Sante IGCSE™ and 0 Level IEC mY Option B The 20th Century Third edition ETT ei) Leta) Ela alee rela)Option B: The 20th Century Third edition LeTaM 1 Cia) ST anal oLa ott. OH HODDER EDUCATION Boost AN EAGHETIEUK Gomes?Endecemert ints that esotce as passed Cambridge Internationa aprox guty-assurence Hoses and ssftabie to spport the dlvery fa Cambridge intrrational sab. However, nosed Terutes meno he only sstble ates salable ta suppor teaching ani aia a = nk ‘Seo tbe used naive the ualicatlor Resoatce sts found an the Can te nerational Sftste wl include this eure ard ather endowed sauces. Ary expe anes fo questions taken from pact question apts prectce questa, rconpanyig malls and mak scenes neue etl teegfce have been writen by the stars ond ae fr guidance on, They da ft repicat exarintion pets. 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The practice question, acnpnying mas and mark shares incaded in ths ecurce have ben wit Py fe ution and ar an opportunity to practi exam sland area uaeine only. They €9 nt repieate Clomintan ope. ts examinations the nay marke ae avr maybe difre. Ay eences to Stscoment maja suecament reparation ae the pushers interpretation a he ylabusvquvements 36 ‘ayn fly rellac the apc of Comrigge AstesametIntaraons Esato. aceite Us ply toute paper that ae natural, rnewable and recyclable potucsané made fom Woot {jen nelmanagad forerts and ote nrrled tures. ne lagging ard manutaruring pocsss are {TQELAIGTS cto tothe sneeonmenta equation ove count 8 oa ‘dere: lace contact Hachette UK Dsrbution, May Ruteinsn Cente. Mton Road, ideo, Osforshire tra 7h eepnone ee (0123 27827. Ema esveston hace c-u Lines ae ope om 9 a 0S po, Mendy 0 Fray. You an aen oder hough our website hodeteduatonco.sb san: 97813983 7505 5 © Ben Walsh and SejaminHarson 272 Fiat baked 2022 by Heder Education, leche UR Company Erte House Victoria Enbankent inden EY OBE voc hadbeaduction cn Impression number aT eS eS21 esr 2025s Altrighte reserved, Apart from ary use permitted under UK copyright law, no pat of this publieotion may be reproduced or transmitted in any form or by any means, electronic or ‘mechanical, including photocopying and recording, or held within any infomation storage Sand retrieval system, without permission in writing from the publisher or under Lcenes from ‘the Copyright Licensing Agency Limited. Furthar details of such lcences (or reprographic reproduction) may be obtained from the Copyright Licensing Agency Lite, wwcl.co ‘over photo ® phanasiti/stock.adobe.com ‘ustrations by Aptara Tne Thin edition typest by Aptara Ine. Produced by O2SGrafi, Printed in Bosnia & Herzegovina ‘catalogue record for this ite fs evalable fom the British Library. Mix SRavamesy Peper | Supporting reopanssie forest, oe ESC Fsc- c1os740 Gain eeeContents SECTION 1 SECTION 2 How this book will help you to achieve your best in Cambridge IGCSE™ and 0 Level History Photo acknowledgements Core Content Option B The 20th century: International Relations from 1919 Part 1 The Inter-War Years, 1919-39 11 Was the Treaty of Versailles fair? 2. To what extent was the League of Nations a success? 3 How far was Hitler’s foreign policy to blame for the outbreak of war in Europe in 1939? Part 2 The Cold War, 1945-75 4 Who was to blame for the Cold War? 5 How effectively did the USA contain the spread of communism? 6 How secure was the USSR’s control over eastern Europe, 1948-c.1989? Focus on: Structured Questions Focus on: Document Questions Depth Studies 7 Russia, 1905-41 8 Germany, 1918-45 9 The USA, 1919-41 structured Questions Focus on: Alternative to Course Glossary Index 55 8 81 99 127 “8 155 wm 22a 285 338 363 356 363SOURCE. ‘An American cartoon commenting on Stalin’ take-over of eastern Europe. The bear represents the USSR. The League of Nations ‘= The League's home was in Geneva in Switzerland, Think! Think ofa suitable headline for each lof the six episodes’ in the collapse lof the USSR. Revision Tip Make sure you can remember at least two examples of agreement at Yalta and the one (main!) disagreement Make sure you know what these terms mean and are abla ta define them confidently, The collapse of international peace How this book will help you to achieve your best in Cambridge IGCSE™/O Level History It will help you to explore the Key Questions The syllabus is fssues based. The aim is for you to develop and support informed views about the past. This book reflects that structure and that aim. = Each chapter is organised around a Key Question from the syllabus. 'm Each Key Question is broken down into Focus Points which tackle the main issues within each Key Question. 'm Each Focus Point is tackled through a Focus Task. If you tackle all the Focus Points, you will be in a strong position to form your own arguments and views in relation to the Key Question. It will help you to learn the content This book covers the Option B 20th century route through the Core Content plus three Depth Studies. You will need good knowledge of the main events and the detail, This book will help you acquire both. ‘The author text explains all the key content clearly. But it does not just drone on about one thing after another. Tt helps you understand and investigate issues and establish links and relationships between topics. It’ full of brilliant sources. History is at its best when you can see what real people said, did, wrote, sang, watched on film, laughed about, cried over and got upset about. Sources can realy help you to understand the story better end. remember it because they help you to see the big concepts and ideas in terms of what they meant to individuals at the time. The Factfiles (kay events) and Profiles (key people) are packed with hard facts and examples to use in your own work to support your arguments. Many of the Focus Tasks deal with quite big issues that you will find easier if you hhave thought things through beforehand. So the Think! feature is designed to prepare you far the Focus Tasks. Sometimes they are literally steps en route to a Focus Task, as in Chapter 4; at other times they simply ask you to think about an issue that is particularly important for understanding the period better. Activities serve a similar purpose ~ get you thinking about what you are reading ~ but they usualy invite a more creative response. There are Revision Tips. Ifthe content seems overwhelming to you and you just don't know where to start this gives you an achievable target - just a couple of key points on each topic to identify and remember. Think of it as a ‘First aid’ kit. Keywords. Every topic has its own vocabulary. If you don't know what these words ‘mean you wor't be able to write about the subject. So for each chapter we have provided a keyword list. These are the kind of words or terms that could be used in sources or a question without any explanation so you need to be able to understand them and use them confidently. They are all defined in the Glossary an pages 354-60. Finally there is a content Summary at the end of every chapter or Koy Question, This condenses all the content into a few points, which should help you to get your bearings in even the most complicated content.FOCUS TASK 7.10 How {the Bolsheviks consolidate their rule? It will help you to apply what you learn The next big aim of this book is to help you to work with the content and think about it so that you are ready to apply what you learn. This is not an easy task. You will not suddenly develop this skill. You need to practise studying an issue, deciding what you think, and then selecting from all that you know the points that are really relevant to your argument. The main way we help you with this is through the Focus Tasks. 1. Drayra timeline trom 1917 ta 1924, and mark on it the events of that period mentianad in the text, 2. Mark on the timeline: ‘a] one moment at which you think Bolshevik rule was mast threatened Ione moment at which you think it was most secure Write an explanation of how the Bolsheviks made their rule mare secure. Mentian the following The ttl is linked to a Focus Point or Key Question from the Cambridge IGCSE and 0 Level syllabus. Often we ask you to create a comparative or @ summary chart or timeline, as inthis example. The completed chart will also be perfect for revision purposes. They help you to apply your knowledge. One of the most important skills in history i the ability to select, | the power of tho Red &rmy treatment of opposition War Communism the New Economic Policy the Treaty of Brest-Litovsk the victory in the Civil War the promise of anew society Focus on PRACTICE QUESTIONS fa) What were the Five-Year Plans? (a) Source Analysis Explain how and why Sources 11. and {2 differ in their interpretation of the Soviet intervention, organise and deploy (use) knowledge to answer a particular question, ‘The structure of the task helps you to focus on what is important and ignore what is not. There are bullet points or charts to holp you to organise your thinking, And remember, to help you further, most Focus Tasks have a linked Revision Tip that gives you a more basic target ~ just a couple of key points that you will be able to apply in your answers. It helps you prepare for your examination If you read all the text and tackle all the Focus Tasks in this book we are sure you would find you were well prepared for your exam. However, this book also provides you exam-focused guidance with example answers and commentaries for different types of question. So: Focus on starts on page 148 (for the Core Content) and page 338 (far the Denth Studies). These pages provide you with guidance an the exam requirements and ‘how you the kinds of questions you might be asked, although these’are nat past paper questions. We also analyse and comment on some sample answers. These are not answers by past candidates. We have written them to help you to see what a good answer might Look like. Practice Questions. At the end of every chapter we have written some practice questions. These are not from past papers. And in the ‘Focus on sections there are plenty more examples of structured essays and questions on prescribed topics with sources and information. Source Analysis. Sources are an integral part of history. Historians use them to write history. We have used them to add colour and human detail ta the staries of Modern World History. In Cambridge IGCSE and 0 Level History you will also use sources to examine an issue, when you will need to evaluate sources. So datted throughout this book are Source Analysis questions that help you to evaluate sources ~ for example, thinking about their message, their purpose or their usefulness fora particular line of enquiry.Photo credits pal,2:7, 167 © Universal Images Group / Getty Inages: ps4 © Punch Cartoon Libary / Tooter p.6 © Hulton Archive/ Getty Inages;p.7 Image courtesy of Kent Cartoon Ubrary ® Sole Syndication p.8 © Hulton archive/Getty Images; p.9 © Hulton Archive/Getty Images: p-10 © Illustrated London News Lid/Mary Evans pA © Mary Evans Picture Library paS © TopFetoco.k;p.26 © ullstein bile /Toproto; .AT © akg-images; p48 Cartoon by Wil Dyson published by Daily Herald on 13 May 1919, Britsh Cartoon Library: p18 TopTot: p24 | Graph: Lancesarchiv Barin/§., r= Imag / Hulton Archive / Getty Images: p24 ® United Nations Library Geneve; p26 © Express Newspapers London; p.27 1° Punch Cartoon Library / Topfoto, p28 "aur ridge, Jonathan, We Shant quae about this. The League of Nations wridge, American cartoon reprintee jn the British newspaper “The Star, June 1010 (newsprint), American Schoo, 20th century) / British Library, London, UR/2 British Library Board AIL Rights Reserved / Bridgeman Images p.29 © Punch Cartoon Library / TopFoto; 1-30 ® United Nations Liorary Geneva: .37 © Punch Cartoan Library / ‘opto; p.28 © Punch Cartoon Library /Topfotap.AS Solo Syndication/Associoted Newspapers Ltd; .47 © Solo Synication/ ‘Associated Newspapers Ld; 9.49 ® Purch Cartoon Library / Topfoto 1.30 © Bildarchiv PreusrecharKuturbertz pS © Purch Cartoon Library / TopFota .54 © Solo Syndication Associated Newspapers Lt Photo: ohn Fost Historical Newspapers; p59 ¢ © Photo 12 / Alamy ‘Stack Photo, 6 Cartoon by David Low, the Evening Standard 18 January 13435 ® Sola Syndieation/Associated Newspapers tc. Photo: British ereaon hehive;pobD © Bruce Alexander Russel, r© The Ar Archivey ‘Shutterstock p.61 © Punch Cartoon Library /Tapfato;p.62 © Ken Gibson /TopFoto; p63 (© TopFoto; p65 Sola Synication/Associated Newspapers Lt p.67 (© Popper‘eto/Getty Images, °° Tpfoto: 68 ‘> Punch Cartoon Library / Tepto; p.69 © Atnan/TopFoto p.70 © “TopFoto; p.72 © GRANGER - Historical Peture rene f Alay Stock Photo; p.80 ® Granger /Tapfoto p82 © Solo Syndication/Associated Newspapers Ltd: p.87 © Photo 12/Universal Images Group/Gelty Tmagers pa (© Sole Syndieatin/Acalatad Monspapare ds 92 £2 Huleon archive/SringerGety Images p-103 © Salo Synciestion/ Associated Newspapers Ltd: p.102 ® VintageCorner / Alamy Stock Photo; p.103 ® Picture Post/Stringr/Getty Images; p-110 Cartoon by Vitor Wes, London Evening Stato, 24 OcroBer 1962, Solo Syndication/associatad Newspapers Ltd /ritish Cartoon Archive; pat Sola Synaieation/Aeeociated Newspapers Ltd. pii4e > Walolm Browne/AP/Shuttetstock; p.129 © ullstein bil/allstein bid via Getty ‘Images; p120 ® CBS Photo Archive/Getty images p.121 1957 Herlock Cartoon ©The Het Block Foundavion; p34 © Keystane/Hulton Archive/Getty Images; p.133 £© Keystone Press /Alamy Stock Photo, b © Josef Koudetka / Magnum Photos: p36 tl TopFota © Popperfoto/Getty Images, © Patrice Habans/Pats Watch via Getty Images; 9-138 ® Keystone/Getty Tages: p.140 Paul Popper’ Popperfote/Getty:p.143 © Pictorial Press Ltd / Alamy Stock Photo: p.145 £ Wojtek Lask/Getty Images, 6 © Atlantic Syrdication/Andews FcMeel Syndication; pS? ® News of the World/NI Syndication: 138. © Punch Cartoon Library / Topoto;p.160 © Punch Cartoon Libary / TopFoto;p-161 Your Bridge, Jonathan. We Shartquatrl about this. The League of Nations Bridge, American cartoon reprinted inthe British newspaper "The Star, dure 1919 (newsprint), American School, (2oth century) / British Library, London, UX ® British Library Board, Al Rights Rese'ved/ Brdgeran Images; p-164 1967 Herbloce Cartoon © The Heth Block Foundation; p60 © Fopperfato/Getty Inages;p-170 © David King Collection: p.173 © Illustrated London Nes; .a75 Davie King Collection; p77 © PhotoStoctTerel/ Alamy Stack Photor 1.179 © Sovfotoliniversal Images Group/Shutterstock, p181 © David King Coloction;p.283 © Wary Evans PietureLibrarys 289 Science History Images / Alamy Stock Photo p90 © Pictorial Press Ltd / ‘amy Stack Photo; p93 © Libary of Congress Prints and Photographs Division, LC-D16-aghain-3078, 1 © Tlustrated London News pQ6 Poster depicting The Bolshevik Rule over the Cossack Villages, 1928-21 (colour litho), Russian Schaol, (20th century) / British Ubrary, London, UK /® British brary Board. Al Rights Reserved / Bridgeman images p97 ® Bolshevik cartoon on the “ntrvantion ofthe USK. Britain and Fanes in the Russian Gv Wa, 1819 (colour litho), Russian School, (0th century) / Private Callaction {Peter Newark Miltary Pictures / The Bridgeman Art bray; p.198 © Topical Press Agency/Getty Images p201 © david King Collection: 203 © Ilustrated Londen News: p.208 © Topham Picturegoint/ TopFoto;p.209 Original materials held by Un versity of Chicago Library Specta Ciections Research Center; p.212.° Album /Alamy Stock Photo; .232 {© Uarid King Cllection;p.216 Original mates held by University of Chicago Library SpeciatCalle:tons Research Centr; 220 © Shawshots/Alamy Stack Photo; p29 © Graphik: Landesarchiv Beir. p.230 © Funch Cartoon Library» TopFoto,r © Ulsteinbild/’ Topfoto; p.231 ® World Mistory Archive/Topfeto.co.k;p.233 Bettmann/Getty Images p.235 © Hulton hrchive/Getty Images 236 © Peter Nenark Pietures/Bridgeman Inages; .238 (Rol). GRANGER - Historical Picture Archive / Alan Stack Photo, (Goebbels) © keystone-France/Camma-Keystone via Get Tages, p.239 (Hinmle) © Everett Collection Inc /Alany Stock Photo, (Goering) ® Vintago_ Space / Alamy Stock Photo, (Hess) ®ullstain ald DEL /Getty Inage: 1240 © David Craushy/Alamys p.242 © Bridgeman Images; p.243 5 Hulton Archive/Getty images p.268 © TopFato; p.248 ® Photo 12/ Universal Images Grouo/Getty Images; p.252¢ ® Keystone / Stinger / Hulton Archive / Gaty Images, 6° Bridgemay Images; p.253 2 Ullsteibild/Topfoto,b 8 Uilsteinbila/Toxfoto: p25 C1 © Keystone/ Getty mages, B® Topical Pres Agency/Getly Images, ® Brligeman Images p.256 © war postars/ Alamy;p.257 ® Tephar Pictuepoint/ Topfoto p.258 © Hulkon-Deutsch Collection GORBIS/Corbis via Getty Images 9.260 © UlsteinBild/TopFoto;p.26: No source; p.265 Bridgeman Images; p.266 © Ben Walsh; p.267 ® Chronicle / Alamy Stock Photo; p.268 © Listen Bld/TopFote; p.272 © Ralf Feltz / TapFoterp.275 © Popperfoto Getty Images .276 © Vera History ‘Archive Lamy Stock Photo: .277 © Photo L2/ Alam Stock Photo; 1.278 (© Corbis Historical vie Getty Inages.r® Hertage-Images / Tapfote;p.284 © Library of Congres Pints ane Photographs Division; LCo1G-f-829515;p.289 (Haring) © Niday Picture Library / Alany ‘Stock Photo, (Coeidge)® Everett Callection Ine / Alamy Stock Phot, (Hooves) ® Stock Montage/Stock Mentaye/Ge:ty Images, p.291 1S raent allatinn Weenies / Kam Star Phats 203 © tor Newark American Pictures / Bridgeman Images: p.294 ® Bettman/Getty mages: p.296 ® The Builder (colour lito) fy Seneker, Gerrit Albertus (2862-1834), Private Collection/PeterNewarh American Petures/The Bridgeman Ar Library: 297 © Lordarice CaLection /alamy Stock Photo; p.299 2© Bettman/Getty Images, b © Bettman Getty Images 2.300 ® Corbis Historical Getty Images; p.362 © San Francisco Examiner; p304 © Mary Evans Picture Library; .305 © Mary Evans Picture Library; p.306 © Bettran/Getty Images; p.307 © US Nation Archives, Raeky Nourtains Division; p.309 19 "Wanted. Uitte boy's plea. 1915 (engraving) American School, (20th Century, Private {allection/Peter Newark American Pictures/The Bridgeman Art Library, 1 Culve Pictures, 341 ¢ © Bettnar/Getty Tages, © Bettman Getty Tmages, © Clive Woed, Judge, June 12, 1926-—Amerlcan Social, History Project; p.2%2 © Underwood Archve/Geety Images p.217 © Popperfote/Getty Images p.218 Charles Deering NeCermick Library of Special Collections, Northwestern Univrsty Library, © Joh T. etutcheon J: p.349 © Caran farm machirery buried by dist and sand, Dallas, South Dakota, 1930 (b/w photo) by american Photographer (20th Century), Private Collscton/Peter Newark American Pictures/The Bridgeman Art Library; p-320 ¢ Topfoto, 6 © Corbis Historial/Getty tmages: 322 © Smilette Democrat Election Poster, 1932 (tho) by American Schoo (oth Century), Private Collection/ Pater Newark American Pictutes/The Bridgeman Av Library: ».225 £8 Granger, NYC / TopFoto, © The Granger Callection, NYC /TopFoto: 1.328 ® Library of Congres Prints and Photzoraphs Division; LEONG: Fea-8h29516; p.429 © Photographs inthe C2nl Highsmith Archive, brary of Congres, Prints and Photograph Division; p.330 ® The Granger Collection, RYC/ Topfoto; .234 [© Library of Congres Frints and Photoaraphs Divison; LE-USZ62-117121,-"Boo-hoo the New Deal s fuining the Country, cartoon ofthe effects of Franklin Rossevel’s (Ga82-1945) economic polite, 936 (tha), American School, (@oth cantar) / Private Collection / Peter Newark American Pictures / Bridgeman Images; .332 ¢© Punch Carton Library / TopFat, Courtesy FraninD. Roosevelt Library, Hyde Park, New York: p.333 Courtesy Franklin D, Roosevelt Library, Hyde atk, ew York; 335 Bridgeman Images,oe SMa wAC amet aya Bea ay cclaareyi tel gt- lapel leo from 1919The Inter-War Years, 1919-39 19201921 ta22,—t923 | eee 19251926 192718281928 Postwar crises Irmproving international relations Tan 1920 1925 | 1926, 1928 The League The | Germany The Keleoo- of Nations Locarno | joins the Brand Pact starts work. ts Treaties: | ‘League rest nations ‘ek eta sor Germany | of agtee not fo out disputes appears to || Nations goto war to between accept the settle ther courrris fay Treaty 0 ‘dsputes Verses Tan-June 1919] 3B (Oct 1928 The Pati Peace Crsis in The Wall Conference: Germany es Street Crash ) Aled leade's France nvades| leads too ) mest and draw the Rut worlenide Up the Treaty of and vation fcenomic Versailles sakes money depression worthlessChapters 1-3 of this book cover a turbulent period of European history. After the trauma of the First World War, citizens of European countries were hoping for peace, prosperity and calm. Instead they got revolutions, economic depression, international disputes, dictatorships, and in the end a Second World War. How did this happen? = In Chapter 1 you will examine the Treaty of Versailles at the end of the First World War and consider whether it was fair on Germany. Some would say that the Treaty created problems for the future; others that it was the fairest it could have been given the very difficult situation after the First World War. ‘= The League of Natfons was set up in 1920 to prevent war between countries. In Chapter 2 you will oe rt = n 182 Japan an Germany leave he, League of ‘ations evaluate its successes (it did have many) and its failures (which tend to be remembered rather more than the successes) and teach your own view on how we should remember the League - as a success or a failure or something between, © Finally in Chapter 3 you will examine the events of the 1930s which finaly tipped Europe back into war. tis common to blame Hitler and his foreign policy for this slide to war but this chapter will help you to reach a balanced view that sees what other factors, played a part. The events in these chapters overlap in time. The timeline below gives you an overview of the main events you will be studying, It would be helpful if you made your own copy and added your own notes to it as you study. 1937 Italy eaves the League of Nations Jan 1933 ]/ 1933-1935] [1935-1936] {Mar 1926] [Oct 1938 1939 Hier || Germany The || Geman | | The policy of |} Aug: Hitler and Menchurian || becomes |] teains to | | Abyssinian |} oops | | appeasement |} Stain sion the Criss: Japan || leader of || ream | | ‘rss waly || enterthe | | ends with the |) naziSoviet Fact ‘eipande || Germany invades. | |Rninetand | | ~ tMurich |) Sept They oath Pactc empire || and pledges Abyssinia agreement || invade Poland ‘toabolsh the Teaty of "atsalles siving the Sudeteniand 12 Germany iTHE RECKONING. Pax-Guratax. “MONSTROUS, T CAL IT, WHY, 20'8 RULLY A QUAREER OF WHAT WE SHOULD HAVE MADE THEM PAY, If WH'D WO) eS =Me aiken published in 1919 shortly em ue Sauer aur) Treaty of Versailles had been announced. A German Men Cans Cen anata Cee RRL CoE te kue ei Dream] Pea cla ated Dre eRccCiet think the Treaty is fair? Why or why not? STS Creed However long or violent a war is, eventually the opposing sides must make peace. But because war is destructive and leaves a bitter legacy, the peacemaking after a long conflict can be the hardest job of all. The people who had that role in 1919 had a particularly hard task. The First World War involved mate countries, using more powerful weapons, causing greater casualties and physical destruction, than any war before it. The war had bankrupted some countries. It led to revolutions in others. There was bitterness and resentment. In this post-war atmosphere almost everyone agreed that part of the job of the peacemakers was to avoid another war like it - but no one agreed how to do that. Any treaty 1s a balancing act. The peacemakers have to keep the victors happy but ensure that the defeated country accepts the terms of the peace. Was it really possible to produce a treaty which all sides would have seen as fair? That's the key question you will have to think about in this chapter. You are going to investigate what happened when these peacemakers got together to draw up the Treaty of Versailles. You will focus on: m what the peacemakers were hoping to achieve how they worked m what they decided 1m why they decided it Then you will reach conclusions about the key question — how ‘fair’ was the Treaty they came up with, which means thinking about: ‘m whether people at the time thought the Treaty was fair, and why or why not ‘= whether historians (with the benefit of hindsight) think it was fai.Aims of the Big Three: Wilson's viewpoint Woodrow Wilson 7 fi (President of the USA High hopes for peace Looking back it may seem that the peacemakers in 1919 had an impossible job. But that is not how people saw it at the time. There was great ‘optimism. One of the main reasons for these high hopes was the American President Woodrow Wilson. In 1918 Wilson made a speech outlining Fourteen Points (see Factfile), guidelines for a just and lasting peace treaty to end conflict. When he arrived in Europe for the Paris Peace Conference, Wilson was seen almost as a saintly figure. Newspaper reports described wounded soldiers in Italy trying to kiss the hem of his cloak and in France peasant families kneeling to pray as his train passed by. mia Background Pegi = Born 1854 Wilson's ideas 5 ecanea unveratyartsae” | How did Wilson thik the peacemakers could bil a beter and more : peaceful world? Became President in 1912 and wwas re-elected in 1916, '™ Don't be too harsh on Germany. Wilson did believe Germany should From 1914%0 1917 he be punished. But he also believed that if Germany was treated harshly, concentrated on keeping the some day it would recover and want revenge. He was also concerned USA our a the war, that extremist groups, especially communists, might exploit resentment ‘rents USA hol joined truer among the Germans and communists might even seize power in Germany in 1917, he drew up the Fourteen as they had in Russia in 1917, Pomsag ine pass frendiog | a Strengthen democracy in defeated countries. For Wilson democracy ould bereendled was a key to peace in Europe. If leaders in defeated nations had ta listen to the views of their people and win their votes those people Character ‘would not let their leaders cause another war. An idealist and a roformer. '® Give self-determination to small countries that had once been part ‘As President, hehed campaigned | of the European empires. He wanted the different peoples of eastern against corruption in politics and Europe (for example, Poles, Czechs and Slovaks) to rule themselves business. However, he had a poor Tatar with regard Polherig te rather than be part of Austria-Hungary’s empire, rairicen Arerteans, m International co-operation. Wilson also believed that nations should He was obstinate. Once he made co-operate to achieve world peace. This would be achieved through a his mind up en an issue he was ‘League of Nations, Wilson's most important of the Fourteen Points, almost impossible to shit. - You can see from these principles that Wilson was an idealist. However, he ‘was not a politician who could be pushed around, For example, he refused to cancel the debts owed to the USA by Britain and its Allies so that he could put pressure on them to accept his ideas. | FOCUS TASK 1.1 Revision Tip What were the motives and aims of the Big Three at Versailles? Your completed chart from the Focus Task should be perfect for Using the information and sources on pages 4-9, ill out a chart like the vevisteron ini tapies The basic ‘one below summarising the aims of the three leaders at the Paris Peace FRAUelgnOMe ie Gate youl cai Conference. Leave the fifth column blank, You will need it for a later task. ae each of the Big Three one priority for each of them at the peace talks Wilson ‘two issues that they disagreed Lloyd George about. Clemenceau Leader Country | Attitude towards | Main aim(s) Germany and motives.source 1 2 ~de Source Analysis Study the main features of Source 1. Wha is making the soup? Wha is helping him? What are they addina to the mix? What is already inthere? The Fourteen Points: a summary | Na secret treaties, 2 Free accoss to the suas in peacetime or wartime, © Frag trade between countries. 4 All countries to work towards disarmament, 5 Colonies te have a say in their own Futura, © Berman troops to leave Russia, 7 Independence for Belgium, © France to regain Alsace-Lorraina, © Frontier between Austria and Italy to be adjusted, Factfile The Paris Peace Conference, 1919-20 The Conference took place in the Palace of Versailles (2 short distance from Paris). Ittasted for twelve months, Thirty-two nations were supposed to be represented, but no one from the defeated countries was invited Five treaties were drawn up at the Conference. The main one was the Treaty af Versailles, which dealt with Germany. The other treaties deatt with Germany's allies, Self-determinatian forthe peoples of eastern Europe [they should rule themselves end not be ruled by empires). Serbia to have access tothe sea. Self-determination forthe people in the Turkish empire. 5 Poland to bacome an independent state with access to the sea, League of Nations to be set up. All of the important decisions on the fate of Germany ‘were taken by Clemenceau [Prime Minister of Francel, Loyd George [Prime Minister of Britain and Wilson [President of the USA] who together were known as "The Big Three’ ‘The Big Three were supported by 2 huge army of diplomats and expert advisers, but the Big Three often ignored their adviceDavid Lloyd George [Prime Ministar of Britain) Background Born 1868, First entered politics in 1890, Hewasa very able politician wha became Prime Minister in 1916 and remained in power until 1922, Character Arealist. Asan experienced politician, he knew thera would have tobe compramise. Thus he occupied the middle ground between the views of Wilson ane Clemenceau Source Analysis 1 Inwhat ways are Sources 2 and 3 different? 2 Are there any ways in which they are similar? Did everyone share Wilson’ s viewpoint? Not surprisingly, when Wilson talked about lasting peace and justice other leaders agreed with him. After all, who would want to stand up in public and say they were against a just and lasting peace?! However, many were doubtful about Wilson's ideas for achieving it. For example, ‘self-determination’: it would be very difficult to give the peoples of eastern Europe the opportunity to rule themselves because they were scattered across many countries. Some people were bound to end up being ruled by people from another group with different customs and a different language. Some historians have pointed out that while Wilson talked a great deal about eastern and central Europe, he did not actually know very much about the area. There were other concems as well. So let's look at the aims and views of the other leaders at the Paris Peace Conference: David Lloyd George (from Britain) and Georges Clemenceau (from France). Did Lloyd George agree with Wilson? In public Lloyd George praised Wilson and his ideas. However, in private he was less positive. He complained to one of his officials that Wilson came to Paris like a missionary to rescue the Europeans with his little sermons and lectures. He agreed with Wilson on many issues, particularly that Germany should be punished but not too harshly. He did not want Germany to seek revenge in ‘the future and possibly start another war. Like Wilson he was deeply concerned that a harsh treaty might load to a communist revolution like the one in Russia in 1917, He also wanted Britain and Germany to begin trading with each other again. Before the war, Germany had been Britain’s second largest trading partner. British people might not like it, but the fact was that trade with Germany meant jobs in Britain, However, unlike Wilson, Lloyd George had the needs of the British empire in mind, He wanted Germany to lose its navy and its colonies because they threatened the British empire, SOURCE 2 We wane a pace mhich wil be jst, but not vindictive. We want a stem peace because the occasion demands it, but the severity enust be designed, not for vengeance, but for justice. Above of we want to protect the future ogainst 0 repetkion of the horrors of this war Loyd George speaking to the House of Commons before the Peace Conferen SOURCE 3 Iflam elected, Germany és going to pay... have personaly no doubt we wil get everything that you can squeeze out of a lemon, and a bit more. | propose that every bit of [German-owned] property, movable and immovable, in Alied and neutral couriries, whether State property or private property, should be surrendered by the Germans, Sir Eric Geddes, a government minister, speaking to a raly in the general election «campaign, December 1918.Sa Pressures on Lloyd George Lloyd George faced huge public pressures at home for a harsh treaty (see Georges Clemenceau Source 2). People in Britain were not sympathetic to Germany in any way. They had suffered over 1 million casualties in the fighting, as well as food shortages and other hardships at home. They had been fed anti-German propaganda for four years. They had also seen how Germany had treated Russia in 1918 when Russia surrendered, Under the Treaty of Brest-Litovsk Germany had stripped Russia of 25 per cent of its population and huge areas of Russia's best agricultural land. [Prime Minister of France) Lloyd George had just won the 1918 election in Britain by promising to ‘make Germany pay, even though he realised the dangers of this course of action. So Lloyd George hiad to balance these pressures at home with his desire not to leave Germany wanting revenge. Did Clemenceau agree with Wilson? pases? In public, Cle f cd with Wilson's sim for a fair and latte was aged 77 when | 1 public, Clemenceau of course agreed with Wilson's aim fora fair am Tepe Chntcreabeset | lasting peace. However, he found Wilson very hard to work with. While he Firetenteres trench poltics in| didnot publicly criticise the Fourteen Points, Clemenceau once pointed out 187 that even God had only needed Ten Commandments! MosPrime rinerotFrance | tng maar agreement was ovr Germany, Clamenceau and other French From 914 to 191Thewas leaders saw the Treaty as an opportunity to cripple Germany so that it veryercal ofthe French wor | could not attack France again. leaders. In November 1917 he es clediedie badtronce Pressures on Clemenceau Thrngh the las yar of he wa France had suffered enormous damage to its land, industry, people ~ and Character self-confidence. Over two-thirds of the men who had served in the French Aiere exer paunicnn army had been killed or wounded. The war affected almost an entire ste reputation orbulg generation. sneompemisgehodssen | by comparison, Germany semed to may rnch people a peru and Bermansin870andin Pts re | threatening as ever, German land and industry had not been as badly wasdetermined net tostiow such | damaged as France's, France's population (around 40 million) was in dectine Gevastaton ever again compared to Germany's (round 75 milion). The French people wanted a treaty that would punish Germany and weaken ‘it as much as possible. The French President (Poincaré) even wanted Germany broken up into a collection of smaller states, but Clemenceau knew that the British and Americans would not agree to this. Clemenceau was a realist and knew he would probably be forced to ‘compromise on some issues. However, he had to show he was aware of public opinion in France. Think! ‘1 One of the ideas put forward at the Paris Conference ‘b} Germany to pay compensation for damage dane by ‘was that Germany should lose some of its key German forces in lands they occupied during the industrial areas. How would you expect Lloyd George war. | to react toa proposal like this? You could present )_ Germany's armed forces to be severely limited. your answer as.a shart speech by Lloyd George or ina paragraph of text 2 Here are some extracts from the demands made by France before the Peace Conference started: Which of these terms do you think made it into the final | ‘Treaty? Give each term a percentage chance and keep 3 | note of your guesses. You will find out if you were right | later in the chapter. / 4) German armed forces to be banned from the bank. | of the River Rhine (which bordered Francel. | ye Ee aHow did the peacemaking process actually work? In theory, the major issues like borders and reparations (compensation for war damage) were discussed in detail by all the delegates at the conference (ee Source 4) ~ over 32 leaders with all their officials and advisers! As Source 5 shows, it quickly became impossible to consult everyone. ‘SOURCE 4 ‘painting showing the delegates atthe Paris Peace Conference at work. Tt was made for the flustrated London News, which was a very popular British newspaper aimed at a mass market. It was particularly wal known for using paintings even after photography was well established. The papers artists were given offical access to the meetings of the Peace Conference ta report and create illustrations. This image had the official approval of the Big Three. Source Analysis SS Study Source 4coreflyand then Wilson the ust quis disappointed expectations. Everything about him served to racic theaa qlestlons. ddlsion those he deat with. Alt socn the President wos qualifying the Fourteen Why was this pieture published? Pairs with ‘Four Prnaibes’ and medifyng trern wth ‘Fue Portulars. Finding that 2 Whatimpression wast trying to ane principle conficted with arother, he made compromising declarations about give of the conference and the both. The Big Three abandoned Wilson's principle of open covenants openly arrived! eed at, consuitng others oly wien they needed expert advice. They were occasional to 4 After studying Source 4andthe | be seen crawiing round their maps on the hearth rug. Sometimes they agreed and, ‘ther information inthis section, deeuthinktnempreecontgn | | decordng 0 one Brith ofc were so pleased with thersekes for doe so that scomate? Make sueyeucan | tHey Gite forgot to tell none wher che agreement was. Sometimes they ofmest lesplain geal sie came to blows, Lyd George mace raid, quick fire points bue they were ineffective 46 Ityouwere using thisimage to against Clemenceou’s granite obstinacy. Even Wilson's slfimportant confidence introduce a dacumentary onthe : crashed agaist te rock of Cemerceau... Clemenceau ves delighted when the Treaty of Versailles, what main American Presdent fl i. He suggested thot Lloyd George shauld bribe Wilsons points would you make in the Seca Pacse ree commentary that the viewer eed ‘would hear? Historian Piers Brendon writing in 2006,It soon became clear it would be impossible to agree terms that everyone would agree about. lm Clemenceau clashed with Wilson over many issues. The USA had not suffered nearly as badly as France in the war, Clemenceau resented Wilson's more generous attitude to Germany. They disagreed over what to do about Germany’s Rhineland and coalfields in the Saar. In the end, Wilson had to give way on these issues. In return, Clemenceau and Lloyd George did give Wilson what he wanted in eastern Europe, despite their reservations about his idea of self-determination. However, this mainly affected the peace treaties with the other defeated countries rather than the Treaty of Versailles. = Clemenceau also clashed with Lloyd George, particularly over Lloyd George's desire not to treat Germany too harshly. For example, Clemenceau said that ‘if the British are so anxious to appease Germany they should look overseas and make colonial, naval or commercial concessions’ Clemenceau felt that the British were quite happy to treat Germany fairly in Europe, where France rather than Britain was most under threat. However, they wete less happy to allow Germany to keep its navy and colonies, which would be more of a threat to Britain. m Wilson and Lloyd George did not always agree either. Lloyd George \was particularly unhappy with point 2 of the Fourteen Points, allowing all nations access to the seas. Similarly, Wilson's views on people ruling themselves were threatening to the British government, for the British empire ruled millions of people all across the world from London. ACTIVITY Who said what about whom? Here are some statements that were made by the Big Three atthe Paris Peace Conference. Your task isto decide which leader made the statement and alsa whom he was talking about. You will need to be able to explain your answer. 2} ‘He is too anxious to preserve his empire to want self determination for colonies.” b) his country has been ruling the waves for too long to accept the need for freedom of the seas.” ) “He wants to wreck a country which in afew years could be 3 valuable trading partner and a source of vital obs.” 4) Freedom of the seas a very wel but who or what wil protect my country’s ships and trade? “What does he know about colonies and how they should be ruled? He probably doesn't know where most of them “How can ! work witha man who thinks he isthe first {leader in 2000 years who knows anything about peace?’ “ithe is so anxious to make concessions to the Germans then they should look overseas and make naval or colonial concessions ‘We is stuck inthe past. IF he gets his way Germany will be {oft bittor and vengeful and there will be another war in @ few years. ‘He is very happy to give concessions to Germany in areas Clemenceau Loyd George, which do not threaten his country: “ifyou carry on annoying me Jam going to punch you! “There are new. better ways of making 2 peace agreement. He should accept that all states should disarm. “He must make concessions to the Germans, perhaps over the Rhineland or Alsace-LorraineER a & Fa = 1. War guilt 2 Reparations 3 German territories and colonies The terms of the Treaty of Versailles None of the Big Three was happy with the eventual terms of the Treaty. After months of negatiation, each of them had to compromise on some of ‘their aims; otherwise there would never have been a treaty. The main terms can be divided into Five areas. = Article 231 of the Treaty was simple but was seen by the Germans as extremely harsh. Germany had to accept the blame for starting the war. '= The major powers agreed, without consulting Germary, that Germany had to pay reparations to the Allies for the damage caused by the war. The exact figure was not agreed until 1921 when it was set at £6,600 million (132 billion gold marks) - an enormous figure. If the terms of the payments had not later been changed under the Young Plan in 1929 (see page 38), Germany would not have finished paying this bill until 1984. lm France also received the coal from the Saarland for fifteen years. Germany's European borders were very extensive, and the section dealing with German territory in Europe was a compicated part of the Treaty. You can see the detail in Figure 6. The Treaty also forbade Germany to join together (Auscituss) with its former ally Austria. FIGURE 6 a ry Land token % (4 aay from \ ae. ) anmany At Li Denied <~) ieoendet ste, zone siraen —_°| Beery td taken 7 tfeee se om fusca 1918 i Att 2 6 / 9 500 km [7 Denmark after Danzig tree cy) run |. a 2)ote ar plese) by League of Nai | Tis was to he ten] 4 Seles 5 sot Ser 2 oS Tendo | mitered roe a years Saarland run by League cof Nations and tien 2 Debiscite tobe hele Upper Slesia Tek ees i eA. AX : TS [fers trons ars . stan Map showing the impact ofthe Treaty of Versailles en the borders of Europe.4 Germany's armed forces 5 League of Nations Revision Tip ‘The more you know about the Treaty of Versailles, the more it wil help you. Make sure you can remember one or two key points under each of these headings Blame = Reparations = Arms Territory FOCUS TASK 1.3 Was the Treaty of Versailles fair? '= Germany's overseas empire was taken away. Tt had been one of the causes of bad relations between Britain and Germany before the war. Former German colonies, such as Cameroon, became mandates controlled by the League of Nations, which effectively meant that France and Britain controlled them. ‘The size and power of the German army was a major concern, especially for France. The Treaty therefore restricted German armed forces to a level well below what they had been before the war. 1 The army was limited to 100,000 men. 1m Coyscuueri was banned - soldiers had to be volunteers. Germany was not allowed armoured vehicles, submarines or aircraft. The navy could have only six battleships and 15,000 sailors. Im The Rhineland became a oxwautanisio zone, This meant that no German troops were allowed into that area, The Rhineland was important because it was the border area between Germany and France (see Figure 6). Previous methods of keeping peace had failed and so the League of Nations was set up as an international ‘police force’. (You will study the League in detail in Chapter 2.) = Germany was not invited to join the League until it had shown that it was a peace-loving country. FOCUS TASK 1.2 ‘Why did the victors not get everything they wanted? 1. Workin threes. Look back at the prafites of Wilson, Lloyd George and Clemenceau on pages &, 8 and 9. Choose one each. Study the terms of the ‘Treaty on these two pages. Think about {a} which terms of the Treaty would please your chosen leader and why bb} which terms would displease him and why Source Analysis Study Source 8, Ifyou di not know this source was German would you be able to work this out? Explain Cartoon from the German magazine Sinpliissimus, June 1919. The caption inthe how. magazine read ‘The Allies ae burying Germany withthe peace terms’War guilt and reparations Germany had to accept the blame for starting the war and therefore had to pay reparations. + This wer uit’ clause vas particulary hated GGetmans didnot fee hey ha stared the nau wat. They fl tthe very east that blame should be shared + They were biter that Garmary was expected 10 pay forall the damage caused by the war even though the German economy Wes severly weakened German territories Germany certainly lost a lot of territory. * 10 per cent of its land in Europe + All ofits overseas colonies #125 per cent of Its population German #16 per cent of its coalfields and criticisms. almost half of its iron and steel = _ of the industry. Treaty of a Versailles ‘This was major blow to German pide, and twits economy Both the Saer and Upper Silesia were important industrial areas. Meanwhile, as Germany was losing colores, ‘the Bris and French vier increasing thet ears ying com of Geman ears in strc. Disarmament The German army was reduced to 100,000 men. it could have no air force, and only a tiny navy. Germans felt trese terms were vey unf. An aimy of 100,000 was very small for 2 county fF Germanys size and the amy was a symbo| ‘of German pride Also, despite Wiban’ Fourteen Points calling for dlsarmament, none of the Alles wee being asked or forced to diarm inthe same way. The Fourteen Points and the League of Nations + To most Germans, the uestment of Germany ‘was notin keeping with Wison’ Fourteen Points. For example, while selfcdeterination ‘was gen to countries such as Estonia, Latvia and Lithuaria, German-speaking peoples were being hive off nto naw Countries such as Ceechosiovakia to be ruled by non-Geimans. Aasehlus (union wath ‘usta was frbisden, Germany ft futher insulted by not being invited to join the League of Nations. Non-representation Germans wore angy that thei government was ot repcesented atthe peace talks and that they Were belng forced to accept a harsh ety Without any choice or even comment. Germans didnot fee they had lost the war so they should rt have been treated as a defeated country. SOURCE 9 A mass protast in Bertin in June 1919 against the Treaty of Versailles.Consequences o} of the Treaty for Germany The Treaty of Versailles hada profound effect on Germany forthe next ten years and more, The Treaty was universally resented, The historian Zara Steiner argues that hatred of the Versailles Treaty was almost the only issue which all Germans in this period agreed on, Many Germans viewed the signing of the Treaty as a betrayal and a humiliation, Right-wing groups referred to the Weimar politicians as the ‘Noweworr Crmmats' who had stabbed Germany in the back at the end of the war. Territorial lasses to France, Belgium, Denmark and Poland meant ‘many ethnic Germans now lived in different countries, which led to social problems and even conflict. Also, the creation of the Polish Corridor had split East Prussia from the rest of Germany causing many German families to migrate back to mainland Germany. The military restrictions left German Source Analysis citizens feeling defenceless and demoralised as the German army had been Study Source 10, Teartisthada a source of pride for many. difficult aim to achieve because he EEE wanted toshow the German worker Political violence seine tine being trestonedby tne, Right-wing opponents of Eberts government protested against the Treaty. In Fronchtroops Boyouthink hehos 1920, bands of ex-soldiers called Foss were ordered t> disband by the achieved this im? Explain which. government as their existence broke the military terms of the Treaty. Led Sloments ofthe poster ied youte by Wolfgang Kapp, an uprising began in March 1920 to cverthrow Ebert and this eonetusion install a nationalist government. This rising, called the Kapp Putsch, was Vv defeated by a cenceat sirice by Berlin workers which paralysed essential services such as power and transport. Te saved Ebert's government but it added to the chaos in Germany ~ and the bitterness of Germans towards the Treaty Although Kapp was defeated, political violence remained a constant threat. There were numerous political assassinaticns or attempted assassinations. In the summer of 1922 Germany's foreign minister Walther Rathenau was murdered by extremists. Than in November 1923 Adolf Hitler led an attempted rebellion in Munich, known as the Munich Putsch (see page 236). Hitlers rebellion was defeated but he was let off tightly when he was put on tria. and it was clear many Germans shared his hatred of Versailles. Over the next ten years he exploited German resentment of the Treaty of Versailles to gain support for himself and his Nazi party. Conflict in the Ruhr Under the Treaty Germany agreed to pay £6,600 million in reparations to the Allies. The first instalment of £50 million was paid in 1921, but ‘in 1922 nothing was paid. Ebert tried to negotiate concessions from the Allies, but the French ran out of patience. In 1923 French and Belgian soldiers entered the Ruhr region and simply took what was owed ta them in the form of raw materials and goods. This was quite legal under the Treaty of Versailles. i The results of the occupation of the Rubr were disastrous for Germany. swingt Thenichtl he Gomer government ordered the workers to go on strike so that they were not producing anything for the French to take. The French ‘A German poster from 1823 showing a German : - vvorkersefusing to obey the French oops reacted harshly, killing over 100 workers and expelling over 100,000 ‘ordering him to work. The caption says protesters ftom the region. More importantly, the strike meant that 0, you cant force me. Germany had no goods to trade, and no money to buy things with. Their response led, in turn, to hyperinflation (see page 17).“saa a Nie ee Sort bee qaoyg, Hof 09819) Lol) = [A German banknote of 1923 for ane billion matks. Revision Tip There were many problems Germany faced in the period 1919-23; m social problems © political violence, and 1m hyperinflation Make sure you can explain how ‘each one was linked to the Treaty of Versailles, FOCUS TASK 1.4 ‘Summarise the impact of the Treaty on Germany under each of these headings: bl Economic impact el Socialimpact, e.g. morale There is much debate about the developments in the Ruhr. Most Germans believed that the crisis arose because the reparations were too high and Germany was virtually bankrupted. Many commentators at the time (including the British and French leaders) claimed that Germany was quite able to afford reparations: it just did not want to pay! Some historians argue that Germany stopped paying reparations in order to create a crisis and force the international community to revise the terms of the Treaty. The debate goes on, but there is no doubt that most Germans at the time believed the Treaty was responsible for the crisis and that the reparations were far too high. Hyperinflation ‘The government solved the problem of not having enough money by simply printing extra money, but this caused a new problem - hyperinflation. The money was virtually worthless, so prices shot up. The price of goods could rise between joining the back of a queue in a shop and reaching the front (see page XXX)! Wages began to be paid daily instead of weekly. Some Germans gained from this disaster. The government and big industrialists were able to pay off their huge debts in worthless marks. But others, especially pensioners, were practically left penniless. A prosperous middle-class family would find that their savings, which might | have bought a house in 1921, by 1923, would not even buy a loaf of bread. 5 source 12 Bitlon mark notes were quickly hanced! (on as though they bumed one's fingers, Jor tomorrow ane would no larger pay in notes but in bundles of notes .. One aftemoon | rang Aurit Louise's bell. The door was opened merely 0 crack. From the dark came an odd broken voice: ve used 60 bilion ‘marks’ worth of gos. My mik bls Frition. But of have left 2000 marks, dont understand any more, Extract from Convert to Freedom by Fitel Dobert, published in 1941. Dobert Was a writer and lectuter and joined the Nazi party in 1920. Germany eventually recovered from this disaster, but it left a bitter memory. The bitterness was directed towards the Treaty of Versailles. It is ino coincidence that when Germany faced economic problems again in 1929 many Germans believed Hitler's claims that the Treaty was to blame and they should support his plans to overturn it. Summary While the Treaty did cause some genuine problems for Germany the important thing to realise is that many Germans blamed it for other problems which had little to do with it. This resentment was then in turn exploited by extreme groups in Germany to gain power and influence for themselves.