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SOURCEA
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• Organization ski lls 'To be governed is to be watched over, inspected, spied upon,
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u ., directed, legislated at, regulated, docketed, indoctrinated,
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preached at, controlled, assessed, weighed, censored, ordered
about Such is government, such is justice, such is morality.'
w f yvill reflect on this learner
Figure 7.1 Rallies promoting ,. q pró't1le attnbute ... Proudhon, P.·J. 1851. GeneralIdea o! the Revolution in the Nineteenth
Century. France.
different idealogical movements
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key ideolog ical and intellectual movements of the
SOURCE B
ONSID nineteenth and twentieth centuries.
OUESTIO 11:'!:1 "'1!-''
Adolf Hitler, in a speech to lhe Nazi party, Nuremberg, October, 1934
o
Factual: What were sorne o/ the IN THIS CHAPTER, WE WILL .. . Assessrnent opportunities '0ur party. What is it? What do we believe? Here is the
key intellectual and ideological foundation of our party: First, we shall be the party of truth.
Find out about the ideas of key ideological and intellectual movements in in this chapter:
movements of the nineteenth and the nineteenth and twentieth centuries. Second, we shall be a party without compromise. Third, we shall
twentieth centuries7 Explore: • Criterion A: Knowing and understanding be a party with total political control over Germany.'
Conceptual: How do circumstances the factors that led to new ideologies and intellectual movements • Criterion B: lnvestigating
impact on ideas? What are • the ways in which socio-economic changes lead to new ideas.
• Criterion C: Co mmunicating THINK- PAIR- SHARE
the comparisons and contrasts • Take action by examining which ideas have an impact on us today.
etween old and new ideologies7 • Criterion D: Thinking critically
Look at the key words. These terms can be used to
Debatable: Why do people follow ~YWQBDS talk about politics and you will come across them in
radical ideologies7 this chapter.
authoritarian
Now share and compare your authority
ldeology
tyranny DISCUSS Think about what these words mean yourself, then
-----
repressive
thoughts and ideas with your capitalism universal suffrage In pairs, identify the ideas expressed in Sources A and B. share your ideas with your neighbour and finally share
partner, or with the who le class. rights
dictatorship utopia What types of government are suggested? With which your definitions with the rest of the class. You could
sanctlons political ideas do you think Proudhon might be associated? check your understanding in a dictionary too.
m --- - ---~e -
1B MYP 4&5: by ConceptJ
.,
[ 7 How have ideas reflected change in the last 200 years?
 What were sorne of the
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and ideologies of An influential Russian anarchist was Mikhail Bakunin,
who had met Proudhon in París. Baku ni n had been sent ·t,· -<!!!111:~ ·~"""
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the nineteenth and to prison in Russia for protesting against tsarism and its
imperial oppression and was later sent to Siberia to carr , ~ -=--~'l'JII ,-,
twentieth centuries? hard labour. In 1868 he joined the socialist 'lnternation~· .1 \ '.- '
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which was a federation of working-men, trade unions an,
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organizations from Europe and sorne Latí n American and . - ~- . ; ..
North African nations.
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WHAT IS ANARCHISM? Bakunin prometed socialist-anarchism and was influential 1
Anarchists believe that there should be stateless societies,
Many anarchists argue societies should be self-governed by

the development of Spanish anarchism . Bakunin clashed v-. ,,

another leading member of the 'lnternat,onal', Karl Marx (, ,
will look at him in more detail later on in this chapter). Ma, -~ -,,
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voluntary institutions. This ideology claims that governments
1, and the Marxists argued that the state was needed to brin,
1, are repressive, sometimes harmful and always unnecessary,
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about socialism, whereas Bakunin and the anarchists arguec
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the state should be replaced by self-governing factories ano
11 in society and have often been linked with socialists and
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communists, who also wanted revolution. Sorne anarchists farms which would create a socialist s0C1ety for themselves
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want total rights of the individual and others want The argument between Bakunin and Marx carne to a head
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individuals to be subordinate to the 'collective'. ata Congress meeting atThe Hague in 1872. Bakunin was ~f¡!. ... .
Anarchists have played importan\ roles in modern history: unable to attend the meeting and the Marxists expelled h,m -·' _'~\
they were involved in setting up the short-lived Paris from the 'lnternational'.
Commune in 1871, attempted to set upan anarchist state in
the Ukraine during the Russian Civil War (1918-21) and were
an importan\ group during the Spanish Civil War (1936-39). Figure 7.3 Karl Marx speaking at the 1872 Hague Congress
Anarchism has its roots in the early modern era, but
However, Bakunin's socio-anarchism remained a strong movement and it
anarchist ideology was first clearly set down in modern
had many followers across Europe. The Paris Commune that was set up in
times alter the French Revolution by William Godwin in
1871 followed many of Bakunin's principies, including self-management and
a book called Social Justice in 1793. Godwin argued that
decentralization. Proudhon, who had been a key influence on Bakunin, was a key
as 'reason' spread to the ordinary people, the need far
government would die out.
participan\ in the Commune. o Nihilists
In 1870 Bakunin argued for a revolution of peasants and workers and said that
He did not argue far a revolution but saw the decline of Another group somet,mes
the time was right to:
governments as a peaceful and evolutionary process. He associated with the anarchists
believed that laws, property and even marriage 'enslaved' '... spread our principies, not with words but with deeds, for this is
Wl!re the nihilists. They believed
people and prevented them from using their own 'powers the most popular, the most potent, and the most irresistible form of
that government and society
of reason' to develop mutually beneficia! societies. ,. propaganda.' must regularly be destroyed so
However, it was a Frenchman who first called himself an \ Bakunin was concerned that Marxism would lead to 'authoritarian socialism' that they can start anew. They
Q
'anarchist': Pierre-Joseph Proudhon. He wrote What is and a dictatorship, and he was totally against this. Bakunin did not want any often favoured violence and the
property? in 1840, in which he, now famously, claimed privileges in society. He believed that both capitalism and the state, in any lorm, use of terror1sm. Both nihilists and
'property is theft'. He believed that organizations would (" ' prevented the working class and peasantry from gaining freedom. Bakunin also anarchists were often linked with
develop on their own without the imposed ideas 0 ¡ an believed that religion prevented people from using their own poWl!r of reason socialists, as all three groups called
authority. He said that there would result 'spontaneous and therefore also took away their freedom. He said that religion led to the far revolution.
arder' in an anarchist society. 'enslavement of mankind'.
mi 7 How have ideas reflected change In the last 200 years? ID
Hlstory for-;-eIBMYP 4&5: by concepl

o Many liberal groups were supported by middle-class interests and wanted to
ATL O0
Critical-thinking skills - Evaluate evidence and
arguments
Read Sources C and D, and review the material you
have read on anarchism. In pairs:
• Discuss the ideas of the anarchists.
:11
• ldentify the groups in society that would be
attracted to the ideas of the anarchists.
• Think of groups that might be worried by the ideas
of the anarchists.
• Reflect on the problems that an anarchist society
might lace.
Assessment opportun1t1es
- - -- -
• In this activity you have practised skilis that are
assessed using Criterion D: Thinking criticaliy.
SOURCE C
ltalian anarchist, Errico Malatesta
'By anarchist spirit I mean that deeply human sentiment, which
aims at the good of ali, freedom and justice for ali, solidarity and
love among the people; which is notan exclusive characteristic
of self-declared anarchists, but inspires ali people who have a
generous heart and an open mind .
Malatesta, E. April 1922. Umanita Nova.
SOURCE D
'No real social change has ever been brought about without a
revolution ... revolution is but thought carried into action.'
'Ask for work. lf they don't give you work, ask for bread. lf they
do not give you work or bread, then take bread.'
Goldman, E. 2006. Anarchísm and Other Essays. 3rd edition. USA.
Cosimo Classics, p. 25
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Figure 7.4 The American anarchist Emma Goldman
WHAT IS LIBERALI SI\ '?
THINK- PAIR- SHARE
'Every man has a property in his own person.
This nobody has a right to, but to himself.'
John Locke, Two Treatises of Government,
The Second Treatise, 1690
'Let us therefore anímate and encourage each other,
and show the whole world, that a Freeman contending
far Liberty on his own ground is superior to any slav,sh
mercenary on earth.'
George Washington, Ju/y 1776
'We hold these truths to be self-evident, that all men
are created equal, and are endowed by their creator
with certain unalienable rights, that among these are
lile, liberty, and the pursuit of happiness.'
Jefferson, T. 1776. The Declaration of fndependence. USA.
~•ad these quotes. What do you think liberalism mean~
History for the 1B MYP 4&5: by Concepr
Liberalism first became a political movement in the seventeenth century. In
gene_ral, l1berals bel,eve in democracy and free and fair elections. They believe in
the nghts of the 1nd1v1dual and the right to own prívate property.
pursue legal means to attain political control. However, liberal movements in
the late eighteenth century in France and the USA also argued that the violent
overthrow of a tyrannical regime may be justified in arder to realize their aims far
a liberal and democratic society.
overall, liberalism argues far the following:
The establishment of governments which are elected by the people
through voting
to vote
Voters to be able to choose from a number of different polltical parties
A government holding power far a limited period of time, usualiy tour or five
years, befare another election must be held
A cl ear balance between the rights of the government and the rights of
the individual: everyone has to abey the laws of the land - including the
government itself, but freedoms and rights of the individual are upheld, far
example, the right to free speech, the right to follow any religion and th e
right to join trade unions
An economy based on capitalist principies, prívate ownership, property and
the freedom to be as wealthy as you can be
'Free trade' between nations (no tariffs or trade barriers)
When the French Revolution began, the abolition of the feudal system was
hailed as a 'triumph of liberalism', as the old inherited rights and privileges were
outlawed in France. Even when liberal principies seemed to have been overthrown
by a new Napoleonic dictatorship, Napoleon kept in place sorne of the new liberal
laws which were enforced in the Code Napoléon.
Radical liberal ideas were not only taking hold in France, but spread across the
Western world and were adopted in the American Revolution and by radical liberals
such as the British-born Thomas Paine. Paine wrote an influential book called The
Rights of Man in 1791 and was actively involved in both the French and American
Revolutions.
The principals of liberalism were challenged by economic slumps and economic
crises. By the end of the nineteenth century, in the industrialised West. people
were discontented with poor living standards, awful working conditions and
periodic unemployment. The working classes were beginning to organize
--
themselves into trade unions. The role of individuals in working to improve their
own position was giving way to the idea of collective action.
~ How have ideas refl~cted change In the last 200 years?

WHAT IS MARXISM?
In the mid-nineteenth century, Karl Marx and Friedrich
Engels, two German political philosophers, wrote highly
influential works outlining their 'world view'. They argued
that the development of capita\ism, with a middle class
that owned the factories and mines (the propertied or
bourgeois class) exploiting the labour of the working class
(the proletariat) would lead to a class struggle or 'class war'
and the working class would ultimately overthrow their
'capitalist' oppressors. There would then fallow a 'workers'
state', where the people would rule far the benefit of ali.
Marx thought there would be a series of revolutions befare
the 'workers' utopía' would be rea\ized. First, the middle
class would overthrow the old aristocracy and take power.
Then the workers would overthrow the middle class. The
results would be a socialist society.
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In thl' n,netPL'nth century folb:,mg 1he
'bmwwo1<,· rr•,r)l1¡\1on. ttw \'.·,o 111,w,
c!nssP> ,·.ere the bourgeo1c,1e ,111d !he
proletaria! The rn,ddlf cl<1'>', 0\'1r1ed
property dnd the L:Ktor1P<, ,)nd rn11a.:'i that
the workinq cid','> workPd 1n The rr11drJlp
cldS'> also controlled the !)O'l(:rnment<,
Figure 7.5 The main ideas of Marx and Engels
•
• The state has al\ the power.
• Stalin rules as a dictator; individuals have no rights.
• Ali other political parties are banned.
WHAT IS COMMUNISM? • The party and society is 'purged' of enemies of
the state; terror is used as a means of control.
The final stage in Marx's theory of revolution is communism. • Religion is banned.
The Commurnst Marnfesto, written by Marx and Engels, • There is no prívate property.
doses with the famous words: • Wealth is owned and redistributed by the state.
'Let the ruling classes tremble ata Communist revolution. • All land and industry is owned by the state.
The proletarians have nothing to lose but their chains. They
have a world to win.
CIRCLE OF VIEWPOINTS ·working men of ali countries, unite.' ACTIVITY: Communism in action
Marx thought that society "".ould be based on the o
The first communist revolution happened in Russia where
principie: 'from each according to his ability, to each ATL oO
in fact, there were two revolutions in 1917. The first one ¡~
according to his need'.
, He also said that 'religion .1s the March overthrew the absolutist government of Tsar Nicholas lnformation literacy sk11\s - Access information to
opium of the people. 11. This was largely a result of the impact of the First World be informed and inform others
In pairs, consider each person below and feed back War on Russia, which had brought appalling food and Media literacy skills - Communicate information
and ideas effectively
to the class what you think each person would have fuel shortages as well as a high death toll. However, the
considered to be the positives and negatives of 'provisional' or temporary government that followed muid not
bring stability and the Marxist Bolshevik party seized power. What is your goal?
Marx's ideas:
Your goal is to find out more about how communist
o A landowner This revolution did not involve the proletariat rising up in the
societies worked in practice.
o A priest way Marx had planned (see Figure 7.5). lnstead, Vladimir
o A peasant Lenin, who went on to establish the USSR in 1924, believed How will you achieve this?
o A factory worker
that he could implement revolution by getting an elite group Research the methods and impact of Stalin's domestic
o A doctor to take power in the name of the workers and soldiers. He
o A banker policies from 1929 to 1941 or research the methods and
held that the communist party would estab\ish socialism and impact of Mao's domestic policies from 1949 to 1966.
the rule of the party would bring this about far the people.
You should write a report that is between 700 and
When Lenin died in 1924, Joseph Stalin emerged as leader 1500 words long. Make sure you correctly and
o
of the USSR. He enfarced his own brand of Leninist- consistently cite your sources and submit a 'works cited'
-,..e -~ ,; From each acco rding Marxism: Stalinism. list with your report.
lt>c' ill!!!! 1
!iil l to his ·,BILI'TY; The next country to become communist was China
Follow-up discussion
to each accorcding fallowing a civil war between the nationalists of General
• -~ ~;•== to his NEEID As a follow•up to your report, get into mixed groups
Jiang Jieshi and the communists of Mao Zedong. Despite
o that include both those who have researched Stalinism
receiving significan\ aid from the USA, Jiang was defeated
. , . . r'im.:a
Jc.i
and those who have researched Maoism. Compare and
J. ' h :,•,, (, . .
by Mao in October 1949 and fled to the island of Taiwan.
Mao pronounced the People's Republic of China (PRC)
contrast the methods and results of the two regimes.
The explo,td1'011 oí the proietnr1c1\ mean!
and his communist government set out to create a state
that evc,nt1,,1lly ti·,¡, upprE",'>Pd ·1,,orker<:,
fallowing Mao's own brand of Marxism - Maoism.
Assessment opportunit1es
wOlild r1se 1111 ,1r-11 fl"irrth101,•1 the
lh,s 1,·1<1<, tl1P prolet,man
Maoism, unlike Soviet communism, was based on the • This activity can be assessed using Criterion B:
Althvir¡h •.f1r,rr, :muid 1n1l1dlly Workers' revolut1ons would happen m
be a n('HJ for .i rJ,ct<1tor',h1[) 0t tlip
lnvestigating and Criterion C: Communicating.
all \he 1ndustrialized countne<., where revolutionary role of the peasantry rather than the industrial
proletar1c1t 10 0í(Jdn11e 1\'t' revolut1on, worker<, we>re d1scontented Ali peop!e • In the final discussion activity you have practised
workers. China was mainly agricultura! and had very few
th1<, woulci ev(•n1uall'I d1srippear, lraving would work to the1r best ab1hty 1n the skills that are assessed using Criterion A:
d cornmur,1s1 '>late whrre eacli worker new rnmmunist sta tes and 1n return industrial workers, so Maoism was a practica! solution
worked far the goocl of the strne Knowing and understanding.
have d comfortable lile to the problem of making Marxism work for a pre-
industrialized society.
7 How have ideas reflected change in the last 200 years7
History fer the 18 MYP 4&5: by Co}1:_!1

WHAT IS DEMOCRATIC
SOCIALISM?
Democratic socialists follow peaceful and democratic
methods to achieve socialism. Like other socialists, they also
want a classless society where ali share in the ownership of
land and industries. Whereas communists want revolution,
democratic socialists want to achieve their goals through
democracy and aim to follow a slow and evolutionary
process towards a socialist society.
A democratic socialist government would move society
towards socialism gradually, and this would include solving
economic inequalities through a welfare state where
the government provides assistance to the poor and
unemployed and improves health and housing.
ACTIVITY: Democratic socialism
ATL
lnformation literacy skills - Access information to
be informed and inform others
List the key ideas of democratic socialism based on the
information given above.
lnvestigate the current governments and their policies
in Scandinavia. With reference to your list, consider
the extent to which these governments seem to follow
the ideas of democratic socialism.
Figure 7.6 Socíal Darwinist, Herbert Spencer, who
famously coined the expression 'survival of the fittest' in
Principies of Biology (1864)
-=-
- History far the 18 MYP 4&5: by Concepr1
WHAT IS SOCIAL DA RWIN1srvp
Social Darwinism was an intellectual m ovement that
developed in the late nineteenth cent ury. Th is movement
is linked with other movements and icleologies such
as eugenics, imperialism, fascism and Nazism . Social
Darwinists applied basic principies from Charles Darwin's
theory of evolution and the concep t oí natural selection
the 'survival of the fittest' to society and politics.
They argued that the wealth and powcr of the strong an(I
fit should increase while that of t he weak should decreas,
Most Social Darwinists believed that the state should
follow laissez-faire policies and shou ld not intervene to
assist the peor. Competition was seen as good and shoula
be encouraged, as this would favou r th e stro ng over the
weak. They saw this as a natural process and religious Soc , 1
Darwinists saw it as part of God's plan
More extreme followers argued that different racial groups
had evolved more highly than others, and ·superior' races
should be encouraged to domínate other 'inferior' races.
Social Darw inist ideas were used to JUstify the colonial
exploitation of other races by the European powers in the
vast empires they built by the end of the nineteenth century
(see Chapter 9, page 192). Not all Social Darwinists agreed
on which groups were 'strong' and which were ·weak'. Sorne
social Darwinists also studied the 'genetics' of the peor and
working classes and prometed the sterilization of 'degenerate'
a,
groups in society. The idea of a superior or 'fittest' gene
el
pool developed, and Social Darwinists wanted to protect the
superior races from being undermined by inferior genes.
These ideas meant that Social Darwinists wanted
governments to allow the weak to 'die out '. They believed
there shoul d be no active support or we lfare and that
people w ith disabilities, those with genetic illnesses and
those w ith low IQs should not be encouraged to have
children. Sorne wanted programmes of mass sterilization to
protect th e evolution of the 'fittest'. They believed aiding
these 'degenerate' types of people was interfering with the
natural arder.
Herbert Spencer was a key figure in the development of
Social Darwi nist theories. He wrote The Social Organism in
1860, in w hich he compared society to a living organism
and argued that justas biological organisms evolve through
natural selection so society evolves through natural selection
aswell.
Charles Darwin's own cousin, Francis Galton, adopted these
social interpretations of Darwin's biological theories. Galton
developed the genetic element of these ideas further into a
theory that became known as eugenics.
Galton argued it was not only physical features that were
inherited in families, but also intelligence and aptitudes.
Galton wanted society to ensure that the less fit had fewer
children and those who were 'fittest' were encouraged to
have more children. Galton was concerned that the 'less lit'
were having too many children and that this would have a
negative impact on the evolution and progress of society.
Galton did not want welfare institutions to support the
'inferior' humans. Eugenics was the theory that you could
improve the genetic quality of human society by selective
breeding and control. Galton suggested that the mentally ill
should be sterilized.
7 How have ideas reflected change in the last 200 years?
The Social Darwinist movement became increasingly
popular in the late nineteenth century and its ideas
took hold with many writers and thinkers worldwide.
lts influences could be seen in political and social
movements and in the arts.
Eugenics became an academic discipline and could be
studied at reputable universities. There were lnternational
Conferences far Eugenicists held in London and New York
between 1912 and 1932.
Programmes to sterilize the mentally ill and those with low
IQs were implemented around the world - in the USA,
Canada, Brazil, Sweden and Japan. There were state policies
on birth control, including torced abortions, and policies
encouraging those identified as the 'fittest' to increase their
reproduction. In certain countries these ideas fostered racial
segregation.
Following the Second World War, and alter the horrors of
the Nazi-perpetrated Holocaust, the genocide of Europe's
Jews, the UN outlawed the implementation of 'measures
intended to preven\ births within [a population group]' as
part of the Convention on the Prevention and Punishment of
the Crime of Genocide (see Chapter 13 far more discussion
of this).
DISCUSS
Consider the implications that developments in
genetic engineering and genome technology in the
late twentieth and early twenty-first centuries are
having on societies. Reflect on the lessons that the
modern world could take from the impact of the
eugenicists in the 1920s and 1930s.
L111ks to Sc1e11ces
Think about what you have learnt in Science classes
about scientific research in genetic engineering and
genome technology. Do you think scientists should
pursue 'knowledge and understanding' even when
their research might be used by groups to politically
and socially divide communities or nations?

Figure 7.7 Benito Mussolini and his blackshirts, the paramilitary wing of the National Fascist party
WHAT IS FASCISM?
Fascism is a movement and ideology that developed alter
the First World War in ltaly. lt prometes strong authoritarian
government, traditional values with regard to family and the
role of women in society, and glorified war and militarism.
Fascists usually support a strong individual leader and
believe that violence and war are good fer society. Fascists
also advocate imperralism as a means of unifying and
strengthening the nation. Often, fascists follow a Social
Darwinist view that other nations are inferior and that
imperial conques\ is desirable to foster the growth of
'superior races'. lndeed, they believe it is natural fer stronger
nations to replace weaker nations.
Fascism can also be understood by what its fallowers were
against: far example, they opposed liberalism and Marxism.
Fascists replaced the ideas of socialists, who argued far a
war between the different classes, with the idea of conflict
between nations and races .
However, fascist ideology has elements of socialism in its
ideas, fer example, it wants sorne state control over the
economy and is against free-market capitalist principies.
In ltaly, Benito Mussolini set up the first fascist government
in 1922. He set out to achieve an economy that would end
the class divisions between the owners of property, the
middle class and the working class in a 'Corporate State'
where all would work fer the good of the state. Mussolini
wanted to achieve economic self-sufficiency, or autarky,
1m
and protect ltalian goods from fere ig n :m ports by imposinr
heavy protectionist tariffs.
Although Mussolini adopted expansionrst and imperralist
ambitions in the 1920s, it was only in the 1930s that he
acted upan these. In 1935 he invaded Abyssinia in East Africa
and in 1939 he invaded Albania in the Balkans in Europe.
ACTIVITY: Comparint : different
ideological movemen ts
ATL
Transfer skills - Make connections between
sub1ect groups and disciplines · •
The idea of taking direct action to bring about change
was also similar to the ideas of the anarchist Bakunin,
who argued that violent actions were necessary fer
political ends.
ldentify the similarities and differences that existed
between the anarchists, the communists and the
fascists.
Assessment opportunities
• In this activity you have practi sed skills that
are assessed using Criterion A: Knowing and
understanding and Criterion D: Thinking critically.
Hi st ory for the IB MYP 4&5: by Concepr
WHAT IS NATIONAL SOCIALISM?
soURCE E
'Ali the people of German blood ... must be allowed to live in a
Greater Germany ... We demand land and colonies to feed our
people and to house our surplus population ... We demanda
strong central government led by a single strong leader, a Führer
... The Germans are the 'Master Race'. They must keep themselves
pure. Only tho se of German blood may be citizens. No Jews may
be members of the nation. lt was the Jews who helped bring about
Germany's defeat in the First World War. They must be destroyed.'
Hitler, A. 1925. Mein Kampf.
The German Workers party was set up in 1919 after
the end of the First World War and was a small right-
wing group with sorne similarities to the Fascist party in
ltaly. Adolf Hitler joined the party alter being outraged
at Germany's defeat in the war. Hitler quickly became
leader of th e party and changed its name to the National
Socialists (Nazis).
National Socialists were not 'socialists' in terms of aiming
to redistribute wealth - the term 'socialist' was included
to attract support from the working classes. Hitler did
promise that his party would give workers a better standard
of living and bring an end to mass unemployment and
insecurity. The National Socialists despised communism and
liberalism and were opposed to capitalism. Nazis opposed
ideas of equality and international solidarity, and sought
to defend prívate property and create a German Empire
through conques\.
The Nazi party aimed to bring about a 'rebirth' of the German
nation. To do this, all classes would be urnted to work
together - Volksgemeinschaft - and restare national pride.
AII other parties would be eliminated. There would be a
strong, authoritarian government and all aspects of people's
lives would be organized and controlled by the state. The
j state could use terror and violence to this end. The needs of
the individual would be subordinate to the needs of the state.
Propaganda would be used by the state to ensure that all
classes worked together and were working fer the good of
the state. There could be no dissent.
How have ideas reflected change in the last 200 years?
ACTIVITY: Hitler's ideology
and aims
o
ATL oO
Critical-thi nking skills - Evaluate evidence and
arguments
ldentify sorne of the key points made by Hitler in his
book Mein Kampf (see Source E). As leader of the
National Socialists (Nazi party), what would his aims be
if he became leader of Germany?
Write a short reporten 'Hitler's aims' to the Weimar
German government in 1925. After explaining what
Hitler aims to do, based on his book Mein Kampf. warn
officials of what he would do if he were to come to
power. Your report should be a maximum of 500 words.
Assessment opportunities
• In this activity you have practised skills that
are assessed using Criterion A: Knowing and
understanding.
A key aim of the Nazis was to achieve greatness through war,
and war and militarism were glorified. They also wanted to
achieve economic self-sufficiency, or autarky, so that they
could be independent from other nauons and would not be
vulnerable to economic sanctions. Their economy had to be
geared towards creating a powerful arms industry to enable it
to successfully engage in wars of conquest.
The Nazis also prometed Social Darwrnrst ideas and wanted
to develop a large empire in which the German Aryan race
could flourish. The first territorial ambitron was to create
Lebensraum or 'living space' in Eastern Europe. The Nazis'
views en race were more extreme than !hose of the ltalian
fascists. According to the Nazis, humans could be divided
into two races - Aryan and non-Aryan. They identified
the Untermenschen as the rnferior races that should be
prevented from polluting the Aryan racial gene pool. The
typically blond, blue-eyed, tall and strong Aryans were
thought to be the master race. Other races such as Slavs in
Eastern Europe were destrned to be the 'slave races· of the
Aryans, and the Jews were seen as a race that were not only
'sub-human' but were dangerous and had to be removed
from society. Other groups considered to be 'unfit' by the
Nazis were Roma and homosexuals. (Read more about the
1mpact of Nazism in Chapter 13.)
mi
 13 '-'
º'"
o
ATL oQ 2 Feed back to a group that has researched a different
case study. What were the similarities and
lnformation literacy ski ll s - Make connections differences between each case study? What benefit
between various sources of information and disadvantages did their ideologies bring to
Organi zation skil ls - Use appropria te strategies for
their people?
orga~ ing complex information
Work in pairs or small groups. Complete a Venn
THINK- PAIR- SHARE diagram (like Figure 7.10) to show where fascist and
Review your research and notes from the group National Socialist ideas overlap and where there
Look at the following Nazi propag anda posters discussions on the regimes of Stalin and Mao. are differences.
(Sources F-H) and identify the message of each one. Now research either the impact of fascist ideology
Explain what elements of Nazi ideology are displayed and policies on ltaly between 1922 and 1940 or the
in these images. impa ct of Nazi ideology and policies on Germany
betwee n 1933 and 1939. Consider their economic
Explore the messages of each poster yo urself, then policie s, attitudes towards the arts and culture,
share them with a partner, and fin al ly feed back your treatment of political opposition, policies on the
National
-
1 1 ideas to the class. (You will find more Nazi propaganda family and the role of the women, and attitudes
towa rds religion.
posters on pages 292-95 in Chapter 13.)
Socialism
:,1 : SOURCE F
~~ssment opportunities
1'
'I
;~ ctivity y"i,'~have p~~;:e"d~-s""'k~i11"',"'t;,"~•t" = - -
are,assessed using Criterion A: Knowing and
uñde standing and Criterion D: Thinking critically.
Figure 7.10 Venn diagram
Lebensraum
SOURCE G
Germany w as m
danger from
commurnsts and Jews
Figure 7.8 National Socialism
When Germany w as economically devastated by the
Great Depression, German politlcs polarized, and the
liberal government failed to manage the crisis. In January
1933, Hitler was made Chancellor of Germany and began
to implement his National Socialist policies. He set upa
single-party state under his complete control and ruled as a
dictator or Führer.
Figure 7.12 Propaganda poster aimed at the youth :
'The German student lights far the Führer and the people
Figure 7.11 Propaganda poster blaming Jews for the
Figure 7.9 Nazi propaganda poster which reads: , in the National Socialist German Students' League
war: 'HE is to blame for the war'
'Support the help organization Mother and Ch1ld
- ~
mi History fo; the IB MYP 4&5-;- by concepr 7 How have ideas reflected change in the l~ t _200 yearsl
 WHAT IS HUMAN ISM?
In the words of American writer, Kurt Vonnegut:
'Being a Humanist means trying to behave decent/y
without expectation of rewards or punishment alter
you are dead.'
Although the origins of humanism lie fu rther back in histor,
in the nineteenth century humanists beca me more clearly ·,
defined as promoting the importance of human dignity ar ,
the importance of human reason.
Humanists argue against higher authorit,es, particularly the
'supernatural' and humanism is associated with groups tha:
are against established religion. In the twentieth century,
humanists argued for human rights, gender equality, sooal
justice and the separation of religion fro m government.
Figure 7.13 Simone de Beauvoir said: 'Change your
lile today. Don'\ gamble on the future, act now, WHAT IS FEMINISM?
without delay.'
The suffragist Millicent Garrett Fawcett said in a speech in
Birmingham, UK in 1872:
WHAT IS EXISTENTIALISM?
To promote the improvement of the condition of
Existentialism is a philosophy that developed through the
women is a great and noble cause to devote one's
nineteenth and twentieth centuries. The existentialists
/ife to. Success in such a cause is a goal worthy of the
argued that philosophy should be focused on the conditions
noblest ambition; failure in such a cause is a better
of existence for individuals and their actions, emotions and
thing than success in any meaner or paltrier object. '
thoughts. Many believe that the foundation ol existentiahsm
was Soren Kierkegaard's work in the 1840s. Kierkegaard Feminism is a collective term for movements and ideologies
believed that the responsibility ol an individual was to give that aim to establish and defend equal political, economic,
their own life meaning and to live their lite as passionately social and cultural rights for women. Feminists believe that
and sincerely as possible. women should be treated equally to men, from their right to
vote to equal opportunities in education, work and pay.
The existentialists that followed Kierkegaard still focused on
the individual but had different views on how to achieve a
A French philosopher, Charles Fourier, was probably the
'fullilled lile'. Sorne questioned whether there was a God
first person to use the term 'leminism' in the late 1830s.
or not, and what the implications ol God were on the
The term 'feminist' was used in Britain and the USA by the
individual. Many also believed that traditional philosophy
end of the 1890s; however, not all groups that sought rights
was too 'abstrae\' and not relevan! to human experience. for women called themselves feminists.
After the Second World War, existentialism became In the West there have been three key stages or waves in
popular, led by notable cultural icons such as philosophers the feminist movement. The first wave was the nineteenth-
and writers Jean-Paul Sartre and Simone de Beauvoir
and early twentieth-century 'women's suffrage' movements
in France, who wanted to promote the importance of
that sought political reform and the right to vote. The
human individuality and freedom alter the horrors of mass
seco nd wave developed in the 1960s and advocated
dehumanized and industrialized slaughter.
IIL
'women's liberation', which wanted total legal and social
History for ilie 1B MYP 4&s'. by Concepl
equality with men. The third wave began in the 1990s
to inspire a new generation to build on what had been
achieved by earlier fem inist movements. This recent wave
argued that equality in many areas had still not been
achieved, with lower pay levels for women, few women
in senior and management roles, a minority ol women in
political positions and women sexualized and marginalized
socially and culturally.
Feminist activists have achieved, particularly in Western
countries, significan! changes in their societies. They
have fought for and won female suffrage, have gained
reprodu ct,ve rights such as access to contraceptives and
abortion, and have the right to own property. They have
won importan\ reforms in the workplace that enable
women to have maternity leave and fairer salaries. Feminist
groups have argued for more protection for women
and girls against domestic violence, sexual exploitation
and harassment.
Sorne fe minists argue that as women seek gender equality,
men must be involved in the movement too. However, sorne
extreme feminists believe men, as the 'oppressor' gender,
should not have a voice in their movement.
Women's suffrage
In the liberal democracies, it was women in New Zealand
who were first given the right to vote, in 1893, and then
South Australia followed in 1895. Alter a protracted, and
at times violen\, campaign in Britain by the sulfrage\tes,
women over 30 years of age were linally given the vote in
Britain alter the First World War in 1918.
j i
..¡_ .::.u'
Sulfragettes had demonstrated, petitioned and taken
more direct action to promote their cause in Britain, such Figure 7.14 Emmeline Pankhurst, the leader of the
British Women's Social and Political Union, being
as chaining themselves to the railings outside Buckingham
arres\ed for protesting for women's suffrage outside
Palace, and the government responded by sending activists
Buckingham Palace ,n London
toprison.
[?_ How have ideas rellected change in the last 200 years?
-
rm
---·-
 Tltt
iODERN INQUI,
ATMENT
Put a stop to this Torture
by voting_ against
THE PRlM E MINISTl:R
While in prison, suffragettes went on hunger strike. The
British government responded with force feeding (see the
poster in Figure 7.15).
One woman, Emily Davison, threw herself in front of King
George's horse Anmer at the world famous horse race - the
Epsom Derby- in June 1913. She later died of her injuries
and became a martyr to the cause of women's suffrage.
Therefore, before the First World War, there had been
direct confrontation between many women in the
suffrage movement and the British government. Sorne
historians have suggested that the women's increasingly
militant and violent acts resulted in politicians refusing
to consider new legislation as this would have been 'at
gunpoint'. Nevertheless, many Members of Parliament
were sympathetic to the cause and there is sorne
evidence that the outbreak of the First World War in fact
delayed reform .
During the First World War, the leader of the Women's
Social and Political Union, Emmeline Pankhurst, did not
mJ
Figure 7.15 A poster highlighting the treat ment of
prisoner suffragettes who went on hunger strike, 1910
EXTENSION
In Britain before 1914, the wom en w ho were
fighting for the vote were divid ed into suffragist s
and the suffragettes.
Research further the activities used by each group
of women in their attempt to secure the vote.
Which of their activities do you think a) helped
their cause and b) harmed their cause? (You
can look at Chapter 11 for more discussion on
protest movements.)
advocate passivism and she and her daughter were
employed by the government to persua de women to
take on work in munitions factories . Due to the mass
mobilization of men to light, significan! areas of the
economy that had been traditionally male domains were
now taken on by women.
At the end of the war, women had clearly proven
themselves equal and capable and the British government
passed the Representation of the People Act in 1918, giving
women over 30 the right to vote. This reform was extended
in 1928 to give the vote to ali women over 21.
In the USA, many of the women's suffrage leaders were also
involved in the nineteenth-century movements to abolish
slavery- women such as Lucretia Mott Susan Anthony
and Elizabeth Cady Stanton. In 1919, the USA passed the
Nineteenth Amendment to the Constitution, which gave
women the vote. Many American feminists later became
involv~d in the light for racial equality - see Chapter 11
the civil nghts movement in the USA.
History for the 18 MYP 4&5: by concept
Figure 7.16 lnternational Women's Day march in New York City, USA
When Mao Zedong 's communists won the civil war in China
Women's suffrage carne later in France: it was not until
in 1949 Mao also passed reforms to give women equal
1944 that women were given the vote.
rights and proclaimed that 'women hold up half the sky '.
In Egypt, an lslamist modernist and founder of Cairo
In Latín America, Castro's revolution in Cuba in 1959 led to
University, Qasim Amín, has been called the 'father ' of
equality reforms, and women saw radical improvements in
Arab feminism . Amín wrote a book called The Liberation of
their education and health care. In Nicaragua, the Sandinista
Women, in which he argued for social reforms far women
revolutionary regime in the 1980s aimed to bring about more
and linked women's rights to nationalism. However, the key
equality but was able to implement only limited change.
figure in Arab women's rights was Hoda Shaarawi, who
set up the Egyptian Feminist Union in 1923. Alter 1956,
Presiden! Gamal Abdel Nasser outlawed discrimination
based on gender in what he termed 'state feminism '.
EXTENSION
Research feminism in the arts. You should
Socialists and communists believed in gender equality. Th e
attempt to focus on one of the following areas
Bolshevik Revolution in Russia in October 1917 brought
in the twentieth century: visual arts, music,
Marxists to power and the new Bolshevik regime gave
literature, theatre or cinema. Try to find examples
women total equality and implemented liberating social
from different regions.
and legal reforms with regard to divorce, abortion and state
ª" d childcare, and women had equal rights in the workplace.
[7 Ho_;;~ ; e f l e c t ed cl1ange in the last 200 years?
ID
'::;!;
 -
The Oiary of An_ne Frank is publist 'd
••• in Enghsh . Th1s 1s w ntten from the
perspective of a young Jewish girl
during the Second World War and

Rosa Parks is arrested far

not giving up her seat far
a w hite person on a bus in
the southern states of the

~,. Elien Johnson Sirleaf is elected

President of Liberia and
becomes the first elected
female head of state in Africa.
the Holocaust (see Chapter 13 on USA (see Chapter 11 on Shirin Ebadi becomes the
!~·.-•
genocide). (lt was first published ir the civil rights movement). first Muslim woman to
Women from 17 countries decide at the the Netherlands in 1947 .) win the Nobel Peace
second lntemational Socialist Women's
Conference to have an lnternational Women's •--------n Prize far her efforts to
promote democracy and
111 Day to promete women's rights around the
Valentina Tereshkova, human rights, particularly
world. Ever since then, 8 March has been
-':; a cosmonaut, is the the rights of women
celebrated as lnternational Women's Day.
1
t;;_
"'"'º·. ,first
._woman
___ __
in space. and children.
Marie Curie receives the Nobel Simone de Beauvoir Sandra Day O'Connor The UN Security Council adopts
Prize in physics (she then wins the publishes The Second Sex,
Nobel Prize in chemistry in 1911). ••• is appointed the first resolution 1325, setting down
which establishes her as a female judge in the that ali member states and ali
leading inteliectual in France . US Supreme Court. international organizations must
of Pakistan . actively protect women and children
Figure 7.17 Timeline of sorne significant women and their achievements in the twentieth century
from violence and armed conflicts.
ACTIVITY: Successes of women's rights movements
o
ATL oO What does this list suggest about the successes of
Critical -thinking ski lls- Gather and organize women's rights movement in the last 100 years? ACTIVITY: Gender equality in the twenty-first century?
releva nt data to formulate an argument o
Refer back to Chapter 2. In small groups, brainstorm in ATL oO The class will be split into two groups.
what ways these women could be considered pioneers. • Group A will develop the case that femlnlsm and the
Look at the timeline of sorne significan! women and Communi(dt1on ':.kills Use a variety of speaking
lnclude specific examples and explanations. Your group women's rights movements have achleved gender
their achievements in the twentieth century (Figure 7.17). tcchn1que,; to comrnuni{<lle w1th a variety of
The list comes from a short video made in 2012 for
should then feed back its conclusions to the class. Try to equality in the twenty-first century.
auclicme\
lnternational Women's Day: make sure each person in your group has a chance • Group B will argue that there needs to be another
to speak. wave of femlnlsm and women's rlghts movements as
Aóorssrncnt opportunities gender equallty has not been achleved.
Assessment opportun1ties Both groups should lnvestlgate examples from a varlety
• Th1s t1ctivity can be assessed using Criterion A:
of countries and In different reglons where possible.
• In this activity you have practised skills that are Knowrng and understanding, Criterion C:
assessed using Criterion C: Commu nicating. Communrcating and Criterion D: Thinking rntically.
mi W .
far the 1B MYP 4&5: by Co~
1
t,
7 How have ideas reflected change in the last 200 years? =m
 ACTIVITY: The impact of
ideological and intellectual
ACTIVITY: The impact of Benito Mussolini, Ita/y, 1927 movements Reflection
intellectual and ideological 'The tate of nations is intimately bound up with their powers o In this chapter we have studied different intellectual and ,.l
movements on women of reproduction. Ali nations and all empires first felt decadence
ATL
.,..- oO ideological movements of the nineteenth and twentieth
o gnawing at them when their birth rate tell off.' Orgaf ization skills - Create plans to prepare centuries. We have looked at the role ol dilferent individuals
ATL o0 far sl.Jmmative assessments; Use appropriate and organizations within these movements and have
strategies far organizing complex infarmation considered the impact that they have had on our lives today.
.a.;:..,
Critical -th inking skill s - Evaluate ev1dence and
arguments; Recog nize unstated assumptions SOURCE K
111[ Review the material in this chapter and draft an
and bias 'In arder to build a great socialist society it is of the utmost
essay plan far the fallowing question: 'Analyse
importance to arouse the broad masses of women to join in the ways in which intellectual and ideological
Look at Sources I-M_
productive activity. Men and women must receive equal pay far movement s have changed our identities and have
With reference to their origin and purpose, analyse equal work in production. Genuine equality between the sexes Factual
impacted on relationships within communities and
1¡:!
'1
the values and limitations of using Sources L and M can only be realized in the process of the socialist transformation between nations.'
to study the impact of ideology on women. Conceptual
1 :1 of society as a whole.'
2 Using Sources I-M and your own knowledge, or
Mao Zedong. 1955. Quoted in 'Women Have Gane to the Labour Front'.
assess the impact of intellectual movements and Debatable
Take a large piece of paper and attempt to show the
ideologies on the role of women in society.
different intellectual and ideological movements
Approaches to \ Description - what How well did you
SOURCE L visually. How could you represen! these different ideas
Assessment opportunities learning you used new skills did you master the skills?
in diagrammatic or visual farm? Can you show links in this chapter: learn 1
:¡
'Woman's world is her husband, her family, her children and her
This activity can be assessed using Criterion A: between the difieren\ movements?
home. We do not find it right when she presses into the world 1l t
m -----· •
Knowing and understanding and Criterion D:
Thinking critically. of men.'
Hitler, A. 1925. Mein Kampf. Co..sulir dlffm....t thi""'t'° w•~s ldi,,LDg.is hovi h•d
j !
Communication
""' •"'-p•et, for tx•"'-pli thi roli of w,>1<1., ¡., soeltt~, thi
dlstríbutlt,., of wi•lth ,., soeitt~, how ,,.,,..,,rú:~groups •ri
skills
SOURCEI SOURCE M trlA\t<(, •"4 soº"'· Critical·thinking
skills
'During the 1960s a militan! feminist trend emerged in the
lnformation
United States. 11 was encouraged by significan! feminist studies, Assessment opportunities literacy skills
such as The Second Sex (1953) by Simone de Beauvoir and The
• This activity can be assessed using Criterion A: Media 1iteracy
Feminine Mystique (1963) by Betty Friedan; it was also aided skills
Know ing and understanding, Criterion C:
by a general legislative climate favourable to minority rights
Com municating and Criterion D: Thinking Organization
and antidisaimination movements. Militant women's groups critically. skills
were formed. The Women's Liberation Movement. which was
Transfer sk1lls
social rather than political and was manifested in literature
and demonstrations by radical feminists, may have raised the
learner profile Rel1ect on the impottance of being
awareness of the nation to the prevalence of discriminatory lc1k0 clCtion knowll!dgeable fer our leaming in this
attribute
beliefs and attitudes.' chapter.
Find out about difieren! political parties, and
Women's Rights Movements, 2014. Grolier Multimedia Encyclopaedia. social and 1nte rest g ro ups in your local community. Knowledgeable
Grolier Online. ldentify what t ypes of ideas th ey promete. How do
--
polit,cal and soc,al grou ps attempt to involve young
Figure 7.18 A Chinese poster from 1971: 'Struggle to people' Are t here any new ideological or intellectu al
lncrease the Mechanization of Agriculture' movements developing in th e twent y-fi rst century?
History for the IB MYP 4&5: b~ º_:'':ept ,
How have ideas reflected chang_e_'.n_.!_he~ t WO years7 1m