IB MYP 4 & 5 History

Groups who were identified as ltoller diefer Erbltronke
needing to be eliminated from the die lJolksgemeinrmaft
Vo/ksgemeinschaft included:
• Asocials: These included people auf !ebens!eit

who did not want to work, such as
beggars, criminals and alcoholics.
They were rounded up in 1933
and sent to concentration camps.
• Homosexuals: Homosexuals
were also considered to be asocial.
They were brutally persecuted
as they were seen not only to go
against the laws of nature bu t
also to be a threat to Nazi goals of
increasing the· population. Up to
15 OOO homosexuals were arrested
and sent to concentration camps.
Some were also castrated or
subjected to medical experiments.

• The mentally ill and physically

disabled: These people were
also regarded as a burden on the
community. Sterilization was made
compulsory for the hereditary ill.
This later changed to actual 'mercy
killing'. First children and then
adults were subject to euthanasia.

DISCUSS Die rnonatshefte .des Rarrenpolitifrhen Omtes der nSOOP

What is the message of the • Figure 13.4 This Nazi propaganda poster reads: '60000 Reichsmark is the
poster in Figure 13.4 regarding cost of this person w ith a hereditary illness over his lifetime. f ellow German,
the disabled? that's your money as we ll ! Read 'Neues Volk', the monthly magazine of the
NSDAP Office of Racial Policy'
Evaluate the purpose, values and
limitations of the poster from its
origin and purpose.

L13 What are the· consequences of inaction?

IDEOLOGICAL OPPONENTS WHAT WERE THE ANTI-JEWISH
TO NAZISM POLICIES CARRIED OUT BY THE
NAZIS AFTER 1933?
Socialists and communists were rounded up and put into
camps. Religious groups such as Jehovah's Witnesses were Treatment of the Jews in Germany
also arrested and sent to camps.
Hitler's hatred of the Jews and his determination to
Non-Aryans eliminate them from German society meant that a series of
anti-Jewish laws were passed between 1933 and 1939. At
Non-Aryans included Roma, Jews and black people. Many the same time, a relentless campaign of propaganda was
black Germans were compulsorily sterilized. Roma were launched by Goebbels, the propaganda minister, which had
despised both for their race and their different lifestyles the aim of convincing German people of the inferiority of
and there was already much prejudice against them in Jewish people and thereby persuading them that anti-Jewish
Germany. They were put into concentration camps where laws were both acceptable and necessary. Influencing the
around 500 OOO were killed. However, it was the Jews who minds of German children was central to this campaign, and
faced systematic discrimination and persecution from 1933. school lessons and textbooks put across anti-Semitic views.
Why was this?

Hatred of Jews or anti-Semitism was not new in Germany;
Jews had faced duscrimination and had been pe·rsecuted
for many centuries throughout Europe. Hitler had a hatred
of Jews from his time of living in Vienna, where he had
resented their wealth and influence. He used the Jews
as the 'scapegoat' or group to blame for all Germany's
problems since 1919 - from Germany's defeat in the war
to the hyperinflation of 1923, to the Great Depression of
1929. Hitler's determination to create a pure, Aryan race
meant that he believed that Jews had to be eliminated from
German society and he used his power from 1933 to try to
ensure that this became a reality.

• History foc the IB MYP 4&5: by Concept

• Figure 13.5 An illustration from an anti-Semitic
children's textbook, 1938

DISCUSS

Identify the message of each of the examples of Nazi
propaganda in Figures 13.5 and 13.6.
What effect do you think this kind of propaganda
would have had on German children and
German adults?

THINK-PAIR-SHARE

Think about the ideologies you studied in Chapter 7.
In pairs, discuss which ideologies may foster
discrimination and hostility towards minority groups
within societies. Share your discussion with the class.
Are there any conclusions drawn about the role of
certain ideologies in creating tensions and conflict
within communities?

• Figure 13.6 Nazi propaganda poster; the caption reads
'The EternalJew'

L13 What are the·consequences of inaction?

• Figure 13.7 • Hitler ordered a boycott of shops owned by
Measures
enforced on Jews. The SA (see box on page 298) painted
the Jews

'Jude' on shop windows. • Anti-Jewish propaganda increased.

• A law excluded Jews from government jobs. • Local councils banned Jews from

---==:::::::_:• Jewishbookswere burnt. public spaces such as parks,
• Anti-Jewish propaganda started. playing fields and swimming pools.

1930 1931 1932 19

• Figure 13.8 'Jude' (Jew) was painted on sho p w indows

History foc the IB MYP 4&5: by Concept

• Because of the Olympic • Hitler publicly attacked Jews. • The Reich office for emigration was
Games in Berlin, anti-Jewish • More Jewish businesses established under Himmler in order
to carry out forced emigration.
propaganda was reduced to were taken over.
give a good impression to • Following the outbreak of war,
the international community. German Jews were placed under
• At the same time, however,
Jewish professionals such as curfew and radios were confiscated.
dentists, accountants and • Jews had to hand over any jewellery,
teachers had their activities
banned or restricted. gold or silver to the police.

1937 1939 1940

• Jews were banned from joining the army. There was a series of anti-Jewish decrees:
• Jews were banned from restaurants. • Jewish doctors, dentists and lawyers were
• At the Nuremberg Rally, Hitler announced:
prohibited from having Aryans as their clients/
• the Reich Law on Citizenship - this meant that patients.
only those of German blood could be German • Jewish children were excluded from German
citizens. Thus, Jews lost their citizenship, and schools and universities.
the right to vote and to hold office • Jews had to add Sarah or Israel to their names
to show they were Jewish.
• the Law for the Protection of German Blood • lderntity cards had to be stamped with a 'J'.
and German People - this forbade mixed • In November, Kristallnacht took place (see box
on page 298).
marriages or sex between Aryans and Jews. • Following Kristallnacht, another decree excluded
Jews from German economic life and Jews were
excluded from schools and universities.

L13 What are the·consequences of inaction? fPfl

0 DISCUSS

Kristallnacht Review the different measures taken against the Jews
in Germany. Which of these:
Kristallnacht was triggered by the assassination of a • affected children
German official in the German Embassy in Paris. The • had an impact on the economic life of Jews
assassination was carried out by a young Polish Jew called • stopped Jews from being full citizens of Germany
Herschel Grynszpan, who was furious at the treatment of • had a serious impact on how they lived their lives?
his parents who had been deported to Poland.
EXTENSION
Goebbels used the outrage that followed the
assassination as an excuse to carry out a series of Visit this weblink:
attacks on Jews on 9-10 November 1938. This became
known as Kristallnacht (the Night of Broken Glass) http://genocidewatch.org/genocide/
because of the number of windows that were smashed. tenstagesofgenocide.html
Thousands of Jewish businesses were attacked and
synagogues burnt. Ninety-one Jews were murdered and Can you identify the ten stages of genocide from
20 OOO were sent to camps. Jews were forced to pay the events in the timeline on pages 296-97?
1 billion Reichsmarks for the damage.
HOW DID THE OUTBREAK OF
0 The . and THE SECOND WORLD WAR
AFFECT THE JEWS?
Sturmabte,lung
The outbreak of the Second World War changed the
Schutzstaffel situation w ith regard to the Jews. The Nazis no longer had
to worry about international opinion with regard to their
The Sturmabteilung (SA) were also known as the actions. The invasion of Poland, then Western Europe and
finally Russia substantially increased the number of Jews
Brown Shirts. These men played a key role in, helping under their control. It was no longer possible to get Jews
Hitler get to power by providing protection for Nazi to emigrate.
rallies and assemblies. They led attacks against political As a result of this new situation, the Nazis had to develop
opponents of the Nazi party, such as the communists, more extreme methods to deal w ith their Lllltimate goal of
and the Jews. getting rid of Jews from th e German Empire.

The Schutzstaffe/ (SS) were an elite group led by

Heinrich Himmler, who acted as Hitler's bodyguard and
later played a key role in carrying out the genocide of
Jews in the concentration camps. It was the SS who

made up the Einsatzgruppen, who carried out the

killings of Jews during the invasion of Poland and the
Soviet Union.

II_ History foc the IBMYP 4&5: by Concept

N

f North Sea SWEDEN
(Neutral)

DENMARK

SOVIET UNION

Draney•
FRANCE

Black Sea

CORSOC:A Front line
January 1944
SPAIN (Neutral) TURKEY
Rime / (Neutral)

SARDINIA

Mediterranean Sea

Key

- Deportation route O German-occupied

• Ca mp • German ally

• Extermination camp O Liberated/Allied forces

+• City O 250 km
Ghetto

• Figure 13.9 Major deportations to extermination camps, 1942-44

Ghettos The Final Solution

The first method of dealing with the increased numbers of Neither ghettos nor using the Einsatzgruppen were
Jews was to round them up and put them into ,ghettos. satisfactory in dealing w ith the large numbers of Jews
These were walled-off areas of a town, such as Warsaw, under Nazi contro l. In January 1942, Nazi leaders met at a
where Jews were forced to live. Jews from Germany and conference in Wannsee to work out the details of a more
occupied countries were sent to the ghettos and conditions efficient solution. This became known as the Final Solution,
were appalling. There was overcrowding and very little food. as it would involve killing all Jews under German control in
Thousands died from disease and starvation. death camps. All Jews were to be transport ed by rail to five
'extermination camps' to be built in remote areas of Poland
Einsatzgruppen and equipped with gas chambers.

These were Schutzstaffe/ (SS) death squads, set up to assist About 4.5 million Jews were killed in the death camps, by
in the killing of Jews in the newly occupied territories in starvation and hard labour, and by being gassed. The total
Poland and the Soviet Union. They followed the German number of Jews killed in Europe was 6 million.
army, systematically rounding up and killing Jews. It is
estimated that 2 million Jews were killed in this way.

L13 What are the·consequences of inaction?

You have read on page 294 about Hitler's hatred of Jews SOURCED
and his determination to create a pure Aryan race and how
this clearly laid the foundations for the persecution of Jews Auschwitz Commandant Rudolf Hoess, in an extract from his
during the years 1933- 39. It is harder to establish if he autobiography
always intended to kill all of the Jews as no direct written
order from Hitler ,exists. However, given that the whole state 'In the summer of 1941, I cannot remember the exact date ...
and all high-ranking Nazis were committed to carrying out [Heinrich] Himmler saw me and said in effect: "the Fuehrer has
Hitler's orders, it is very likely that it was hiswishes that they ordered that the Jewish question be solved for once and for all ...
were fulfilling in carrying out the mass killings. The Jews are the sworn enemies of the German people and must
be eradicated. Every Jew that we can lay our hands on is to be
destroyed now during the war, without exception. [Otherwise] ...
the Jews will one day destroy the German people."'

Hoess, R. 1959. Commandant of Auschwitz: The Autobiography of
Rudolf Hoess. Popular Library.

SOURCE E

Adolph Hitler speaking to a crowd at the Sports Palace in Berlin,
30 January 1942

'And we say that the war will not end as the Jewsimagine it will,
namely with the uprooting of the Aryans, but the result of this
war will be the complete annihilation of the Jews.'

Quoted in Gilbert, M. 1985. The Holocaust. NY. Holt, Rinehart and
Winsron, p. 285.

ACTIVITY: Source evaluation

In a table like the one below, outline the purpose, values • Assessment opportunities ·
and limitations of Sources D and Ewith reference to the
origin, for providing evidence that Hitler gave orders for
the mass extermination of the Jews.

Source Origin [given] Purpose Value Limitation
D
Auschwitz Commandant Rudolf Hoess, in an extract
E from hisautobiography Commandant° ofAuschwitz:
The Autobiography of Rudolf Hoess, t 959

Adolph Hitler speaking to a crowd at the Sports
Palace in Berlin, 30 January 1942

• History foc the IBMYP 4&5: by Concept

What was the role of the Nazi state
in causing the Holocaust?

It could also be argued that the nature of the Nazi st ate SOURCE F
contributed to the Holocaust. Its totalitarian nature - where
obedience was expected and violence was a key part of Rudolf Hoess's 1946 Nuremberg testimony
keeping control - ensured that orderswere carried out. In 'It was something already taken for granted that the Jews were
addition, the relentless anti-Semitic propaganda - in posters, to blame for everything ... It was not just newspapers like the
films, speeches, schools - created people ready and w illing Sturmer, but it was everything we ever heard. Even our military
to carry out the orders. and ideological training took for granted that we had to protect
Germany from the Jews ... We were all so trained to obey orders
Historians have also pointed out that the way in w hich high- without even thinking that the thought of disobeying an order
ranking Naziscompeted for Hitler's approval encouraged would simply never have occurred to anybody and somebody else
them to adopt more radical measures. It was also easy for would have done just as well if I hadn't.'
one act of brutality to lead to another. For exampie, the use
of euthanasia against disabled people could lead onto using SOURCE G
similar methods of killing for other groups of people.
Policeman testifying in 1961 at a war crimes trial
0 'I believed the propaganda that all Jews were criminals and
subhumans and that they were the cause of Germany's decline
Nazi leaders and their actions after the First World War. The thought that one should disobey
or evade the order to participate in the extermination of the Jews
The actions of some Nazi leaders in particular stand out did not therefore enter my mind at all.'
as being significant for their role in the Holocaust:
• Joseph Goebbels was in charge of Nazi SOURCE H

propaganda. He used posters, films (documentaries Leading article by Julius Streicher from a Nazi newspaper
and movies) and newspapers to spread anti-Semitic 'The continued work of the 'Sturmer' will help to ensure that
propaganda. He was also behind Kristallnacht. every German down to the last man will, with heart and hand,
• Hermann Goring was head of the Gestapo and join the ranks of those whose aim is to crush the head of the
one of Hitler's closest advisers. In 1941, he gave the serpent Pan-Juda beneath their heels. He who helps to bring this
order for leading Nazis to develop the 'Final Solution' about helps to eliminate the devil. And this devil is the Jew.'
to the 'Jewish problem'.
• Heinrich Himmler ran the SS and was put in charge Der Sturmer. No. 39. September 1936.
of carrying out t he Final Solution.
• Reinhard Heydrich assisted Himmler. He organized
the ghettos and Einsatzgruppen. He led the planning
of the death camps and gas chambers.

ACTIVITY: The role of the Nazi state

According to Sources F, G and H, what caused anti-
Semitism to grow in Nazi Germany?

• Assessment opportunities

In what ways do Sources Fand G support each other
regarding the impact of the Nazi state on th eviews and
actions of Germans?

L13 What are the·consequences of inaction? IH•

SOURCE J

Many people were involved in the process by w hich so many '... German anti-Semitic beliefs about Jews were the central
Jews ended up being killed. There were train drivers, guards causal agent of the Holocaust ... The conclusion of this book
w ho ran camps, clerks w ho recorded names and so on - in is that anti-Semitism moved many thousands of "ordinary"
both Germany and in the countries that the Nazis occupied. Germans - and would have moved millions more, had they been
appropriately positioned - to slaughter Jews. Not economic
Historians have argued about how far the German people, hardship, not the coercive means of a totalitarian state, not the
in particular, knew what was going on and how far they social psychological, not invariable psychological propensities,
w illingly participated, but it does seem that the killing was
too widespread for it to have been a secret. but ideas about Jews that were pervasive in Germany, and had

been for decades, induced ordinary Germans to kill unarmed,
defenseless Jewish men, women and children by the thousands,
systematically and without pity .. .'
Goldhagen, B. 1997. Hitler's Willing Executioners: Ordinary Germans and

the Holocaust. Vintage.

SOURCE K

SOURCE I 'If one term above all sums up the behavioural response of the
German people to the persecution of the Jews, it is: passivity
Alfons Heck, memberof the Hitler Youth in 1938, interviewed for
a television programme in 1989 [indifference). The passivity was consonant [consistent] with a

'Until Kristallnacht, many Germans believed Hitler was not number of differing ... attitudes towards the Jews. Most obviously,
engaged in mass murder. [The treatment of the Jews] seemed to it corresponded to latent [hidden] anti-Semitism, and, arguably,
be a minor form of harassment of a disliked minority, but after to a mentality of ·moral indifference". It also mirrored apathy ...
Kristallnacht no German could any longer be under any illusion, and a willingness to accept uncritically the state's right to take
I believe it was the day that we lost our innocence. But it would radical action against its "enemies·. Above all ... passivity ... was
be fair to point out that I myself never met even the most fanatic a reflection of a prevailing lack of interest in the Jewish Question
Nazi who wanted the extermination of the Jews. Certainly ... At the time that Jews were being murdered in their millions, the
we wanted the Jews out of Germany, but we did not want vast majority of Germans had plenty of other things on their mind.'
them killed.'
Kershaw, I. 'German Popular Opinion during the Final Solution' in Cohen,
A. (ed). 1988. Comprehending the Holocaust. SHP, p. 154.

ACTIVITY: Comparing primary 1 With reference to the origin and purpose, analyse
and secondary sources on the the values and limitations of Source I for assessing
role of ordinary Germans the views of ordinary Germans about the Holocaust.

2 What are the similarities and the differences between
the views in Source J and Source K concerning the
role of German people in the Holocaust?

• Assessment opportunities

History foc the IB MYP 4&5: by Concept

What was the role of the Second
World War in causing the Holocaust?

As you have read on page 298, the Second World War SOURCE M
was key for starting the systematic killing of the Jews. War Engineer Fritz Sander testifying on 7 March 1946
also brutalized people and made them more able to carry 'I decided to design and build a crematorium with a higher
out horrific acts. Many historians therefore argue that capacity. I completed this project of a new crematorium in
without the Second World War, the Holocaust would not November 1942 - a crematorium for mass incineration, and I
have happened. submitted this project to aState Patent Commission in Berlin.
'This "Krema· was to be built on the conveyor belt principle. That
SOURCE L is to say, the corpses must be brought to the incineration furnaces
without interruption.
From the speech ofSS Heinrich Himmler, speaking to SS Major- 'Q. Although you knew about the mass liquidation of innocent
Generals, Poznan, 4 October 1943 human beings in crematoriums, you devoted yourself to
designing and creating higher capacity incineration furnaces for
'One basic principal must be the absolute rule for the SS man: crematoriums - and on your own initiative.
we must be honest, decent, loyal, and comradely to members of 'A. I was a German engineer and key member of the Topf works
our own blood and to nobody else. What happens to a Russian, and I saw it as my duty to apply my specialist knowledge in this
to aCzech, does not interest me in the slightest ... Whether way to help Germany win the war, just as an aircraft construction
nations live in prosperity or starve to death interests me only engineer builds airplanes in wartime, which are also connected
in so far as we need them as slaves for our culture; otherwise, with the destruction of human beings.'
it is of no interest to me. Whether 10,000 Russian females fall Quoted from the interrogation transcripts by Prof. Gerald Fleming from the
down from exhaustion while digging an anti-tank ditch interests
me only in so far as the anti-tank ditch for Germany is finished. University of Surrey, in an article in the New York Times, 18 July 1993.
We shall never be rough and heartless when it is not necessary,
that is clear. We Germans, who are the only people in the world ACTIVITY: Interpreting
who have a decent attitude towards animals, will also assume a information from sources
decent attitude towards these human animals. But it is a crime
against our own blood to worry about them and give them ideals, What do Sources L and M show about the impact of
thus causing our sons and grandsons to have a more difficult time war on the attitudes of Germans towards the killing
with them. When someone comes to me and says, "I cannot dig of Jews?
the anti-tank ditch with women and children, it is inhuman, for it
will kill them·, then I would have to say, "you are a murderer of
your own blood because if the anti-tank ditch is not dug, German

soldiers will die, and they are the sons of German mothers. They

are our own blood:'

'Nazi Conspiracy and Aggression'. Washington, US Govt. Print. Off.
1946. Vol. N, p. 559.

• Assessment opportunities

L13 What are the·consequences of inaction?

ACTIVITY: Why do DISCUSS
communities perpetrate
genocide? In pairs or small groups, feed back your findings to the
class.
Complete a copy of the table below on the factors 1 Which factors seem to be the most important in
that led to the Holocaust. Use the information and
sources in this chapter as evidence. You could access causing the Holocaust?
other books or online sources to add further evidence 2 Select two sources that offer different perspectives

to the table. and present the values and limitations of each
source from its origins and purpose.
Factor Evidence Value and limitation from
from source origin (0) and purpose (P) THINK- PAIR- SHARE

Leader(s) Think about your study of trade and exploitation
in Chapter 3, and your study of imperial ism in
Nature of state Chapter 9. In pairs, identify how poverty, economic
exploitation and colonialism may foster tension within
Attitude of the communities. Share your ideas with the class. When
community/ you begin your research project think about the extent
inaction to which these factors are relevant to your case study.

War EXTENSION

Other 1 'Ordinary people participate in mass murder
when they have been brutalized by war.'
From the evidence above, what are your conclusions To what extent do you agree with this claim?
Answer with reference to Sources 8-M and
regarding the most important factors that caused the knowledge and understanding you have
the Holocaust? gained about the Holocaust in this chapter.

Wl'le1,1,writ(~ l::JCKYCOM~L<Sio1,1,, Ytl'l<.t~trto KSt !::JOKY 2 Watch the following video about the
Holocaust and genocide:
tliLdtMt erid &I~ tVQ~Kiit£or.s to St.eppOrt l::JOKY~o(1,1,ts.
http:l/vimeo.coml69539894
+ Assessment opportunities
What conclusions does the film draw as to
• which factors contributed to the Holocaust?

History foc the IB MYP 4&5: by Concept

Your research project must be between 700 and
1500 words long.

T Links to: English literature

Conduct an individual research project analysing the Below is a list of possible case studies to choose from.
causes of an instance of genocide in the twentieth You do not have to choose from this list; however, you
century. must make sure that you can easily access materials on
any case study that you choose.
In this investigation, you are required to:
• formulate a clear and focused research • Armenia (1915-18)
• develop and follow a detailed action plan (see • Cambodia (1975-79)
• Guatemala (1980-83)
page 40 for an example) • Bosnia-Herzegovina (1992-95)
• reference alllyour evidence correctly using one • Rwanda (1994)

standard method
• use a wide range of relevant terminology

appropriately
• evaluate your investigation and your results.

Soviet Union
20000000

~ Bosnia and Japan
Herzegovina 10000000
225000

~6, ,(

200000~•;-::,-..,. I ~ Sri Lanka ':'';''J' II ~'"1111111 111
30000 ~ 11,
El Salvador {, • , 12
•
60000 o;
\ Uganda ,• , •

900000 ~ ~Indonesia ~ - •

Angola , -~ 1200000~
600000
~ ~I

1

Namibia "'''"$ -. Burundi ~}r;J
210000
75000 13 Afghanistan 1800000 /'
rN~km j4 Sudan 2 850 OOO
1 Burma 5000 S Syria 30 OOO 9 Vietnam 500 OOO 15 Pakistan 3010 OOO
2 Ethiopia 10OOO 6 Somalia 50 OOO 10 India 1OOO OOO
l Philippines 60000 11 Turkey 1 500000
Yugoslavia 10 OOO 12 Cambodia 1700000
Iraq 240000
• Iran 20000

Figure 13.10 Instances of genocide in the twentieth century

L13 What are the·consequences of inaction? ihi

• Formulate an initial research question, e.g. Was civil Step 5: EvaltUate your research process and results
war the key factor in causing genocide in X? Write up
an action plan of how you will research your question. • Assessment opportunities

• Make sure you know which method of referencing
you will use. Review how to correctly cite your
sources using the standard method chosen.

Step 2: Gather your evidence Task A
1 Divide into groups. Make sure that the group consists
• Reference your evidence as you gather it.
• Keep a record of your references so you can develop of different genocide case studies. Take it in turns to
give a brief summary of your research findings to the
your 'works cited' list. rest of the group. Make sure that you explain the key
• You could use a table like the one below. This causes of the genocide you studied.
2 When other group members are presenrting their
table identifies some of the factors that you could summary, you should make notes on the key causes of
investigate in your case study. However, not all of the other case studies.
these factors may be relevant. Alternatively, you may 3 Finally, you and your group must attempt to draw
find other factors that are relevant in your study. some conclusions about the causes of genocide in the
twentieth century. Discuss with your group whether
.. Evidence of contribution
there are causal factors common to all the genocides
Leader(s)
studied. Be ready to feed back to the class on the
Nature of state conceptual unit question: Why do individuals and
communities perpetrate genocide?
Attitude of the 4 Reflection: Consider the responses you gave to
community/inaction question 2 at the bottom of page 304. What
additional own knowledge would you add to your
Economic problems response now that you have examined 1he causes of
other genocides in the twentieth century?
War
+ Assessment opportunities
Other

Step 3: Refine your research question

• You will need to focus your question more specifically
to your case study as you discover more about it. Your
initial research will help you to do this.

• Continue to gather your evidence from a range of
sources.

• Keep a record of your references, using one
standard method.

Step 4: Write up your project Task B

Use your notes carefully and reference all evidence. Design an exhibition about genocide for a museum
Include the foll owing: that examines the key causes of genocide in the
• Title page: Name I Research question I Total word twentieth century and addresses the question: Why did
individuals and communities perpetrate genocide in the
count (700-1500 words) twentieth century?
• Introduction
• Main body: including subheadings on each factor • Assessment opportunities

responsible for the genocide you have researched
and references
• Conclusion: based on the evidence presented, which
theme/factor was the most important cause
• 'Works cited' list: must be consistent and accurate,
using one standard method

History foc the IBMYP 4&5: by Concept

Take action Reflection

! Can the international community prevent genocide In this chapter we have studied the reasons for the
in the future? Holocaust. We have researched other examples of genocide
and attempted to find causal factors across regions for
twentieth-century genocide.

Reflecting on our learning ...
Use this table to reflect on your own learning 1n this chapter.

Questions we Answers we found Any further
asked questions now?

Factua l

Conceptua l

Debatable

Approaches to Description - what How well did you
learn ing you used new skills did you master the skills?
in this chapter: learn?
~
Critical-thinking C
skills :0.e
~al t Cl.
E
al-~ro ~
"'z~
cl:

Information
literacy skills

Media literacy
skills

Organization
skills

Learner profile Reflect on the importance of being a
attribute thinker for our learning in- this chapter.

Thinker

L13 What are the·consequences of inaction? IHI

abolish/abolition To bring to an end or t o do away w ith conscription A law that forces all men to join the arm ed
something (e.g. the slave trade) forces

acts Laws passed by the British Parliament democracy A system of running a country in which people
alliance An agreement w hen t wo or more co untries vote for the party that they want to run the country

support each o,ther demilitarized No military allowed
amputate To cut off a part of the body such as an arm or dictatorship A form of government where all power rests

leg w ith an individual or one political party
anti-Semitism Hostility t owards Jews empire A co llection of colonies all ruled by one co untry
antiseptic A chemical that prevents infection by killing entrepreneurs Businessmen and women who take risks in

germs ideas and with money in order t o make themselves richer
armaments Weaponry epidemic When a disease spreads rapidly and affects lot s
arms race A race between two or more countries to build
of people
more or better weapo ns than the other exploitation Treating someone unfairly or t aking
armistice An agreement t o stop fighting
assassination When someone is murdered for a political advant age of them
export W hen goods are sent t o oth er countries in trade
reason free trade A llowing countries to trade freely w ithout
bacteria Micro-organisms that cause disease
ballot Vote tariffs or trade barriers
belligerent A nation involved in a war or co nflict front line The foremost position of an army - nearest to
blockade Cutting of all access to a place or country;
the enemy
preventing supplies getting into that country ghetto An enclosed part of a city where Jews had to live
boycott To refuse to do business w ith Great Depression When many economies in the wo rld
campaigner Someone who campa igns (takes part in
declined as. a result of the Wall Street Crash in America in
organized activities) to achieve a certain cause 1929
censorship Cont rolling w hat is produced and suppressing home front During a war, this is th e secti on w hich
concerns the civilians
anything that is considered t o be harmful to the sta te imperialism When a cou ntry follows the policy of getting
chartists A group that demanded changes to the voting an empire
laissez-faire A policy of non-interference by th e
syst em in Britain governm ent; leaving things alone
civil service An o rganization that is part of the legislation Laws
literacy Ability t o read and write
government and carri es out the administra tive t asks of merchant Someone who is a trader - buying and selling
running the co untry goods
coalition A lliance between political parties in a country middle class People of middle income - between the
colonialism The practice by which a powerful country upper and working classes, e.g. lawyers, doctors,
controls less powerful countries and uses its resources in teachers
order to increase its own wealth and power
colony An area of land somewhere in the wor ld ruled by militant Aggressive or violent in support of a cause
another co untry militarism Policy based on the force of the army

• History foc the IB MYP 4&5: by Concept

missionary A member of a religious mission who aims to reparations Compensation paid by a defeated nation for
spread religion to other people the damage caused during a war

mobilization Getting troops ready to st art fighting republic A country in which power is held by people w ho
munitions Military (army) equipment have been elected
nationalization W here a government contro ls and owns
sanctions Actions taken against a state by another state
industries and o ther businesses or states to try to make it do something
neutrality When a state is not involved in a military
segregation Keeping apart (e.g. racial segregation is
alliance keeping races apart)
obsolete Not working or in operation any mo,re
offensive A military attack self-determination The idea that a nation should be able
to rule itself
plantation A huge farm that grows sugar, tobacco, cotton
provenance Information about th e origins of a source, stalemate W hen neither side can make any progress in a
war
e.g. the author, date and place of publica ti on
public health When there are organized measures - suffrage The right to vote

usually ca rried out by the sta te - to prevent disease and superpower A country w hich has strong economic,
improve th e he.alth of th e population military and political power and global influence
radical A person w ho wants extreme cha nges; these could
be politica l, economic and/or social tariffs Taxes put on goods that come into a country
trade union A group of people who work together to try
rebellion When people revolt/rise up in protest at
somethin g to improve their pay and conditions in a workplace
working class Poorer people w ho work for a living such

as miners, servants, factory workers

The Publishers would like to thank the following for their advice and support in the development of this project: Robert

Harrison, Head of Middle Years Programme Development, IBO; the MYP by Concept series editor, Paul Morris; David Burton

and Paul Grace, Renaissance College, Hong Kong for reviewing the manuscript.

The Publishers would like to thank the following for permission to reproduce copyright material. Every effort has been made
to trace or contact all copyright holders, but if any have been inadvertently overlooked the Publishers will be pleased to
make the necessary arrangements at the first opportunity.

Photo credits

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Library/Alamy; p.319 © Xinhua/REX_Shutterstock

t = top, b = bottom, I = left, r = right, c = centre

Text credits

p.45 'Lewis and Clark Exped ition, A National Register of Historic Places Travel Itinerary' (National Park Service, 2003); From 'A taste of adventure' from
The Economist (The Economist, 17th December 1998); p. 51 From Emperor's China: People's China (Heinemann, 1981); from 'Jonathan Letterman USA';
p.107 MAJOR DECEMBER 11, 1824-MARCH 15, 1872' (Civil War Trust, 2014), www.civilwar.org; p.123 From 'These Times they are A-changing' from
the album The Times they are A-changing (Columbia Reco-rds, 1964); p.123 From 'I Feel Like I'm Fixin' To Die Rag' from the album from I Feel Like I'm
Fixin' To Die Rag (Vanguard, 1967); p.251 STRANGE FRUIT by Lewis Allan, (c) 1939 and Copyright renewed . Edward B. Marks Music Company (BM I).

Used by permission. All rights reserved; p.267 Table: 'Percentage of adults (over age 21) allowed to vote, 1831-1928' from The USA 1917- 1980 (OU P,
1996); p.273 Taken from a speech at the Rivonia Trial (1964); p.277 Taken from an article in the banned issue of from The New Nation (The New Nation,
June 1986);p.289 Pastor Martin Niemoller: from 'First they came ...' (c. 1950); p.303 From 'Engineer of Death' from TheNewYorkTimes(The New York

Times, 18 July 1993)

Abyssinia 205 Bolshevik Revolution 118-20, 143 East India Company 52, 53
Adoula, Cyrille 218 Boxer Rebellion 60 Edison, Thomas 36, 37-8
Agadir Conference, Morocco Brown vs Topeka Board of
Einsatzgruppen 299, 301
154- 5 Education (1954) 256
alliance systems 151, 177, 179, Cartwright, Edmund 6 Elliott, Captain Charles 54, 55
censorship 76 empire building 192-227
225-7: see also Triple Alliance; Central High School, little Roc:k
nineteenth-century expansion
Triple Entente (1957) 257 192-4
Amritsar Massacre 233 Chamberlain, Neville 178
anaesthetics 95, 283 Charter Oath, Japan 20 perspectives on 195-202
anarchism 128-30 Chartist Movement 15 supra-national organizations and
ANC (African National Congress) civil rights 250-78
204-1 8
270,271-2,273,278,286 A meri ca 252- 67
Annan, Kofi 289, 307 South Africa 268-78 Engels, Friedrich 132, 133
anti-Semitism 294-9 Enlightenment 90
apartheid 268-78 Clarik, Captain William 32-5 Equiano, Olaudah 63
apartheid laws 268-9 Clemenceau, Georges 164, 165, eugenics 135, 293
appeasement 180 evacuation 74
Arab-Israeli War 216-17 170 existentialism 140
Arkwright, Richard 6, 9 coal-mining industry 7 explorers 192-3
arms race 151-2 Cochrane, Josephine 39 extraterritoriality 18, 55, 57
art 111-13 Cold War 222- 7 factories 9-13
Attlee, Clement 75, 239 Communism 133, 143
autarky 136, 137 Congo Crisis 217-18 children in 9, 10-12, 28
Axis Pact 177 Constructivism 118 reforms 12-1 3
Bakunin, Mikhail 128-9 CORE (Congress of Racial Equality)
Balkan crises 155- 8 Fascism 136
Beauvoir, Simone de 140, 144 255,260,263,265 feminism 140-6
Berlin Crisis 225, 226 Final Solution 299, 301
Biko, Steve 274-5 Cort, Henry 7 First World War 150- 73
Birmingham marches, Alabama counter-culture (1960s) 122-4
Cou1rt of International Justice 204 conduct of war 159
261 Cripps, Sir Stafford 238, 240 and culture 11 5-17
Bismarck, Otto von 199, 200 Crompton, Samuel 6 end of 163
Black Consciousness movement Curie, Marie 101, 144 key factors leading to 150-2
Czechoslovakia 178, 179 medicine and health 100-2
274 Dada movement 116-17, 284 peacemaking deals 164-73
Black Death 82, 86-7, 89 Dao Guang, Emperor 54 short-term causes 154-8
Black Panthers 265 Darby, Abraham, I 7 USA and 159, 163, 165
Black Power 265-6 Darwin, Charles 91, 134
Blincoe, Robert 10 democratic socialism 134 Fleming, Alexander 103, 107
Blitz 74 Dyer, General Reginald 233 Florey, Howard 104
Ford, Henry 71
Ill Franz Ferdinand, Archduke 157,

200
Freedom Charter, South Africa

271,273
Freedom Riders 260
Freedom Summer (1964) 263
FSAW (Federation of South Africa

Women) 270

Galen 85
Galton, Francis 135

History for the IB MYP 4&5: by Concept

Gandhi, Mohandas 230, 234-6, Japan 181- 2 medicine 82-107
241, 242 and China 181, 182, 205 ancient world 82- 5
civil disobedience campaign Constitution (1889) 21 blood loss 98, 100-1
235-6,238, 243 feudal system 17-18, 20 germ theory 94
non-cooperation campaign Industrial Revolution 17-25, 28 humeral theory 84, 90
234-5 and League of Nations 181, 205 Industrial Revolution 90- 2
Second World War 181-4, 186-7 infection 97, 101
genocide 135, 290-9 silk trade 175 Middle Ages 86-7
Great Depression 174-5 nationalism and 92
Greensboro sit-ins 259 Jefferson, Thomas 32 Renaissance 88- 9
Jenner, Edward 92 Second World War 103-5
Grosz, George 116 Jim Crow laws 253 surgery 87, 94- 6, 100, 101
Hargreaves, John 6 Jinnah, Mohammed Ali 236, 240, twentieth-century breakthroughs
Harvey, William 88-9 100-7
241 women and 82, 86, 93
Hippocrates 82, 84 Kanagawa, Treaty of 18-19
Hitler, Adolf 127, 137, 138, 146, Kay, John 6 Meyerhold, Vsevolod 119
Kenyan African Union (KAU) 244 missionaries 56, 57, 60, 192-3
176-9,205,294,300 Kenyatta, Jomo 244, 246 MK (Umkhonto we Sizwe) 272
Hobson, J.A. 193, 195 King, Martin Luther 258, 261, Montgomery Bus Boycott 258
Hoess, Rudolf 300, 301 Moroccan crises 154-5
Holocaust 292-303 262,263,265,26~286
Munich Agreement 178
facto rs leading to 292- 9 Kipling, Rudyard 196 Muslim League 236, 240-1
German people and 302 Koch, Robert 92, 94, 97 Mussolini, Benito 136, 146, 177,
Hitler and 300
Nazi state and 301 Korean War 216 205
Second World War and 303 Kristallnacht 298 NAACP (National Association for
Ku Klux Klan 256
humanism 140 League of Nations 66, 165, 171, the Advancement of Colored
lbn Sina 87 People) 255, 256, 258, 263
inaction: consequences of 288- 174,175, 181,204-5 Nanjing, Treaty of 55-6
Lenin, Vladimir 118, 133, 193, 195 nationalist movements 230- 46
307 Letterman, Major Jonathan 107
individuals: impact of 280- 7 Lewis, Captain Meriwether 32-5 India 233-43
Industrial Revol1ution, Britain liberalism 130-1 Kenya 244- 6
4- 16,29, 70 Lin Zexu 54, 55
Lister, Joseph 97, 98, 103 National Socialism 137-9
causes 4-5 Lloyd George, David 102, 164, Nation of Islam 264
and culture 112-14 NATO (North Atlantic Treaty
factories 9-B 166, 170
key inventions 5- 8 Ludendorff, Erich 159, 163 Organization) 225-6
social/political changes 14-1 6 Lumumba, Patrice 217-18 Nazi- Soviet Pact 179
Malcolm X 264-5, 266
Industrial Revollution, Japan Manchuria 181, 182, 205 Newcomen, Thomas 7
17-25,28 Mandela, Nelson 268, 270, 272-3 NHS (National Health Service) 77,
causes 17-19 Maoism 133
Meiji reforms 20-5 Mao Zedong 143, 146, 224 78,105
Marxism 129, 132 Nicholas II, Tsar 202
innovations 31, 36-9 Marx, Karl 128, 132-3 Niemoller, Martin 289
intentionalist view of history Nightingale, Florence 93, 97, 106
mass production 71-3
280-7 Mau Mau rebellion 244, 246, 248 nihilists 129
Nyerere. Julius 286
international aid 66 opium trade 43, 48- 55
International Labour Organization
Opium Wars 51-8
(ILO) 204, 210, 211
iron industry 7

Orlando, Vittorio Emanuele 166 impact of 74-5, 298-9 Triple Alliance 151, 159, 199-201,
PAC (Pan-African Congress) 272 203
Pankhurst, Emmeline 141 , 142 and Indian nationalist movement
Pare, Ambroise 88, 89, 98 Triple Entente 151, 159, 163,
Parks, Rosa 145, 258 238- 9 201-2, 203
partition of India 241
Pasteur, Louis 92, 94 Japan 181- 4, 186-7 Truman, Harry S. 207
medicine and health 103-5 UN Charter 207-8
peacemaking deals 186- 7
short-term causes 178-84

penicillin 103- 5, 107 USA and 182 UN Declaration of Human Rights

People's Charter 15 segregation 135, 253-4, 256-'61, 65

Peterloo massacre 15 286 UN Economic and Social Council

photography 114 self-strengthening movement, 208
pioneers 31, 32- 5 China 57- 9 UN General Assembly 208

plague 82, 86- 7, 89, 92, 94 Selma march, Alabama 263 UN International Court of Justice
Poincare, Raymond 164, 201 silk trade 46, 175 208
propaganda 76 Sisulu, Walter 272
United Nations (UN) 66, 206- 20

protectionism 175 Six-Day War 216- 17 creation of 206- 7

Proudhon, Pierre-Joseph 127, 128, slave trade 43, 61- 5 influence in 209

129 SNCC (Student Nonviolent peacekeeping missions 212-15
Coordinating Committee) 259, specialized agencies 210-11
public health 85, 90, 99, 102, 105 263,265 structure of 208-9
Raffles, Sir Thomas 196 UN Secretariat 209
railways 7, 22, 28, 59 Social Darwinism 134-5, 136, 137 UN Security Council 145, 208, 211
rationing 74-5 Socialist Realism 118-21 UN Trusteeship Council 209
Soweto uprising 275-7 vaccination 92, 94
Realism 112- 13 Spanish Civil War 177 Versailles, Treaty of 164-6, 170- 2
Reform Act (1832) 15- 16 Spencer, Herbert 134, 135 Vesalius, Andreas 88, 89
Rhodes, Cecil 193, 195 spice trade 44-5 Vietnam War 122
Rivonia Trial, South Africa 272-3 SS (Schutzstaffel) 298, 299, 301
Romanticism 112 Stalinism 133
Roosevelt, Franklin D. 182, 184

Rowlatt Act (1919) 233 Stali,n, Joseph 118, 119, 178 Voting Rights Act (1965) 264

SA (Sturmabteilung) 296, 298 steam engines 7 Wakefield, Edward 195

San Francisco, Treaty of 186- 7 Students for a Democratic Society Warsaw Pact 226
SASO (South African Students (SOS) 123, 124 Washington march 262
Watt, James 7
Organization) 274 Sudetenland 178-9 welfare state 77- 8
suffrage 14- 16, 141 - 3, 264 Wiesenthal, Simon 289
Satsuma Rebellion (1877) 22, 24 superpowers 221- 4 Wilhelm II, Kaiser 154- 5, 163, 200
Schlieffen Plan 152, 157, 158, 159 Taiping Rebellion 57
SCLC (Southern Christian Tambo, Oliver 270, 272

Leadership Conference) 258, 263

Seacole, Mary 93 textile industry 5- 6, 9-11, 12 Wilson, Woodrow 163, 164, 204·

SEATO (Southeast Asia Treaty Tientsin, Treaty of 56 14 Points 165, 170, 172

Organization) 226 trade 42- 67 women
Second World War 174- 87 feminism 140-6
with China so

Asia and 181-4 key trades/trading routes 44-9 and medicine 82, 86, 93

casualties 107 see also opium trade; Opium Wars suffrage 141-3
events leading to 174- 7 war work 75, 142
Holocaust 292-303 trade unions 12 X-rays 101
Treason Trial, South Africa 272

Ill History for the IB MYP · by Concept

18 Skills is a new series of resources for Years 4 and 5 students of the MYP and aims to:

introduce students to key concepts and features The /8 Skills books include a wide variety of interesting
oftheMYP topics which allow students to practise the skills they
develop interdisciplinary and disciplinary skills will need to reach the highest level of the assessment
help students to understand subject concepts achievement.
and content

Agents and stockists

For information about international agents, stockists and local representatives
check www.hoddereducation.com/agents for your local
Hodder representative

Drive meaningful inquiry using the only MYP
resources for Years 4 and 5 developed with the /8

Histo IS BN 978•1•4718•41 58·3

A concept-driven and assessment-focused approach to 9 IJJ~IJIJ~ll[\lllJIJIJl lJII
History teaching and learning.

Approaches each chapter with statements of inquiry
framed by key and related concepts, set in a global
cont ext.
• Supports every aspect of assessment using tasks
designed by experienced MYPeducators.
• Differentiates and extends learning with research
projects and interdisciplinary opportunit ies.
• Applies global contexts in meaningful ways to
offer an MYP- History programme with an
internationally-minded peirspective.

J Thomas has been Head of History at the following 18
schools: Munich International School, United World College o f
South East Asia (UWCSEA) and 1he British School of Brussels.
Keely Rogers has been HOD and/or teacher of History at the
following 18 schools: United World College of South East Asia
(UWCSEA), the International School of Brussels (ISB) and ACS
Egham International School in Surrey, UK.
Jo and Keely have written several textbooksfor the 18 Diploma.
They are also workshop leaders for the IB.

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i 7 HODDER

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