting createsfirst worldenvironmentalpact

1992Earth Summitproposessolutions toenvironmentalchallenges

2001World responds to terrorist attackson United States

2003United States andits allies overthrowIraqi dictatorSaddam Hussein

Cleanup after oil spill in Alaska

PictureQuest

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740 CHAPTER 17 Challenges and Hopes for the Future

When readers come to conclusions that arent written by the author,but are based on facts presented by the author, they are makinginferences. It is the job of readers of history to analyze facts and quotationspresented to them before reaching conclusions. In a textbook, an authorusually doesnt have the space or time to explain the significance of everyphrase. It is the readers job to analyze facts and quotations based ongeneral information and experience.

Now that youve come to the last chapter in the textbook, you can infera great deal based on the knowledge youve gained. You can also applyinformation youve learned from other classes, such as government, sci-ence, or language courses, to make inferences about the state of the worldand its future.

Read the following paragraph from this chapter to practiceinferring:

INFERRINGBased on the highlighted wordsin the excerpt, what can youinfer about the populations ofrich nations?

Drawing on what you already knowabout various regions in the world,what can you infer about the mean-ing of the wide gap between richand poor nations? How did theyget to that point and what mighttheir future hold?

One of the features of the global economy is thewide gap between rich and poor nations. Richnations are mainly in the Northern Hemisphereand include the United States, Canada, countriesin western Europe, and Japan. They have well-organized industrial and education systems anduse advanced technologies. Poor nations, oftencalled developing countries, are mainly in theSouthern Hemisphere and include many nationsin Africa, Asia, and Latin America. Developingcountries are mainly farming nations with littletechnology.

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741

Write a paragraph identifying the fac-tors leading to the formation of theUnited Nations. Be sure to include thepostWorld War II context. Then shareyour paragraph with a partner to see ifyou placed the event in the same con-text. Because you each have a differentbias, what you identify might vary.

Have you ever had to explain your actions without being able to explain yourcircumstances, knowing that your audiences opinion would change if theyknew the full story? Historians have to keep this in mind and not come toconclusions based on an isolated incident. For example, you could take theassassination of Archduke Franz Ferdinand as an isolated terrorist incident.Placed into context with Austro-Hungarian and Serbian relations, Europeanalliances, or leaders in charge, however, historians see the bigger picture of whatled to World War I.

When you contextualize events, you utilize the other history skills covered inthis textbook. While analyzing a particular event you need to explore cause andeffect, examine trends, and recognize bias, among other skills.

Read the following passage from page 750 about the founding of the United Nations.

The UN was founded in 1945 at the end of World War II. American president FranklinDelano Roosevelt was especially eager to create an organization to work for peace.Already at the Yalta Conference of February 1945, with the war still being fought, the Big ThreeRoosevelt, British prime minister Winston Churchill, and Joseph Stalin of the Soviet Unionhad agreed to found an international organization.

Roosevelt died two months later, but his successor, President Harry Truman, arranged for the founding meeting to be held in San Francisco in April 1945. There the representatives of the Allied forces worked out the mission and structure of the United Nations.

Historical Interpretation: Standard HI 3 Students interpret past events andissues within the context in which an event unfolded rather than solely in termsof present-day norms and values.

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742

n September 11, 2001, international terrorists hijackedfour commercial airplanes, two of which were used to

destroy the twin towers of the World Trade Center in NewYork City. Thousands of people died in the attack when firstone tower, and then the other, collapsed. Many of those whodied were firefighters, police officers, and other rescue work-ers who rushed into the buildings to help people to safety.

In the days following the attack, countless tales of unimag-inable bravery emerged. Two office workers carried a dis-abled woman down 68 floors to safety. Peter Ganci, a 33-yearveteran of the New York City Fire Department, survived thecollapse of the first tower but died trying to evacuate peoplefrom the second tower. Father Mychal Judge, the Fire Depart-ment chaplain, removed his helmet to give last rites to adying firefighter but died himself when he was hit by debris.One firefighter, as he climbed toward the flames, stopped togive a fleeing woman a bottle of water. She escaped, but hedid not.

George Howard, a Port Authority officer, raced to help peo-ple, even though it was his day off, and died in the effort. Inan address to the American nation, President George W. Bushsaid that he would carry Howards badge as a reminder of the horrors of terrorism, for Freedom and fear are at war.The advance of human freedom, the great achievement of our time and the great hope of every time, now depends onus. . . . We will not falter and we will not fail.

OWhy It MattersThe destruction of the World TradeCenter was not an attack on theUnited States alone. People from over80 countries were killed in what theUnited Nations condemned as acrime against humanity. More andmore, people are coming to under-stand that destructive forcesunleashed in one part of the worldsoon affect the entire world. As Britishprime minister Tony Blair said, Weare realizing how fragile are our fron-tiers in the face of the worlds newchallenges. Today, conflicts rarely stay within national boundaries.Terrorism, worldwide hunger, nuclearproliferation, global warmingtheseissues make us aware of the globalnature of contemporary problems.Increasingly, the worlds nations mustunite to create lasting solutions.

History and You What contempo-rary global problem concerns you themost? Write an essay explaining whatthe worlds nations should do,together, to solve this problem.

A Time for HeroesRescue workers search for survivors in the ruins of the World Trade Center.

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The Challenges of Our World

CHAPTER 17 Challenges and Hopes for the Future 743

Guide to Reading

Section PreviewTodays societies face many political andsocial challenges, especially the challengeof how to balance the costs and benefitsof the technological revolution.

Economic development and populationgrowth pose a challenge to the worldsenvironment. (p. 744)

The benefits of the technological revolu-tion must be balanced against its costs.(p. 746)

Developing nations face continuingproblems of poverty, populationgrowth, and ethnic conflict. (p. 747)

Content Vocabularyecology, deforestation, ozone layer,greenhouse effect, acid rain, sustainabledevelopment, biowarfare, bioterrorism

Academic Vocabularynuclear, mental

People and Events to IdentifyRachel Carson, Kyoto Protocol, Neil Arm-strong, World Trade Organization

Places to LocateBhopal, Chernobyl

Reading Objective1. Explain the challenges facing the

contemporary world.2. Describe the benefits and costs of the

technological revolution.

Reading StrategyCause and Effect Complete a table likethe one below as you read the chapter.

California Standards in This Section

Reading this section will help you master these California HistorySocial Science Standards.

10.10.1: Understand the challenges in the regions,including their geopolitical, cultural, military,and economic significance and the interna-tional relationships in which they are involved.

10.10.2: Describe the recent history of the regions,including political divisions and systems, keyleaders, religious issues, natural features,resources, and population patterns.

10.10.3: Discuss the important trends in the regionstoday and whether they appear to serve thecause of individual freedom and democracy.

10.11: Students analyze the integration of countriesinto the world economy and the information,technological, and communications revolutions(e.g., television, satellites, computers).

Concern Cause Effect

Deforestation

Loss of ozone layer

Greenhouse effect

Acid rain

Weapons

Hunger

1984Toxic fumes kill 3,800people in Bhopal, India

1989Oil spill from tankerin Alaska devastatesenvironment

1997Indonesian wildfiresdestroy rain forests andendanger species

2003Seven astronauts diewhen Columbia spaceshuttle explodes

Preview of Events1980 1985 1990 1995 2000

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The Environmental Crisis

Economic development and population growthpose a challenge to the worlds environment.

Reading Connection Have you seen newly designedcars that run on alternative forms of energy? Read to learnabout environmental challenges in todays world.

Most people today are aware that protecting theenvironment is a public policy issuepoliticianscampaign on it, and voters make choices on it. On aregular basis, we in advanced societies hear about thequality of the air we breathe, the water we drink, andthe chemicals in the food we eat.

Such concerns are addressed by the field of scienceknown as ecology, the study of the relationshipbetween living things and their environment. Thefield of ecology is relatively new and emerged only after people began to be aware of the seriousthreats to the environment that modern economiescan pose.

Rachel Carson argued that the use of pesticideschemicals sprayed on crops to kill insectswas hav-ing deadly, unforeseen results. Besides insects, birds,fish, and other wild animals were being killed by the buildup of pesticides in the environment. Also,the pesticide residue on food was harming humans.

744 CHAPTER 17 Challenges and Hopes for the Future

The person most responsible for the modern move-ment to protect the environment was an American sci-entist, Rachel Carson. In 1962, her book Silent Springwas published. In one part of this work, Carson wrote:

It is not my contention that chemical pesti-cides must never be used. I do contend that wehave put poisons and biologically potent chemi-cals into the hands of persons largely or whollyignorant of their potentials for harm. We havesubjected enormous numbers of people to con-tact with these poisons, without their consent andoften without their knowledge. . . . I contend, fur-thermore, that we have allowed these chemicalsto be used with little or no advance investigationof their effect on soil, water, wildlife, and manhimself. Future generations are unlikely to con-done our lack of prudent concern for the integrityof the natural world that supports all life.

Carsons warnings alarmed many scientists. As theyconducted research and published studies, they showedthat dangers to the environment have many sources.

One source is the rapid increase in world popu-lation. Many fear that Earths resources cannot sup-port the ever-expanding population. A specificenvironmental by-product of population growth isdeforestationthe clearing of forests. Forests andjungles have been cut down to provide more farm-land and firewood, removing the natural dwellingplaces for plants and animals. In 1997, fires inIndonesia raged out of control, destroying thousandsof acres of rain forest that were home to manyspecies. The fires, which have recurred in recentyears, also caused intense smog.

Especially worrisome is the rapid destruction oftropical rain forests near Earths equator. Althoughthe tropical rain forests cover only 6 percent of Earthssurface, they support 50 percent of the worlds speciesof plants and animals. The tropical rain forests arealso crucial to human survival. They remove carbondioxide from the air and return oxygen to it.

Chemical Wastes and Disasters Another dangerto the environment is chemical waste. One concerninvolves chlorofluorocarbons, which are gases usedin aerosol cans, refrigerators, and automobile airconditioners. Many scientists warn that the release of

Biologist and author Rachel Carson

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745CHAPTER 17 Challenges and Hopes for the Future

Deforestation is one by-product of growingpopulation.

1. Interpreting MapsWhich continent has thegreatest area of existingtropical rain forest?

2. Applying GeographySkills What do younotice about the locationof rain forest areas, bothexisting and destroyed,with regard to latitude?

S

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4,000 kilometers0Mollweide projection

4,000 miles0

0 30E 60E 90E 120E 150E150W 120W 90W 60W 30W

0

30N

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60N

60S

EQUATOR

TROPIC OF CANCER

TROPIC OF CAPRICORN

AtlanticOcean

PacificOcean

PacificOcean

IndianOcean

CENTRALAMERICA

NORTHAMERICA

SOUTHAMERICA

AFRICA

MADAGASCAR

INDOCHINA

PHILIPPINES

NewGuinea

Borneo

JavaSumatra

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CongoBasin

GreaterAntilles

AmazonBasin

EUROPEASIA

AUSTRALIA

Existing tropical rain forestTropical rain forestdestroyed since 1940

Global Deforestation

Japan. To reduce emissions, more than 150 nationssigned the Kyoto Protocol. The European Union andJapan ratified the treaty in 2002, but in 2001, PresidentGeorge W. Bush withdrew the United States from theagreement, arguing that the treaty was flawed.

Sustainable Development Economic develop-ment that does not limit the ability of future gen-erations to meet their basic needs is known assustainable development. The UN has promotedsustainable development by urging nations to workto conserve all natural resources.

One of the most basic necessities of life is water. Ina 2003 report, the UN noted that one-sixth of theworlds population is without water for drinking oragriculture. Women in Africa and Asia must walknearly 4 miles (6 km) to collect water. Those who can-not get clean water often get sick with cholera,typhoid, and diarrhea. More than 5 million peopledie every year from the lack of water or drinkinguntreated water.

Many nations have reacted to environmentalthreats by enacting recycling and water conservationprograms and by curbing the dumping of toxic mate-rials. It is not yet clear if these measures will beenough to achieve sustainable development.

Summarizing What global concernshave arisen since the 1960s?

Reading Check

chlorofluorocarbons is destroying the ozone layer, athin layer of gas in the upper atmosphere that shieldsEarth from the Suns ultraviolet rays.

Other scientists have proposed the existence of agreenhouse effect, global warming caused by thebuildup of carbon dioxide in the atmosphere. Globalwarming could create various problems. Sea levelscould rise because of melting polar ice, for example,and cause flooding of coastal areas. Yet another prob-lem is acid rain, the rainfall that results when sulfurproduced by factories mixes with moisture in the air.Acid rain has been held responsible for killing forestsin both North America and Europe.

Major ecological disasters have also occurred dur-ing the last 20 years. In 1984, a chemical plant atBhopal, India, released toxic fumes into the air,killing 3,800 people and injuring another 100,000. Anuclear explosion at Chernobyl in 1986 releasedradiation that killed hundreds and had long-lastinghealth and environmental consequences. In 1989, theoil tanker Exxon Valdez ran aground in Alaska. Thou-sands of birds were killed, fishing grounds were pol-luted, and the local environment was devastated.

These ecological disasters made people moreaware of the need to deal with environmental prob-lems. In 1987, representatives of 43 nations meeting inMontreal agreed to protect Earths ozone layer byreducing the use of chlorofluorocarbons. In 1997, aconference on global warming was held in Kyoto,

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The Technological Revolution

The benefits of the technological revolutionmust be balanced against its costs.

Reading Connection Have you heard news reportsabout laws to limit research methods in science? Read on tolearn about the medical and technological advances that raisenew questions of public policy.

Since World War II, but especially since the 1970s, astunning array of changes has created a technologicalrevolution. Like the first and second Industrial Revo-lutions, this revolution, too, is having a profoundeffect on peoples daily lives and on entire societies.

Transportation, Communications, and Space Mod-ern transportation and communication systems aretransforming the world community. Since the 1970s, jumbo jet airliners have moved millions of peo-ple around the world each year. The Internettheworlds largest computer networkprovides quickaccess to enormous quantities of information. Thedevelopment of the World Wide Web in the 1990s madethe Internet even more accessible to people everywhere.Satellites, cable television, facsimile (fax) machines, andcellular telephones allow people to communicate witheach other practically everywhere on Earth.

Space exploration is yet another world-changingdevelopment. In 1969, the American astronauts NeilArmstrong and Buzz Aldrin landed on the moon.Space probes and shuttle flights have increased scien-tific knowledge and contributed indirectly to practicalgains in medicine, engineering, and other fields. Avisible sign of continuing scientific research throughthe space program is the Hubble Space Telescope.Launched in 1990 by NASA (the National Aeronauticsand Space Administration), the telescope orbits Earth,takes pictures of objects billions of miles away, andgathers data on the chemical makeup of matter.

The benefits have not come without great humancosts. In 1986, the space shuttle Challenger exploded aminute or so after liftoff, killing all onboard. In 2003,seven astronauts died when the shuttle Columbiaabruptly disintegrated over Texas in the last minutesof a 16-day mission. In both cases, Americansresponded with a profound sense of grief.

Health Care and Agriculture In the field of health,new medicines allow doctors to treat both physical and mental illnesses, while new technologies, such as computer-aided imaging, let them perform miracleoperations. Organ transplants and mechanical valvesand pumps for the heart have allowed people to livelonger, more productive lives.

Technological changes in the field of health haveraised new concerns, however, and have led to a newfield of study called bioethics, which deals withmoral choices in medical research. For example,genetic engineering is a new scientific field that altersthe genetic information of cells to produce new vari-ations. Some scientists have questioned whethergenetic engineering might accidentally create newstrains of deadly bacteria that could not be con-trolled. The issues of stem-cell research and humancloning have also generated intense debate.

In agriculture, the Green Revolution was heraldedas a technological solution to feeding the worldspopulation. The Green Revolution refers to the devel-opment of new strains of rice, corn, and other grainsthat have greater yields. The drawbacks are thatimmense quantities of chemical fertilizers are neededto grow the new strains, and many farmers cannotafford them. In addition, the new crops are often vul-nerable to insects that must be controlled by pesti-cides that damage the environment.

Weapons The technological revolution has also ledto frightening weapons, such as nuclear, biological,and chemical weapons. The end of the Cold War

Astronaut Buzz Aldrin on the moon with the Apollo 11lunar module

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reduced the risk of major nuclear conflict, but regionalnuclear conflicts seem possible. There are also fearsthat terrorists will obtain and use nuclear materials.

The potential threat from biological and chemicalweapons was raised when anthrax-filled letters wereused to kill several Americans in 2001. Biowarfare,the use of disease and poison against civilians andsoldiers in wartime, is not new. The first known inci-dent occurred in Europe in the 1300s when, during asiege, plague-infested corpses were launched overcity walls to infect the populace. Chemical weaponswere used extensively in World War I and during theIran-Iraq war in the 1980s.

Governments have made agreements to limit theresearch, production, and use of biological and chem-ical weapons. The 1925 Geneva Protocol, for exam-ple, prohibited the use of such weapons, though notresearch or production of them. In 1972, the UnitedStates and the Soviet Union agreed only to permitwork on defensive biological weapons.

These measures have not prevented terroristsfrom practicing bioterrorism, the use of biologicaland chemical weapons. In 1995, members of a Japa-nese religious sect named Aum Shinrikyo released achemical agent, sarin gas, in a Tokyo subway, killing12 people and injuring thousands.

Identifying List industries affectedby the technological revolution since World War II.

Political and Economic Challenges

Developing nations face continuing problemsof poverty, population growth, and ethnic conflict.

Reading Connection Have you heard news reports onthe outsourcing of American jobs? Read further to learnabout the challenges of a global economy.

The global economy began to develop after WorldWar II and gathered momentum in the 1980s and1990s. In 1995, the World Trade Organization (WTO)was established. Trade agreements are made andupheld by its more than 140 members. The WTO hasbeen criticized for placing commercial interests overenvironmental and health concerns and leaving outsmall and developing countries. Still, the WTO is theonly global international organization dealing withrules of trade among nations.

Another symbol of the global economy is themultinational corporation. There are a growing num-ber of multinationalsbanks, computer companies,

Reading Check

airlines, and fast-food chains that do business aroundthe world. In this way, multinationals are creating amore interdependent world.

The Gap Between Rich and Poor Nations One ofthe features of the global economy is the wide gapbetween rich and poor nations. Rich nations aremainly in the Northern Hemisphere and include theUnited States, Canada, countries in western Europe,and Japan. They have well-organized industrial andeducation systems and use advanced technologies.Poor nations, often called developing countries, aremainly in the Southern Hemisphere and includemany nations in Africa, Asia, and Latin America.Developing countries are mainly farming nationswith little technology.

A serious problem in developing countries isexplosive population growth. The worlds populationtoday is 6.2 billion. By 2050, the UN projects that itwill reach 9 billion. Much of the growth is occurringin poor countries that can least afford it. Hunger hasalso become a staggering problem. Every year, over 8million people die of hunger, many young children.Poor and eroded soil, natural catastrophes, and eco-nomic and political factors contribute to hunger.

Food Shortages and Civil Wars In recent years,civil wars have been devastating in creating foodshortages. Not only does war disrupt normal farming,but enemies deliberately limit access to food to civilianpopulations in order to defeat their opponents. Thistactic was practiced on a grand scale in the SovietUnion in the early 1930s. When Russian peasants inthe Ukraine resisted the order to join a collective farm,the Soviet leader Joseph Stalin responded brutally,

747CHAPTER 17 Challenges and Hopes for the Future

People in the Sahara waiting for relief supplies

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purging the population and confiscating food.Between 1932 and 1933, Stalins famine resulted in asmany as seven million deaths.

During a civil conflict in the African nation ofSudan, combatants prevented food from reachingpeople living in enemy territory. By the early 1990s,1.3 million had died from starvation. In the early2000s, as unrest in Sudan continued, families in Dar-fur, a region in the west, were forced to leave theirfarms and prevented from returning. As a result,

some estimate that at least 70,000 men, women, andchildren starved to death by mid-2004.

The Outlook for Democracy After World War II,African and Asian leaders identified democracy asthe defining theme of their new political cultures.Within a decade, however, democratic systems inmany developing countries had been replaced bymilitary dictatorships or one-party governments.Many leaders underestimated the difficulties ofbuilding democratic political institutions.

In recent years, there have been signs of renewedinterest in democracy, especially in Asia, Africa, andLatin America. Examples are the free elections held inSouth Korea, Taiwan, and the Philippines. Similardevelopments have taken place in a number ofAfrican countries and throughout Latin America.

Regional, ethnic, and religious differences continueto create conflict. In Europe, Yugoslavia has been tornapart by ethnic divisions. In the Middle East, the con-flict between Israelis and Palestinians continues toproduce acts of terror. Conflicts among hostile ethnicgroups in Africa have led to genocide. It remains to beseen how such conflicts can be resolved.

Explaining Describe the connectionbetween hunger and civil war.

Reading Check

748 CHAPTER 17 Challenges and Hopes for the Future

Sudanese woman holding her baby at a refugee camp

Checking for Understanding1. Vocabulary Define: ecology, deforesta-

tion, ozone layer, greenhouse effect,acid rain, nuclear, sustainable develop-ment, mental, biowarfare, bioterrorism.

2. People and Events Identify: RachelCarson, Kyoto Protocol, Neil Armstrong,World Trade Organization.

3. Places Locate: Bhopal, Chernobyl.

Reviewing Big Ideas4. Explain why technological advance and

environmental problems are sometimesconnected.

Critical Thinking5. Examining

Trends What are the individual andglobal consequences of overpopulation?

6. Summarizing Information Create achart like the one below listing techno-logical advances and their costs.

Analyzing Visuals7. Evaluate Study the photographs on

this page and on page 747. How wouldsuch photos spark increased aid effortsfrom developed nations?CA HI 1

8. Expository Writing By now, manynations recognize that environmen-tal damage can be significant andtheir leaders hold formal meetingson them. In an essay, describe whysome leaders disagree over the bestsolutions to global environmentalproblems. CA 10WA2.3a,b

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

wh.mt.glencoe.com

Study CentralHISTORY

Advances Drawback or Cost

Transportation

Communications

Space Exploration

Health Care

Agriculture

Weaponry

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749CHAPTER 17 Challenges and Hopes for the Future

Global Visions

Preview of Events

Guide to Reading

Section PreviewThe global economy and new globalthreats have stimulated individuals andinternational organizations to work onglobal problems.

International organizations haveevolved that focus on a variety of inter-national problems. (p. 750)

Voluntary organizations and average cit-izens have become more active in work-ing on global problems. (p. 752)

Content Vocabularypeacekeeping force, disarmament group

Academic Vocabularyapproach, professional, constant

People to IdentifyFranklin Delano Roosevelt

Places to LocateChina

Reading Objectives1. Name the international organization

that arose at the end of World War IIto help maintain peace.

2. Describe how ordinary citizens have worked to address the worldsproblems.

Reading StrategyOrganizing Information Create a pyra-mid like the one below to depict how theUnited Nations is organized.

California Standards in This Section

Reading this section will help you master these California HistorySocial Science Standards.

10.9.8: Discuss the establishment and work of theUnited Nations and the purposes and functionsof the Warsaw Pact, SEATO, NATO, and theOrganization of American States.

10.10.2: Describe the recent history of the regions,including political divisions and systems, keyleaders, religious issues, natural features,resources, and population patterns.

10.10.3: Discuss the important trends in the regionstoday and whether they appear to serve thecause of individual freedom and democracy.

Security Council

1948United Nations General Assembly adoptsUniversal Declaration of Human Rights

1945 1946 1947 1948 1949

1945United Nations founded

1946United Nations International ChildrensEmergency Fund (UNICEF) founded

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The United Nations

International organizations have evolved thatfocus on a variety of international problems.

Reading Connection Did you hear debates on whetherthe United States needed UN cooperation for the Iraqi inva-sion? Read further to learn about the origins of the UN.

By 1945, two world wars had killed millions of peo-ple and devastated the material resources of manynations around the globe. The experience of the Holo-caust during World War II made many peoplepainfully aware of the need for an international organ-ization to monitor world conflicts that could lead togenocide and war. This awareness was obvious at anearly session of the newly founded United Nations.

In recent decades, many nations have become moreconvinced that there are many significant problemsnot just war and peace, but economic and environ-mental problemsthat can only be solved by workingwith other nations. Today, the UN is one of the mostvisible symbols of the new globalism.

The UN was founded in 1945 at the end of WorldWar II. American president Franklin Delano Rooseveltwas especially eager to create an organization to workfor peace. Already at the Yalta Conference of February1945, with the war still being fought, the Big ThreeRoosevelt, British prime minister Winston Churchill,and Joseph Stalin of the Soviet Unionhad agreed tofound an international organization.

Roosevelt died two months later, but his successor,President Harry Truman, arranged for the foundingmeeting to be held in San Francisco in April 1945.There the representatives of the Allied forces workedout the mission and structure of the United Nations.

The United Nations has two chief goals: peace,and human dignity and welfare. These goals wereclearly stated in its charter. Members pledged:

to save succeeding generations from thescourge of war, which twice in our lifetime . . .brought untold sorrow to mankind, and to reaf-firm faith in fundamental human rights, in the dig-nity and worth of the human person, in the equalrights of men and women and of nations largeand small, and to promote social progress andbetter standards of life in larger freedom.

The UN has two main bodies. The first is the GeneralAssembly, made up of representatives from all membernations. It has the power to discuss any important ques-tion and to recommend action. The second main bodyis the Security Council, the most important advisory group to the General Assembly. Five nations havepermanent seats on the Security Council: the UnitedStates, Russia, Great Britain, France, and China. Tenother members serve for limited terms.

The Security Council decides what actions theUnited Nations should take to settle internationaldisputes. Because each permanent member can veto a decision, deliberations can often end in a stale-mate. Overall administration of the UN is under thesecretary-general.

750 CHAPTER 17 Challenges and Hopes for the Future

On December 10, 1948, the UN General Assemblyadopted the Universal Declaration of Human Rights.It took the lead in affirming the basic human rights ofall peoples in the following statement:

All human beings are born free and equal indignity and rights. . . . Everyone is entitled to all therights and freedoms set forth in this Declaration,without distinction of any kind, such as race, color,sex, language, religion, political or other opinion,national or social origin, property, birth or otherstatus. . . . Everyone has the right to life, liberty,and security of person. . . . Everyone has the rightto freedom of movement. . . . Everyone has theright to freedom of opinion and expression. Eleanor Roosevelt holds the Universal Declaration of

Human Rights.

Courtesy of the Franklin D. Roosevelt Library

0744-0761 C17SE-867855 2/26/05 8:19 AM Page 750

Many specializedagencies carry out theUNs mission to pro-mote human dignityand welfare. Amongthese agencies are: theUnited Nations Educa-tional, Scientific, andCultural Organization(UNESCO), the WorldHealth Organization(WHO), and the UnitedNations InternationalChildrens EmergencyFund (UNICEF). TheInternational MonetaryFund (IMF), anotherspecialized agency,focuses on economicneeds and providesfunds for economicdevelopment to devel-oping nations.

These agencies havebeen relatively success-ful in addressing eco-nomic and social problems. Around the world, UNagencies have worked to prevent the spread of AIDS,to eradicate polio, and to supplement basic nutrition.They have also worked to develop new fisheries,new farming practices, or to counter practices thatharm the environment.

With the second broad mission of the UNpro-moting peaceit is more difficult to measure success.Until recently, the basic weakness of the UnitedNations was that for much of its existence, it was sub-ject to the whims of the two superpowers. The rivalrybetween the United States and the Soviet Union dur-ing the Cold War was often played out at the expenseof the United Nations. The United Nations had littlesuccess, for example, in reducing the arms racebetween the two superpowers.

Since the end of the Cold War, the United Nationshas played a more active role in keeping alive avision of international order. Even in the past decade,however, the basic dilemma that faced the UNremains. If an international conflict is serious, the UNis hampered by at least two factors. First, few sover-eign nations are willing to allow an outside body tomake peace or establish order within its borders. Sec-ond, member nations do not often agree on the bestsolution for an international problem.

A dramatic example of the weakness of the UN inan international dispute came in the Iraq war of20032004. In the early months of 2003, the UnitedStates tried to win the support of the United Nationsfor its decision to invade Iraq to look for weapons ofmass destruction. When the UN did not pass a reso-lution of support, the American government pro-ceeded alone.

On a number of occasions, the UN has been able toprovide peacekeeping forcesmilitary forces drawnfrom neutral member states to settle conflicts andsupervise truces in hot spots around the globe.Such missions can be successful, but if warring forcesare not ready to consider peace, the UN effort mayfail.

Analyzing Why is the UN SecurityCouncil so important?

Reading Check

751CHAPTER 17 Challenges and Hopes for the Future

United Nations troops giving food to starving Bosnian Muslims

HISTORY

Web Activity Visit the Glencoe World HistoryModernTimes Web site at and click onChapter 17Student Web Activity to learn more aboutthe United Nations.

wh.mt.glencoe.com

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New Global Visions

Voluntary organizations and average citizenshave become more active in working on global problems.

Reading Connection Have you ever heard of DoctorsWithout Borders or the International Red Cross? Read to learnabout the role of NGOs in world affairs.

In recent decades, an awareness of global prob-lems has led to new social movements. The approachin these social movements is to get ordinary citizensinvolved.

These movements try to address problems that areshared by many nations. They have focused theirefforts on many different areas, including threats tothe environment, womens and mens liberation,child labor issues, the development of human poten-tial, the appropriate use of technology, and promotingpeaceful solutions to conflict.

Sometimes individual citizens are motivated tojoin voluntary organizations that draw their mem-bership from people in many different countries. TheRed Cross and church-related charitable organiza-tions fall into this category.

At other times, individuals decide that acting atthe grassroots level, that is, in their own community,is the best way to work on solving a global problem.One of the favorite slogans of grassroots groups is:Think globally, act locally.

Hazel Henderson, a British-born economist, hasbeen especially active in founding public interestgroups that focus on problems like these. Hendersonbelieves that citizen groups can be an important forcefor greater global unity and justice.

In Creating Alternative Futures, Henderson pre-sented her argument for the role of ordinary people:

These aroused citizens are by no means allmindless young radicals. Well-dressed, clean-shaven, middle-class businessmen and their sub-urban wives comprise the major forces inCalifornia fighting against nuclear power. Hun-dreds of thousands of middle-class mothers arebringing massive pressure to ban commercialsand violent programs from childrenstelevision.

Another movement that has emerged to addressworld problems is the growth of NGOs, or non-governmental organizations. NGOs include profes-sional, business, and cooperative organizations;foundations; religious, peace, and disarmamentgroups that work to limit the size of military forcesand weapon stocks; organizations to protect the wel-fare of women and children; environmental groups;and human rights groups.

American educator Elise Boulding has been activein promoting NGOs. Boulding believes that NGOs caneducate people to think about problems from a globalperspective. Since NGOs by definition are identified

Marches and demonstrations are one way that citizens express their concerns about global issues.

752 CHAPTER 17 Challenges and Hopes for the FutureChristopher Morris/Black Star Publishing/PictureQuest

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with interests that transcend national boundaries, shesays, we expect all NGOs to define problems inglobal terms, to take account of human interests andneeds as they are found in all parts of the planet. Thenumber of international NGOs increased from 176 in1910 to nearly 37,000 in 2000.

Global approaches to global problems, however,have been hindered by political, ethnic, and religiousdisputes. The Palestinian-Israeli conflict keeps muchof the Middle East in constant turmoil. Religious dif-ferences between Hindus and Muslims help inflamerelations between India and Pakistan. The UnitedStates and Canada have argued about the effects ofacid rain on Canadian forests.

National and ethnic disputes increased at the endof the twentieth century when the Soviet Union col-lapsed. Many new nations emerged from the oldSoviet empire. Both in Eastern Europe and centraland southwestern Asia, some of these nations havebecome involved in ethnic or boundary conflicts.

One of the worst examples of such conflictoccurred in the lands of the former Yugoslavia. TheBosnian war that broke out there clearly indicates thedangers in unchecked nationalist sentiment and reli-gious passion. Even though people around the worldshare in a global culture and are more interdepen-dent in a global economy, old ethnic and nationalisticconflicts continue to disrupt peace and progress.

Many lessons can be learned from the study ofworld history. One of them is especially clear: a lackof involvement in the affairs of society can easily leadto a sense of powerlessness. For each generation, an

753CHAPTER 17 Challenges and Hopes for the Future

Checking for Understanding1. Vocabulary Define: peacekeeping

force, approach, professional, disarma-ment group, constant.

2. People Identify: Franklin Delano Roosevelt.

3. Places Locate: China.

Reviewing Big Ideas4. Explain why global approaches to

global problems are sometimes difficultto coordinate.

Critical Thinking5. Contextualizing

What motivated world leaders to createan international peacekeeping organi-zation after World War II?

6. Categorizing Information Create achart like the one below listing areasthat have political, ethnic, and religiousdisputes. Place each country in themost appropriate category.

Analyzing Visuals7. Describe the photo on page 751 in

your own words. Then explain whypeacekeepers wear military clothing.

CA HI 3

8. Descriptive Writing Thousands ofNGOs represent citizens intereststhroughout the world. Choose oneNGO to research. Write an essayabout the organizations mission, itsgoals, accomplishments, and fail-ures. How has it affected worldproblems? CA 10WA2.4a,c

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

wh.mt.glencoe.com

Study CentralHISTORY

Nature of Dispute Country

Political

Ethnic

Religious

understanding of our world heritage and its lessonscan offer the opportunity to make wise choices in acomplex and sometimes chaotic world. We are all cre-ators of history. The choices we make in our every-day lives will affect the future of world civilization.

Examining List two ways peoplehave attempted to resolve global problems and describe theobstacles to solving these problems.

Reading Check

A Doctors Without Borders worker examines a patient inAfghanistan.

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The authors of the following passages try to predict the state of the world in the near future in terms ofconflicts, ecology, and national and cultural interests.

SOURCE 1: The World in ConflictHarvard University professor Samuel P. Huntingtonwrote the following article entitled The Clash of Civilizations in the journal Foreign Affairs in 1993.

It is my hypothesis1 that the fundamental source ofconflict in this new world will not be primarily ideolog-ical or primarily economic. The great divisions amonghumankind and the dominating source of conflict willbe cultural. Nation states will remain the most power-ful actors in world affairs, but the principal conflicts ofglobal politics will occur between nations and groupsof different civilizations. . . .

. . . differences between civilizations are real andimportant; civilization-consciousness is increasing;conflict between civilizations will supplant ideologicaland other forms of conflict as the dominant globalform of conflict [and] conflicts between groups in dif-ferent civilizations will be more frequent, more sus-tained and more violent than conflicts betweengroups in the same civilization. . . .

In the longer term other measures would be calledfor. Western civilization is both Western and modern.

Non-Western civilizations have attempted to becomemodern without becoming Western. To date onlyJapan has fully succeeded in this quest. . . . This willrequire the West to maintain the economic and mili-tary power necessary to protect its interests in relationto these civilizations. It will also, however, require theWest to develop a more profound understanding ofthe basic religious and philosophical assumptionsunderlying other civilizations and the ways in whichpeople in those civilizations see their interests. It willrequire an effort to identify elements of commonalitybetween Western and other civilizations. For the rele-vant future, there will be no universal civilization, butinstead a world of different civilizations, each of whichwill have to learn to coexist with the others.

SOURCE 2: Ecological Concern for the FutureAuthor Jeremy Brecher and union activist Tim Costelloco-authored the following passage from the book GlobalVillage or Global Pillage in 1994, which details theirconcerns about globalization.

Globalization has affected every economic structurefrom the World Bank to local governments and work-places. Correcting its devastating impact will takechanges in each of these interlocking structures. . . .

As long as democracy remains exclusively national it will remain largely powerless to address the eco-nomic problems of ordinary people. It will takedemocratization2 at each level from the local to theglobal to implement an effective alternative economicprogram. And it will take continuing grassroots mobi-lization to see that such a program actually works. . . .

The current industrial system is already destroyingthe earths air, water, land, and biosphere. Globalwarming, desertification, pollution, and resourceexhaustion will make the earth uninhabitable longbefore every Chinese has a private car and everyAmerican a private boat or plane.

2democratization: the act of becoming democratic

1hypothesis: a stated proposal or principle

754

Women in Kuala Lumpur, Malaysia, near a vendingmachine for Western soft drinks

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The solution to this dilemma lies in converting thesystem of production and consumption to an ecologi-cally sound basis. The technology to do this exists orcan be developed, from solar energy to public trans-portation and from reusable products to resource-minimizing production processes. However, a systemin which the search for ever-expanding profits has noregulation or limits will continue to use environmen-tally destructive processes to produce luxuries, pollu-tants, and waste. . . .

The energies now directed to the race to the bot-tom need to be redirected to rebuilding the globaleconomy on a humanely and environmentally soundbasis. . . .

SOURCE 3: The End of GlobalismCanadian author John Ralston Sauls essay The Col-lapse of Globalism first appeared in Harpers Magazinein 2004. He argues that a form of nationalism is replac-ing globalism as a world ideology.

Despite that initial certainty, a growing vaguenessnow surrounds the original promise of Globalization;we seem to have lost track of what was repeatedlydeclared thirty years ago, even ten years ago, to beinevitable:

That the power of the nation-state was on its wayout, to be replaced by that of global markets3. That inthe future, economics, not politics or arms, woulddetermine the course of human events. That freedmarkets would quickly establish natural international balances, impervious to the old boom-and-bust cycles . . . That prosperous markets would turn dictatorships intodemocracies. That all of this would discourage irre-sponsible nationalism, racism, and political violence.That global economics would produce stability throughthe creation of ever larger corporations impervious tobankruptcy. That these transnational corporationswould provide a new kind of international leadership,free of local political prejudices. That the rise of globalmarketplace leadership and the decline of national pol-itics, with its tendency to deform healthy economicprocesses, would force the emergence of debt-freegovernments. By then wedding our governments to apermanent state of deficit-free public accounting, oursocieties would thus be stabilized.

[In the mid 1990s] [t]here were three particularlyobvious signs that Globalization would not deliver onits promises. First, the leadership of a movementdevoted to real competition was made up largely of . . . private-sector bureaucratsmanaging largejoint-stock companies4. Most of the changes theysought were aimed at reducing competition.

Second, the idea of transnationals as new virtualnation-states missed the obvious. Natural resourcesare fixed in place, inside nation-states. And consumerslive on real land in real places. These are called coun-tries. . . . It would be only a matter of time beforeelected leaders noticed that their governments werefar stronger than the large corporations.

Finally, the new approach to debtpublic versus pri-vate, First World versus Third Worldrevealed a fatalconfusion. Those who preached Globalization couldnttell the difference between ethics and morality. Ethicsis the measurement of the public good. . . . Globaliza-tion had shoved ethics to the side from the verybeginning and insisted upon a curious sort of moralrighteousness that included maximum trade, unre-strained self-interest, and governments alone respect-ing their debts. . . .

Source 1: According to Huntington, what will be thesource of future conflict in the world? What were thesources of conflict previously?

Source 2: What solutions do Brecher and Costello pro-pose to fix the global economy?

Source 3: In Sauls essay, what does he claim global-izaton promised to do and failed?

Comparing and Contrasting Sources1. How do Huntington, Brecher and Costello, and Saul

view nationalism and the role of nation-states in aglobal economy?

2. How do you see globalism in your own life?

3global markets: international area for commodities or services

4joint-stock companies: capital provided by a number ofpeople

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756 CHAPTER 17 Challenges and Hopes for the Future

At the beginning of the twenty-first century, the world has become a global society.Nations are politically and economically dependent on each other, and the worldsproblems are of a global nature, as shown in the chart below.

Cultural Diffusion TechnologicalInnovation

Cooperation Conflict

Jumbo jetliners transportpassengers around the world.

Corporations have officesin more than one country.

Advances in communication,such as the Internet, connect people around the globe.

The science of ecology is born.

American astronauts landon the moon.

Super strains of corn, rice,and other grains producegreater crop yields.

Health care advancesprolong lives.

Developments in transportation and communication transform the world community.

The Earth Summit meets inRio de Janeiro.

Nations enact recyclingprograms and curb thedumping of toxic materials.

The United Nations formsto promote world peace.

Nongovernmentalorganizations advocatesocial and environmentalchange.

Massive growth in worldpopulation causesovercrowding and hungerin many countries.

Regional, ethnic, andreligious differences continueto produce violence aroundthe world.

International terroristsremain a threat to peaceand security.

1. ecology2. deforestation3. ozone layer4. greenhouse

effect

5. acid rain6. sustainable

development7. biowarfare8. bioterrorism

9. peacekeepingforce

10. disarmamentgroup

11. nuclear12. mental

13. approach14. professional

15. constant

Reviewing Content VocabularyOn a sheet of paper, use each of these terms in a sentence.

Reviewing the Main IdeasSection 116. What environmental message was the theme of Silent

Spring?

17. Explain the greenhouse effect and the problems it could create.

18. When and where did the worlds nations meet to discussenvironmental issues?

19. What problems do developing nations face?20. What contributes to the hunger problem in developing

nations?

Section 221. What is the United Nations Security Council? Why is it

difficult for this council to make decisions?

22. Why does the goal of any nongovernmental organizationsupport a global perspective?

23. Why are nongovernmental organizations taking greaterresponsibility for protecting the worlds environment?

24. What is one of the major slogans of grassroots public inter-est groups? What kinds of issues do these groups address,and what kinds of members do these groups usually attract?

Critical Thinking25. Evaluating Analyze the interdependency of developing and

industrialized nations.

26. Cause and Effect Explain the increased potential forregional nuclear wars since the Soviet Union disintegrated.

CA 10WA2.3a,b

Reviewing Academic VocabularyOn a sheet of paper, use each of these terms in a sentence thatreflects the terms meaning in the chapter.

Standards 10.9.8, 10.10.1, 10.10.2, 10.10.3, 10.11

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CHAPTER 17 Challenges and Hopes for the Future 757

Analyzing Maps and ChartsUse the map above and the text to answer the following questions.

33. Where is the radioactive fallout most concentrated?34. Where are the furthest traces of radioactive fallout found

(using Chernobyl as the point of origin)?

35. What global effects did the explosion at Chernobyl have?

Self-Check QuizVisit the Glencoe WorldModern Times History Website at and click on Chapter 17Self-Check Quiz to prepare for the Chapter Test.

wh.mt.glencoe.com

HISTORY

27. Inferring Grassroots organizationshave created more opportunities for an individual citizen toinfluence policy. After you read this chapter, consider whatglobal issues affect you in some way. Make an inferenceabout what you could do to affect policy on these issues.

Writing About History28. Contextualizing Events Select a

current event covered in this chapter and write a one-pageessay identifying all the factors needed to understand thisevent in context. Be sure to consider national and globalcauses and effects.

29. Write an essay comparing the nuclear disasterat Chernobyl with the chemical plant accident in Bhopal andthe grounding of the Exxon Valdez in Alaska. Which disasterwas the most devastating to the environment, in your opin-ion? Why do you have this opinion, and how would you pre-vent a future disaster?

Analyzing Sources In the following excerpt from her book SilentSpring, Rachel Carson cautioned about the dangers of harmfulchemicals:

It is not my contention that chemical pesticidesmust never be used. I do contend that we have put poi-sons and biologically potent chemicals into the handsof persons largely or wholly ignorant of their potentialsfor harm. . . . Future generations are unlikely to con-done our lack of prudent concern for the integrity ofthe natural world that supports all life.

30. Summarize the argument that Carson is presenting in thisquotation.

31. Who will question the lack of concern shown for the naturalworld, in Carsons opinion?

32. Why was Silent Spring a groundbreaking book? How has itinfluenced the ways in which people view the relationshipbetween humans and the natural world? CA 10RL3.12

CA HI 3

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Radioactive Fallout from Chernobyl, 1986

Pattern of fallout

Directions: Choose the best answer to thefollowing question.

Which of the following statements is true about theUN?

A There are seven permanent members of the SecurityCouncil.

B Its chief goals are peace and the protection of humanrights.

C It is easy to get UN members to agree on a course ofaction.

D The UN was founded after World War I.

CA Standard 10.9.8 Discuss the establishment and work ofthe United Nations and the purposes and functions of theWarsaw Pact, SEATO, NATO, and the Organization of American States.

36.

Standards Practice

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758

J onathan Iwegbu counted himself extraordinarilylucky. Happy survival! meant so much more tohim than just a current fashion of greeting old friendsin the first hazy days of peace. It went deep to hisheart. He had come out of the war with five ines-timable blessingshis head, his wife Marias head andthe heads of three out of their four children. As abonus he also had his old bicyclea miracle too butnaturally not to be compared to the safety of fivehuman heads.

The bicycle had a little history of its own. One dayat the height of the war it was commandeered forurgent military action. Hard as its loss would havebeen to him he would still have let it go without athought had he not had some doubts about the gen-uineness of the officer. It wasnt his disreputable rags,nor the toes peeping out of one blue and one browncanvas shoes, nor yet the two stars of his rank doneobviously in a hurry in Biro, that troubled Jonathan;many good and heroic soldiers looked the same orworse. It was rather a certain lack of grip and firmnessin his manner. So Jonathan, suspecting he might be

Civil Peacefrom Girls at

War andOther Stories

by Chinua AchebeChinua Achebe was born in Nige-ria and was christened AlbertChinualamogu. He rejected hisBritish name while studying at theUniversity College of Ibadan.Many of his works deal with theimpact of Western values and cul-ture on African society. He has done morethan almost any other author to spread theunderstanding and influence of African liter-ature worldwide. Civil Peace is one of thestories from Girls at War and Other Storiesin which Achebe responds to the Nigeriancivil war.

Read to DiscoverHow does Chinua Achebe describe the con-ditions of the civil war? Do you think thisstory accurately reflects conditions forAfrican families following civil war?

Readers Dictionarycommandeer: to seize for military

purposes

Biro: a British term for a ballpoint pen

raffia: fiber of a type of palm tree

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759

amenable to influence, rummaged in his raffia bagand produced the two pounds with which he hadbeen going to buy firewood which his wife, Maria,retailed to camp officials for extra stock-fish andcorn meal, and got his bicycle back. That night heburied it in the little clearing in the bush where thedead of the camp, including his own youngest son,were buried. When he dug it up again a year laterafter the surrender all it needed was a little palm-oilgreasing. Nothing puzzles God, he said inwonder.

He put it to immediate use as a taxi and accu-mulated a small pile of Biafran money ferryingcamp officials and their families across the four-mile stretch to the nearest tarred road. His standard

charge per trip was six pounds and those who hadthe money were only glad to be rid of some of it inthis way. At the end of a fortnight he had made asmall fortune of one hundred and fifteen pounds.

Then he made the journey to Enugu and foundanother miracle waiting for him. It was unbeliev-able. He rubbed his eyes and looked again and itwas still standing there before him. But, needless to say, even that monumental blessing must beaccounted also totally inferior to the five heads inthe family. This newest miracle was his little housein Ogui Overside. Indeed nothing puzzles God!Only two houses away a huge concrete edifice somewealthy contractor had put up just before the warwas a mountain of rubble. And here was Jonathanslittle zinc house of no regrets built with mud blocksquite intact! Of course the doors and windows weremissing and five sheets off the roof. But what wasthat? And anyhow he had returned to Enugu earlyenough to pick up bits of old zinc and wood andsoggy sheets of cardboard lying around the neigh-borhood before thousands more came out of theirforest holes looking for the same things. He got adestitute carpenter with one old hammer, a bluntplane and a few bent and rusty nails in his tool bagto turn this assortment of wood, paper and metalinto door and window shutters for five Nigerianshillings or fifty Biafran pounds. He paid thepounds, and moved in with his overjoyed familycarrying five heads on their shoulders.

His children picked mangoes near the militarycemetery and sold them to soldiers wives for a fewpenniesreal pennies this timeand his wifestarted making breakfast akara balls for neighboursin a hurry to start life again. With his family earn-ings he took his bicycle to the villages around andbought fresh palm-wine which he mixed generouslyin his rooms with the water which had recentlystarted running again in the public tap down theroad, and opened up a bar for soldiers and otherlucky people with good money.

At first he went daily, then every other day andfinally once a week, to the offices of the Coal

Soldier in the Biafran War in Nigeria in 1968

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760

Corporation where he used to be aminer, to find out what was what. Theonly thing he did find out in the endwas that that little house of his was evena greater blessing than he had thought.Some of his fellow ex-miners who hadnowhere to return at the end of thedays waiting just slept outside the doorsof the offices and cooked what mealthey could scrounge together in Bourn-vita tins. As the weeks lengthened andstill nobody could say what was whatJonathan discontinued his weekly visitsaltogether and faced his palm-wine bar.

But nothing puzzles God. Came theday of the windfall when after five daysof endless scuffles in queues andcounter-queues in the sun outside theTreasury he had twenty pounds countedinto his palms as ex-gratia award for therebel money he had turned in. It waslike Christmas for him and for many others likehim when the payments began. They called it(since few could manage its proper official name)egg-rasher.

As soon the palm notes were placed in his palmJonathan simply closed it tight over them andburied fist and money inside his trouser pocket. Hehad to be extra careful because he had seen a man acouple of days earlier collapse into near-madness inan instant before that oceanic crowd because nosooner had he got his twenty pounds than someheartless ruffian picked it off him. Though it wasnot right that a man in such an extremity of agonyshould be blamed yet many in the queues that daywere able to remark quietly on the victims careless-ness, especially after he pulled out the innards of hispocket and revealed a hole in it big enough to passa thief s head. But of course he had insisted that themoney had been in the other pocket, pulling it outtoo to show its comparative wholeness. So one hadto be careful.

1. What does Jonathans encounter with the false offi-cer reveal about the conditions of the war?

2. Biafra lost the civil war. What clues in the text indi-cate this outcome?

3. Why was having a bicycle a miracle?

4. CRITICAL THINKING Do you think it is effectivefor Achebe to discuss the war through an individualaccount rather than as a direct discussion of thedevastation created? Why or why not?

Applications Activity Choose a contemporary problem and describe itthrough the effect it has on an individual or family.

Jonathan soon transferred the money to his lefthand and pocket so as to leave his right free forshaking hands should the need arise, though by fix-ing his gaze at such an elevation as to miss allapproaching human faces he made sure that theneed did not arise, until he got home.

Children Dancing, c. 1948, by Robert Gwathmey

The Butler Institute of American Art

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445

Here are several books you may want to read on your own.These authors have explored some of the topics covered in this unit.

Against All Hope: The Prison Memoirs of ArmandoValladares (Nonfiction)

Valladares, Armando (1937?) served 22 years in a Cuban prison because he resisteda decree of Fidel Castro. He was released in 1982 after an international campaign ofprotest. Valladaress memoir focuses on the suffering Castros regime has imposed onCubans, and especially on the prison conditions he knows from personal experience.

The Frozen Waterfall (Fiction)Hicyilmaz, Gaye (1947) was born in England and raised in Turkey, but moved to

Switzerland when she was young. In this novel, she tells the story of a 12-year-old girl whomakes a similar journey. In Switzerland, she struggles to adapt to a new language and cul-ture. Her friendships with an illegal Turkish immigrant and a wealthy Swiss classmate helpher to cope with the taunts of her classmates. The title refers to her first holiday in the Swissmountains where she sees a frozen waterfall.

When Heaven and Earth Changed Places: A VietnameseWomans Journey from War to Peace (Autobiography)

As a young girl, author Le Ly Hayslip survived during the Vietnam War by working atmany thingsas a courier and lookout for the Vietcong, as part of the guerrilla army of theNorth Vietnamese Communists, as a bar girl, and hospital aide. This book tells the story ofher experiences, including her capture by the South Vietnamese army. Years later shereturned to Vietnam to search for the family she left behind. The title comes from a sayingthat, in war, heaven and earth change places not once but many times.

Life and Times of Michael K (Fiction)This novel of J. M. Coetzee (1940) was published in 1983. It tells the story of a simple-

minded man who struggles against great odds to live with dignity in a war-torn world. Setin South Africa when apartheid is still a reality, Michael manages to survive poverty, vio-lence, and cruelty by retreating into his own thoughts and the natural world.

761Doug Martin

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

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

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

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

Special Feature: World ReligionsChapter 2: Revolution and Enlightenment, 16001800Section 1: The Glorious RevolutionSection 2: The EnlightenmentSection 3: The American RevolutionChapter 2 Assessment and Activities

Special Feature: World LanguagesChapter 3: The French Revolution and Napoleon, 17891815Section 1: The French Revolution BeginsSection 2: Radical Revolution and ReactionSection 3: The Age of NapoleonChapter 3 Assessment and Activities

Unit 2: An Era of European Imperialism, 18001914Chapter 4: Industrialization and Nationalism, 18001870Section 1: The Industrial RevolutionSection 2: Reaction and RevolutionSection 3: National Unification and the National StateSection 4: Culture: Romanticism and RealismChapter 4 Assessment and Activities

Chapter 5: Mass Society and Democracy, 18701914Section 1: The Growth of Industrial ProsperitySection 2: The Emergence of Mass SocietySection 3: The National State and DemocracySection 4: Toward the Modern ConsciousnessChapter 5 Assessment and Activities

Chapter 6: The Height of Imperialism, 18001914Section 1: Colonial Rule in Southeast AsiaSection 2: Empire Building in AfricaSection 3: British Rule in IndiaSection 4: Nation Building in Latin AmericaChapter 6 Assessment and Activities

Chapter 7: East Asia Under Challenge, 18001914Section 1: The Decline of the Qing DynastySection 2: Revolution in ChinaSection 3: Rise of Modern JapanChapter 7 Assessment and Activities

Unit 3: The Twentieth CenturyChapter 8: War and Revolution, 19141919Section 1: The Road to World War ISection 2: The WarSection 3: The Russian RevolutionSection 4: End of the WarChapter 8 Assessment and Activities

Chapter 9: The West Between the Wars, 19191939Section 1: The Futile Search for StabilitySection 2: The Rise of Dictatorial RegimesSection 3: Hitler and Nazi GermanySection 4: Cultural and Intellectual TrendsChapter 9 Assessment and Activities

Chapter 10: Nationalism Around the World, 19191939Section 1: Nationalism in the Middle EastSection 2: Nationalism in Africa and AsiaSection 3: Revolutionary Chaos in ChinaSection 4: Nationalism in Latin AmericaChapter 10 Assessment and Activities

Chapter 11: World War II, 19391945Section 1: Paths to WarSection 2: The Course of World War IISection 3: The New Order and the HolocaustSection 4: The Home Front and the Aftermath of the WarChapter 11 Assessment and Activities

Unit 4: Toward a Global Civilization, 1945PresentChapter 12: Cold War and Postwar Changes, 19451970Section 1: Development of the Cold WarSection 2: The Soviet Union and Eastern EuropeSection 3: Western Europe and North AmericaChapter 12 Assessment and Activities

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

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

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

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

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

AppendixMini AlmanacPrimary Sources LibraryHonoring AmericaSkillbuilder HandbookGlossarySpanish GlossaryIndexAcknowledgements and Photo Credits

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

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

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

Chapter 2: Revolution and Enlightenment, 16001800Section 1: The Glorious RevolutionSection 2: The EnlightenmentSection 3: The American Revolution

Chapter 3: The French Revolution and Napoleon, 17891815Section 1: The French Revolution BeginsSection 2: Radical Revolution and ReactionSection 3: The Age of Napoleon

Chapter 4: Industrialization and Nationalism, 18001870Section 1: The Industrial RevolutionSection 2: Reaction and RevolutionSection 3: National Unification and the National StateSection 4: Culture: Romanticism and Realism

Chapter 5: Mass Society and Democracy, 18701914Section 1: The Growth of Industrial ProsperitySection 2: The Emergence of Mass SocietySection 3: The National State and DemocracySection 4: Toward the Modern Consciousness

Chapter 6: The Height of Imperialism, 18001914Section 1: Colonial Rule in Southeast AsiaSection 2: Empire Building in AfricaSection 3: British Rule in IndiaSection 4: Nation Building in Latin America

Chapter 7: East Asia Under Challenge, 18001914Section 1: The Decline of the Qing DynastySection 2: Revolution in ChinaSection 3: Rise of Modern Japan

Chapter 8: War and Revolution, 19141919Section 1: The Road to World War ISection 2: The WarSection 3: The Russian RevolutionSection 4: End of the War

Chapter 9: The West Between the Wars, 19191939Section 1: The Futile Search for StabilitySection 2: The Rise of Dictatorial RegimesSection 3: Hitler and Nazi GermanySection 4: Cultural and Intellectual Trends

Chapter 10: Nationalism Around the World, 19191939Section 1: Nationalism in the Middle EastSection 2: Nationalism in Africa and AsiaSection 3: Revolutionary Chaos in ChinaSection 4: Nationalism in Latin America

Chapter 11: World War II, 19391945Section 1: Paths to WarSection 2: The Course of World War IISection 3: The New Order and the HolocaustSection 4: The Home Front and the Aftermath of the War

Chapter 12: Cold War and Postwar Changes, 19451970Section 1: Development of the Cold WarSection 2: The Soviet Union and Eastern EuropeSection 3: Western Europe and North America

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

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

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

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

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

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

Final Assessment

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

Chapter 2: Revolution and Enlightenment, 16001800Section 1: The Glorious RevolutionSection 2: The EnlightenmentSection 3: The American Revolution

Chapter 3: The French Revolution and Napoleon, 17891815Section 1: The French Revolution BeginsSection 2: Radical Revolution and ReactionSection 3: The Age of Napoleon

Chapter 4: Industrialization and Nationalism, 18001870Section 1: The Industrial RevolutionSection 2: Reaction and RevolutionSection 3: National Unification and the National StateSection 4: Culture: Romanticism and Realism

Chapter 5: Mass Society and Democracy, 18701914Section 1: The Growth of Industrial ProsperitySection 2: The Emergence of Mass SocietySection 3: The National State and DemocracySection 4: Toward the Modern Consciousness

Chapter 6: The Height of Imperialism, 18001914Section 1: Colonial Rule in Southeast AsiaSection 2: Empire Building in AfricaSection 3: British Rule in IndiaSection 4: Nation Building in Latin America

Chapter 7: East Asia Under Challenge, 18001914Section 1: The Decline of the Qing DynastySection 2: Revolution in ChinaSection 3: Rise of Modern Japan

Chapter 8: War and Revolution, 19141919Section 1: The Road to World War ISection 2: The WarSection 3: The Russian RevolutionSection 4: End of the War

Chapter 9: The West Between the Wars, 19191939Section 1: The Futile Search for StabilitySection 2: The Rise of Dictatorial RegimesSection 3: Hitler and Nazi GermanySection 4: Cultural and Intellectual Trends

Chapter 10: Nationalism Around the World, 19191939Section 1: Nationalism in the Middle EastSection 2: Nationalism in Africa and AsiaSection 3: Revolutionary Chaos in ChinaSection 4: Nationalism in Latin America

Chapter 11: World War II, 19391945Section 1: Paths to WarSection 2: The Course of World War IISection 3: The New Order and the HolocaustSection 4: The Home Front and the Aftermath of the War

Chapter 12: Cold War and Postwar Changes, 19451970Section 1: Development of the Cold WarSection 2: The Soviet Union and Eastern EuropeSection 3: Western Europe and North America

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

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

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

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

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

Spanish Reading Essentials and Study Guide - Student WorkbookEstndares de contenido de California para historia y ciencia social, cultura y geografa: el mundo modernoCaptulo 1: El legado del mundo antiguoSeccin 1: Las primeras civilizacionesSeccin 2: Las civilizaciones griegasSeccin 3: Roma y el ascenso del CristianismoSeccin 4: Nuevas normas de civilizacin

Captulo 2: Revolucin e IlustracinSeccin 1: La Revolucin GloriosaSeccin 2: La IlustracinSeccin 3: La Revolucin americana

Captulo 3: La Revolucin Francesa y NapolenSeccin 1: Comienza la Revolucin FrancesaSeccin 2: La Revolucin radical y la reaccinSeccin 3: La era Napolenica

Captulo 4: Industrializacin y NacionalismoSeccin 1: La Revolucin IndustrialSeccin 2: Reaccin y revolucinSeccin 3: Unificacin nacional y estados nacionalesSeccin 4: Cultura: romanticismo y realismo

Captulo 5: Sociedad de masas y democraciaSeccin 1: El aumento de la prosperidad industrialSeccin 2: El surgimiento de la sociedad de masasSeccin 3: Los estados nacionales y la democraciaSeccin 4: Hacia la conciencia moderna

Captulo 6: El auge del ImperialismoSeccin 1: El dominio colonial en el sureste de siaSeccin 2: La creacin de imperios en fricaSeccin 3: El dominio ingls en la IndiaSeccin 4: La formacin de las naciones latinoamericanas

Captulo 7: El este de sia desafiadoSeccin 1: El ocaso de la dinasta QinSeccin 2: La Revolucin ChinaSeccin 3: El nacimiento del Japn moderno

Captulo 8: Guerra y revolucinSeccin 1: El camino a la Primera Guerra MundialSeccin 2: La guerraSeccin 3: La Revolucin rusaSeccin 4: El fin de la guerra

Captulo 9: El Oeste entre las guerrasSeccin 1: La bsqueda intil de la estabilidadSeccin 2: La aparicin de los rgimenes dictatorialesSeccin 3: Hitler y la Alemania NaziSeccin 4: Tendencias culturales e intelectuales

Captulo 10: Nacionalismo alrededor del mundoSeccin 1: El nacionalismo en Medio OrienteSeccin 2: El nacionalismo en frica y AsiaSeccin 3: Caos revolucionario en ChinaSeccin 4: El nacionalismo en Amrica Latina

Captulo 11: La Segunda Guerra MundialSeccin 1: Los caminos a la guerraSeccin 2: El curso de la Segunda Guerra MundialSeccin 3: El nuevo orden y el HolocaustoSeccin 4: El frente interno y las secuelas de la guerra

Captulo 12: La Guerra Fra y los cambios de posguerraSeccin 1: El desarrollo de la Guera FraSeccin 2: La Unin Sovitica y Europa OrientalSeccin 3: Europa Occidental Y Estados Unidos

Captulo 13: El mundo occidental contemporneoSeccin 1: El ocaso de la Unin SoviticaSeccin 2: Europa OrientalSeccin 3: Europa y Estados UnidosSeccin 4: La sociedad y cultura occidentales

Captulo 14: LatinoamricaSeccin 1: Tendencias generales en Amrica LatinaSeccin 2: Mxico, Cuba y CentroamricaSeccin 3: Las naciones de Sudamrica

Captulo 15: frica y el Medio OrienteSeccin 1: La independencia de fricaSeccin 2: Los conflictos en Medio OrienteSeccin 3: El desafo del terrorismo

Captulo 16: sia y el PacficoSeccin 1: La China ComunistaSeccin 2: Estados independientes en el sur y sureste de siaSeccin 3: Japn y el Pacfico

Captulo 17: Desafos y esperanzas para el futuroSeccin 1: Los retos de nuestro mundoSeccin 2: Visiones mundiales

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