Download Unit 23 People Shape the World

Unit 23
People Shape the World
Introduction to Unit
This unit explores the ways individual stories can help historians understand larger patterns and processes in
world history. Indeed, just because world history often focuses on the “big picture”does not mean it should ignore
the critical roles individuals have played in shaping the past. The twentieth century alone has many examples of
individuals whose efforts and actions have effected dramatic historical changes. Three in particular—Mao
Zedong, the Ayatollah Ruhollah Khomeini, and Las Madres de Plaza de Mayo—are good illustrations of the complex interactions between social structures and the agents of cultural reform. All three examples acted within the
traditions of their respective cultures: Mao was the latest in a line of leaders to spring from the Chinese peasantry;
Ayatollah Khomeini reinforced the religious orthodoxy threatened by modernizing efforts that had pressed
against his society’s tolerance for change; Las Madres took action in accordance with their vision of the duties
required of them in their roles as mothers responsible for protecting and supporting their families. The successful
agency of each grew from deep personal commitments, which arose from their cultural and social milieus.
Moreover, these three unique stories reflect the larger global processes that interact with individuals to create the
common human experience of world history.
Learning Objectives
· Compare how the actions of individuals were shaped by the historical times in which they lived.
· Identify the roles individuals played in modern revolutions and resistance movements.
· Evaluate how the influence of social class, access to political power, access to education, and the role of the
media enable certain individuals to shape the course of world history.
Preparing for This Session
Read Unit 23 in the Bridging World History online text. You may also want to refer to some of the Suggested
Readings and Materials. If you feel you need more background knowledge, refer to a college-level world history
textbook on this subject (look under the index for Mao Zedong [Mao Tse Tung], Ayatollah Ruhollah Khomeini, Eva
Peron, Juan Peron).
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Unit 23
Unit Activities
Before You Begin—30 minutes
The three case studies highlight the social change that came through the direct agency of determined individuals, though external cultural influences played a role as well. Mao Zedong drew inspiration from European
philosophers and adapted their strategies in order to make them workable and acceptable in China. The Ayatollah
Khomeini reacted against Westernization, a cultural trend enforced by leaders who seemed determined to eliminate Iranians’ deepest beliefs and convictions. And Las Madres’ mission succeeded largely because they drew the
attention and support of the international community. Predict the kinds of images and evidence that will be used
in the video to show the roles the three played in effecting change in their respective countries.
Watch the Video for “Unit 23: People Shape the World”—
30 minutes
Activity 1: Revolutionary Leaders—120 minutes
Use the information provided below to create and present press conferences with Mao Zedong, Ayatollah
Khomeini, and Las Madres. You can work in three separate groups to create and present the press conferences for
Mao Zedong, Ayatollah Khomeini, and Las Madres. Or, you can divide up into the following groups: One group can
role play as the press; one group can role play as the interviewer/moderator; one group can role play as important people in the lives of the interviewees; and one group can role play as the interviewees.
Be sure to ask the following questions.
· How were you shaped by the events that occurred in your country or region?
· How did your actions shape the history of your country? Did they take the form of revolutions or resistance
to government policies?
· What kinds of technologies did you use to get your message of change out to the people of your country?
· In what ways do you think individuals are important to bringing about change in world history?
Mao Zedong
Changes in society are due chiefly to the development of the internal contradictions in society … it is the
development of these contradictions that pushes society forward. (Mao Zedong, Quotations from Chairman
Mao Zedong, ed. S. R. Schram [New York: Penguin, 1967].)
· Son of wealthy peasant
· Joined the Chinese Communist Party in Shanghai in 1920s
· Helped set up a Communist base in the southern Jiangxi province where land reform and role of peasants
in the revolution was stressed
· Led the Long March to the northwest; suffered hardships along with other peasants, including seeing his
wife and children die
· Led military resistance against Japanese; encouraged intellectuals to join People’s Liberation Army and do
propaganda work among peasants
· Led military victory over the Guomindang
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Unit Activities, cont’d.
· Declared the People’s Republic of China in 1949; first chairman
· Instigated the Hundred Flowers Movement; then turned on the intellectuals in the Anti-Rightist Movement
in the mid-1950s
· Insisted on the Great Leap Forward in 1959-1960, forcing peasants to melt their iron tools in homemade
steel-making furnaces; millions died from starvation due to famine
· Created the Great Proletarian Cultural Revolution to encourage young urban Chinese to experience the revolutionary spirit and rid the country of lingering traditional culture; thousands were killed and the educational system was destabilized for 10 years
· Died in 1976
Ayatollah Khomeini
There is no redress for the Iranian people. I am deeply concerned about the condition of the poor next winter,
as I expect many to die, God forbid, from cold and starvation. The people should think of the poor and take
action now to prevent the atrocities of last winter. (Armstrong, Karen, The Battle for God, 1st ed. [New York:
Alfred A. Knopf, 2000]: 251.)
Khomeini was born into a religious family, and as a young man in the 1920s he became a teacher and authority
on Islamic law. Khomeini came to believe that only God could make law, and that society should be based solely
around these laws. In the 1950s and ’60s, the United States and Britain allied themselves with Reza Shah in order
to secure their interests in the Persian Gulf. The Shah’s brutal policies towards Shiite Muslims, however, encouraged many Iranians to turn against both the Shah and the West, and to look instead for guidance and support
from Shiite religious leaders within Iran. Khomeini rose to prominence in this context, as he assumed a critical
leadership role in denouncing the policies of the Shah and in urging people to remain true to Islam. Even when
he was exiled in the 1960s, Khomeini continued to gain support in Iran among the millions of people who saw the
Shah’s government as illegitimate. In 1979, the Shah’s continued policies of repression and Khomeini’s continued
popularity resulted in mass demonstrations that led to the Shah’s abdication. Into his place stepped Khomeini,
who set about ruling Iran according to the principles of Islamic law. Indeed, his anti-imperialist, fundamentalist
ideas were critical in shaping the course of Iran’s history in the late twentieth century.
When Khomeini wrote his book dealing with Islamic government, he enunciated this principle: that a properly
educated cleric had a greater likelihood of governing in the way that the hidden “imam”—the theoretical divinely
appointed ruler of the Shiites—would rule if he were here on earth in human society. Khomeini said that a cleric
is better qualified to know how to rule than a Shah, who does not have the background and the religion.
Las Madres de Plaza de Mayo
... Hugo Hector was about 18 years old. Like all young people he wanted change. Change, as he told me, would
be equality for everybody. Why should some people have a lot and others nothing?
... All three of my children have disappeared. The eldest, Luis, was a medical student. He was kidnapped on the
street, in August 1976. A month after Luis disappeared, I sent the two younger ones to Punta del Este in
Uruguay in order to protect them, since here in Argentina, we lived in terror. They were kidnapped in Punta
del Este three months later ....
They had Martin. Then Horacio disappeared and I said, enough of being afraid, and I went out into the streets....
We went everywhere to make a complaint. Where did we all end up? In the Plaza de Mayo. (Taken from interviews in Las Madres: The Mothers of the Plaza de Mayo, a film by Susana Munoz and Lourdes Portillo [Sponsored
by Film Arts Foundation, 1985].)
Las Madres adopted as a symbol the white kerchief, embroidered with the names of their children. It became a
holy image of their duties as mothers to their families. Many of them carried pictures of their children, holding
their faces up before the world.
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Unit Activities, cont’d.
Item #3608. Anonymous, MADRES DE PLAZA DE MAYO IN SAN
MARTIN SQUARE, OPPOSITE ARGENTINA’S FOREIGN MINISTRY,
BUENOS AIRES,ARGENTINA (1977).Courtesy of AP/Wide World Photos.
Item #4004. Owen
Franken, MADRES
DE PLAZA DE
MAYO - A WOMAN
SELLS NEWSPAPERS TO FUND THE
INVESTIGATION OF
THE DISAPPEARANCE OF HER
C H I L D R E N ,
BUENOS
AIRES,
ARGENTINA
(1986).
Image
donated by CorbisBettmann.
Item #4002. Don Rypka, MADRES DE PLAZA DE MAYO
MARCH THROUGH THE STREETS OF BUENOS AIRES DISPLAYING HANDKERCHIEFS BEARING THE NAMES OF RELATIVES WHO HAVE DISAPPEARED SINCE 1975 (1982). Image
donated by Corbis-Bettmann.
Item #4200. Anonymous, Ayatollah Khomeini Waving to Supporters in Tehran, Iran (1979). Image donated by CorbisBettmann.
Item #4204. Anonymous, AYATOLLAH RUHOLLAH KHOMEINI
EMBRACES A CHILD AS IRANIANS CELEBRATE HIS RETURN
AFTER A 15-YEAR EXILE (1979). Image donated by CorbisBettmann.
Item #5058. Anonymous, IRANIAN WOMEN WEARING VEILS SHOW THEIR SUPPORT FOR
THE AYATOLLAH KHOMEINI, TEHRAN, IRAN (1979). Image donated by Corbis-Bettmann.
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Unit Activities, cont’d.
Item #5450. Anonymous, THE EXILED AYATOLLAH RUHOLLAH
KHOMEINI SPEAKING TO A CROWD IN LE-CHATEAU, FRANCE
(1979). Image donated by Corbis-Bettmann.
Item #4656. Anonymous, Mao Tse Tung with
Children and Teachers of Shaoshan School
(1959). Image donated by Corbis-Bettmann.
Item #5812. Daniel Muzio, MADRES PRESIDENT HEBE DE
BONAFINI SPEAKS DURING A ROCK CONCERT IN BUENOS AIRES
(1996). Courtesy of the AP/Wide World.
Item #4071. Anonymous, MAO TSE TUNG
READING DECLARATION OF FORMATION
OF THE PEOPLE’S REPUBLIC OF CHINA,
TIANANMEN SQUARE, PEKING, CHINA
(1949). Image donated by CorbisBettmann.
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Unit 23
Homework
Read Unit 23 in the online text, Section 3, Reading 3: Beatrice Forbes Manz,“Tamerlane’s Career and Its Uses,”
Journal of World History 13, no. 1 (Spring 2002): 1–25 and answer the following questions.
Reading Questions
· What were Tamerlane’s accomplishments during his lifetime?
· Did all of the people he affected agree that his actions led to positive effects?
· Why was Tamerlane used by other rulers and artists as a symbol of leadership?
· What leaders in this unit show similarities to Tamerlane’s use of and changes in tradition?
· What people in this unit show differences to Tamerlane’s legacy? Why?
Optional: Visit the Web Site
Explore this topic further on the Bridging World History Web site. Browse the Archive, look up terms in the Audio
Glossary, review related units, or use the World History Traveler to examine different thematic perspectives.
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Bridging World History